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Environmental Awareness and Practices
Of Science Students
ABSTRACT
The role of schools is very important in respecting the environment and developing
environmentally conscious students. This descriptive correlation study sought to measure
the attitudes and practices of 100 public secondary school science students in Zambales,
Philippines. The results show that science students are very familiar with environmental
concepts and environmental conditions. Very sensitive to environmental issues and
problems. They often practice taking action to solve environmental problems and
sometimes need to have a high level of commitment. We found that there was a moderate
correlation between student practice for and high levels of engagement. This research
suggests that schools can support information dissemination programs on environmental
concepts, environmental conditions, ecological issues and issues to keep students'
environmental awareness high. Environmental advocacy and eco-activism can also be
institutionalized in schools through student organizations such as YES-O and science
clubs. The ecological management plan developed is recommended to be implemented
to enhance students' commitment to environmental protection.
Environmental Education, Environmental Awareness, Environmental Practice, Ecological
Management Planning, Descriptive Correlative Studies, Zambales, Philippines
INTRODUCTION
In today's era of globalization, we face many social upheavals, including environmental
dilemmas. Rogayan (2019) reiterated that the Earth is currently suffering innumerable
suffering caused by terrible human activities that are ruthlessly destroying the
environment. And work toward a common goal of sustaining life on Earth.
The growing interest in environmental issues and their impact on society's consciousness
has been one of the most prominent phenomena of the last two decades (Sivamoorthy,
Nalini, & Satheesh Kumar, 2013). The rapid depletion of the earth's natural resources and
the rapid deterioration of the environment are now undeniable realities. These are serious
scenarios that threaten human and planetary existence (Marpa & Juele, 2016).
The United Nations Educational, Scientific and Cultural Organization (UNESCO)
Education for Sustainable Development affirms that education is an essential tool for
sustainable development. Environmental education is the knowledge, attitudes,
commitment, and skills to be aware of and concerned with the overall environment and
the problems surrounding it, and to participate individually and collectively in solving and
avoiding current problems. It is a process that aims to develop the world's people with
Use them for new ones (cited in Jain & Raghunathan, Puri & Joshi, 2017).
Various countries of the world continue to develop active environmental protection among
schoolchildren and the general public. India has emerged as one of the fastest developing
countries in the world in addressing environmental issues and improving environmental
quality (Sivamoorthy, Nalini & Satheesh Kumar, 2013). Environmental issues are of great
concern to many stakeholders. However, many people in Ethiopia seem to have little
knowledge of environmental issues (Hailu, 2016). A survey found that high school
students in Turkey are more environmentally conscious (Anilan, 2014). The level of
environmental awareness and solid waste recycling practices on Malaysian university
campuses was also measured (Omran, Bah & Baharuddin, 2017).
In the Philippines, the Department of Education (DepEd), the Commission on Higher
Education (CHED), the Technical Education and Skills Development Agency (TESDA),
the Department of Environment and Natural Resources (DENR), the Science and
Technology (DOST) and other relevant agencies are environmental experts. And
academia to lead the implementation of public education and awareness programs on
environmental protection and conservation through joint multi-agency and intersect oral
efforts at all levels (RA 9512, 2008). In addition, one of the goals of science education in
the Philippines is to develop green and eco-friendly students. Each June has been
designated Environment Month in the Philippines by then-President Corazon C. Aquino
through his Executive Order No. 237 signed in 1998. Celebrations celebrate various
important events such as World Environment Day on June 5, Philippine Eagle Week on
June 4-10, and Philippine Arbor Day on June 25 (Department of Environment and Natural
Resources, 2016 ).
Human consciousness is recognized as a powerful tool in the environmental field.
Educational information has important implications for behavioral change (cited in
Gonzaga, 2017).
Several studies have been conducted to measure students' environmental awareness
and practices at various levels. Foreign studies have mainly focused on university
students' environmental awareness and practices (Sivamoorthy, Nalini & Satheesh
Kumar, 2013; Sharma, 2016).
FRAMEWORK OF THE STUDY
The examine is anchored at the National Environmental Awareness and Education Act of
2008 in any other case called Republic Act 9512. According to RA 9512, Section 2,
“constant with the coverage of the State to guard and improve the proper of the human
beings to a balanced and healthy ecology in accord with the rhythm and concord of
nature, and in reputation of the important function of the teens in country constructing and
the function of training to foster patriotism and nationalism, boost up social progress, and
sell general human liberation and development, the nation shall sell country wide focus
at the function of herbal sources in monetary boom and the significance of environmental
conservation and ecological stability closer to sustained country wide development.”
Hence, corporations just like the Department of Education (DepEd), the Commission on
Higher Education (CHED), the Technical Education and Skills Development Authority
(TESDA), the Department of Social Welfare and Development (DSWD), in coordination
with the Department of Environment and Natural Resources (DENR), the Department of
Science and Technology (DOST) and different applicable corporations, shall combine
environmental training in its college curricula in any respect levels (RA 9512, 2008).
