1. PERCEPTION ON MEDIA EXPOSURE TO CLIMATE CHANGE AWARENESS CAMPAIGNS
AND ENVIRONMENTAL ATTITUDE OF THE STUDENTS
OF JOAQUIN SMITH NATIONAL HIGH SCHOOL
First Name M.I Last Name
First Name M.I Last Name
First Name M.I Last Name
First Name M.I Last Name
Joaquin Smith National High School
Schools Division of Baguio City
June 2022
2. i
Table of Contents
INTRODUCTION ....................................................................................................................... 1
Background of the Study............................................................................................................ 1
Research Questions …………………………………………………………………………….………6
Scope and Delimitation .............................................................................................................. 7
Significance of the Study............................................................................................................ 7
METHODOLOGY....................................................................................................................... 8
Research Design ....................................................................................................................... 8
Research Population and Sample.............................................................................................. 8
Data Gathering Procedure ......................................................................................................... 8
Statistical Treatment of Data
Ethical Issues............................................................................................................................11
REFERENCES .........................................................................................................................12
Appendix (Questionnaire) .........................................................................................................17
3. 1
INTRODUCTION
Background of the Study
While the world fights the COVID-19 disinformation epidemic, another wave of climate-
related misinformation has been circulating for a long time. Understanding the fundamental
science of climate, one's influence on the climate, and climate's impact on society necessitates
the use of information media. This is especially true now because we live in the digital age where
policy making, public awareness raising, and other forms of climate change intervention are all
dependent on the information and media worlds (Media and Information Literacy: A Prerequisite
for Stimulating Climate Change Engagement, 2021).
Media is defined as the means of communication, as radio and television, newspapers,
magazines, and the internet, that reach or influence people widely (“Media”, n.d). It provides the
perfect arena in which to obtain awareness for events and other organizations. Climate change
awareness is “defined as the concern about and belief in the issue of climate change” (Jürkenbeck
et al. 2021, p. 1). Climate change is crucial and even a threat to life on Earth that is why awareness
on this matter should also be prioritized.
In a study published by the Harvard Humanitarian Initiative, it shows that 59.9 percent of
the 5,184 Filipino adults included in the survey have low or very low knowledge about climate
change. In the same study, despite the low public awareness on climate change, the study found
that most Filipinos were concerned about its potential impacts (Mateo, 2020).
Awareness raising is often considered to be important at the first stages of the adaptation
process. Through awareness campaigns, it can address groups of people in a region affected by
a particular climate threat, groups of stakeholders, the public and others. The aim of such
campaigns is to achieve long-term lasting behavioral changes (Awareness Campaigns for
4. 2
Behavioural Change, 2020). In addition, according to Lander and Green (n.d.), climate change
awareness needs to be the kind of practical awareness which can help learners deal with
uncertainty and make decisions that are aligned both with the most reliable available information
and their own ethical values (Lander & Green, n.d.).
There are various campaigns against climate change through different platforms available
whether on print or digital media. The Department of Education (DepEd) alone has programs and
activities regarding climate change awareness for its learners and personnel.
Through the Disaster Risk reduction and Management Service (DRRMS), DepEd invited
learners and personnel to tune in to the 5th National Climate Change Conference (NCCC) last
November 19-25, 2021, in celebration of the Global warming and Climate Change Consciousness
Week via the DepEd Philippines Facebook Page. The celebration aimed to provide a platform to
elevate discussions of the impacts of climate change and human actions on biodiversity,
strategize participatory and concrete actions that can be done to contribute a meaningful change,
and help the learners, personnel, and their families gain a deeper appreciation and awareness of
the country’s vast biodiversity (Department of Education, 2021).
Another move from DepEd on climate change awareness campaign as reported by
Medenilla (2021), is the release of a microsite that features academic resources on environmental
conservation and climate literacy that the public and private institutions can use for their classes.
It involves lesson plans, videos, presentational and reading materials and reference guides. This
was created to educate more students and teachers about climate change and to draw more
interest.
Furthermore, a creative sourcebook on using theater for climate education and action was
launched by DepEd to further strengthen the integration for climate change adaptation and
mitigation in basic education. KaLIKHAsan explains how to design and facilitate a collaborative
5. 3
performance-making process with youth that includes climate action and the environment as
central themes. Available at the Deped Commons, DepEd encouraged teachers to use the
sourcebook as a guide (Malipot, 2021).
Mavrodieva et al. (2019) concluded that social media platforms have given the public
unprecedented access to share opinions and engage with the issue of climate change. Even
though assessing the effects of social media as a soft power tool is difficult, the study finds that
there are visible links between social media and changing public perceptions, with the possibility
of public opinion influencing political decision-making. The media's reach and power are vast, and
it may be utilized to educate people for relatively little money. Students are even more engaged
in learning when they have access to media in the classroom, thus, media can help illustrate a
lesson by allowing students to view real-life instances of what they are learning. The purpose of
the media nowadays is to keep people informed about what is going on in their communities and
around the world (Preeti, 2014).
