CONSCIOUSNESSRAISING-AMONG-STUDENTS-AS-STEWARDS-OF-THE-ENVIRONMENT

CONSCIOUSNESS RAISING AMONG STUDENTS AS STEWARDS OF THE
ENVIRONMENT

A Thesis Presented to the Faculty of the
Graduate School Bulacan State University
City of Malolos

____________________

In Partial Fulfillment of the Requirements for the degree
Master of Arts in Education Major in
Educational Management

____________________

by
CRISTINE M. YABES

September 2019

BULACAN STATE UNIVERSITY
GRADUATE SCHOOL

ENDORSEMENT FOR FINAL DEFENSE

This thesis entitled “CONSCIOUSNESS RAISING AMONG STUDENTS AS
STEWARDS OF THE ENVIRONMENT”, prepared and submitted by CRISTINE M.
YABES, in partial fulfillment of the requirements for the degree Master of Arts in
Education major in Educational Management, is hereby endorsed for final defense.

AGNES R. BERNARDO, Ph.D.
Adviser

RAINELDA M. BLANCO, Ph.D.
Critic

Date: November 30, 2020

BULACAN STATE UNIVERSITY
GRADUATE SCHOOL

APPROVAL SHEET

This thesis entitled “CONSCIOUSNESS RAISING AMONG STUDETNS AS
STEWARDS OF THE ENVIRONMENT”, prepared and submitted by CRISTINE M. YABES,
was finally presented and successfully defended before the hereunder-named panel of examiners
on November 30, 2020, has been approved upom incorporation of all recommendations and
suggestions in the manuscript in partial fulfillment of the requirements for the degree Master of
Arts in Education, major in Educational Management.

AGNES R. BERNARDO, Ph. D.
Adviser

ERNIE V. ESTRELLA, Ph. D.
Chair

RAINELDA M. BLANCO, Ph. D.
Critic

EUNICE B. CUSTODIO, Ph. D.
Member

Accepted and approved in partial fulfillment of the requirements for the degree Master of
Arts in Education, major in Educational Management.

TEODY C. SAN ANDRES, Ph.D.
Executive Vice President and
OIC- Dean, Graduate School

November 30, 2020

ACKNOWLEDGEMENT

This thesis became a reality because of the support and help of many individuals:

first, to God who has been the source of wisdom and strength.

The researcher would also like to express her gratitude to her family especially to
her mother, Carolina M. Yabes for her unending support and for reminding her always that
she can accomplish this thesis, and for understanding her always as they were robbed of
many precious moments as she finds herself locked in her room prolifically finishing this
paper.

Her utmost appreciation also to Joemarie E. Ebuenza who had been her source of
strength and inspiration, her number two fan, and her prayer warrior.

Her sincerest thanks to her thesis adviser, Dr. Agnes R. Bernardo for her unending
support, patience, motivation, enthusiasm, and immense knowledge. The same
appreciation goes to her critic, Dr. Rainelda M. Blanco, and the rest of her panel members,
Dr. Ernie V. Estrella, Dr. Eunice B. Custodio, and Dr. Rolando R. Gaspar.

She would also like to acknowledge Mrs. Arliza M. Reyes, her principal for the
endorsement, to all her respondents and informants for their honest and cooperative
responses to all the questions related to this study, and also the validators who extended
their support and expertise.

Lastly, her thanks and appreciation to her friends and colleagues who never failed
to motivate her throughout this journey.

DEDICATION

This paper is dedicated wholeheartedly to my beloved
parents and sisters, who have been my source of
inspiration. and to God the Father Almighty, my

source of knowledge and wisdom. From Him, I owe
all that I have and all that I am.
-Tin

ABSTRACT

This paper determines the level of awareness of the students of Holy Cross College
Junior High School Department as stewards of the environment. Out of 887 total
populations, 257 students served as respondents for the quantitative phase. For the
qualitative phase, out of 30 faculty members and administrators, 15 teachers served as
informants of the study.

