A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan
Abstract
:1. Introduction
1.1. Environmental Education in Taiwan
1.2. Framework and Elements of Environmental Literacy
- To assess the level of environmental literacy of undergraduate students in Taiwan on the following elements: (1) cognitive (knowledge and skills), (2) affective, and (3) behavioral.
- To identify any significant correlations in the undergraduate students’ scores on the three elements.
- To identify information sources from which undergraduate students gather environmental information.
2. Materials and Methods
2.1. Participants
2.2. Instrument and Instrumentation
- Step 2: Using a similar process by Erdogan and Ok [31], items in the pool were selected in accordance to the research objectives guided by the definition of each elements and related components. The table of specifications, and the initially compiled questions items were subsequently prepared for panel review.
- Step 3: This initially compiled question items were given to a panel of 10 experts from various areas of specialization, such as environmental education, earth science, geography, and urban planning, for their formal review and expert opinions. The experts were required to evaluate the items on their appropriateness, relevance and language used from which content validity has to be reached. Each question item had received at least 80% agreement by the experts.
- Step 4: The instrument was revised based on the experts’ opinions and feedback, and subsequently pre-tested with 20 randomly selected undergraduate students. The item analysis with regards to difficulty and discrimination for knowledge items and the factor analysis for scale items were conducted to determine the question items to be included in the final version of the questionnaire survey.
2.3. Data Collection and Analysis
2.3.1. Descriptive Statistics
2.3.2. Item Analysis
2.3.3. Reliability Analysis
2.3.4. Independent Samples T-Test
2.3.5. Structural Equation Modelling (SEM)
3. Results
3.1. General Descriptive Findings
3.2. Environmental Literacy
3.2.1. Cognitive Element
3.2.2. Affective Element
3.2.3. Behavioral Element
3.3. T-Test and Chi-Square Test
3.4. Confirmatory Factor Analysis
4. Discussion and Implications
4.1. Relationships between Environmental Knowledge, Attitudes and Behavior
4.2. Gender Comparison on Environmental Literacy
4.3. Relationship between Clubs and Societies Participation and Environmental Literacy
4.4. Sources of Environmental Information
4.5. Study Implications
4.6. Study limitations
Author Contributions
Acknowledgments
Conflicts of Interest
References
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Elements | Components |
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Cognitive |
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| |
| |
Affective |
|
| |
| |
Behavioral |
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| |
|
Variables | Frequency | Percent (%) |
---|---|---|
Gender | ||
Male | 14,483 | 49.1 |
Female | 14,626 | 49.6 |
Unanswered | 389 | 1.3 |
Year level | ||
Freshman (first-year) | 8370 | 28.4 |
Sophomore (second-year) | 7544 | 25.6 |
Junior (third-year) | 6774 | 23.0 |
Senior (fourth-year) | 6598 | 22.4 |
Other | 212 | 0.7 |
Accommodation arrangement | ||
With family | 11,795 | 40.0 |
School dormitory | 8115 | 27.5 |
Renting out | 8854 | 30.0 |
Other | 272 | 0.9 |
Unanswered | 462 | 1.6 |
Family structure | ||
Three generations | 5621 | 19.1 |
Nuclear family | 19,436 | 65.9 |
Single-parent families | 3271 | 11.1 |
Unanswered | 1170 | 4.0 |
Variables | Frequency | Percent (%) |
---|---|---|
Participation in clubs or societies | ||
Yes | 3897 | 13.2 |
No | 25,290 | 85.7 |
Unanswered | 311 | 1.1 |
Average weekly search for environmental information (by hours) | ||
Never | 4665 | 15.8 |
Less than 30 min | 10,814 | 36.7 |
30 min to one hour | 7796 | 26.4 |
One to two hours | 3554 | 12.0 |
Two to three hours | 747 | 2.5 |
Three to four hours | 818 | 2.8 |
More than four hours | 1024 | 3.5 |
Unanswered | 80 | 0.3 |
Major information source to gather environmental information | ||
Television news | 18,151 | 61.5 |
Online learning | 14,286 | 48.4 |
Television programs | 9612 | 32.6 |
Class lectures | 7418 | 25.1 |
Books and magazines | 7110 | 24.1 |
Environmental NGOs | 3503 | 11.9 |
