Abstract
Educations become an important asset of future development and management in Malaysia. Promoting pure science and mathematics subject are compulsory to credits for certificates, but failed to concern in environmental perspectives. This research study conducted to investigate student’s knowledge perception of attitude towards environmental water resources. Collecting data involve quantitative approach with questionnaire methods. Sampling area is concentrate only one of the cluster school in Kuala Lumpur. Sampling size is targeted for 60 respondents that randomly selected in lower secondary school (Form 3 students) with good, moderate and poor classes, which select only 20 students in each class. Analysis used in this study is descriptive analysis. Results indicates polluted water led to disease grow and cause death to aquatic animals especially fish. Eventually, fish species become extinction and cause food shortage. ‘Disappearance’ of fish species in food chain may impact the energy flow through nature recycle in food chain to create global warming. Next, although water pollution less affected on soil nutrient quality, but it resulting the water resources include freshwater to become shortage. Therefore, problems and issues in environmental water resources are controllable and manageable if students are exposed earlier on the importance and priorities to protect, to love, to conserve and preserve the environmental nature especially the water resources. Conclusion, environmental subject become an important platform to create awareness in the students from continue ‘destruct’ the environment when they become leader in future.
Keywords: environmental education, disappearance, awareness, destruct
Citation of Article:
Hua, A.K., & Ping, O.W. (2017). Environmental Education: A Case Study. Imperial Journal of Interdisciplinary Research, 3(1), 1622-1624.
Citation of Article:
Hua, A.K., & Ping, O.W. (2017). Environmental Education: A Case Study. Imperial Journal of Interdisciplinary Research, 3(1), 1622-1624.
Introduction
Pure sciences of physic, chemistry and biology are compulsory subject that need to credits to receive certificate before further studies in university level [2]. Due to this condition, majority students are putting all efforts to concentrate only into these subjects just to receive the certificate. Lack of concerned towards applied sciences in science and technology, environmental sciences, sustainability sciences, and so on, causing students to become less interested in studying this subject. Indirectly, students will felt that there is no need to take responsibility to protect the environment and this situation can cause ‘destruction’ to the environment [3]. As evidence, several issues related to water pollution especially in rivers are mainly originated from agricultural and livestock activities, municipal activities, factory activities, residential activities and others, that occur in this country [4-5]. Therefore, this research study conducts to investigate student’s knowledge perception of attitude towards environmental water resources.
Methodology
Quantitative approach through questionnaire methods is applied. Questionnaire design based ‘open-ended’ question that divided into two parts, namely part A for demographic profile and part B for environmental water pollution and environmental water ecology. Likert Scale with 5-point (1 Strongly Disagree, 2-Disagree, 3-Normal, 4-Agree, 5-Strongly Agree) are used. Sampling area is concentrated only one of the cluster school in Kuala Lumpur. The sampling size targeted for 60 respondents that randomly selected in lower secondary school (particular in Form 3) with good, moderate and poor classes’ students [6]. Only 20 students are randomly selected in each class. When questionnaires are completely answered, the raw data will be input using Statistical Package for Social Science (SPSS) version 19. Analysis used in this study is descriptive analysis.
Results and Discussions
Result for demographic profile and environmental water resources can be show in Table 1 and Table 2 respectively. Demographic profile indicates gender for male is the highest with 33 respondents and female with 27 respondents. The grade achievement shown 11 to 20 with 20 students is the highest, continue by 21 to 30 with 18 students, 1 to 10 is 10 students, 31 to 40 is 9 students, and 41 to 50 is 3 students. Majority students are staying in rural area (32 students) than urban area (28 students). Most of the student’s parents are working as professional with 39 respondents, and non-professional are 21 respondents.
Environmental water resources through environmental water pollution and environmental water ecology are shown in Table 2, having reliability test of 0.69 with the items are satisfy and suitable to conduct analysis [1]. Environmental water pollution through water quality, disease, aquatic species, and freshwater are indicates agree is the highest rank with 34, 29, 23 and 28 students respectively. Only soil nutrient variable have normal point as highest rank with 24 respondents. Next, environmental water ecology with variable of food shortage, nature recycle, and global warming and water resources show agree are rank the first with 29, 27, and 28 respondents respectively. However, majority students chose normal as first rank for food chain with 27 respondents.
