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Analyzing the Social Issues Among Student Using SOLCA

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CONTENTS

Literature Review

Research Question

Research Objective

Problem Statement

Introduction

Conceptual Framework

Methodology

Result and Discussion

Conclusion

References

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A social impact assessment that targets to assess social and socio economic criterias of products and their potential impacts with their life-cycle

INTRODUCTION

SOLCA definition

SOLCA Goal and Scope

Encourage external stakeholders to be involved in provide input on impacts, within the assessment itself. Require that practitioners consider the social impacts of the product use phase and function.

(Andrews et al., 2009)

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INTRODUCTION

Stakeholder The stakeholder for our study focusing on to the students only.

Study Area This study will be conducted for students in Faculty of Forestry and Environmental Studies, UPM

Goal of Study Focusing on the social issues related to the students using SOLCA method

Background of Study

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PROBLEM STATEMENT

COVID-19 Forcing students to have online classes

ISOLATION Reduction in self esteem and motivation

Poor internet connection, low gadgets quality. LACK OF ACCESSIBILITY

ADAPTABILITY Students find it hard to adjust themselves to new norms. (Khanna & Prassad, 2020)

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RESEARCH OBJECTIVE

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To analyze the different social issues among the male and female students in FHAS

The social issues that we are focusing are:

Satisfaction with online learning

Health (physical and mental)

Study pressure

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What is the pressure level of the male and female students of FHAS with their study through online learning?

What are the students’ adaptability to the online learning situation?

What are the social issues of male and female students of FHAS?

What is the level of satisfaction between male and female students of FHAS towards online learning?

What is the current health status of students in FHAS?

RESEARCH QUESTIONS

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LITERATURE REVIEW

University students in Malaysia are having low level of satisfaction throughout the implementation of online learning during the Covid-19 pandemic which started on December 2019. Some of the students are not able to have required access to the internet making the online class tough and stressful for them. These are some of the reasons of the students’ dissatisfaction during online classes (Selvanathan et al., 2020). STUDENTS SATISFACTION

A study made by (Sundarasen et al., 2020) focuses on level of anxiety among university students in Malaysia during Covid-19. The result shows that 30% of the respondents are dealing with anxiety while facing online classes. Other than mental health issues, physical of the students will also be affected as they are stuck in their houses due to the MCO. The study also mentioned the students are uncertainties faced by the students causing them to have high level of anxiety. STUDENTS HEALTH

Other arising issues during this pandemic is that the students are pressured by online class as it is not as interactive as physical class in campus, causing them to have low motivation and feeling of isolation despite attending all the classes. The pressure intensifies especially when there is delay in information from their lecturers (Ilias et al., 2020). STUDY PRESSURE

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CONCEPTUAL FRAMEWORK

Social Issues

Satisfaction towards online learning

Health (physical and mental)

Study pressure

Stakeholder

Student

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METHODOLOGY

Research Framework

Goal and Scope Definition

Background Information Goal Definition Scope definition

Life Cycle Inventory (S-LCI)

Data collected method Questionnaire Development Sampling Technique

Selection of social impact categories Classification of social impact categories Characterization of social impact

Life Cycle Impact Assessment (S-LCIA)

Life Cycle Assessment Interpretation (S-LCAI)

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Goal and Scope Definition

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Background Information

Only involved one organization which is among the students

Assessing the social impacts that arise among the organization in order to improve living condition of stakeholder

Considering the ISO 14040 and the S-LCA framework, with regard to the stakeholder categories

Goal Definition

Scope Definition

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Life Cycle Inventory

Distribute the questionnaire using Google Form

Section A: Demography Question Section B, C and D : Subcategory of social issue

Data Collection

Quantitative method (online survey)

Questionnaire Design Format

Use ordinal measurement which is Likert Scale

This study does not conduct validity and reliability test for the questionnaire

Measurement

Validity and Reliability Test

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Sample Size

Student Actual Population I. BSH - 165 II. BSTK - 135 III. BSTR - 184 IV. BSTAS - 239 V. BPAS - 197 Total = 920 Students

Determine Actual Population

Sample Size I. BSH - 66 II. BSTK - 56 III. BSTR - 77 IV. BSTAS - 88 V. BPAS - 76 Total = 363 Samples

