1Senior Lecturer, School of Education, Universiti Teknologi Malaysia, 81310, Skudai, Johor, Malaysia
2Associate Professor, Centre for Engineering Education, Universiti Teknologi Malaysia, 81310, Skudai, Johor, Malaysia
3Bachelor Scholar, School of Education, Universiti Teknologi Malaysia, 81310, Skudai, Johor, Malaysia
4Senior Lecturer, School of Biosciences and Medical Engineering, Universiti Teknologi Malaysia, 81310, Skudai, Johor, Malaysia
5Science Education Officer, Johor State Education Department, Ministry of Education Malaysia, Johor Bahru, Johor, Malaysia
*Corresponding author: Dr. Fatin Aliah Phang, Associate Professor Centre for Engineering Education, Universiti Teknologi Malaysia, 81310, Skudai, Johor, Malaysia. Email: p-fatin@utm.my
Online published on 11 July, 2019.
Iskandar Malaysia Ecolife Challenge (IMELC) started in 2013 among Year 6 students (12 years old) to foster low carbon awareness and practice. In order to trace the sustainability of the low carbon awareness and practice, a survey was carried out in 2016 to determine if the students maintain the awareness and practice. A number of 4, 439 secondary students from Form 1 until Form 4 participated in the survey. The questionnaire constructed has an acceptable level of reliability of 0.686 using Cronbach's alpha analysis. Descriptive and inferential statistics were used to determine the differences between IMELC and NO IMELC group. The analysis shows that students who have undergone IMELC obtained higher mean scores in terms of the awareness and practice but lower in knowledge. Further analysis using t-test shows that the differences are significant. The discussion suggested that, the strength of IMELC is in changing the behavioral characteristic and have not yet capable for behavioral change.
Environmental education, low carbon society, informal learning