Majority students are opinion that polluted water will becomes black color and bad odor taste. The polluted water will bring disease to human such as cholera, diarrhea, intestinal worms, typhoid fever, and so on, which will also poisoning the aquatic animals and cause death. If extreme water pollution, it will lead to extinction of aquatic life. This situation will reduce the availability of freshwater become shortage. Nevertheless, most of the students still believe that contaminated water is likely to affect the existence of nutrients in soil, which can decrease the soil quality and indirectly impact to the trees. Continuously, contaminated water can negatively affect water ecology. For example, extinction of aquatic species especially fish can reduce food source. Indirectly, the extinction of certain species will cause energy flow to increase in other food chain through natural cycle. This action may result on global warming and decrease the quantity of water resources due to evaporation process. At the same time, the natural recycle will led to the nature nutrient loss, for example polluted water through extreme evaporation could bring acid rain and cause chemical reaction with nature nutrient. However, many students are still opinion that ‘disappearance’ of fish species will not impact the whole food chain if compare to the primary producer like plant. Possibly secondary or tertiary consumer will consume other species as food source to continue survive.
Conclusion
As conclusion, environmental water resources proved that majority students are realized that decrease of water quality will cause diseases to grow and harm aquatic species. These result the fish species to become extinction and cause food shortage. Possibly ‘disappearance’ of fish species in food chain may not impact the secondary or tertiary consumer in obtaining food to survive. Indirectly, this situation may impact the nature recycle through energy flow in food chain to create global warming. On the other hand, although soil nutrient quality are less affected by water pollution, this situation are
resulting the water resources include freshwater to become shortage. Therefore, these problems and issues are controllable and manageable if the students are exposed on the importance and priorities to protect, to love, to conserve and preserve the environmental nature especially the water resources. Hence, environmental subject become an important platform to awake and create awareness in the students from continue ‘destruct’ the environment when they become leader in future.
References
[1] Chua, Y.P. (2011). Kaedah penyelidikan: Buku 1. McGraw-Hill (Malaysia).
[2] Heng, C. S., & Tan, H. (2006). English for mathematics and science: Current Malaysian language-in education policies and practices. Language and Education, 20(4), 306-321.
[3] Hua, A.K. (2015a). Public Perception in Water Resources Development Case Study: Malacca River. International Journal of Humanities & Social Science Studies, 2(2), 78-86.
[4] Hua, A.K. (2015b). An Indication of Policy Study towards Water Resources in Malacca State: A Case Study of Malacca River, Malaysia. International Research Journal of Social Sciences, 4(6), 15-20.
[5] Hua, A.K. (2015c). Law Enforcement and Water Resources of the Malacca River A Case Study of Public Perception. International Journal of Scientific Research in Science and Technology, 1(3), 111-116.
[6] Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educ psychol meas, 30, 607-610.
Pure sciences of physic, chemistry and biology are compulsory subject that need to credits to receive certificate before further studies in university level [2]. Due to this condition, majority students are putting all efforts to concentrate only into these subjects just to receive the certificate. Lack of concerned towards applied sciences in science and technology, environmental sciences, sustainability sciences, and so on, causing students to become less interested in studying this subject. Indirectly, students will felt that there is no need to take responsibility to protect the environment and this situation can cause ‘destruction’ to the environment [3]. As evidence, several issues related to water pollution especially in rivers are mainly originated from agricultural and livestock activities, municipal activities, factory activities, residential activities and others, that occur in this country [4-5]. Therefore, this research study conducts to investigate student’s knowledge perception of attitude towards environmental water resources.
Methodology
Quantitative approach through questionnaire methods is applied. Questionnaire design based ‘open-ended’ question that divided into two parts, namely part A for demographic profile and part B for environmental water pollution and environmental water ecology. Likert Scale with 5-point (1 Strongly Disagree, 2-Disagree, 3-Normal, 4-Agree, 5-Strongly Agree) are used. Sampling area is concentrated only one of the cluster school in Kuala Lumpur. The sampling size targeted for 60 respondents that randomly selected in lower secondary school (particular in Form 3) with good, moderate and poor classes’ students [6]. Only 20 students are randomly selected in each class. When questionnaires are completely answered, the raw data will be input using Statistical Package for Social Science (SPSS) version 19. Analysis used in this study is descriptive analysis.
