Scene 1

Analyzing the Social Issues Among Student Using SOLCA

Scene 2

Scene 3

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

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.

Scene 4

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

Scene 5

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)

Scene 6

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

The social issues that we are focusing are:

Scene 7

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?

Scene 8

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

Scene 9

Scene 10

Background Information Goal Definition Scope definition

Data collected method Questionnaire Development Sampling Technique

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

Life Cycle Assessment Interpretation (S-LCAI)

Scene 11

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

Scene 12

Distribute the questionnaire using Google Form

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

Use ordinal  measurement which  is Likert Scale

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

Scene 13

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

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

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

Scene 14

Bachelor of Environmental Science & Technology

Scene 15

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

Scene 16

Students’ satisfaction towards online learning

Scene 17

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

Scene 18

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

Scene 19

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

Scene 20

Mean score for student’s satisfaction towards online learning

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

Scene 21

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

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

Scene 22

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

Scene 23

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

Cross Tabulation between student’s health  and gender

Scene 24

Mean score for student’s study pressure

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

Scene 25

Cross Tabulation between student’s pressure and gender

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

Scene 26

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.

Scene 27

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

Scene 28

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

PowerPoint Presentation

Scene 0

 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

PowerPoint Presentation

Scene 1 (0s)

Scene 2 (12s)

Scene 3 (29s)

Scene 4 (1m 3s)

Scene 5 (1m 27s)

Scene 6 (1m 55s)

Scene 7 (2m 16s)

Scene 8 (2m 47s)

Scene 9 (3m 13s)

Scene 10 (3m 29s)

Scene 11 (4m 6s)

Scene 12 (4m 37s)

Scene 13 (5m 19s)

Scene 14 (6m 36s)

Scene 15 (7m 5s)

Scene 16 (7m 26s)

Scene 17 (7m 49s)

Scene 18 (8m 6s)

Scene 19 (8m 16s)

Scene 20 (8m 45s)

Scene 21 (11m 8s)

Scene 22 (11m 29s)

Scene 23 (13m 55s)

Scene 24 (14m 16s)

Scene 25 (16m 35s)

Scene 26 (16m 56s)

Scene 27 (17m 25s)

Scene 28 (17m 30s)