Environmental Behaviour

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 Student Behavior That Leads to Energy Abuse: Case Study at a Teaching Institution in Malaysia

STUDENT BEHAVIOR THAT LEADS TO ENERGY ABUSE: CASE

STUDY AT A TEACHING INSTITUTION IN MALAYSIA

M. W. Muhieldeen1, N. M. Adam1, Elias Salleh2, S. H. Tang1 and Q. J. Kwong1

Faculty of Engineering, Department of Mechanical, University Putra Malaysia, Serdang, Malaysia

1

Faculty of Engineering, Department of Architecture, University Putra Malaysia, Serdang, Malaysia

2

Eng_mhmd_alkilany83@yahoo.com

ABSTRACT: Wastage of useful energy in the building sector is a common scenario in the
developing countries. As one of the highest consumer in energy, the correct usage of air
conditioning system in Malaysia should be practiced. Nowadays the effects from bad practices of
utilizing energy are clearly observed, not only on economic issues but also on the environment
and weather changes.
This paper attempts to examine the excessive usage of the air conditioning system in some
the classrooms for one of the Malaysian Universities, and field survey was conducted on 50
classrooms and 4 toilet through a period of four months (January – April 2008), during the lectures
hours of 9 am – 5 pm. The findings clearly shown that students set the temperature at the lowest
set point (16°C); turn on all air conditioning units, leave the doors open and exiting the classroom
without switching off any of the gadgets.
The conclusion made on this study is maintaining the operating temperature range for
classrooms from 22 to 26°C for the 50 classrooms surveyed. The major potentials of saving in
energy can be obtained via increasing in air conditioning temperature set-point and shut down of
all utilities upon exiting the classrooms.
Keywords: student behavior, teaching institution, energy abuse

1. INTRODUCTION

Numerous studies have been conducted on energy efficiency for buildings in temperate and tropical
climates [1, 2, 3, and 4] creating awareness on energy conservation as well as reducing utility bill.
Energy conservation measures must be handled carefully so as to create a comfortable learning
environment for the students [5]. Conservation of energy is essential, but the thermal comfort of
occupants should be maintained as well [6]. Besides commercial and residential buildings, the
educational facilities are consuming a large portion of energy generated by various power producers.
Due to that reason, effort on creating awareness of energy conservation among occupants of such
facilities should be made. Saving in energy cost for an educational institution is desirable, as such
savings may provide additional fund for students to conduct visitation to factories, laboratories and
government agencies. Sometimes external pressure may be required for impose of such action [7].
The objective of this study is to observe students’ behavior that can lead to energy abuse in an
educational facility and the acceptable thermostat settings to provide human thermal comfort in the
classrooms. This study is concerned on gathering information on how students use the lecture
facilities during lecture time before implementing a serious program on energy conservation at the
teaching institution. The teaching institution has 4000 students comprising of undergraduates and
post-graduates. Generally about RM 1-2 million a month is spent on the total electricity charges.
Prior to this work, it was noted that the cost just for lighting of toilets is around RM4000 per month.

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This strengthens our will to identify the major causes of energy abuse. Later, a survey on knowledge,
awareness and practice was conducted for the students to ascertain whether awareness on energy
conservation requires engineering intervention or not.

2. METHODOLOGY

Field survey was conducted for a period of four (4) months, from January to April 2008 at the
Faculty of Engineering, UPM. The main reason of making this selection was due to the large
number of lecture rooms in this faculty and high rate of human occupancy during peak hours. The
experimental site is a four-storey building, which comprises of eight lecture halls (80 person
capacity), fifty lecture rooms (50 person capacity) and four toilets (male and female) there are no
lifts but the building is equipped with many staircases (four sets). This building is linked to the
seven storey administrative building. The lifts (3 nos) are about 80 m from the teaching block. The
layout is shown in (e.g. Figure 1). The teaching building faces a lake, and exposed to both morning
and afternoon sun. Although the windows are laminated with shading materials, temperature
shown on the thermostat may not be the actual air temperature as solar emission to the classroom
may have caused a gain in room temperature. However, that is not within the scope of this field
survey and most of the time the effect is negligible.