Results and Discussions
Result for demographic profile and environmental water resources can be show in Table 1 and Table 2 respectively. Demographic profile indicates gender for male is the highest with 33 respondents and female with 27 respondents. The grade achievement shown 11 to 20 with 20 students is the highest, continue by 21 to 30 with 18 students, 1 to 10 is 10 students, 31 to 40 is 9 students, and 41 to 50 is 3 students. Majority students are staying in rural area (32 students) than urban area (28 students). Most of the student’s parents are working as professional with 39 respondents, and non-professional are 21 respondents.
Environmental water resources through environmental water pollution and environmental water ecology are shown in Table 2, having reliability test of 0.69 with the items are satisfy and suitable to conduct analysis [1]. Environmental water pollution through water quality, disease, aquatic species, and freshwater are indicates agree is the highest rank with 34, 29, 23 and 28 students respectively. Only soil nutrient variable have normal point as highest rank with 24 respondents. Next, environmental water ecology with variable of food shortage, nature recycle, and global warming and water resources show agree are rank the first with 29, 27, and 28 respondents respectively. However, majority students chose normal as first rank for food chain with 27 respondents.
Majority students are opinion that polluted water will becomes black color and bad odor taste. The polluted water will bring disease to human such as cholera, diarrhea, intestinal worms, typhoid fever, and so on, which will also poisoning the aquatic animals and cause death. If extreme water pollution, it will lead to extinction of aquatic life. This situation will reduce the availability of freshwater become shortage. Nevertheless, most of the students still believe that contaminated water is likely to affect the existence of nutrients in soil, which can decrease the soil quality and indirectly impact to the trees. Continuously, contaminated water can negatively affect water ecology. For example, extinction of aquatic species especially fish can reduce food source. Indirectly, the extinction of certain species will cause energy flow to increase in other food chain through natural cycle. This action may result on global warming and decrease the quantity of water resources due to evaporation process. At the same time, the natural recycle will led to the nature nutrient loss, for example polluted water through extreme evaporation could bring acid rain and cause chemical reaction with nature nutrient. However, many students are still opinion that ‘disappearance’ of fish species will not impact the whole food chain if compare to the primary producer like plant. Possibly secondary or tertiary consumer will consume other species as food source to continue survive.
As conclusion, environmental water resources proved that majority students are realized that decrease of water quality will cause diseases to grow and harm aquatic species. These result the fish species to become extinction and cause food shortage. Possibly ‘disappearance’ of fish species in food chain may not impact the secondary or tertiary consumer in obtaining food to survive. Indirectly, this situation may impact the nature recycle through energy flow in food chain to create global warming. On the other hand, although soil nutrient quality are less affected by water pollution, this situation are
resulting the water resources include freshwater to become shortage. Therefore, these problems and issues are controllable and manageable if the students are exposed on the importance and priorities to protect, to love, to conserve and preserve the environmental nature especially the water resources. Hence, environmental subject become an important platform to awake and create awareness in the students from continue ‘destruct’ the environment when they become leader in future.
References
[1] Chua, Y.P. (2011). Kaedah penyelidikan: Buku 1. McGraw-Hill (Malaysia).
[2] Heng, C. S., & Tan, H. (2006). English for mathematics and science: Current Malaysian language-in education policies and practices. Language and Education, 20(4), 306-321.
[3] Hua, A.K. (2015a). Public Perception in Water Resources Development Case Study: Malacca River. International Journal of Humanities & Social Science Studies, 2(2), 78-86.
[4] Hua, A.K. (2015b). An Indication of Policy Study towards Water Resources in Malacca State: A Case Study of Malacca River, Malaysia. International Research Journal of Social Sciences, 4(6), 15-20.
[5] Hua, A.K. (2015c). Law Enforcement and Water Resources of the Malacca River A Case Study of Public Perception. International Journal of Scientific Research in Science and Technology, 1(3), 111-116.
[6] Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educ psychol meas, 30, 607-610.