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Exploring the Knowledge of UM Digos College Students towards Conventional

and Sustainable Energy Sources: A Survey Study

A Research Paper
Presented to Ms. Nelly Joy Bulonos
In Partial Fulfillment of the Requirements for Environmental Science
GE 15: 922

By

Justin Dale S. Manguroban

Rain A. Paungilan
Richo Pantojan

May 2023
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TABLE OF CONTENTS

TITLE PAGE i

TABLE OF CONTENTS ii

ABSTRACT iii

BACKGROUND OF THE STUDY 4

OBJECTIVES 5

METHODS 5

RESULTS 6

CONCLUSIONS 10

REFERENCES 10
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ABSTRACT

Energy sources are an important part of our modern lives, and with growing

concerns about climate change, many people are focusing more on sustainable

energy sources. The purpose of this survey is to investigate the knowledge of UM

Digos College students toward conventional and sustainable energy sources. The

study aims to determine students' current understanding of energy sources, and

preferences towards the use of conventional and sustainable energy sources. The

study uses quantitative method where 150 respondents from the university answered

the survey using a Google Form to acquire data for the study and we used

descriptive statistics and pie chart in order to analyze and interpret the results of the

study. The survey aims to gauge participants' knowledge of conventional and

sustainable energy sources, as well as their possible effects on society and the

environment. Additionally, the study found that the majority of respondents had a

basic understanding of conventional energy sources such as coal, oil, and natural

gas. The study also discovered that the participants' academic program and year

level had a big impact on their level of knowledge. Students in higher year levels and

science-related programs in particular had a superior awareness of conventional and

sustainable energy sources. This study also offers important insights into the

familiarity and understanding of UM Digos College students with conventional and

renewable energy sources. The results show that in order to address environmental

issues and advance a sustainable future, there is a higher need for education and

understanding of sustainable energy sources.

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BACKGROUND OF THE STUDY

Energy use has become a necessary component of daily living, and as the world's

population grows, so does the demand for energy. Energy sources can be broadly

divided into two groups: traditional and sustainable. Traditional energy sources

include non-renewable and finite fossil fuels including coal, oil, and natural gas. On

the other side, environmentally friendly and renewable forms of energy include wind,

solar, hydro, and geothermal energy. In recent years, there has been discussion

about whether energy source is better: conventional or sustainable. While

conventional energy sources have long served as the main source of energy, the

negative effects of their use on the environment and the effects of climate change

have made it necessary to investigate sustainable energy sources. In this sense, it is

crucial to comprehend how people feel and what they know about conventional and

sustainable energy sources. The use of green and renewable energies undeniably

plays an essential role in today’s society, energy from these sources plays a key role

in transforming the energy sector and significantly impacts the way of life and the

quality of life of different social groups (Examining the Relationship between

Renewable Energy and Environmental Awareness, 2022).

However, college students must have a thorough understanding of both traditional

and renewable energy sources. For many years, the dominant energy source has

been conventional energy sources like fossil fuels, however they are non-renewable

and have a harmful effect on the environment. Sustainable energy sources, on the

other hand, are renewable and have less of an impact on the environment.

Examples include solar, wind, and hydropower. College students may make wise
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choices regarding their personal energy use and help to promote more sustainable

solutions by learning about both types of energy sources. Knowledge of these

technologies will also be more in demand in the job market as the world moves

toward more environmentally friendly energy sources. That’s why students who

study environmental science gain knowledge of the intricacy of environmental issues

as well as the skills necessary to evaluate and suggest solutions. Environmental

science also encourages the development of critical thinking and problem-solving

abilities, which are necessary for success in a variety of areas. The results of this

study can be used to teach decision-makers, energy planners, and educators about

how to create and carry out efficient initiatives that encourage the use of sustainable

energy sources.

OBJECTIVES

This survey study is to explore and compare the knowledge of UM Digos College

students regarding conventional and sustainable energy sources using descriptive

statistics in quantitative analysis.

The study aims to:

1. Determine the profile of respondents in terms of:

1.1 Age

1.2 Gender

1.3 Department

1.4 Year level

2. Determine the environmental knowledge of the respondents in terms of:

2.2. Attitudes at;

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2.2.1. School

2.2.2. Home

2.2.3. Community

METHODS

The method used in this study is the quantitative research that uses tool which is

the:

 Questionnaires (Surveys)

The said tools conducted via social media platforms which is the Google Form.

Respondents of the study were the students enrolled in UMDC for the academic year

2022-2023. We asked 150 respondents to answer a survey about sustainable and

conventional energy. Among all the respondents, there are 16% 19 years old

students, 45% 18 years old students, 16% 20 years old students, 4% 21 years old

students, 1% 22 years old students, 13% 23 years old students, 5% 24 years old

students, who take the survey. Among the respondents, 52% are female and 48 %

are male.

This study employed quantitative methods of research. After getting the respondents'

agreement and the school administration's approval, the survey questionnaires were

delivered in compliance. Each statement in the instrument is given ample opportunity

for response by the respondents. This was achieved by guaranteeing the quality and

privacy of the data that were collected with the specific goal of conducting the study

and improving methods of instruction. In analyzing and interpreting the data, the
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researchers used their own formulated closed-ended interview questionnaire to get

the objectives of the study.