Figure 1: Sketch of the plan view of teaching building

Measurements for temperature, relative humidity were collected over 4 months form 9 am to 5
pm for each classroom using the Fast Response Thermo-Hygrometer as shown in the (e.g. Figure
2). The author also noted the room lighting, number of students, and the position of the classrooms to

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 Student Behavior That Leads to Energy Abuse: Case Study at a Teaching Institution in Malaysia

Figure 2: Fast Response Thermo-Hygrometer

the sun rays. The temperature of the thermostat of air condition unit in each classroom was recorded
and compared. The thermo-hygrometer is a useful device to measure the temperature and relative
humidity of a built environment, and able to provide high accuracy.
The Fast Response Thermo-Hygrometer is specified by the following:
• Microprocessor based design
• Temperature range: -4 to 122°F ( -20 to 50°C)
• Humidity range: 0 to 100% RH
• Temperature accuracy: ±1.8°F (±1°C)
• Humidity accuracy: ±5% RH
• Response time: 60 to 80 seconds
Features:
• Temperature
• Humidity
• Large digital display
• °F/°C switch
• Reset function
• Data hold

In order to gain a more accurate result, the equipment was placed in the center of the classroom
and 1.0 m above ground, as according to the specifications stated in ASHRAE Standard 55 [8]. The
main purpose of measuring only the humidity level and temperature profile is because these two
parameters have the most significant influence on human thermal comfort.

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3. RESULT AND DISCUSSIONS

A total of fifty (50) classrooms were observed for occupancy, temperature setting, and relative
humidity over the period of four months. Generally, the heat loads are being generated by computer,
LCD projector, lighting and students (human body’s heat generation). Most classrooms’ thermostats
were set at 16°C or 17°C setting. (E.g. Figure 3a) shows the temperature profile of classroom
with five students. (e.g. Figure 3b) shows the temperature profile of the same classroom with 38
occupants, where peak temperature is about 1.5°C higher than the low occupancy temperature.
Students generally wear T-shirts and long pants, and their attire conforms to 25°C for the CLO
rating shown in (e.g. Figure 6).

Figure 3a: Temperature against time in the presence of 5 students

Figure 3b: Temperature against time in the presence of 38 students

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 Student Behavior That Leads to Energy Abuse: Case Study at a Teaching Institution in Malaysia

Table 1 shows the usage profile for the lecture rooms it was noticed that students leave the classrooms
with lowest temperature setting thirteen times in a month (see Figure 4 and Figure 5). Lights in the
toilets were on 24 hours and 7 days per week, with a lighting level of 350 lux.

Table 1: Results of Observations

Florescent Relative Frequency

No. of No. of Temperature lamps Humidity Thermostat (one
A/C °C °C
classrooms students on (RH%) month)

8 0 On 21.2 24 41.2 - 45.7 17 13

6 2 On 22.4 24 43.2 - 58.4 16 7
3 4 On 22.8 24 44.3 - 56.2 16 9
4 5 On 23.1 24 46.5 - 60.7 17 8
1 6 On 23.3 24 44.9 - 59.4 16 7
3 8 On 23.6 24 48.2 - 62.5 17 10
2 9 On 24.2 50 53.5 - 68.7 17 12
1 11 On 24.5 50 56.3 - 72.1 17 15
2 12 On 24.6 50 55.3 - 69.3 16 13

Figure 4: Empty classroom

Figure 5: The door is ajar

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Fig 6: Type of attire

A common preference of people in the hot and humid country is towards cooler environment
[9]. They believe that the cooler environment they have, the more comfortable they will be. This
misunderstanding is partly due to influences by various suppliers of the air-conditioning industry,
and has lead to wastage of energy. Based on the results obtained from field study, the mean value
for relative humidity was about 60%. Referring to Figure 6, the acceptable temperature with
reference to humidity level for a thermally comfortable zone is shown. It stated clearly that with
a humidity level of 60%, the upper limit for operative temperature within the comfort is about
26°C. For climatic conditions of Malaysia, the temperature range which sustains comfort is from
22 to 26°C in an air-conditioned room [10]. Due to this reason, the thermostat should be adjusted
to higher temperature point rather than just 16 or 17°C.
List of common activities by student which leads to energy abuse are as follows:
1. Leave the A/C and lighting ON especially after exiting the lecture theaters and rooms
2. Leave door ajar or fully opened
3. Uses classroom with full A/C and lighting ON when only one people is present
4. Computer ON at most times in classrooms / lecture halls
5. LCD left ON
6. Toilets’ light and exhaust fan are ON all the time
7. Meeting before 8 am, after 4 pm in classrooms
8. Sleeping in the classrooms with utilities ON
9. Thermostat’s setting for temperature range is too low in the classrooms (16 or 17°C)

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 Student Behavior That Leads to Energy Abuse: Case Study at a Teaching Institution in Malaysia

4. CONCLUSION

In this research, students’ behaviors that can contribute to energy wastage have been identified, and
the major contribution to energy wastage is the behavioral actions of students. The students did not
realize that their behavior could cause energy wastage. Awareness program on energy conservation
and its effect to the environment must be made known to the students. Besides, students should be
educated on proper thermal comfort preference. The management should consider electronic access
where only lecturers have access to a classroom, and students forced to use available resource
center and discussion rooms to do their work.

ACKNOWLEDGEMENT

The authors acknowledge the FRGS funding for this research i.e. Determination of Malaysian
behavior on abuse of energy at a teaching institution.

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