Impact of student-initiated green chemistry experiments on their knowledge, awareness and practices of environmental sustainability. (January 2019)

• Record Type: Journal Article
• Authors: Taha, H; Suppiah, V; Khoo, Y Y; Yahaya, A; Lee, T T; Muhamad Damanhuri, M I
• Is Part Of: Journal of physics. Volume 1156(2019)
• Publication Date: 2019-01
• Subjects: Physics -- Congresses; 530.5
• DOI: 10.1088/1742-6596/1156/1/012022
• Languages: English
• ISSNs: 1742-6588

Abstract

Abstract: This study investigated the impact of student-initiated green chemistry experiments on their level of knowledge, awareness and practices of environmental sustainability; and on their achievement in the topic of rate of reaction. The quasi-experimental study involved 46 secondary school students with 23 students each in control and treatment groups. A set of questionnaire and a set of test were employed in the study; and data was analysed using descriptive and inferential statistical techniques. Results showed significant difference in awareness, between the groups; but a weak insignificant correlation between knowledge and awareness on green chemistry. It was also indicated awareness on green chemistry as a strong significant predictor for practice. However, results revealed no significant difference in the achievement between students undergoing traditional chemistry experiments and the green chemistry experiments. Nevertheless, students participated in designing green chemistry experiments have higher level of awareness and practice of environmental sustainability. This study recommends that teachers should empower students with suitable mechanisms to address sustainable environment issues in classroom or laboratory instruction to promote sustainable practices among them.