Year-end Sale % OFF 
Abstract
Poor energy conservation behaviors among off-campus students are a form of irrational behavior that often results in erratic power supply within the students' village. The present study, therefore, explored the effectiveness of energy conservation awareness package (ECAP) on energy conservation behaviors of off-campus students residing within students' villages of Nigerian Universities. A pretest-posttest experimental and waitlist control group which involved 328 participants were quantitatively assessed. Findings of the posttest depict that poor energy conservation behavior of off-campus students momentously weaken compared to a waitlist control group. This is evident where the mean difference of 33.35 on level of engaging in energy conservation behavior for students exposed to ECAP is greater than 1.20 for those not exposed to the therapy. Also, 27.97 mean difference on likelihood of engaging in energy conservation behavior is greater than 0.54 for those not exposed to the therapy. In extension, results of 2 and 4-months follow-up appraisal proved that the momentous decline in negative energy conservation behavior of ECAP participants was upheld. By implication, when off-campus students subscribe to the use of energy-saving bulbs instead of incandescent bulbs and switching off the unnecessary lightings among others as evident in this study would go a long way in conserving energy.
Highlights
Energy is inevitable in the life of students
Since the mean difference of 33.35 for offcampus students exposed to ECAP is greater than 1.20 for those not exposed to the therapy, this implies that energy conservation intervention package (ECAP) leads to improvement of off-campus students’ level of engagement in energy conservation behavior
Given that the mean difference of 27.97 for off-campus students exposed to ECAP is greater than 0.54 for those not exposed to the therapy, this depicts that energy conservation intervention package (ECAP) promotes offcampus students’ likelihood of engagement in energy conservation behavior
Summary
Energy is inevitable in the life of students. It is described as the “golden thread” that bonds economic growth, social equity, and environmental sustainability (Ki-moon, 2012; World Energy Council, 2013). The inadequacy or lack of energy would tremendously hamper the smooth running of students’ social activities, growth, and development of business organizations, nations, and the world economy at large (Birol, 2006; Sovacool et al, 2015). Modern life would cease to exist since electrical/electronic appliances in our homes mostly depend on electricity. Energy according to Ogbuanya (2001), exists in various forms including; mechanical, thermal, chemical, electrical, and atomic energy. The modern energy refers to electricity and liquid fuels.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
