The C'U'O'R'E' Project

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The C.U.O.R.E. Project
Elena Cuza School, Iasi

• Questionnaire for students
• Sample 208 subjects

A material realized by the psychopedagogical
teacher, Bârladeanu Corina
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At the first question, which concerns the
students interest in environmental problems, 48
of subjects answered that they were concerned
about these problems, 18 of subjects said that
they were very concerned about environmental
problems, 30 of subjects proved that they were
little concerned about such issues and 4 stated
that they werent concerned at all about these
issues. These percentages point to us a rather
high interest of the subjects questioned on
environmental problems and on problems related to
the health of the environment we live in. The
results of this first item can be correlated with
those received at this first question addressed
to parents.
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This question concerns the students degree of
participation and involvement in the activities
having ecological themes. Therefore, 18 of the
questioned subjects stated that they always took
part in this type of activities, 52 said that
they often participated in such activities while
26 of students seldom participate in this type
of activities and 4 never take part in such
events. The results received at this question
emphasize once again the growing interest in the
protection of the environment of both students
and teachers who, within certain available time
limits, organize such events. The results of the
diagram can be correlated with those received at
the same question addressed to teachers.
4
The students answers at this question complete
the answers given at the previous question and
confirm the conviction that there is a positive
tendency on the students part to save resources
and to be concerned about the protection of the
environment. Therefore, 31 of respondents stated
that they always saved resources, 41 of them
stated that they often saved resources, 23 of
respondents answered that they seldom saved
resources and 5 of respondents declared that
they never saved them. The results of this
question can be correlated with the parents
answers at the same question.
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4. Waste which are the result of daily activities
and can harm the environment are paper,
cardboard, bottles, glass, plastic containers,
scrap iron, organic materials, clothes, shoes,
electronic and domestic devices, dangerous waste
(boxes of varnishes, lacquers, paints, gas
bottles) etc. Do you select these materials when
you throw them away?
At this question, 16 of subjects declared that
they always selected waste when throwing them,
20 of subjects of often selected waste, 44
seldom made a selection of waste, and 20 of
students never selected waste. The results show
that the selection of different materials (waste)
before throwing them is a regular practice of the
questioned subjects, but the results obtained can
be correlated with those of the questionnaire for
parents and with those of the questionnaire for
teachers. As we mentioned before, this reality is
also connected with a certain education in this
respect and with the fact that there are large
areas in our city where, up to now, there havent
been any selective waste containers.
6
This question requires students to answer if
there are any selective waste containers in their
school. A high percentage of students that is 86
of students assert that there are selective waste
containers, 4 of students declared that there
werent any selective waste containers and 10 of
subjects havent given a clear answer.
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Question no.6 concerns the evident behaviour of
pupils inside the school. 59 of subjects
declared that they saw schoolmates who threw
waste in the same container, 14 stated that they
didnt see schoolmates throwing waste in the same
container and 27 of students answered that they
didnt know anything about this. As we have also
noticed in the case of other items, these results
underline a lack of ecological education and
emphasize the way in which we should address this
type of education. The fact that we theorize very
much on the activities related to the environment
and its protection, doesnt help us too much in
the process of acquiring an appropriate
behaviour, instead the personal example of adults
and the practical activities would be efficient
in this respect.
8
At this question, 11 of subjects declared that
they often threw different packages in the
street, 56 stated that they seldom threw
packages in the street and 33 of students never
did that.
9
This question was meant to emphasize the
students behaviour and especially their degree
of involvement and participation in difficult
situations. 11 of students answered that they
adopted an attitude in their class towards
throwing waste in inappropriate places, 29
stated that that they often reacted to that, 39
of subjects answered that they seldom adopted an
attitude towards throwing waste in inadequate
places and 21 of students never reacted to that.
The results point out that there is tendency
towards non-participation of students and that
parents didnt insist in their education on the
building up of attitudes, beliefs, abilities for
an independent life, in one word on the building
up of abilities and social behaviour.
10
At this question, 47 of subjects answered that
they saw in their school taps which are out of
order, 36 said that they didnt see such taps
and 17 of students abstain from giving a
concrete example. The high percentage of
respondents who assert that they saw taps which
are out of order shows that students are
receptive to this kind of problems maybe on
account of the discussions that they have with
the members of their family. These students will
certainly evolve in a favourable way as long as
we can work on their behaviour and attitude and
give them responsibilities.
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Item 10 concerns the students behaviour.
Therefore, 52 of subjects answered that they saw
schoolmates who didnt turn off the taps, 38 of
