THE EFFECT OF A NONFORMAL ENERGY EDUCATION PROGRAM ON BEHAVIORAL CHANGE IN SELECTED NORTH CAROLINA RESIDENT

This research examined the effect of participation in an innovative nonformal energy education program on behavioral change in energy conservation knowledge, attitudes and practice adoption for selected North Carolina residents. Relationships of socio-demographic factors (age, place of residence, occupation, and level of education); residential factors (type of residence, ownership, and age of residence); previous participation in energy education programs; and assessed energy efficiency of the residence to energy conservation behaviors were also analyzed.;Five null hypotheses which were tested stated that: (1) participation in the nonformal energy education program was not related to energy conservation behavioral change; and that (2) socio-demographic factors, (3) residential factors, (4) previous program participation, and (5) assessed energy efficiency of the residence were not related to changes in energy conservation behaviors.;Data were collected from 379 respondents in two control and two experimental groups at two sites in North Carolina. Pretests were administered to both control and experimental groups. Respondents in the two experimental groups then participated in the nonformal energy education program, while control group respondents did not participate. Posttests were administered to control and experimental groups one month after the experimental groups completed the energy education program.;Data analysis revealed a significant difference between pretest and posttest mean scores for one control and experimental group. Change in energy conservation behaviors was observed for all control and experimental groups. Behavioral changes were evidenced in knowledge of and attitudes toward energy conservation. When socio-demographic, residential and intervening factors were examined, age and level of education of the respondents were significantly related to energy conservation behaviors.;Based on the findings, the study suggests that innovative nonformal energy education programs may increase in effectiveness when used in conjunction with other types of educational programs, and when specific behaviors are addressed, rather than a range of behaviors.