Determine Sample Size

Sample Size Formula

z ² x p (1- p ) e ² 1+ ( z ² x p (1- p ) ) e ² N

n =

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Sampling Technique

FHAS Population

Bachelor of Forestry Science

Bachelor of Environmental Management

Male student

Bachelor of Wood Technology

Bachelor of Park and Recreation Science

Bachelor of Environmental Science & Technology

Female student

Male student

Female student

Male student

Female student

Male student

Female student

Male student

Female student

Total Sample

Multistage Sampling

Clustered Sampling

Stratified Sampling

Simple Random Sampling

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Data Analysis

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Only using descriptive analysis

The descriptive analysis that will be conduct including to find the frequency, percentage and mean

The cross tabulation analysis will be used to quantitatively analyze between the two variable

Statistical Analysis

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RESULT AND DISCUSSION

Social Issue 2:

Students’ health (physical and mental)

Social Issue 3:

Student study pressure

Year of study, Gender, Courses

Sociodemographic:

Students’ satisfaction towards online learning

Social Issue 1:

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Forms response chart. Question title: Year of study. Number of responses: 93 responses.

Sociodemographic

RESULT AND DISCUSSION

Figure 1: Year of study of respondent

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Sociodemographic

RESULT AND DISCUSSION

Forms response chart. Question title: Gender. Number of responses: 93 responses.

Figure 2: Gender of respondent

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Sociodemographic

RESULT AND DISCUSSION

Forms response chart. Question title: Course. Number of responses: 93 responses.

Figure 3: Course of respondent

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RESULT AND DISCUSSION

Mean

Item

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Mean score for student’s satisfaction towards online learning

1. I am satisfie...

6. Online learn...

7. Online learn...

8. Online learn...

9. Generally, I...

10. Online learn...

4. I rarely have...

3. I feel that th...

5. It is easy to...

2. I found mys...

SI 1: Student’s satisfaction towards online learning

Table 1.2 Range level of students’ satisfaction based on mean score

Mean Score Satisfaction Measure 1.0 - 2.3 Poor 2.4 - 3.7 Moderate 3.8 - 5.0 Good

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RESULT AND DISCUSSION

Male

Female

Gender

Count

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40

30

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Cross Tabulation between student’s satisfaction towards online learning and gender

SI 1: Student’s satisfaction towards online learning

Gender Students’ satisfaction towards online learning Total (N) Poor ƒ (%) Moderate ƒ (%) Good ƒ (%) Male 8 (8.60) 15 (16.13) 6 (6.45) 29 Female 15 (16.13) 35 (37.63) 14 (15.05) 64 Total 23 50 20 93

Table 1.3 Cross Tabulation between student’s satisfaction towards online learning and gender

Poor Moderate Good

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RESULT AND DISCUSSION

SI 2: Students’ Health

Mean Score Health Measure 1.0 - 2.3 Good 2.4 - 3.7 Moderate 3.8 - 5.0 Poor

Table 1.5 Range level of students’ health based on mean score

4.31

3.25

4.03

4.19

2.66

.18

3.73

$.08

96

Mean

Item

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5

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Mean score for student’s health

1. I feel so bur...

6. I often find...

7. I am always...

8. I often find...

9. I often exp...

10. I often had...

4. I need to ad...

3. I always sle...

5.From no spec...

2. I spent more...

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RESULT AND DISCUSSION

SI 2: Students’ Health

Gender Students’ Health Total (N) Good ƒ (%) Moderate ƒ (%) Poor ƒ (%) Male 3 (3.23) 12 (12.90) 14 (15.05) 29 Female 1 (1.08) 26 (27.96) 37 (39.78) 64 Total 4 38 51 93

Table 1.6 Cross Tabulation between student’s health and gender

Male

Female

Gender

Count

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40

30

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Cross Tabulation between student’s health and gender

Good Moderate Poor

1

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RESULT AND DISCUSSION

Mean

Item

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0

1

5

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Mean score for student’s study pressure

1. I feel so pre...

6. I do not know...

7. I believed tha...

8. The time all...

9. I often had d...

10.feel insec...

