Student Environmental Conservation Practices

This assignment delves into the environmental conservation practices of students. It analyzes their perceptions and actions regarding water, forest, and waste conservation. Key findings include high regard for conservation efforts, adoption of water-saving methods, and a preference for socializing with friends and family over paid work.

Research project data analysis 1
Name:
Institution:
Date:

Research project data analysis 2
1.0 INTRODUCTION
This research project was aimed at establishing how students reacted to various environmental
issues more so conservation in the cities of New South Wales and Victoria. Questionnaire was
used to collect data from the students. The use of questionnaire was appropriate as the number of
respondents was not large and it was also easy to distribute. The data involved in this research
project was both numerical and categorical. Numerical data included the heights of students,
amounts of money students earned as pocket money just to mention but a few. The categorical
variables included gender and year of study. Quantitative data was appropriate so that analyses
such as descriptive statistics on various variables of interest could be possible. Both descriptive
statistics and inferential statistics were employed in the analysis. In descriptive statistics,
measures of central tendencies such as mean, mode and median were used. Measures of
dispersion such as standard deviation and variance were used to analyze the data. Inferential
statistics such as simple regression analysis was used to establish relationship between variables.
2.0 DATA ANALYSIS
a) Gender distribution in year levels (NSW).
Count of
Gender GENDER
YEAR LEVEL FEMALE MALE
OTHE
R
Grand
Total
5 3 3
6 5 1 6
7 2 2 4
8 3 4 7
9 7 4 11
10 2 2 4
11 1 1 1 3
12 1 1
4 or below 1 1
Grand Total 21 18 1 40
Table 1

Research project data analysis 3
Gender distribution in year levels (VICTORIA).
Count of
Gender GENDER
YEAR LEVEL FEMALE MALE
OTHE
R
Grand
Total
5 3 3
6 5 1 6
7 2 2 4
8 3 4 7
9 7 4 11
10 2 2 4
11 1 1 1 3
12 1 1
4 or below 1 1
Grand Total 21 18 1 40
Below is a graphical representation of the distribution above in NSW and Victoria.
Figure 1
The two tables and graphs above represent the distribution of students by gender in the cities of
NSW and Victoria. It can be observed that there are a total of 40 students. In both cities, among
these 40 students, 21 are females, 18 males while 1 student belongs to the other gender. It can be

Research project data analysis 4
concluded that there are more females than males among the students. In regard to distribution of
genders among the years, it can be seen that classes 6 and 9 have high numbers of females than
males. They are 5 out of 6 and 7 out of 11 respectively. It can also be seen that classes 4 and
below and 5 consist of male students only. The number of all genders was equal in class 7, 10
and 11. The numbers for the male and female students was 2, 2 and 1 respectively. Lastly, it can
be seen that it is only class 11 that had three genders; male, female and other. Class 12 on the
other hand only had only one female without male.
b) Average height of students in each class
YEAR
MEAN
HEIGHT
year 4 &
below 175
year 5 135.66
year 6 156.56
year 7 151.75
year 8 162.42
year 9 170.45
year 10 168
year 11 163.66
year 12 182
Table 2

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Graph of average height per year (NSW)
Figure 2
Graph of average height per year (VICTORIA)
year 4 &
below year 5 year 6 year 7 year 8 year 9 year 10 year 11 year 12
0
20
40
60
80
100
120
140
160
180 165
130.66
156.56 151.75 162.42 160.45 168
143.66
172
Average height per year
Figure 3

Research project data analysis 6
The average heights of students per year have been given in the table and graph above. The class
with the highest average height as observed is year 12 followed by year 4 and below in both
cities. The average heights in these years are 182 cm and 175 cm respectively in New South
Wales. The class with the lowest average height is year 5 which is 135.66 cm in NSW.
c) Favorite activity during the week
Pie chart below represents the average number of hours that the students interviewed took to do
various activities. The research sought to find out the activity that the students spent most time
on. This could be identified as the most favorite activity among the students.
i) Table of hours and favorite activities
ACTIVITY HOURS
Hanging out with friends 17.57
Doing homework 7.42
Doing things with family 12.25
sporting 6.45
computer games 3.92
internetting 11.57
Watching TV 6.45
engaged in paid work 1.67
volunteer work 1.12
House chores 4
Table 3