Textbooks | 3393 | 11.5 |
Friends and relatives | 3060 | 10.4 |
Radio | 1400 | 4.7 |
Others | 151 | 0.5 |
Favorite types of environmental education | ||
Outdoor experiential learning | 13,504 | 45.8 |
Watch movies | 12,901 | 43.7 |
Visit museums/conservation centers | 10,501 | 35.6 |
Online learning | 8654 | 29.3 |
Attend lectures | 6903 | 23.4 |
Discussion with classmates | 5889 | 20.0 |
Experiment | 4650 | 15.8 |
Classroom studies | 3915 | 13.3 |
Others | 112 | 0.4 |
Items | Correct Rate | |
---|---|---|
% | 95% C. I. | |
K1. The ultimate goal for natural environment conservation is to attain “Biodiversity”, which signifies the utmost variety of different species. | 41.9 | 41.3 42.5 |
K2. Greenhouse effect is perfect for the earth’s surface temperature to maintain an appropriate environment suitable for living organisms. | 41.3 | 40.7 41.9 |
K3. Excessive burning of coal, oil, and fossil fuels will lead to ozone depletion. | 69.2 | 68.7 69.7 |
K4. Having algae in the rivers can help the ecological balance of the river system. | 70.9 | 70.4 71.4 |
K5. Which of the following gas type is not a greenhouse gas? | 24.1 | 23.6 24.6 |
K6.Which of the following type of power generation is most environmentally friendly? | 61.0 | 60.4 61.6 |
K7. Rainforest ecosystem is important to the earth, which of the following statement is not a function of tropical rainforests? | 86.4 | 86.0 86.8 |
K8. What is the major reason contributing to the problems associated with natural disaster in Taiwan? | 39.0 | 38.4 39.6 |
K9. Which of the following statement about information on conservation is correct? | 59.8 | 59.2 60.4 |
K10. “Kyoto Protocol” is an agreement signed for global economic development. | 67.2 | 66.7 67.7 |
K11. Ancestors like to drink realgar wine as part of their traditional customs in Mid-autumn Festival, to protect them from diseases. | 45.5 | 45.0 46.1 |
K12. The wisdom pass down by our ancestors is adequate to help us cope with the current climate problems and environmental changes. | 85.9 | 85.5 86.3 |
K13. Which of the following statement is not correct about the damage done on the nature from acidic rain? | 61.0 | 60.4 61.6 |
K14. The reason for uneven distribution of the earth’s natural resources is due to the high resource consumption in high population countries. Is this statement correct? | 61.6 | 61.0 62.2 |
K15. The road work maintenance in Saharan Africa is to prevent landslides due to debris flows and reduce the loss of life and property. Is this statement correct? | 59.1 | 58.8 59.7 |
K16. Which of the following icons represent environmental-friendly labelling? Please select one correct icon. | 89.3 | 88.9 89.7 |
Items | Mean | Standard Deviation |
---|---|---|
A1. I am aware of environmental issues related to air pollution, food safety, and habitat destruction. | 3.64 | 0.874 |
A2. I care about environmental problems caused by climate change. | 3.71 | 0.849 |
A3. I believe that toxic emissions from anthropogenic waste (i.e., motor vehicles, factories, etc.) can cause a negative environmental impact. | 4.09 | 0.957 |
A4. I think human lives are critically dependent on the supply of the earth’s natural resources. | 3.96 | 0.973 |
A5. I think the practice of environmentally friendly behavior can solve many environmental problems in lives. | 3.58 | 0.976 |
A6. I have the initiative to learn environmental knowledge (i.e., interactions between people and the environment), to enhance my understanding of the natural world. | 3.45 | 0.844 |
A7. I will be very angry if I saw someone throw trash on the road or into the river. | 3.82 | 0.932 |
A8. I will give thanks and cherish “Mother Nature” more for a better environment. | 3.93 | 0.910 |
A9. Earth’s resources are limited, so I will cherish resources. | 3.96 | 0.920 |
A10. I think there is a meaning and value for the existence of the plants and trees. | 4.06 | 0.957 |
A11. I think the aboriginal customary manners are worthy of respect and learning, given that they contribute towards a positive ecological relationship. | 3.86 | 0.949 |
A12. I think there is no way to restore the original look of the nature if it is destroyed. | 4.11 | 1.018 |
A13. I think environmental and ecological protection are more important than that of the economic development. | 3.84 | 0.951 |