RESULTS

This chapter includes presentations and analyses of data gathered regarding the

responses of the 150 students:

TABLE 1: Profile of the respondents

1.1 Age- There are 24 (16%) 19 years old students, 67 (45%) 18 years old

students, 24 (16%) 20 years old students, 6 (4%) 21 years old students, 1 (1%)

22 years old students, 20 (13%) 23 years old students, 8 (5%) 24 years old

students, who take the survey.

AGE
19 yrs.old
5%
16% 18 yrs.old
1% 13% 20 yrs.old
4% 21 yrs.old
22 yrs.old
23 yrs.old
16% 24 yrs.old
45%

1.2 Gender- There are 88 (52%) female respondents while 62 (48%) male

respondents who take the survey.

GENDER

Female
Male
48% 52%
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1.3 Department- There are 74 (49%) DCJE, 29 (19%) DTE, 22 (15%) DBA, 16
(11%) DAS, 6 (4%) DAE, 2 (1%) DTP, and 1 (1%) on BSA, who take the survey.

DEPARTMENT
DCJE
49% DTE
DBA
DAS
19% DAE
120%
DTP
15% BSA

11%
1%4%

1.4 Year level - Based on data collected, There are 107 (71%) students from first
year level, 35 (23%)
students from second year level, 5 (4%) students from fourth year level, and 3 (2%)
students from third year level.

YEAR LEVEL

1st Year
71% 2nd year
3rd year
120% 4th Year

23%

4%

TABLE 1 shows an interpretation that majority of respondents were from DCJE coming from 1 st year students,
with an age of 18 and female respondents who answered mostly the questions.
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TABLE 2: Student’s Knowledge Towards Conventional and Sustainable Energy

Sources
 Indicators
School Mean SD Interpretation
Scores 10

1. I understand the difference between 4.27 0.78 Moderately Agree

sustainable and conventional energy sources.

2. I am aware of the negative impacts of 4.29 0.79 Moderately Agree

conventional energy sources on the
environment.
3. I know how much energy school consumes on 4.23 0.79 Moderately Agree
a daily basis

4.  I am aware of the renewable energy 4.3 0.73 Moderately Agree

initiatives taken by our school.

5. I know about the potential benefits of using 4.1 0.79 Moderately Agree
renewable energy sources.

6. I am aware of the economic implications of 4.09 0.79 Moderately Agree

using renewable energy sources.

7. I know how to conserve energy in my daily 4.04 0.82 Moderately Agree

lives on campus.

8.  I am knowledgeable about the different types 4.07 0.87 Moderately Agree

of renewable energy sources available.

9. I understand the importance of transitioning 3.95 0.86 Moderately Agree

to renewable energy sources for a sustainable
future.
10.  I am willing to take action towards 4.39 0.68 Moderately Agree
promoting the use of renewable energy
sources in school community.

Community
1. I have a good understanding of sustainable 3.97 0.97 Moderately Agree
energy in my community.

2. I prioritize the use of renewable energy over 4.11 0.93 Moderately Agree
conventional energy sources in my
community.
3. I am aware of the negative impacts of 4.07 0.87 Moderately Agree
conventional energy on the environment in
my community.
4.  I believe that individuals have a 3.95 0.86 Moderately Agree
responsibility to reduce their carbon footprint
in their community.
5. I am knowledgeable about the different types 4.39 0.68 Moderately Agree
of renewable energy sources in my
community.
6. I believe that renewable energy is the future of 4.26 0.76 Moderately Agree
energy production.

7. I actively involved in advocating for 4.17 0.80 Moderately Agree

sustainable energy practices in my
community.
8. I am willing to pay for more sustainable 4.27 0.78 Moderately Agree
energy sources in my community.

9. I believe that the government should 4.09 0.79 Moderately Agree

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INTERPRETATION

As shown in Table 1, the interpretation was the same with the Table 2 since it was
extracted from the Google Form Survey, that was distributed via online platform.

CONCLUSION

To sum it up, the majority of respondents' "Agree" responses indicate that students
may be aware of both conventional and sustainable energy sources. These
respondents may have some background knowledge or exposure to these subjects
from their curriculum or extracurricular activities. Another possibility is that people
are merely aware of the significance of sustainable energy sources as a result of
media coverage or other informational channels.

On the other hand, the fact that some respondents gave "Disagree" as their
response indicates that a sizeable percentage of the student population may not
have enough information or understanding concerning conventional and sustainable
energy sources. This can be as a result of a lack of knowledge or interest in
environmental issues.

REFERENCES

1. Hirsh, R. F., & Doherty, T. J. (2017). Attitudes to climate change and future socio-
economic conditions among UK farmers. Journal of Environmental Psychology, 51,
118-127.
2. Soyka, P.A. (2012). Energy sustainability: The need for an integrated approach. John
Wiley & Sons.
3. Examining the Relationship between Renewable Energy and Environmental Awareness
(2022) - https://www.mdpi.com/1852530