Furthermore, environmental training shall encompass “environmental standards and
principles, environmental laws, the nation of worldwide and nearby surroundings, nearby
environmental quality practices, the threats of environmental degradation and its effect
on human well-being, the obligation of the citizenry to the surroundings and the fee of
conservation, safety and rehabilitation of herbal sources and the surroundings withinside
the context of sustainable development” (RA 9512, 2008).
OBJECTIVES OF THE STUDY
The purpose of this study was to examine the relationship between environmental
awareness and practice of public secondary school science students in Zambales,
Philippines during the 2016-2017 school year as an input for environmental management
planning.
Review Relater Literature
METHODOLOGY
RESEARCH DESIGN
This study used a descriptive correlation study that seeks to find the relationship between
respondents' environmental awareness and environmental practices through survey
questionnaires.
RESPONDENTS
The study involved 100 9th grade science students from Subic National High School in
Subic, Zambales, Philippines, divided into 56 girls and 44 boys. A simple random
sampling method was used in this study. Grade 9 was selected because she is already
familiar with the school environment and she has one grade left to participate in the
activities included in the proposed Environmental Management Plan.
INSTRUMENTS
To collect data on environmental awareness and practices in grade 9, researchers used
a researcher-designed questionnaire with a total Cronbach alpha score of 0.92. This tool
is used to develop student awareness of environmental concepts and environmental
conditions (Part I), environmental problems and problem awareness (Part III), practice of
the need to take action to solve environmental problems (Part III), and measure
environmental practices. A High Level Commitment (Part IV). The equipment has been
verified in terms of content and design and has undergone reliability testing. A focus group
discussion guide (FGD) containing semi-structured questions was also used.
DATA GATHERING PROCEDURE
The researchers obtained approval from the principal to conduct the research. For ethical
reasons, parental consent was obtained to ensure protection as the respondents were
minors. Once approved, the survey questionnaire was distributed to the respondents.
Respondents were given 10 to 15 minutes to respond to her, after which researchers
collected all completed questionnaires on the same day. Selected respondents were
asked to participate in a focus group discussion (FGD) to validate the survey
questionnaire results. Researchers also conducted participatory observation and record
analysis of students' environmental activities.
RESULT AND DISCUSSION
Environmental concepts and awareness of environmental conditions. Respondents are
'very conscious' of environmental concepts and environmental conditions, as indicated by
an overall mean of 3.67 and a standard deviation of 0.17 (Table 1).
Top items are:
The atmospheric ozone layer protects life on Earth by absorbing harmful ultraviolet
radiation (M=4.01) from the sun. Global warming is caused by increasing concentrations
of heat-trapping gases known as greenhouse gases in the atmosphere (M=3.86).
Rainforests are the most biologically diverse ecosystems in the world (M=3.80). This
means that respondents are acutely aware of the role of the ozone layer in protecting life,
the causes of global warming, and the importance of rainforests to balancing life.
On the other hand, in the provisions of the Philippine Constitution, respondents stated
that the state's primary duty is to protect and promote people's right to a balanced and
healthy ecosystem in harmony with the rhythms and harmony of nature. “Somewhat
aware” (M = 3.52). And only 1% of the world's potable water is available (M=3.39).
TABLE 1
1. Agenda 21 is a plan of the United Nations in which 3.55 1.02 VA 8
large developing countries promised to develop
their industries with an eye toward protecting the
environment.
2. Rainforests are the world’s most biologically diverse 3.80 0.98 VA 3
ecosystems.
3. Global warming is brought about by rising levels of 3.86 1.02 VA 2
heat-trapping gases, known as greenhouse gases,
in the atmosphere.
4. The ozone layer of the atmosphere protects life on 4.01 1.18 VA 1
Earth by absorbing harmful ultraviolet radiation from
the Sun.
5. Sustainable development means increasing 3.62 1.08 VA 7
standards of living without destroying the
environment.
6. Desertification is the decline in the biological or 3.63 0.93 VA 6
economic productivity of the soil in dry and semi-dry
areas resulting from various factors including
human activities.
7. Acid rain is a form of air pollution in which airborne 3.69 1.06 VA 4
acids produced by electric utility plants and other
sources fall to Earth in distant regions.
8. Indigenous peoples are those who have inhabited 3.62 1.06 VA 5
and made their living directly off the same
environment for hundreds or thousands of years.
9. There is only one percent of all the water in the 3.39 1.29 MA 10
world that is available for drinking.
10. According to the Philippine Constitution, it is the 3.52 1.06 VA 9
state’s primary duty to protect and advance the right
of the people to a balanced and healthful ecology in
accord with the rhythm and harmony of nature.