A14. I believe that technological advances cannot solve all the environmental pollution problems. | 3.83 | 1.023 |
A15. I think the environmental pollution problems in other countries will also affect Taiwan. | 4.02 | 0.951 |
A16. I think that polyethylene terephthalate bottled drinks affect the environment. | 3.83 | 0.919 |
A17. I know my lifestyle can affect the environment. | 3.68 | 0.924 |
A18. I have a responsibility to participate in activities that will help slow down global warming. | 3.86 | 0.909 |
A19. As long as I am willing to try, I can solve or minimize environmental problems. | 3.67 | 0.936 |
A20. I can discuss environmental issues with other students to clarify the cause and effects. | 3.46 | 0.900 |
A21. I will advise others to stop environmental destruction (e.g., dumping trash and waste water, etc.). | 3.54 | 0.897 |
A22. While traveling through local communities, I will respect local customs and traditions, and to reduce interference on the local environment and residents. | 3.90 | 0.894 |
A23. I believe no advanced technology can solve all pollution problems. | 3.84 | 1.35 |
Items | Mean | Standard Deviation |
---|---|---|
BEH1. While I go out, I am willing to give priority to walking, cycling, taking public transportation, and other transportation modes. | 3.67 | 0.966 |
BEH2. I am willing to turn on air conditioner’s temperature at 26 °C~28 °C to save energy. | 3.84 | 0.988 |
BEH3. I am willing to take care of our living environment (including school and neighborhood) and make changes to the environmental conditions. | 3.59 | 0.870 |
BEH4. I am willing to take the initiative to find out more about climate change, carbon reduction, and other related information. | 3.63 | 0.853 |
BEH5. I am willing to take the initiative to follow through in my daily life on the opinions and ideas I have about the environmental issues. | 3.43 | 0.861 |
BEH6. I am willing to discuss environmental issues as the main theme in the school report. | 3.36 | 0.876 |
BEH7. I support the reduction on the number of household garbage collection days, in order to reduce air pollution generated by garbage truck. | 3.44 | 0.963 |
BEH8. I am willing to participate in the environmental events (i.e., natural conservation, monitoring, and maintenance activities). | 3.36 | 0.897 |
BEH9. I am capable of classifying different types of recyclable items. | 3.67 | 0.926 |
BEH10. I know how to use different recycling methods. | 3.24 | 0.941 |
BEH11. I am capable of observing the terrain to determine if a place will be flooded or not. | 2.84 | 1.043 |
BEH12. I will use multi-media, such as newspapers, magazines, or the Internet to obtain information related to environmental issues. | 3.29 | 0.974 |
BEH13. I am able to identify environmental problems and find solutions to them. | 3.00 | 0.964 |
BEH14. I can integrate different viewpoints on environmental issues and form my personal opinions. | 3.10 | 0.975 |
BEH15. I can reflect on my own behavior about the social and environmental impacts. | 3.31 | 0.933 |
BEH16. I am able to communicate relevant environmental-related information to others. | 3.18 | 0.956 |
BEH17. I am able to convince my family members and friends to undertake environmental actions. | 3.14 | 0.999 |
BEH18. I know how to use appropriate channels to promote environmental knowledge and environmental friendly policies. | 3.09 | 0.974 |
BEH19. I use appropriate channels to appeal environmental complaint issues, to help avoid environmental pollution incident. | 2.95 | 1.036 |
BEH20. I will buy polyethylene terephthalate bottled beverages. | 3.14 | 0.895 |
BEH21. I will bring my own personal water bottle when I go out. | 3.28 | 1.156 |
BEH22. I will carry reusable utensils (i.e., chopsticks, spoons, etc.). | 2.69 | 1.102 |
BEH23. I will convey environmental protection information to my family members or friends. | 2.90 | 0.941 |
BEH24. I have participated in environmental organizations (i.e., green squad, green campus groups, etc.) on campus. | 2.21 | 1.020 |
BEH25. I have attended schools’ or extracurricular experiences in environmental activities (i.e., beach cleaning, ecological ponds’ cleaning, and other ecological activities). | 2.30 | 1.021 |
BEH26. I have used appropriate channels on environmental complaint issues to help appeal environmental pollution incident (i.e., open burning, free dumping wastes). | 2.00 | 1.066 |