With the awareness raising campaigns on climate change mentioned, it is unknown how
the young generation are exposed to these. Some may never have heard of the activities initiated
by DepEd or they never had the opportunity to learn about them.
There are several studies on assessing climate change awareness that have already been
studied.
In a study conducted to investigate awareness of climate change and sustainable
development among undergraduates in two universities in Nigeria by Agboola & Emmanuel
(2016), the results showed that undergraduates possessed high level of awareness on the
concept of climate change, have access to the sources of information and factors of personal
experience, public sources and education greatly influence their awareness.
6. 4
Some students from the Philippines were also seen to have a high level of climate change
awareness. Based on the study of Magulod (2018) where he concluded that the undergraduate
students at Cagayan State University have high level of awareness and Lopez and Malay (2019)
also reported that the senior high school students in one academic institution in Cavite, Philippines
have moderate to high level of awareness on issues concerning climate change.
On the other hand, the overall awareness on adaptation, mitigation of climate change of
the freshmen students at Basilan State College was “occasionally” aware (Zerrudo, 2017). This
result prompted him to recommend a future study on the best resource materials available that
students need to supplement their contents on climate change.
Lopez and Malay (2019) argued that students learn about climate change from their peers,
newspapers, radio, the internet, television, and other media. They learn more about climate
change at school and from books, television, and the internet. The internet was mentioned as an
important tool for acquiring and sharing knowledge. Climate change information is crucial because
it influences awareness and attitudes. Students will be better able to make pro-environmental
judgments if they are more aware about climate change.
Advocacy is instrumental to build a better, stronger future for children and young people
(Youth for Climate Action, 2021). With the studies on climate change awareness of the students,
little is known where they get information about climate change or how they are exposed to its
information dissemination. The aim of awareness raising campaigns most often differs between
contexts but generally includes increased concern informing the targeted audience, creating a
positive image, and attempts to change their behavior (Awareness Campaigns for Behavioural
Change, 2020). The researchers attempt to investigate the students’ opinion and preferences
about these awareness raising campaigns on climate change to better understand the best
7. 5
possible and available resource material that would raise and maintain the level of awareness on
climate change by the young generation.
Previous research has found that media effects related to climate change are heavily
influenced by individual beliefs and attitudes toward the issue (Wiest et al., 2015). People's
perceptions and responses to climate change messages are influenced by a wide range of beliefs
and attitudes. However, the public is frequently portrayed as polarized on the subject (Krosnick
et al., 2000; McCright and Dunlap, 2011). People who were just exposed to climate change-
related media were more likely to have negative attitudes toward the topic. It implies that people
are not learning enough information to make their own decisions about whether or not global
warming exists or what the best course of action should be.
At Joaquin Smith National High School, students are perceived to have at least some
knowledge on climate change through the lessons they encounter mostly in their Science subjects
but not in other information outlets such as social media. Although DepEd has initiated activities
such as conferences, webinars, or release of microsites about climate change awareness, the
researchers have observed that these campaigns are not fully advertised or endorsed for the
learners to participate on. Since the media is always used for information dissemination, the
researchers would like to know the extent of their exposure to these different types of media where
they learn more and that could help in the identification of the best resource material for climate
change awareness campaigns whether for classroom instruction or for advocacy purposes.
Additionally, the researchers would like to identify the different effective activities and strategies
that can be used to raise awareness among the students and the community. The research
findings provide an assessment of students’ awareness and attitude towards climate change that
could help curriculum designers integrate environmental education into the K to 12 curriculum.
8. 6
The purpose of this study is to: a. bridge the gap between the existence of climate change
awareness campaigns and their exposure to students; b. determine the students' exposure to
climate change campaigns and their environmental attitudes at Joaquin Smith National High
School; and c. present the findings of the research to the students and inform climate change
activists on how to further publicize the campaign.
Research Questions
This study aimed to determine the relationship of media exposure to climate change
awareness campaigns and the environmental attitude of the students at Joaquin Smith National
High School.
Specifically, this research sought to answer the following questions:
1. What is the level of media exposure of the students to climate change awareness
campaigns in terms of
a) print media
b) broadcast media and
c) new media?
2. What is the level of environmental attitude of the students in terms of the following:
a) environmental behavior,
b) environmental opinion; and
c) environmental emotion?
3. Is there a significant relationship between the level of awareness on climate change
awareness campaigns and the level of environmental attitude of the students?