Total 3.67 0.17 VA
This result is consistent with a study by Singh (2015), who concluded that
undergraduates, on average, are more environmentally conscious.
Awareness of environmental issues and problems. The respondent was 'very conscious'
about environmental issues, with an overall mean score of 3.59 for her and a standard
deviation of 0.28 for her (Table 2).
The metrics with the highest averages include, among others:
Bohol was hit by a strong earthquake that caused extensive damage to old churches and
other buildings in the province (M=4.26). The Central Visayan Islands have been hit hard
by Typhoon Yolanda (M=3.91), considered one of the strongest typhoons in world history.
TABLE 2
Statement Mean SD VD Rank
1. The environment is confronted with a myriad of
environmental issues and problems at present.
3.52 1.10 VA 5
2. There is an attempt to establish a coal-fired power
plant in Subic Bay which can affect can pose
threats to the environment and the health of the
people.
3. The Central Visayas is severely battered by
3.32
3.91
1.06
1.07
MA
VA
10
2
Typhoon Yolanda which is considered as one of
the world’s strongest typhoon in history.
4.Bohol is greatly affected by a strong earthquake 4.26 3.23 VA 1
which caused colossal destructions in the
province’s old-age churches and other structures.
5. Ormoc City experienced one of the severest 3.53 0.96 VA 4
landslides in history which killed thousands of
people.
6. A total of 700 people were killed and hundreds 3.34 1.05 MA 9
were injured in Aurora landslide in 2004.
7. Major mine spill took place in 2005 which 3.52 1.02 VA 6
contaminated several bodies of water and caused
fish kill in Albay Gulf.
8. Rice crisis happened in 2008 and continued 3.36 1.02 MA 8
landlessness and backward agriculture occurred.
9. Palawan clamored to the people in a signature 3.60 1.08 VA 3
campaign to never allow mining in the province
which is considered as the country’s last
ecological frontier.
10. Climate change is very evident in every part of
3.51 1.18 VA 7
the globe like the extreme heat experienced by
Australia and excessive coldness in Canada.
Total 3.59 0.28 VA
The results of this study are consistent with previous research findings that students have
high environmental awareness (Anilan, 2014; Milos & Cicek, 2014; Singh, 2015; Garcia
& Luansing, 2016; Sharma, 2016; , 2017).
However, this finding contradicts the findings of Sahu, Roy, Monika & Rajkiran (2015),
which found average awareness overall. There are very few students with high
awareness, and quite a few students with low awareness.
On the other hand, the respondents said that they are "to some extent aware" as follows.
The 2004 Aurora landslide killed a total of 700 people, injured hundreds (M=3.34), and
prompted an attempt to build a coal-fired power plant in Subic Bay with potential
environmental and health impacts. (M=3.32).
This study refutes the results of Bart et al. (2016) suggests that due to population
explosion, natural resource depletion, and pollution problems, students do not have
sufficient awareness and skills to identify and solve environmental problems.
TABLE 3
Statement Mean sd VD Rank
1. Turn off the lights and unplug appliances when not 4.06 1.00 OF 1
in use to save electricity.
2. Harness solar energy, a radiation produced by 3.76 0.93 OF 3.5
nuclear fusion reactions deep in the Sun’s core.
3. Plant endemic trees in the vacant areas in the 3.65 0.95 OF 7
community to prevent soil erosion and get more
oxygen to breathe.
4. Avoid the use of plastic and styrofoam which cause 3.57 1.06 OF 8
harm not only to the environment but also to human
health.
5. Avoid throwing garbage anywhere and learn the 3.78 1.07 OF 2
science of segregation of solid wastes.
6. Keep a good food ethics and avoid eating with left- 3.67 1.21 OF 5.5
overs and wasting drinking water.
7. Lessen the use of detergents for they tend to create 3.45 1.05 SO 9
foam in gutters and in sewage-disposal plants and
even appeared in naturally occurring ground and
surface waters.
8. Practice the science of composting which produces 3.37 1.00
SO 10
partially decomposed organic material used in
gardening to improve soil and enhance plant
growth.
9. Recycle and reuse non-biodegradable materials to 3.76 1.01
OF 3.5
lessen solid wastes.
10. Use reusable water bottles or tumblers instead of
buying bottled water in the canteen or stores.
3.69 1.02 OF 6
Total 3.68 0.18 OF
On the other hand, respondents "sometimes" practice:
The science of composting to reduce the use of detergents, as detergents tend to foam
in ditches and sewage treatment plants, and are also found in natural groundwater and
surface waters (M=3.45) and are produced by partially decomposing organic matter.
practice. Garden used to improve soil and promote plant growth (M = 3.37).
TABLE 4
2. Lobby for relevant laws on environmental conservation
with the support of your political leaders especially the
3.27 0.96 SO 6
congressmen.
3. Write articles in the newspaper which encourage people 3.10 1.05 SO 9
to take part in responding to the different environmental
problems.
