Research on environmental knowledge, environmental attitude and environmental behavior of high-school students under the Grade 1-9 curriculum, using the National Hwa-Nan Senior Commercial High School as an example

• Main Authors: An-Tsang Wu, 吳安倉
• Other Authors: Tzyy-Ling Hwu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/73779822998440104333

碩士 === 立德管理學院 === 資源環境研究所 === 95 === This research seeks to quantify the difference in environmental knowledge, environmental attitude and environmental behavior between high school students under the grade 1-9 curriculum and those without, using students at the National Hwa-Nan Senior Commercial High School as sample. Using a self-developed questionnaire, through stratified sampling, we received 706 effective responses as the sample pool of this research. Through descriptive statistics, independent t test, chi-square test, single factor ANOVA, the Scheffe method, Pearson product-moment correlation, simple linear regression, and multiple stepwise regressions, we analyzed the sample and summarize our findings below: We find no significant difference between high school students who were taught under different curricula in junior high school, regarding environmental knowledge, environmental attitude, and environmental behavior. Regarding environmental knowledge, among students who underwent the grade 1-9 curriculum, boys performed significantly better than girls; students’ specializations also showed a significant correlation. Among students who did not undergo the grade 1-9 curriculum, only students’ specializations showed a significant correlation to performance. Regarding environmental attitude, only students’ specializations showed a significant correlation to performance among the students who underwent the grade 1-9 curriculum. Among the students who did not undergo the grade 1-9 curriculum, boys performed significantly worse than girls, and specializations also showed a significant correlation. Regarding environmental behavior, no significant correlation exists between performance and students’ population variables, for students who underwent the grade 1-9 curriculum; among those who did not undergo the curriculum, a significant correlation exists between performance and students’ specializations as well as place of domicile. Among high school students who underwent different curricula in previous schooling, a low correlation exists between environmental knowledge and environmental attitude; no correlation exists between environmental knowledge and environmental behavior, and a low correlation exists between environmental attitude and environmental behavior. As for using environmental knowledge to predict environmental behavior, among high school students who underwent different curricula in previous schooling, there exists no significant link between environmental knowledge and environmental behavior. On using environmental attitude to predict environmental behavior, among high school students who underwent different curricula in previous schooling, there exists a significant link between environmental attitude and environmental behavior, meaning that students’ environmental behavior can be predicted from their environmental attitudes. As for factors predictive of environmental behavior, among high school students who underwent different curricula in previous schooling, their highest performing factor was “attitude towards environmental skills”.