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ii) Pie chart of activities NSW and VICTORIA combined
Figure 4
From the table and pie chart above, it can be observed that from the two cities the respondents
spent more hours hanging out with friends than any other activity. Statistics shows that 24% of
the time was spent with friends. This was followed by the average number of hours doing things
with family members (17%). The least time was dedicated to engaging in volunteer work and
paid work. These constituted to 2% each.
d) Proportion of students who work
i. Table of students who work and those not working
NSW VIC
Students who work 12 16
Students not
working 28 24

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ii. Graph of students who work and those not working in NSW and VICTORIA
NSW VIC
0
5
10
15
20
25
30
12
16
28
24
Students who work
Students not working
Figure 5
From the table and graph above it can be seen that the proportion of those who are working in
NSW and Victoria are 12 out of 40 and 16 out of 24. This represents 30% of the total number of
students. The remaining 28 students who represent 70% at not engaged in paid work in NSW.
e) Descriptive statistics of pocket money earned or received in dollars among NSW and
Victoria
summary statistics
Mean 45.74358974
Standard Error 13.3520138
Median 20
Mode 5
Standard Deviation 83.38329946
Sample Variance 6952.774629
Kurtosis 14.65969473
Skewness 3.552375166
Range 450
Minimum 0
Maximum 450
Sum 1784
Count 80

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Table 5
The summary statistics results in the table above shows that the mean amount of money the
students received or earned from both cities as pocket money was 45.74 dollars in the past week.
The mode, meaning the most received amount was 5 dollars. The maximum amount of money
received or earned as pocket money was 450 dollars. The standard deviation in the amounts was
83 dollars. This can be considered as a big deviation given the mean amount is 45.74 dollars. It
could be the data was affected by extreme value or values. From the skew value calculated above
(3.55). We can conclude that the amounts received or earned as pocket money was not normally
distributed. A normally distributed data should have a skew value of zero or tending towards
zero.
f) Phone ownership between NSW and Victoria students
The graph below shows the ownership of mobile phones
NO YES
0
5
10
15
20
25
30
13
27
Phone ownership (NSW)
Figure 5

Research project data analysis
10
NO YES
0
5
10
15
20
25
16
24
Phone ownership (VIC)
Figure 6
From the graphs above, it can be seen that majority of the students own mobile phones. It shows
that 27 out of 40 students in NSW have phones while the remaining 13 out of the total 40 do not
own mobile phones. The other shows that 24 out of 40 students in Victoria have phones while
the remaining 16 out of the total 40 do not own mobile phones.

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g) Network providers
Optus Others Telstra Vodafone
0
2
4
6
8
10
12
5
3
11
8
Network Provider (NSW)
Figure 7
Optus Others Telstra Vodafone
0
1
2
3
4
5
6
7
8
9
7
5
9
6
Network Provider (VIC)
Figure 8
The figures above show the mobile phone network providers that students who own mobile
phones have subscribed to. Out of the 27 students who own mobile phones in NSW, 11 of them
use Telstra. Those who have subscribed to Vodafone are 8 while those who have subscribed to

Research project data analysis
12
Optus are 5. The mobile internet provider that has the least number of subscribers from students
in NSW is others which have not been mentioned. However, out of the 27 students who own
mobile phones in Victoria, 9 of them use Telstra. Those who have subscribed to Vodafone are 5
3.0 ENVIRONMENTAL ISSUES
a) Steps to conserve environment.
i) Have you installed water tank?
New South Wales
INSTALLED WATER
TANK
NO 25
YES 15
Table 6
Victoria
INSTALLED WATER
TANK
NO 24
YES 16
Table 7
NO YES
0
5
10
15
20
25
25
15
Installed water tank (NSW)
Figure 9