4. Organize an environmental forum or symposium with 3.30 1.03 SO 10
your fellow youth and the community people.
5. Write an appeal to your political leaders regarding 3.33 1.09 SO 4
environmental concerns of your community.
6. Ask the support of the media in exposing anomalies and 3.18 1.07 SO 8
irregularities which led to the destruction of the
environment.
7. Deliver a talk or discourse about environmental literacy to 3.30 1.11 SO 5
heighten the awareness of the people.
8. Volunteer to organizational groups which help for the 3.45 1.05 SO 1.5
preservation and conservation of the environment.
9. Encourage everyone to be ambassadors of the 3.26 0.99 SO 7
environment in their respective communities specifically
your fellow youth.
10. Support initiatives and programs on environmental 3.44 0.91 SO 3
conservation like the National Greening Program of the
present administration.
Total 3.31 0.11 SO
Discuss with friends and relatives environmental issues and concerns facing the
community and the country as a whole (M=3.45). Volunteers in groups of organizations
committed to environmental protection and conservation (M=3.45) and supporting
environmental initiatives and programs, such as the current government's National Green
Plan (M=3.44), were the most frequently There is less 'doing the task'. Environmental
forums or symposia with fellow humans and community members (M=3.30)
This supports her Puri & Joshi (2017) assertion that students' green attitudes are manifest
in their actions, a step towards Education for Sustainable Development (ESD). Similarly,
the results of this study are consistent with those of previous studies of high student
environmental practice (Puri & Joshi, 2017).
There was a significant, moderately positive correlation between awareness of
environmental concepts and awareness of environmental issues (r=0.680; p=0.01),
suggesting that as awareness of environmental concepts increases, awareness of
environmental issues is likely to increase. suggests high.
Awareness of environmental concepts was significantly positively associated with
practices to solve environmental problems, as indicated by an r-value of 0.600. (p=0.000).
This suggests that as the awareness of environmental concepts increases, so does the
practice of solving environmental problems.
Furthermore, correlation results indicated that awareness of environmental problems was
moderately associated with environmental problem-solving practices (r=0.582; p=0.01).
This means that students who are aware of environmental issues are more likely to
practice the need to solve them.
Students' perception of environmental concepts was significantly positively associated
with compelling practices with high levels of engagement (r=0.410; p=0.01). This means
that as students' awareness of environmental concepts increases, so does the required
practice. may increase.
Similarly, there was a statistically significant association between awareness of
environmental issues and high engagement practices (r=0.573; p=0.01). This means that
environmentally conscious students are more likely to practice the need for high levels of
commitment.
Practices associated with the need to solve environmental problems were significantly
positively correlated with practices associated with the need for high levels of
engagement (r=0.573; p=0.01). This means that students who need practice will have to
solve them
Environmental issues tended to indicate the need for a high level of commitment.
This result confirms previous studies (Gonzaga, 2016; Marpa & Juele, 2016) that
awareness and degree of practice are moderately positively correlated.
On the other hand, Sharma (2016)'s study contradicts our finding of no significant
association between environmental awareness and environmental practice. College
students are aware of environmental issues, but fail to put them into practice. Owens
(2000) found in his research that increased knowledge and awareness do not lead to
environmental action.
CONCLUSIONS
The study concluded that the Science students are very aware of environmental
concepts and state of the environment; and in environmental issues and problems. The
respondents often practice the need to take actions to solve environmental problems
while they sometimes practice the need to possess a high degree of commitment. There
is a significant high positive relationship between environmental awareness and
environmental practices. There are significant relationships among the variables of
environmental awareness and environmental practices. There are varied authentic
activities included in the proposed ecological management plan. The study
recommends that information dissemination programs regarding environmental
concepts, the state of the environment, ecological issues and problems must be
sustained by the school to keep the awareness of the students high. Environmental
advocacies and eco-movement must be institutionalized in the school through the YES-
O Club and/or Science club to increase the degree of commitment of students towards
biodiversity conservation. The crafted ecological management plan is recommended for
implementation to increase the degree of commitment of students towards ecological
conservation.
References
Anilan, B. (2014). A study of the environmental risk perceptions and environmental
awareness levels of high school students. Asia-Pacific Forum on Science Learning and
Teaching, 15(2), 1-23.
Bhat, B.A., Balkhi, M.H., Ashraf Wani, M., Nusrat, Tiku, A., Ganai, B.A. & Sidiq. T.
Environmental awareness among college students of kKashmir Valley in the State of
Jammu and Kashmir and their attitude towards environmental education. International
Journal of Innovative Research and Review, 4(2), 20-25.
Department of Environment and Natural Resources, (2016). June is Environment
Month. Retrieved on March 13, 2017 from https://goo.gl/dVReE6
Garcia, E.C. & Luansing, B. (2016). Environmental awareness among select graduating
college students in Region IV-A. LPU-Laguna Journal of Multidisciplinary Research,
5(1), 1-10.