4. I feel that on...

3. Internet con...

5. My attendan...

2. I feel I had t...

3.96

Mean Score Pressure Measure 1.0 - 2.3 Low 2.4 - 3.7 Moderate 3.8 - 5.0 High

Table 1.8 Range level of students’ study pressure based on mean score

SI 3: Students’ Study Pressure

4.51

4.27

60Z

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RESULT AND DISCUSSION

Male

Female

Gender

Count

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40

30

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Cross Tabulation between student’s pressure and gender

Low Moderate High

Table 1.9 Cross Tabulation between student’s study pressure and gender

Gender Students’ Study Pressure Total (N) Low ƒ (%) Moderate ƒ (%) High ƒ (%) Male 3 (3.23) 11 (11.83) 15 (16.13) 29 Female 7 (7.53) 32 (34.41) 25 (26.88) 64 Total 10 43 40 93

SI 3: Students’ Study Pressure

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Stakeholder are in high study pressure due to access of line and also tonnes of assignments

Stakeholder felt poor state in physically and mentally due to often having neck and shoulder pain

Stakeholder felt moderately satisfied as most of them had neutral opinion towards online learning.

Satisfaction towards online learning

Students health

Students study pressure

CONCLUSION

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REFERENCES

Andrews, E. S., United Nations Environment Programme, Benoît, C., Mazijn, B., United Nations Environment Programme, & United Nations Environment Programme. Sustainable Consumption and Production Branch. (2009). Guidelines for Social Life Cycle Assessment of Products . United Nations Environment Programme. D. Khanna and A. Prasad, "Problems Faced by Students and Teachers During Online Education Due to COVID-19 and How to Resolve Them," 2020 6th International Conference on Education and Technology (ICET), 2020, pp. 32-35, doi: 10.1109/ICET51153.2020.9276625. Ilias, A., Baidi, N., Ghani, E. K., & Razali, F. M. (2020). Issues on the Use of Online Learning: An Exploratory Study Among University Students During the COVID-19 Pandemic. Universal Journal of Educational Research , 8 (11), 5092–5105. https://doi.org/10.13189/ujer.2020.081109 Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2020). Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions. Teaching Public Administration . https://doi.org/10.1177/0144739420977900 Sundarasen, S., Chinna, K., Kamaludin, K., Nurunnabi, M., Baloch, G. M., Khoshaim, H. B., Hossain, S. F. A., & Sukayt, A. (2020). Psychological impact of covid-19 and lockdown among university students in malaysia: Implications and policy recommendations. International Journal of Environmental Research and Public Health , 17 (17), 1–13. https://doi.org/10.3390/ijerph17176206

Andrews, E. S., United Nations Environment Programme, Benoît, C., Mazijn, B., United Nations Environment Programme, & United Nations Environment Programme. Sustainable Consumption and Production Branch. (2009). Guidelines for Social Life Cycle Assessment of Products . United Nations Environment Programme. D. Khanna and A. Prasad, "Problems Faced by Students and Teachers During Online Education Due to COVID-19 and How to Resolve Them," 2020 6th International Conference on Education and Technology (ICET), 2020, pp. 32-35, doi: 10.1109/ICET51153.2020.9276625. Ilias, A., Baidi, N., Ghani, E. K., & Razali, F. M. (2020). Issues on the Use of Online Learning: An Exploratory Study Among University Students During the COVID-19 Pandemic. Universal Journal of Educational Research , 8 (11), 5092–5105. https://doi.org/10.13189/ujer.2020.081109 Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2020). Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions. Teaching Public Administration . https://doi.org/10.1177/0144739420977900 Sundarasen, S., Chinna, K., Kamaludin, K., Nurunnabi, M., Baloch, G. M., Khoshaim, H. B., Hossain, S. F. A., & Sukayt, A. (2020). Psychological impact of covid-19 and lockdown among university students in malaysia: Implications and policy recommendations. International Journal of Environmental Research and Public Health , 17 (17), 1–13. https://doi.org/10.3390/ijerph17176206

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THANK YOU !

Advisor : Dr. Amir Hamzah Sharaai Environmental Management (Life Cycle Assessment) Department of Environment Faculty of Forestry and Environment, Universiti Putra Malaysia

Research Team: Mohammad Firdaus bin Masri Humairah binti Mohd Rodzi Umi Najihah binti Mohd Nawi Musfirah binti Mahyuddin Nurul Aisyah binti Zawawi Nurnabila Tasha binti Mohd Juhari