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NO YES
0
5
10
15
20
25
24
16
Installed water tank (VIC)
Figure 10
From the graph and table above it can be observed that those that have installed water tanks to
conserve environment are only 15 out of 40 and 16 out of 40 in NSW and Victoria respectively.
This means that most of the students are not environmentally conversant when it comes to
conserving water through harvesting and storage using water tanks.
ii) Do you have shorter showers?
NSW
SHORTER SHOWERS
NO 23
YES 17
Table 8
Victoria
NO 27
YES 13
Table 9

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NO YES
0
5
10
15
20
25
23
17
Shorter showers (NSW)
Figure 11
NO YES
0
5
10
15
20
25
30 27
13
Shorter showers (VIC)
Figure 12
Figures and tables above show the number of students who conserve water through taking short
showers in NSW and Victoria. It can be seen that the number who take short showers to conserve
water are less than those who do not in both cities. They are only 17 out of 40 students in NSW
and 13 out of 40 in Victoria.
iii) Do you have water saving shower head?

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WATER SAVING SHOWER
HEAD
YES 11
NO 29
Table 10
YES NO
0
5
10
15
20
25
30
11
29
Water saving shower head (NSW)
Figure 13
YES NO
0
5
10
15
20
25
16
24
Water saving shower (VIC)
Figure 14
Figures and tables above show the number of students who conserve water through installing
water saving shower heads in NSW and Victoria. It can be seen that the number who have

Research project data analysis
16
installed the same are 11 out of 40 in NSW while in Victoria it is 16 out of 24. These numbers
are less than those who have not installed in both cases.
iv) Do you turn your tap off?
TURN OFF TAP
NO 5
YES 35
Table 11
Victoria
TURN OFF TAP
NO 9
YES 31
Table 12
NO YES
0
5
10
15
20
25
30
35
5
35
Turn off tap (NSW)
Figure 14

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NO YES
0
5
10
15
20
25
30
35
9
31
Turn off tap (VIC)
Figure 15
From the figure above, it can be observed that the numbers of students who turn off their taps
when brushing to conserve the water are majority in both cities. They constitute to 35 out of the
total 40 in NSW and 31 out of 40 in Victoria. Those that do not turn off their taps while brushing
to conserve water are the minority.
v) Do you recycle rubbish?
NSW
RECYCLE RUBBISH
NO 7
YES 33
Table 13
Victoria
RECYCLE RUBBISH
NO 10
YES 30
Table 14

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NO YES
0
5
10
15
20
25
30
35
7
33
Recycle rubbish?
Figure 16
NO YES
0
5
10
15
20
25
30
10
30
Recycle rubbish?
Figure 16
The graph and figure above illustrates the number of students who recycle rubbish and those who
do not recycle rubbish in NSW and Victoria. The statistics show that those who recycle rubbish
are 33 out of the 40 interviewed in NSW and 30 out of 40 in Victoria. This shows that most
students are environmentally conscious.
b) Environmental issues rating in New South Wales and Victoria

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i) How is pollution reduction important to you?
Scale – 0 –not important, 10 – very important
Summary statistics
summary statistics
Mean 7.028421053
Standard Error 0.510281841
Median 7.475
Mode 10
Standard Deviation 3.145588525
Sample Variance 9.894727169
Kurtosis -0.193087176
Skewness -0.85720735
Sum 267.08
Count 78
Table 15
The descriptive statistics above shows how the students rate pollution reduction in New South
Wales and Victoria. On a scale of 0 to 10 with 0 meaning not important and 10 very important, it
can be concluded that the students rate pollution reduction as very important. This has been
shown by having a mean rating of 7.02 which far much more than 5. The mode is 10. This means
that most students rate environment pollution reduction as very important.
ii) How do you rate recycling rubbish
summary statistics
Mean 7.094210526
Standard Error 0.499291622
Median 8.11
Mode 10
Standard Deviation 3.077840267
Sample Variance 9.473100711
Kurtosis -0.693014833
Skewness -0.68578917
Range 9.99