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Environmental Awareness and Practices-RESEARCH.docx

  • 1. Environmental Awareness and Practices Of Science Students
  • 2. ABSTRACT The role of schools is very important in respecting the environment and developing environmentally conscious students. This descriptive correlation study sought to measure the attitudes and practices of 100 public secondary school science students in Zambales, Philippines. The results show that science students are very familiar with environmental concepts and environmental conditions. Very sensitive to environmental issues and problems. They often practice taking action to solve environmental problems and sometimes need to have a high level of commitment. We found that there was a moderate correlation between student practice for and high levels of engagement. This research suggests that schools can support information dissemination programs on environmental concepts, environmental conditions, ecological issues and issues to keep students' environmental awareness high. Environmental advocacy and eco-activism can also be institutionalized in schools through student organizations such as YES-O and science clubs. The ecological management plan developed is recommended to be implemented to enhance students' commitment to environmental protection. Environmental Education, Environmental Awareness, Environmental Practice, Ecological Management Planning, Descriptive Correlative Studies, Zambales, Philippines
  • 3. INTRODUCTION In today's era of globalization, we face many social upheavals, including environmental dilemmas. Rogayan (2019) reiterated that the Earth is currently suffering innumerable suffering caused by terrible human activities that are ruthlessly destroying the environment. And work toward a common goal of sustaining life on Earth. The growing interest in environmental issues and their impact on society's consciousness has been one of the most prominent phenomena of the last two decades (Sivamoorthy, Nalini, & Satheesh Kumar, 2013). The rapid depletion of the earth's natural resources and the rapid deterioration of the environment are now undeniable realities. These are serious scenarios that threaten human and planetary existence (Marpa & Juele, 2016). The United Nations Educational, Scientific and Cultural Organization (UNESCO) Education for Sustainable Development affirms that education is an essential tool for sustainable development. Environmental education is the knowledge, attitudes, commitment, and skills to be aware of and concerned with the overall environment and the problems surrounding it, and to participate individually and collectively in solving and avoiding current problems. It is a process that aims to develop the world's people with Use them for new ones (cited in Jain & Raghunathan, Puri & Joshi, 2017). Various countries of the world continue to develop active environmental protection among schoolchildren and the general public. India has emerged as one of the fastest developing countries in the world in addressing environmental issues and improving environmental quality (Sivamoorthy, Nalini & Satheesh Kumar, 2013). Environmental issues are of great concern to many stakeholders. However, many people in Ethiopia seem to have little
  • 4. knowledge of environmental issues (Hailu, 2016). A survey found that high school students in Turkey are more environmentally conscious (Anilan, 2014). The level of environmental awareness and solid waste recycling practices on Malaysian university campuses was also measured (Omran, Bah & Baharuddin, 2017). In the Philippines, the Department of Education (DepEd), the Commission on Higher Education (CHED), the Technical Education and Skills Development Agency (TESDA), the Department of Environment and Natural Resources (DENR), the Science and Technology (DOST) and other relevant agencies are environmental experts. And academia to lead the implementation of public education and awareness programs on environmental protection and conservation through joint multi-agency and intersect oral efforts at all levels (RA 9512, 2008). In addition, one of the goals of science education in the Philippines is to develop green and eco-friendly students. Each June has been designated Environment Month in the Philippines by then-President Corazon C. Aquino through his Executive Order No. 237 signed in 1998. Celebrations celebrate various important events such as World Environment Day on June 5, Philippine Eagle Week on June 4-10, and Philippine Arbor Day on June 25 (Department of Environment and Natural Resources, 2016 ). Human consciousness is recognized as a powerful tool in the environmental field. Educational information has important implications for behavioral change (cited in Gonzaga, 2017). Several studies have been conducted to measure students' environmental awareness and practices at various levels. Foreign studies have mainly focused on university
  • 5. students' environmental awareness and practices (Sivamoorthy, Nalini & Satheesh Kumar, 2013; Sharma, 2016). FRAMEWORK OF THE STUDY The examine is anchored at the National Environmental Awareness and Education Act of 2008 in any other case called Republic Act 9512. According to RA 9512, Section 2, “constant with the coverage of the State to guard and improve the proper of the human beings to a balanced and healthy ecology in accord with the rhythm and concord of nature, and in reputation of the important function of the teens in country constructing and the function of training to foster patriotism and nationalism, boost up social progress, and sell general human liberation and development, the nation shall sell country wide focus at the function of herbal sources in monetary boom and the significance of environmental conservation and ecological stability closer to sustained country wide development.” Hence, corporations just like the Department of Education (DepEd), the Commission on Higher Education (CHED), the Technical Education and Skills Development Authority (TESDA), the Department of Social Welfare and Development (DSWD), in coordination with the Department of Environment and Natural Resources (DENR), the Department of Science and Technology (DOST) and different applicable corporations, shall combine environmental training in its college curricula in any respect levels (RA 9512, 2008). Furthermore, environmental training shall encompass “environmental standards and principles, environmental laws, the nation of worldwide and nearby surroundings, nearby environmental quality practices, the threats of environmental degradation and its effect on human well-being, the obligation of the citizenry to the surroundings and the fee of
  • 6. conservation, safety and rehabilitation of herbal sources and the surroundings withinside the context of sustainable development” (RA 9512, 2008). OBJECTIVES OF THE STUDY The purpose of this study was to examine the relationship between environmental awareness and practice of public secondary school science students in Zambales, Philippines during the 2016-2017 school year as an input for environmental management planning. Review Relater Literature
  • 7.
