Effects of water-saving education in Taiwan on public water knowledge, attitude, and behavior intention change

Abstract

This study aims to measure the changes in the water literacy of the subjects (N = 620) aged over 18 before and after participating in the water-saving activities. The results showed that there is a significant improvement in the water literacy of the subjects after the water-saving activities but with a medium-small effect size; there is no significant correlation between water knowledge and water attitude before or after the activities. In addition, there is a significant difference in water literacy regarding subjects' background variables, such as age, income, and household water expenses. In other words, the attitude and behavior related to the use of water could be easily influenced by different background variables. Due to the limitation of the museum being the study field, the post-tests were given immediately following the activities, therefore the improvements of the subjects' knowledge and attitudes may not be retained over time. The findings can serve as a reference for the Water Resources Department to promote water conservation education in the future.

Water-Saving Among School Students in Malaysia

“…The findings of analysis of the levels of knowledge, attitude, and practice of water-saving among school students show that most students had a great deal of knowledge regarding watersaving in line with those of previous studies that indicate that knowledge is at a high level, as conducted by Dean et al (2016); Samaltani & Christidou (2013); Wang et al (2019); and Mariapan et al (2018), who discovered very similar findings to this study. The results of this study conclude that students obtained a high level of knowledge of water-saving through educational application.…”

“…Ajzen 2005defined attitude as the natural characteristics of one's thinking and attitude in responding, either agreeing or disagreeing with an object, person, institution, or event. Knowledge in water-saving can deeply influence the attitude of a community to avoid the ongoing water crisis and to practice water-saving (Wang, Chang, & Liou, 2019). Therefore, students' attitude towards water-saving plays a major role in managing water sustainably.…”

What We Know about Water: A Water Literacy Review

“…Wang, Chang and Liou [48] "Water literacy should include variables such as water knowledge, attitude, and appropriate water behavior. "…”

Examining the Water Literacy Levels of High School Students According to Some Variables

“…This result may arise from the increase in the knowledge acquired by students until the 12th grade. Wang et al (2019) were determined that the water literacy levels of the participants improved after the watersaving activities. There was no significant difference between water knowledge and attitude towards water and the level of water literacy.…”

“…Hui-Shuang He (2018) was conducted a study with 303 people between the ages of 6-69 to determine the water literacy levels in four different regions of China. Wang, Chang, and Liou (2019) conducted a study that aims to determine the change in levels of water literacy before and after participation in water conservation activities of 620 participants over the age of 18. Moreno-Guerrero, Romero-Rodríguez, López-Belmonte, and Alonso-García (2020) applied ten sessions of 55 minutes each with four groups of 30 participants in the first year of middle-school to investigate the impact of flipped learning practices in the development of water literacy.…”