Abstract—In this study a questionnaire regarding
background information, energy resource cognition and energy
resource attitude of junior high school students would be
investigated. Ninety-nine questionnaires were given to the
students of Kai-syuan Junior High School, and 100% of those
questionnaires were returned and determined suitable for
analysis. They were analyzed by using descriptive statistics, the
independent sample T test, the paired sample T test, and the
Pearson Correlation Analysis for the following results:
Before teaching Energy Education, the students already had
a reasonable level of energy resource cognition. After
instruction in Energy Education, the energy resource cognition
of the students significantly improved. Students were found to
have intermediate level energy resource attitudes. Male and
female energy resource attitudes were significantly different in
the “life style” and “personal welfare” categories. Students with
a greater energy cognition have better energy attitudes and
understanding of energy conservation and are thus more like to
proactive in this field. All findings in this study will be useful to
improvement of energy education in high school.
Index Terms—Energy resource, cognition, attitudes, junior
high school.
C. T. Wang is with the Department of Mechanical and
Electro-Mechanical Engineering, National I Lan University, I Lan 26047,
Taiwan (e-mail: ctwang@niu.edu.tw).
K. Y. Wu is with Kai-Syuan Junior High School, I Lan 26047, Taiwan
(e-mail: kaiingwu@yahoo.com.tw).
Cite: Wang Chin-Tsan and Wu Kai-Ying, "Investigation of the Cognition and Attitude of Junior High School Students on Energy Resources: The Case of Kai-Syuan Junior High School, I-Lan, Taiwan," International Journal of Information and Education Technology vol. 5, no. 12, pp. 924-930, 2015.