9. 7
Scope and Delimitation
This study focused on the identification of relationship of media exposure to climate
change awareness campaigns and the environmental attitudes of high school students. This study
was limited in the use of survey questionnaires as a data gathering tool to answer the specific
questions especially that this study is conducted in this time of pandemic. The study was
conducted during the third quarter of the school year 2021–2022 at Joaquin Smith National High
School with its selected high school students from Grade 7 to Grade 12 as the respondents.
Significance of the Study
Climate change is crucial and even a threat to life on Earth, which is why awareness of
this matter should also be prioritized. Climate change awareness must be the type of practical
awareness that can assist learners in dealing with uncertainty and making decisions that are
consistent with the most reliable available information as well as their own ethical behavior.
Having known that social media has several positive impacts on climate change opinions,
knowledge, and behavior, it also promotes increased climate change awareness, awareness-
raising of climate change campaigns, briefing space with others, and online forums that picture
climate change as a bad thing for our society.
The findings of this study will benefit society as it can address groups of people in a region
affected by a specific climate threat, as well as students and the general public. Thus, climate
change activists can get ideas and insights on how to better publicize their campaigns through
the results of this study.
10. 8
METHODOLOGY
Research Design
This study is quantitative research, and the researchers intend to utilize a descriptive
correlational design. Data on the level of media exposure to climate change awareness
campaigns of the high school students and the level of their environmental attitude were
described, and the relationship that occurs naturally between them.
Research Population and Sample
The researcher-made questionnaire on media exposure to climate change awareness
campaigns and the Environmental Attitude Scale (EAS) were administered with a sample size of
273 respondents. For the school year 2021–2022, there is an increase in the total enrolment at
Joaquin Smith National High School with 925 enrollees. The sample was computed from the
online sample size calculator developed by Raosoft Inc. with the margin of error set at 5% and
the confidence level set at 95%.
Data Gathering Procedure
In gathering data from the respondents, a researcher-made survey questionnaire was
used to determine the level of media exposure the students had to climate change awareness
campaigns. In addition to the researcher-made questionnaire, the Environmental Attitude Scale
(EAS) developed by Uzun et al. (2019) was used to determine the attitudes of secondary school,
high school, and undergraduate university students towards the natural environment. The EAS is
a 40-item scale which is composed of three subscales: "Environmental Behavior Sub Scale
(EBSS)", "Environmental Opinion Sub Scale (EOSS)" and "Environmental Emotion Sub Scale
(EESS)". Based on the reliability and validity results of the study on EAS, it can be used
11. 9
responsibly to measure the environmental attitudes of different levels of students, and its
application is thought to contribute to environmental education research by establishing an
attitude scale that is applicable globally.
To test its reliability, Cronbach's alpha was calculated on the 47 items within the two
questionnaires. The questionnaires yielded high internal consistency, with a coefficient of 0.90.
The survey questionnaires were distributed to the respondents via Google Form for easy
data retrieval and/or through floating of the questionnaire to the different grade levels during the
distribution and retrieval of modules.
Statistical Treatment of Data
A normality test using Shapiro-Wilk was performed using Real Statistics, a free statistics
software, to determine whether the sample data was drawn from a normally distributed population.
Since it was found to be normal, a parametric test was used to identify the level of media exposure
of the students to climate change awareness campaigns and their corresponding level of
environmental attitude.
Since normality and linearity passed the assumption checking, Pearson’s r as a parametric
test was used to determine the statistical relationship between the level of media exposure of the
students to climate change awareness campaigns and the level of environmental attitude. The
significance threshold was set at 0.05.
Table 1
Statistical Limits used in the identification of the level of exposure to climate change awareness
campaigns
12. 10
Rating Scale Response Option Mean Interval Verbal Interpretation
5 Always 4.51-5.00 Very high degree of exposure
4 Often 3.51-4.50 High degree of exposure
3 Sometimes 2.51-3.50
Moderate degree of
exposure
2 Rarely 1.51- 2.50 Slight degree of exposure
1 Never 1.00- 1.50 Not at all
Table 2
Statistical Limits used in the identification of the level of environmental attitude
Rating Scale Response Option Mean Interval Verbal Interpretation
5 Always 4.51-5.00 Very positive
4 Often 3.51-4.50 Positive
3 Sometimes 2.51-3.50 Moderate
2 Rarely 1.51- 2.50 Negative
1 Never 1.00- 1.50 Very Negative
1 Never 1.00- 1.50 Not at all
Pearson correlation was used in identifying the statistical relationship between the two variables
mentioned.