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Table 16
The descriptive statistics above shows how the students rate rubbish recycling. On a scale of 0 to
10 with 0 meaning not important and 10 very important, it can be concluded that the students rate
recycling rubbish as very important. This has been shown by having a mean rating of 7.09 which
far much more than 5. The mode is 10. This means that most students rate recycling rubbish as
very important.
iii) How do you rate water conservation?
summary statistics
Mean
6.07973684
2
Standard Error
0.50393621
1
Median 6.34
Mode 10
Standard Deviation
3.10647143
8
Sample Variance
9.65016479
4
Kurtosis
-
0.84104073
Skewness
-
0.19731836
Range 9.99
Count 78
Table 17
The descriptive statistics above shows how the students rate water conservation in both cities. On
a scale of 0 to 10 with 0 meaning not important and 10 very important, it can be concluded that
the students rate recycling of rubbish as very important. This has been shown by having a mean

Research project data analysis
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rating of 6.07 which far much more than 5. The mode is 10. This means that most students rate
recycling water conservation as very important.
iv) How do you rate old forest conservation?
Summary statistics
Mean 5.737631579
Standard Error 0.59070436
Median 5.72
Mode 10
Standard Deviation 3.641346227
Sample Variance 13.25940235
Kurtosis -1.628993181
Skewness -0.026480397
Range 9.99
Count 78
Table 18
The descriptive statistics above shows how the students rate old forest conservation in both
cities. On a scale of 0 to 10 with 0 meaning not important and 10 very important, it can be
concluded that the students rate old forest conservation as very important. This has been shown
by having a mean rating of 5.73 which far much more than 5. The mode is 10. This means that
most students rate old forest conservation as very important.
4.0 ANALYSIS OF RELATIONSHIP
The project also sought to establish whether there is a relationship between the number of hours
students spent in paid work per week and the amount of money earned per week. In this test a
simple regression analysis of variance was employed to estimate the model that analyzes the
relationship.
The regression analysis results are as below;

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SUMMARY OUTPUT
Regression Statistics
Multiple R 0.220571
R Square 0.048652
Adjusted R
Square 0.023616
Standard
Error 81.64305
Observation
s 80
ANOVA
df SS MS F
Significan
ce F
Regression 1 12953.3 12953.3 1.94331 0.171408
Residual 38 253292.3
6665.58
7
Total 39 266245.6
Coefficien
ts
Standard
Error t Stat P-value
Lower
95%
Upper
95%
Lower
95.0%
Upper
95.0%
Intercept 36.68955 14.10106 2.6019
0.01314
3 8.143443
65.2356
6
8.14344
3
65.2356
6
hours 4.722655 3.38778
1.39402
6
0.17140
8 -2.13555
11.5808
6
-
2.13555
11.5808
6
Table 19
The regression equation from the results above is as follows;
weekly pay=4.72 ( hours worked ) +36.68
The value of R-squared in this regression analysis is 0.04. This means that the number of hours
worked can only explain 4% of the variation in the dependent variable “weekly pay”. So 96% of
the variation in the amount of money earned cannot be explained by the independent variable
“hours worked”.

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5.0 SUMMARY, DISCUSSION AND CONCLUSION
The analysis conducted in this research project has revealed various aspects of environmental
conservation among students. Many students have been found to highly regard environmental
conservation efforts. In all efforts focused to conserve the environment, the students rated them
as very important. This included water conservation, forest conservation and recycling rubbish.
A good number were also found to embrace methods that conserve water such as putting the tap
off while brushing, installing water saving shower head, installing water tanks, having short
showers and recycling rubbish. This research also found out that students like spending most of
their time hanging out with friends and being with family members. Majority of the students did
not have paid work. Only 30% of them had paid work.