  • 8.
  • 9. METHODOLOGY RESEARCH DESIGN This study used a descriptive correlation study that seeks to find the relationship between respondents' environmental awareness and environmental practices through survey questionnaires. RESPONDENTS The study involved 100 9th grade science students from Subic National High School in Subic, Zambales, Philippines, divided into 56 girls and 44 boys. A simple random sampling method was used in this study. Grade 9 was selected because she is already familiar with the school environment and she has one grade left to participate in the activities included in the proposed Environmental Management Plan. INSTRUMENTS To collect data on environmental awareness and practices in grade 9, researchers used a researcher-designed questionnaire with a total Cronbach alpha score of 0.92. This tool is used to develop student awareness of environmental concepts and environmental conditions (Part I), environmental problems and problem awareness (Part III), practice of the need to take action to solve environmental problems (Part III), and measure environmental practices. A High Level Commitment (Part IV). The equipment has been verified in terms of content and design and has undergone reliability testing. A focus group discussion guide (FGD) containing semi-structured questions was also used.
  • 10. DATA GATHERING PROCEDURE The researchers obtained approval from the principal to conduct the research. For ethical reasons, parental consent was obtained to ensure protection as the respondents were minors. Once approved, the survey questionnaire was distributed to the respondents. Respondents were given 10 to 15 minutes to respond to her, after which researchers collected all completed questionnaires on the same day. Selected respondents were asked to participate in a focus group discussion (FGD) to validate the survey questionnaire results. Researchers also conducted participatory observation and record analysis of students' environmental activities. RESULT AND DISCUSSION Environmental concepts and awareness of environmental conditions. Respondents are 'very conscious' of environmental concepts and environmental conditions, as indicated by an overall mean of 3.67 and a standard deviation of 0.17 (Table 1). Top items are: The atmospheric ozone layer protects life on Earth by absorbing harmful ultraviolet radiation (M=4.01) from the sun. Global warming is caused by increasing concentrations of heat-trapping gases known as greenhouse gases in the atmosphere (M=3.86). Rainforests are the most biologically diverse ecosystems in the world (M=3.80). This
  • 11. means that respondents are acutely aware of the role of the ozone layer in protecting life, the causes of global warming, and the importance of rainforests to balancing life. On the other hand, in the provisions of the Philippine Constitution, respondents stated that the state's primary duty is to protect and promote people's right to a balanced and healthy ecosystem in harmony with the rhythms and harmony of nature. “Somewhat aware” (M = 3.52). And only 1% of the world's potable water is available (M=3.39). TABLE 1 1. Agenda 21 is a plan of the United Nations in which 3.55 1.02 VA 8 large developing countries promised to develop their industries with an eye toward protecting the environment. 2. Rainforests are the world’s most biologically diverse 3.80 0.98 VA 3 ecosystems. 3. Global warming is brought about by rising levels of 3.86 1.02 VA 2 heat-trapping gases, known as greenhouse gases, in the atmosphere. 4. The ozone layer of the atmosphere protects life on 4.01 1.18 VA 1 Earth by absorbing harmful ultraviolet radiation from the Sun. 5. Sustainable development means increasing 3.62 1.08 VA 7 standards of living without destroying the environment. 6. Desertification is the decline in the biological or 3.63 0.93 VA 6 economic productivity of the soil in dry and semi-dry
  • 12. areas resulting from various factors including human activities. 7. Acid rain is a form of air pollution in which airborne 3.69 1.06 VA 4 acids produced by electric utility plants and other sources fall to Earth in distant regions. 8. Indigenous peoples are those who have inhabited 3.62 1.06 VA 5 and made their living directly off the same environment for hundreds or thousands of years. 9. There is only one percent of all the water in the 3.39 1.29 MA 10 world that is available for drinking. 10. According to the Philippine Constitution, it is the 3.52 1.06 VA 9 state’s primary duty to protect and advance the right of the people to a balanced and healthful ecology in accord with the rhythm and harmony of nature. Total 3.67 0.17 VA This result is consistent with a study by Singh (2015), who concluded that undergraduates, on average, are more environmentally conscious. Awareness of environmental issues and problems. The respondent was 'very conscious' about environmental issues, with an overall mean score of 3.59 for her and a standard deviation of 0.28 for her (Table 2). The metrics with the highest averages include, among others:
  • 13. Bohol was hit by a strong earthquake that caused extensive damage to old churches and other buildings in the province (M=4.26). The Central Visayan Islands have been hit hard by Typhoon Yolanda (M=3.91), considered one of the strongest typhoons in world history.
