Construction Waste Reduction Awareness: Action Research

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2020-06-01 DOI:10.2478/jtes-2020-0006

H. Omeje, G. K. Okereke, D. U. Chukwu

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引用次数: 7

Abstract

Abstract The study focused on construction waste reduction awareness as a step within Education for Sustainable Development (ESD) at the University of Nigeria, Nsukka. The method of collaborative action research was used with a questionnaire as an instrument. Data collected from 61 participants were analyzed using descriptive statistics (percentage, mean, and t-test) and multiple regressions. Results revealed that there were graduates of different degree levels and non-graduates working at the construction sites, where 4.9 % and 27.9 % had PhD and Master degrees, respectively. Improper material storage was agreed to be the main cause of construction waste, while the most effective reduction measure was applying source reduction through the calculated procurement. Multiple regressions revealed that awareness was significantly positively predicted by gender, qualification and status. However, both cause and reduction of construction waste were noted to be human related, thereby necessitating a campaign against construction waste at various sites, with the aim of raising motivated and inspired change agents.

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减少建筑垃圾意识:行动研究

摘要:本研究的重点是建筑垃圾减少意识，这是尼日利亚大学恩苏卡分校可持续发展教育(ESD)的一个步骤。采用协作行动研究的方法，以问卷调查为工具。采用描述性统计(百分比、平均值和t检验)和多元回归分析61名参与者的数据。结果显示，在建筑工地工作的有不同学历的毕业生和非大学毕业生，其中博士和硕士分别占4.9%和27.9%。不适当的材料储存被认为是造成建筑垃圾的主要原因，而最有效的减少措施是通过计算采购进行源头减量。多元回归结果显示，性别、资格和地位显著正向预测意识。然而，人们注意到建筑废物的产生和减少都与人类有关，因此有必要在各个地点开展反对建筑废物的运动，目的是培养积极和受鼓舞的变革推动者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.