13. 11
Ethical Issues
An assent form is previewed before proceeding to the next section of the Google form to
answer the questionnaires. According to California State University San Marcos-Graduate
Studies and Research (n.d.), an assent is a term used to express willingness to participate in
research by people who are too young to give informed consent but are old enough to understand
the proposed research in general, its expected risks and possible benefits, and the activities
expected of them as subjects. In the Philippines, legislation identifies children as "persons below
eighteen years of age or those over eighteen years of age but who are unable to fully take care
of themselves." From Grade 7 to Grade 12, the age range of the respondents was from 11 to 17
years old. Assent is given to them, and informed consent is obtained from the respondent’s
parents or guardian. A person aged 18 years or older is considered an adult and therefore one
who can provide consent without parental permission.
All records of this research were kept private. All assessment data and information
remained confidential. In any sort of report, the researchers did not include any information that
made it possible to identify a student.
14. 12
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Kawabata, M. (2021). How Are Mass Media Exposure and View of Nature Relevant to
Environmental Attitude and Behavior?: Examining the Process of Media Influence
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Appendix
Media Exposure to Climate Change Awareness Campaigns
Please answer these questions to the best of your memory.
A-Print Media Never Rarely Sometimes Often Always
1 I have read information on climate change
awareness from the newspapers.
2 I notice that there are flyers distributed
about climate change.
3 I see posters that talk about the effects
ofclimate change.
4 I have read scholarly journals
aboutclimate change.
5 I see some articles about climate
changefrom magazines.
6 I know something about climate change
from textbooks that I have read at school.
7 There is information about climate
changeintegrated in our self-learning
modules.
B-Broadcast Media
1 I see a lot of news about climate change
from the TV.
2 I hear a lot of information about climate
change awareness from the radio.
3 I have seen documentary films on how
climate change happens.
4 I see TV commercials that promote
climate change awareness.
C- New Media
1 I encounter climate change campaigns on
Facebook.
2 I have experienced watching
campaignads about climate change
on youtube.
3 I follow a certain page on Facebook
thatadvocates climate change
awareness.
4 I am part of a group on Facebook
thatraise climate change
awareness.
5 Information campaign on climate
changeis easily shared and seen on
my Facebook newsfeed.
6 I open my favorite website that show
climate change advocacy campaign
20. 18
Appendix
Environmental Attitude Scale
A-Environmental behavior sub-scale NeverRarel
y
Sometimes Often Always
1 I watch environmental programs that arebroadcast
on TV and radio.
2 I read about environmental issues in daily
newspapers.
3 I watch environmental documentaries.
4 I read books about environmental issuesapart
from textbooks.
5 I read popular environmental journals.
6 I read scientific articles about the
environment.
7 I warn a person who is damaging the
environment without hesitation.
8 I want to voluntarily participate in any
activity organized related to the natural
environment at school.
9 My friends see me as a person who is
sensitive to the environment.
10 If necessary, I am willing to work for a livable
environment for a long time withlow pay.
11 I share my knowledge about the
environment with my friends.
12 While purchasing a product, I prefer to buy
recyclable ones.
13 Even if it is more expensive, I prefer tobuy
goods that are not harmful to the
environment.
B-Environmental opinion sub-scale
1 I think that endangered species are exaggerated,
that there are many speciesin nature; so, it is not
important for a few of them to be extinct.
2 It is better to spend money on the
construction of high-quality roads ratherthan on
historical sites.
3 There is no erosion in our country anymore.
4 Pesticides used in agriculture are usefulfor
environment.
5 There is nothing wrong to sell areas that have
lost their natural characteristics to bring money
to our country.
6 Construction of hotels for tourism in
national parks and forests should be
allowed.
21. 19
7 For housing, wetlands should be
drainedso houses can be built there.
8 Since the environment can clean
itself,human wastes are not a
problem.
9 The Ozone layer has been thinned
sothere is no danger for our
country.
10 While going out of a room, turning off the
light does not save much energy.
11 In the world, there is so much water
thathumans can never use all of it.
C-Environmental emotion sub-scale
1 I am angry with people who
cause environmental pollution.
2 Natural disasters such as a tsunami are
3 I worry about the global environmental
issues.
4 I get angry if anybody damages any live
plants or animals.
5 Environmental pollution caused by wars
angers me.
6 If I don't warn the people who
damagehabitat for animals, I would
regret it.
7 I feel anxious because of the decrease
of the forests.
8 I feel guilty when I do harm to the
environment.
9 Hiking in natural areas gives me peace
of mind.
10 I get excited when I participate in any
activity in nature.
11 Generally, I would be proud of myself
because of my sensitivity to
the e
n
v
i
r
o
n
m
e
n
t
.
12 I would be happy doing nature-
basedsports such as hiking.
13 I am curious about the changes in
nature.
14 I would be satisfied if we have more
environmental lessons in school.
15 It gives me more pleasure to go for an
outdoor activity instead of shopping.
16 Being alone in nature relaxes me.