  • 14. TABLE 2 Statement Mean SD VD Rank 1. The environment is confronted with a myriad of environmental issues and problems at present. 3.52 1.10 VA 5 2. There is an attempt to establish a coal-fired power plant in Subic Bay which can affect can pose threats to the environment and the health of the people. 3. The Central Visayas is severely battered by 3.32 3.91 1.06 1.07 MA VA 10 2 Typhoon Yolanda which is considered as one of the world’s strongest typhoon in history. 4.Bohol is greatly affected by a strong earthquake 4.26 3.23 VA 1 which caused colossal destructions in the province’s old-age churches and other structures. 5. Ormoc City experienced one of the severest 3.53 0.96 VA 4 landslides in history which killed thousands of people. 6. A total of 700 people were killed and hundreds 3.34 1.05 MA 9 were injured in Aurora landslide in 2004. 7. Major mine spill took place in 2005 which 3.52 1.02 VA 6 contaminated several bodies of water and caused fish kill in Albay Gulf. 8. Rice crisis happened in 2008 and continued 3.36 1.02 MA 8 landlessness and backward agriculture occurred. 9. Palawan clamored to the people in a signature 3.60 1.08 VA 3
  • 15. campaign to never allow mining in the province which is considered as the country’s last ecological frontier. 10. Climate change is very evident in every part of 3.51 1.18 VA 7 the globe like the extreme heat experienced by Australia and excessive coldness in Canada. Total 3.59 0.28 VA The results of this study are consistent with previous research findings that students have high environmental awareness (Anilan, 2014; Milos & Cicek, 2014; Singh, 2015; Garcia & Luansing, 2016; Sharma, 2016; , 2017). However, this finding contradicts the findings of Sahu, Roy, Monika & Rajkiran (2015), which found average awareness overall. There are very few students with high awareness, and quite a few students with low awareness. On the other hand, the respondents said that they are "to some extent aware" as follows. The 2004 Aurora landslide killed a total of 700 people, injured hundreds (M=3.34), and prompted an attempt to build a coal-fired power plant in Subic Bay with potential environmental and health impacts. (M=3.32). This study refutes the results of Bart et al. (2016) suggests that due to population explosion, natural resource depletion, and pollution problems, students do not have sufficient awareness and skills to identify and solve environmental problems.
  • 16. TABLE 3 Statement Mean sd VD Rank 1. Turn off the lights and unplug appliances when not 4.06 1.00 OF 1 in use to save electricity. 2. Harness solar energy, a radiation produced by 3.76 0.93 OF 3.5 nuclear fusion reactions deep in the Sun’s core. 3. Plant endemic trees in the vacant areas in the 3.65 0.95 OF 7 community to prevent soil erosion and get more oxygen to breathe. 4. Avoid the use of plastic and styrofoam which cause 3.57 1.06 OF 8 harm not only to the environment but also to human health. 5. Avoid throwing garbage anywhere and learn the 3.78 1.07 OF 2 science of segregation of solid wastes. 6. Keep a good food ethics and avoid eating with left- 3.67 1.21 OF 5.5 overs and wasting drinking water. 7. Lessen the use of detergents for they tend to create 3.45 1.05 SO 9 foam in gutters and in sewage-disposal plants and even appeared in naturally occurring ground and surface waters. 8. Practice the science of composting which produces 3.37 1.00 SO 10 partially decomposed organic material used in gardening to improve soil and enhance plant growth. 9. Recycle and reuse non-biodegradable materials to 3.76 1.01 OF 3.5
  • 17. lessen solid wastes. 10. Use reusable water bottles or tumblers instead of buying bottled water in the canteen or stores. 3.69 1.02 OF 6 Total 3.68 0.18 OF On the other hand, respondents "sometimes" practice: The science of composting to reduce the use of detergents, as detergents tend to foam in ditches and sewage treatment plants, and are also found in natural groundwater and surface waters (M=3.45) and are produced by partially decomposing organic matter. practice. Garden used to improve soil and promote plant growth (M = 3.37). TABLE 4 2. Lobby for relevant laws on environmental conservation with the support of your political leaders especially the 3.27 0.96 SO 6 congressmen. 3. Write articles in the newspaper which encourage people 3.10 1.05 SO 9 to take part in responding to the different environmental problems. 4. Organize an environmental forum or symposium with 3.30 1.03 SO 10 your fellow youth and the community people. 5. Write an appeal to your political leaders regarding 3.33 1.09 SO 4 environmental concerns of your community. 6. Ask the support of the media in exposing anomalies and 3.18 1.07 SO 8 irregularities which led to the destruction of the
