Modeling the relationships

between subdimensions of
environmental literacy
Murat Genc & Mustafa Akilli
Applied Environmental Education and Communication

SITI SHAHIRAH BINTI SAIDI

MP1612162T
 Abstract
Aim: to demonstrate the relationships between
subdimensions of environmental literacy using Structural
Equation Modeling (SEM).
Instrument : Questionnaire
Kaiser-Meyer-Olkin( KMO) and Bartletts tests: to test the
appropriateness of subdimensions to factor analysis.
Exploratory factor analysis (EFA): to test whether the
subdimensions is suitable for factor analysis. Then, structural
model was tested.
Result: there are positive and high relations between
knowledge, behavior, attitude, and tendency.
 Introduction

* The most important factor in preventing damage to the

environment and solving environmental problems is
education.

* One of the most important goals of environmental education

programs is environmental literacy.
 Method
* The relationships between subdimensions of environmental
literacy were analyzed by using Structural Equation Modeling
(SEM).

* SEM is a statistical technique used to test models which

contain causal relationships and correlations between
variables.

* SEM was used in this study because it allows the use of latent
variables and calculates estimated values of variables in a
much more reliable way.
Notes:-

* Causal relation can be detected when one variable has a

direct influence on the other variable.

Ex) The more time you spend to study, the higher the grade
you will achieved.

* Latent variables is the variables that we cannot see or

directly measure,

Ex) attitude, tendency, and behaviour. They can be

measured by Latent class analysis (LCA), Structural Equation
Modeling (SEM), and Rasch Analysis.
 Sample of Study and Data Collection Tools
Sample
319 secondary school students (53.3% male, 46.7% female).

Data Collection Tools

1. (Subdimension Developed by Item Format No. of
Items
Environmental Erdogan (2009) multiple-choice and 22
Knowledge Test truefalse questions
Environmental Karatekin (2011) 5-point Likert- type 27
Tendencies Scale
Environmental Aslan, Sagr, and 5-pont Likert- type 24
Attitude Scale Cansaran (2008)
Environmentally Erdogan (2009) 7-point Likert- type 26
Responsible Behavior
Scale
 Data Analysis
Kaiser-Meyer-Olkin (KMO) and to understand whether the survey items
Bartletts Test are suitable for the factor analysis.

Exploratory Factor Analyses to determine whether the subdimensions

(EFA) comprised of these items is suitable to be
use in the structural model.

LISREL Programme to identify the relationship between the

factors making up environmental literacy by
SEM.

Notes:-
Factor analysis is a way to take a mass of data and shrinking it to a
smaller data set so that it is more manageable and more
understandable.
 Findings
* If the KMO value is higher than 0.60 and a result from Bartletts
test is significant, hence, the data are suitable for factor
analysis.

* each data set is suitable for factor analysis.

* Since the data sets are suitable for factor analysis, it was
then proceeded to Exploratory factor analyses (EFA).

* Based on the result of the EFA, the items with a factor load
of less than 0.40 which were seen to be double loaded will
be removed from the model.
* However, before starting the analysis, the model that use latent
variables should be individually tested to be compatible with the
SEM.

Goodness of fit (GFI) in LISREL

Good fit: 0.95 1.00 Acceptable fit:0.90 0.95

* Therefore the data sets of all dimensions were seen to be

suitable for SEM analysis.
 Result and Discussion
High positive correlation between knowledge and attitude.
* students with high attitudes can be said to be willing to acquire more knowledge about
the environment.

High positive correlation between knowledge and behavior.

High positive correlation between attitude and behavior.

* It is natural that a positive attitude would appear as a positive behavior.

High positive correlation between tendency, and other subdimensions.

* Individuals with adequate environmental knowledge are expected to show positive
tendency.

High positive correlation between subdimensions of environmental literacy.

* Activities outside the classroom, etc. should be developed for different grade levels for
improving these dimensions in order to increase the number of environmentally
literate individuals.