BEH27. I have participated in related rallies, marches, or petition activities on environmental policies. | 3.14 | 0.895 |
R1. I have the responsibility to improve the surrounding environment. | 3.74 | 0.876 |
R2. It is my duty to prevent environmental pollution incidents. | 3.69 | 0.878 |
R3. It is my responsibility to solve any environmental problems caused by myself. | 3.79 | 0.876 |
R4. It is my responsibility to influence the people around me to have better awareness on environmental protection. | 3.65 | 0.882 |
Elements | Components | Gender | Mean | SD | t Value | p Value |
---|---|---|---|---|---|---|
Cognitive | Knowledge of natural systems | Male | 2.85 | 0.738 | −13.153 | <0.000 *** |
Female | 2.97 | 0.716 | ||||
Knowledge of environmental issues | Male | 3.17 | 1.340 | −9.695 | <0.000 *** | |
Female | 3.33 | 1.306 | ||||
Knowledge of appropriate action strategies | Male | 3.06 | 0.937 | −4.553 | <0.000 *** | |
Female | 3.11 | 0.851 | ||||
Affective | Environmental awareness and sensitivity | Male | 3.66 | 0.735 | −22.4023 | <0.000 *** |
Female | 3.84 | 0.621 | ||||
Environmental values | Male | 3.82 | 0.810 | −28.618 | <0.000 *** | |
Female | 4.08 | 0.702 | ||||
Decision-making attitude on environmental issues | Male | 3.62 | 0.725 | −24.239 | <0.000 *** | |
Female | 3.81 | 0.638 | ||||
Behavioral | Intentions to act | Male | 3.46 | 0.715 | −18.818 | <0.000 *** |
Female | 3.61 | 0.629 | ||||
Environmental action strategies and skills | Male | 3.18 | 0.762 | 4.734 | <0.000 *** | |
Female | 3.14 | 0.719 | ||||
Involvement in responsible environmental behavior | Male | 2.60 | 0.718 | 7.071 | <0.000 *** | |
Female | 2.54 | 0.612 |
Elements | Components | Participation in Clubs/Societies | Mean | SD | t Value | p Value |
---|---|---|---|---|---|---|
Cognitive | Knowledge of natural systems | Yes | 3.02 | 0.674 | 11.249 | <0.000 *** |
No | 2.89 | 0.736 | ||||
Knowledge of environmental issues | Yes | 3.46 | 1.236 | 11.217 | <0.000 *** | |
No | 3.22 | 1.335 | ||||
Knowledge of appropriate action strategies | Yes | 3.14 | 0.852 | 4.329 | <0.000 *** | |
No | 3.07 | 0.903 | ||||
Affective | Environmental awareness and sensitivity | Yes | 3.88 | 0.665 | 12.884 | <0.000 *** |
No | 3.73 | 0.687 | ||||
Environmental values | Yes | 4.11 | 0.739 | 13.888 | <0.000 *** | |
No | 3.93 | 0.769 | ||||
Decision-making attitude on environmental issues | Yes | 3.84 | 0.680 | 12.141 | <0.000 *** | |
No | 3.70 | 0.688 | ||||
Behavioral | Intentions to act | Yes | 3.65 | 0.686 | 11.373 | <0.000 *** |
No | 3.52 | 0.675 | ||||
Environmental action strategies and skills | Yes | 3.27 | 0.741 | 9.117 | <0.000 *** | |
No | 3.15 | 0.741 | ||||
Involvement in responsible environmental behavior | Yes | 2.62 | 0.640 | 4.602 | <0.000 *** | |
No | 2.56 | 0.672 |
Elements | Cognitive | Affective | Behavioral |
---|---|---|---|
Cognitive | 1 | 0.385 | 0.215 |
Affective | 0.385 | 1 | 0.760 |
Behavioral | 0.215 | 0.760 | 1 |
Elements | Cognitive | Affective | Behavioral |
---|---|---|---|
Cognitive | 1 | −0.261 | −0.552 |
Affective | −0.261 | 1 | −0.392 |
Behavioral | −0.552 | −0.392 | 1 |
Total Clustering | Total | ||||
---|---|---|---|---|---|
Bottom 20% | 20% to 80% | Top 20% | |||
Gender | Male | 3293 | 7577 | 2461 | 13,331 |
Female | 2062 | 8432 | 3071 | 13,565 | |
Total | 5355 | 16,009 | 5532 | 26,896 |
Total Clustering | Total | ||||
---|---|---|---|---|---|
Bottom 20% | 20% to 80% | Top 20% | |||
Participate in clubs and societies | Yes | 471 | 2103 | 1039 | 3613 |
No | 4892 | 13,949 | 4526 | 23,367 | |
Total | 5363 | 16,052 | 5565 | 26,980 |
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Liang, S.-W.; Fang, W.-T.; Yeh, S.-C.; Liu, S.-Y.; Tsai, H.-M.; Chou, J.-Y.; Ng, E. A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan. Sustainability 2018, 10, 1730. https://doi.org/10.3390/su10061730
Liang S-W, Fang W-T, Yeh S-C, Liu S-Y, Tsai H-M, Chou J-Y, Ng E. A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan. Sustainability. 2018; 10(6):1730. https://doi.org/10.3390/su10061730
Chicago/Turabian StyleLiang, Shih-Wu, Wei-Ta Fang, Shin-Cheng Yeh, Shiang-Yao Liu, Huei-Min Tsai, Jui-Yu Chou, and Eric Ng. 2018. "A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan" Sustainability 10, no. 6: 1730. https://doi.org/10.3390/su10061730