Description of the Questionnaire

This questionnaire is designed to measure individuals’ energy literacy, based on the validated instrument developed by DeWaters and Powers (2011). It examines three main domains: cognitive, affective, and behavioral. The cognitive domain assesses basic knowledge about energy, its sources, uses, and environmental impacts. The affective domain explores attitudes, values, and personal perceptions regarding energy consumption and environmental responsibility. The behavioral domain focuses on participants’ intentions and practices related to energy conservation. The questionnaire consists of three parts: the first includes 20 knowledge-based questions in multiple-choice or true/false format, the second includes 10 attitude questions rated on a five-point Likert scale, and the third includes 10 questions evaluating energy-saving habits and behaviors, also rated on a five-point frequency scale.

Data Analysis and Use

The data collected through the questionnaire are anonymous and are used exclusively for educational and research purposes. Responses in the cognitive domain are scored based on correctness, awarding 1 point for each correct answer. The affective and behavioral dimensions are analyzed quantitatively by calculating average scores per group of questions. Data analysis may include descriptive statistics, correlations between domains (e.g., linking knowledge with attitudes or behaviors), and comparisons between different demographic groups. The results can support the design of educational interventions, assess levels of energy awareness, and improve understanding of the factors that influence energy behavior.

Objective

The objective of the questionnaire is to evaluate the level of energy literacy among the general population or specific educational groups such as students, university learners, or adults. This process aims to map knowledge levels, understand prevailing attitudes, and identify behaviors related to energy use. This assessment allows for the identification of knowledge gaps, diagnosis of misconceptions or negative attitudes toward energy consciousness, and analysis of everyday citizen practices. Therefore, this tool can serve as a foundation for improving environmental education programs and strengthening energy responsibility.

Scoring

In the cognitive domain, each correct answer earns 1 point, with total scores ranging from 0 to 20. The scoring scale is defined as follows: 0 to 7 points indicates a low level of knowledge, 8 to 14 points reflects a moderate level, and 15 to 20 points signifies a high level of energy knowledge. For the attitude and behavior sections, a five-point Likert scale (from 1 to 5) is used. Scoring is based on the average of responses, with higher values indicating more positive attitudes or more consistent energy-saving behavior. The analysis can be expanded using composite indices to derive insights into the overall level of energy literacy.

References

DeWaters, J. E., & Powers, S. E. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39(3), 1699–1710. https://doi.org/10.1016/j.enpol.2010.12.049
OECD. (2017). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematics and Financial Literacy. OECD Publishing.
UNDP. (2021). Energy for Sustainable Development Goals. United Nations Development Programme.