  • 18. environment. 7. Deliver a talk or discourse about environmental literacy to 3.30 1.11 SO 5 heighten the awareness of the people. 8. Volunteer to organizational groups which help for the 3.45 1.05 SO 1.5 preservation and conservation of the environment. 9. Encourage everyone to be ambassadors of the 3.26 0.99 SO 7 environment in their respective communities specifically your fellow youth. 10. Support initiatives and programs on environmental 3.44 0.91 SO 3 conservation like the National Greening Program of the present administration. Total 3.31 0.11 SO Discuss with friends and relatives environmental issues and concerns facing the community and the country as a whole (M=3.45). Volunteers in groups of organizations committed to environmental protection and conservation (M=3.45) and supporting environmental initiatives and programs, such as the current government's National Green Plan (M=3.44), were the most frequently There is less 'doing the task'. Environmental forums or symposia with fellow humans and community members (M=3.30) This supports her Puri & Joshi (2017) assertion that students' green attitudes are manifest in their actions, a step towards Education for Sustainable Development (ESD). Similarly, the results of this study are consistent with those of previous studies of high student environmental practice (Puri & Joshi, 2017).
  • 19. There was a significant, moderately positive correlation between awareness of environmental concepts and awareness of environmental issues (r=0.680; p=0.01), suggesting that as awareness of environmental concepts increases, awareness of environmental issues is likely to increase. suggests high. Awareness of environmental concepts was significantly positively associated with practices to solve environmental problems, as indicated by an r-value of 0.600. (p=0.000). This suggests that as the awareness of environmental concepts increases, so does the practice of solving environmental problems. Furthermore, correlation results indicated that awareness of environmental problems was moderately associated with environmental problem-solving practices (r=0.582; p=0.01). This means that students who are aware of environmental issues are more likely to practice the need to solve them. Students' perception of environmental concepts was significantly positively associated with compelling practices with high levels of engagement (r=0.410; p=0.01). This means that as students' awareness of environmental concepts increases, so does the required practice. may increase. Similarly, there was a statistically significant association between awareness of environmental issues and high engagement practices (r=0.573; p=0.01). This means that environmentally conscious students are more likely to practice the need for high levels of commitment. Practices associated with the need to solve environmental problems were significantly positively correlated with practices associated with the need for high levels of
  • 20. engagement (r=0.573; p=0.01). This means that students who need practice will have to solve them Environmental issues tended to indicate the need for a high level of commitment. This result confirms previous studies (Gonzaga, 2016; Marpa & Juele, 2016) that awareness and degree of practice are moderately positively correlated. On the other hand, Sharma (2016)'s study contradicts our finding of no significant association between environmental awareness and environmental practice. College students are aware of environmental issues, but fail to put them into practice. Owens (2000) found in his research that increased knowledge and awareness do not lead to environmental action.
  • 21. CONCLUSIONS The study concluded that the Science students are very aware of environmental concepts and state of the environment; and in environmental issues and problems. The respondents often practice the need to take actions to solve environmental problems while they sometimes practice the need to possess a high degree of commitment. There is a significant high positive relationship between environmental awareness and environmental practices. There are significant relationships among the variables of environmental awareness and environmental practices. There are varied authentic activities included in the proposed ecological management plan. The study recommends that information dissemination programs regarding environmental concepts, the state of the environment, ecological issues and problems must be sustained by the school to keep the awareness of the students high. Environmental advocacies and eco-movement must be institutionalized in the school through the YES- O Club and/or Science club to increase the degree of commitment of students towards biodiversity conservation. The crafted ecological management plan is recommended for implementation to increase the degree of commitment of students towards ecological conservation.
  • 22. References Anilan, B. (2014). A study of the environmental risk perceptions and environmental awareness levels of high school students. Asia-Pacific Forum on Science Learning and Teaching, 15(2), 1-23. Bhat, B.A., Balkhi, M.H., Ashraf Wani, M., Nusrat, Tiku, A., Ganai, B.A. & Sidiq. T. Environmental awareness among college students of kKashmir Valley in the State of Jammu and Kashmir and their attitude towards environmental education. International Journal of Innovative Research and Review, 4(2), 20-25. Department of Environment and Natural Resources, (2016). June is Environment Month. Retrieved on March 13, 2017 from https://goo.gl/dVReE6 Garcia, E.C. & Luansing, B. (2016). Environmental awareness among select graduating college students in Region IV-A. LPU-Laguna Journal of Multidisciplinary Research, 5(1), 1-10.