Food waste is a crucial and persistent issue globally. The household food waste phenomenon in Malaysia has emerged as increasingly serious with the rapid rise in its generation by domestic households. This study explored youth behaviour toward food waste and its disposal behaviour among the university students of Faculty Business and Management, Universiti Teknologi MARA, Puncak Alam Campus. Factor analysis was applied to identify the underlying factors of food waste and disposal behaviour, while the independent t-test served to examine gender differences regarding the factors. In particular, Pearson’s Chi-square Test of Independence was applied to examine the association between gender and food waste, food planning, and food recycling behaviors. To this end, a self-administrated questionnaire was used to collect data based on the convenience sampling method in which a sample size of 111 respondents were engaged with. Factor analysis successfully identified three factors as a result, namely food disposal, knowledge of food waste, and involvement in preventing food waste. The independent t-test also revealed significant gender differences among the students on food disposal behavior, whereas no significant gender differences were found with the actors of knowledge of food waste and involvement in preventing food waste. Additionally, there was no association between gender and food recycling, food planning, and food waster behaviours, respectively. As such, these findings can increase student participation and commitment to reducing food waste as it is fast becoming an issue for all.
This study investigates factors affecting Malaysian residents' municipal solid waste source separation behaviour. An extension of the theory of planned behaviour was applied by including the situational factor and perceived policy effectiveness in the model. A sample of 410 respondents was collected using convenient sampling methods. Data were analysed using the structural equation modelling-partial least-square (SEM-PLS) method on the hypotheses in the study. The findings revealed that attitude, subjective norms, perceived behavioural control, and perceived policy effectiveness significantly influenced residents’ municipal solid waste source separation intention. On the other hand, situational factors negatively impacted the municipal solid waste separation intention. Results further revealed that moral obligation and environmental knowledge positively influenced attitudes towards solid waste source separation. Thus, it is important for the government to increase Malaysian residents to perform solid waste source separation by providing adequate physical waste separation facilities with effective regulation enforcement.
Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed to the memorisation of statistical concepts. Therefore, a project was carried out with underpinned a common topic by all groups of students. The approach was incorporated in an undergraduate Statistical Methods class consisted of 34 business economics students in which they were to evaluate the learning process at the end of the course. Data collection consisted of closed-form and open-ended questions directed to the students for them to express their perceptions of project-based learning. The results showed that throughout the phases of project-based learning implementation, the students found that the processes of data presentation and analysis and research result discussion were challenging phases. They revealed the need for adjustment while carrying out a project, which was in line with the insight regarding the benefits and limitations faced by population. In particular, the aspect of limitations included the complexity of group work relationships and accessibility of resources applied in the project, while the benefit aspects are an increased level of student engagement in the learning process and their understanding of statistical concepts.
Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed to the memorisation of statistical concepts. Therefore, a project was carried out with underpinned a common topic by all groups of students. The approach was incorporated in an undergraduate Statistical Methods class consisted of 34 business economics students in which they were to evaluate the learning process at the end of the course. Data collection consisted of closed-form and open-ended questions directed to the students for them to express their perceptions of project-based learning. The results showed that throughout the phases of project-based learning implementation, the students found that the processes of data presentation and analysis and research result discussion were challenging phases. They revealed the need for adjustment while carrying out a project, which was in line with the insight regarding the benefits and limitations faced by population. In particular, the aspect of limitations included the complexity of group work relationships and accessibility of resources applied in the project, while the benefit aspects are an increased level of student engagement in the learning process and their understanding of statistical concepts.
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