students declared that they didnt see their
classmates turning off the taps, 10 of subjects
didnt know what to answer. These results can be
correlated with those of the questions referring
to the students behaviour.
12
At this question, 1 of students answered that
they always threw waste in the water, 11 of
subjects declared that they seldom threw waste in
the water, 88 of subjects said that they never
threw waste in the water.
13
The results of the question no.12 complete the
image presented up to now. 12 of subjects
declared that they organized activities in their
school on the responsible use of water, 25
answered that they often realized such
activities, 41 of students said that they often
organized this type of activities and 22 of
subjects said that they never realized activities
on the responsible use of water. These results
can be correlated with the results of the items 9
and 10.
14
This question was meant to present the subjects
opinion concerning the existence in the school of
a collection system for the rainwater.
Consequently 11 of students think that the
school has such a system, 20 of subjects
declared that they didnt think the school had a
collection system, 69 of subjects answered that
they didnt know whether the school had such a
system or not. We can notice a high percentage of
students who didnt know what to answer. Maybe
these results can be explained on one hand by the
fact that the problems connected with the school
equipment are not a point of interest for
students and on the other hand, the results also
show the students lack of curiosity for the
environment in which they spend most of the time.
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At question 14, the subjects who were questioned
gave the following answers 2 of subjects think
that there are incandescent light bulbs in the
school, 60 of students consider that there are
fluorescent light bulbs, 1 of subjects think
that there are halogen light bulbs, 18 of
students consider that there are economic light
bulbs and 19 of subjects didnt know what to
answer. These results can be correlated with
those of the questionnaire for teachers connected
with this problem.
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Item 15 takes into account the subjects daily
conduct, their daily practices. 60 of subjects
admitted that they turned on the light as often
as necessary in the daytime, 7 of respondents
answered that they turned on the light
irrespective of the moment of the day and 33
said that they turned it on as seldom as
possible. We can notice a slight growing tendency
towards the saving of energy.
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At question 16, a very high percentage of
subjects, 91 of subjects admitted that they
preferred natural light to artificial light, 4
of students answered that they preferred natural
light to artificial one and 5 of subjects didnt
know what to answer.
18
At question 15, 7 of students answered that
they always electrical equipment during
activities, 42 of subjects said that they often
used electrical equipment, 46 of students
admitted that they seldom used such equipment and
5 of subjects stated that they never used
electrical equipment during activities at
school. The results obtained at this item cant
be correlated with the results at the same
question in the questionnaire addressed to
teachers. This lack of correlation points out the
fact that either the students havent answered in
accordance with the present-day situation during
the school activities or the results on the part
of the teachers may be desirable, but they may
not be founded in reality.
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At this question, 28 of subjects stated that
they always turned off the light in the classroom
when they didnt need it, 37 of students
answered that they often did that, 20 said that
they seldom turned off the light, 1 answered
that they never turned off the light when they
didnt need it. We can notice a slight growing
tendency towards a behaviour for saving energy.
20
40 of subjects answered that there were signs,
posters, panels to promote the reduction of
energy consumption, 18 of students said that
there werent such signs and 42 stated that they
didnt if there were such signs in the school.
The results at his question can be correlated
with those at the item 19 from the questionnaire
addressed to teachers.
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The last question in the questionnaire, an
opinion question, was meant to be a feed-back of
our whole analysis and referred to the parents
wish to find out other information about 3R
education. A very high percentage, 83 of
students stated that they wanted to find more
things about 3R education, 10 said that they
didnt want to find more information about 3R
education and 7 answered that they didnt know
if they wanted to find more information about
this education.
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16 of subjects are above 14 years old, 62 of
subjects are aged between 11 and 14 and 22 of
them are below 11 years old. We
can notice that a high percentage of subjects is
represented by pupils in the primary school (69)
while 31 of subjects are students in the
elementary school.
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87 of pupils live with their parents, 11 of
subjects live with first degree relatives, 2 of
respondents live with other relatives.
52 of the questioned subjects are females
and 48 are males.
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Conclusions of the questionnaires

• We notice from the results received at the
  questionnaires which were applied to pupils, that
  these pupils have essential information about the
  protection of the environment. Most of the pupils
  apply these practices, but there are some pupils
  who adopt a non-participatory behaviour. In
  correlation with the results of the
  questionnaires for teachers and for parents,
  these scores emphasize the students desire to
  achieve practical activities.
• The pupils responsibilization is really welcome
  in the case of such activities in order to
  acquire a behaviour with a view to saving,
  reusing and recycling energy, water and waste.