Using a mixed-methods approach, specifically, the explanatory design, the data
were collected using a researcher-made survey questionnaire and semi-structured interview
guide questions. The researcher followed two phases in collecting data. The first is the
quantitative phase wherein the data came from the respondents’ answers in a survey
conducted and it was followed by the qualitative phase wherein the informants’ answers
during the interview were the source of the data. The quantitative data were analyzed using
the weighted meanwhile the qualitative data were analyzed using content analysis.

The findings of the study revealed that the Junior High School students of Holy
Cross College have a high level of awareness in air pollution while their consciousness
level in waste management, clean and green drive, water pollution, and soil pollution is on
the average level only.

In conclusion, promoting environmental awareness is an easy way to become an
environmental steward and participate in creating a brighter future for the next generation.

However, some challenges were inevitable which needed to be addressed immediately by
the teachers and the whole institution for the success of the implementation of
environmental programs and to achieve sustainability.

Therefore, it is recommended that the school, through the leadership of its teachers
and administrators, should exert effort in educating the students about the environment;
reinforcing them to take care of the environment by encouraging students to participate in
the environmental projects through experiments, investigations, and discovery. The school
should strengthen the implementation of its environmental programs to sustain the level of
awareness of the students. The whole community’s participation is also deemed important
in building a partnership in achieving a sustainable environment.

TABLE OF CONTENTS

TITLE PAGE Page

ENDORSEMENT FOR FINAL DEFENSE. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . ... i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . iii

DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Scope and Delimitations of the Study . . . . . . . . . . . . . . . . . . . . . . . . . 8

II. THEORETICAL FRAMEWORK
Relevant Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Assumption of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

IV. RESEARCH METHODOLOGY
Methods and Techniques of the Study . . . . . . . . . . . . . . . . . . . . . . . . . 37
Population and Sample of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Data Processing and Statistical Treatment. . . . . . . . . . . . . . . . . . . . . . 41

V. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Part I - Level of Students Awareness
of the Environment . . . . …………………... . . . . . . . . . . . . . . 43
Part II - Students’ Practices as Stewards
of the Environment . . . . ……….... …... . . . . . . . . . . . . . . . . . 58
Part III - School’s Ways of Uplifting
the Students’ Awareness Level . . . . ……. . . . . . . . . . . . . .. 65

Part IV – Challenges Encountered by the School
Regarding Sustainable Environment. . . . . . . . . . . . … . . . . 73

Part V – Proposed Sustainability
Development Program. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 82

VI. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . 88
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . . . 90

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . . . . 91

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 93
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Table LIST OF TABLES
1
2 Page
3
Distribution of Survey Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4
Distribution of Informants……………………………… . . . . . .. ... 39
5
Frequency Distribution and Descriptive Measures of the
6 Students’ Level of Awareness in terms of Waste
7 Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 45
8
Frequency Distribution and Descriptive Measures of the
Students’ Level of Awareness in terms of Clean and Green
Drive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 48

Frequency Distribution and Descriptive Measures of the
Students’ Level of Awareness in terms of Water
Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Frequency Distribution and Descriptive Measures of the
Students’ Level of Awareness in terms of Air
Pollution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 53

Frequency Distribution and Descriptive Measures of the
Students’ Level of Awareness in terms of
Soil Pollution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Proposed Sustainable Development Plan. . . . . . . . . . . . . . . . . . . . . . . 84

LIST OF FIGURES

Figure Page

1 The Theory of Reasoned Action Model ……………………………………... 11

2 The Theory of Planned Behavior Model …………………………………...... 12

3 Transtheoretical Model ……………………………………………….…........ 14

4 Environmental Responsible Behavior ……………………………………….. 16

5 A Paradigm of the Study ……………………………………........................... 35

LIST OF APPENDICES

Appendix Page

A Interview Guide Questions ………………………………………...... 112

B Pictures During the Conduct of School
Environmental Programs ………………………………….… 116

C Letters to the Questionnaire Validators ……………………………... 118
D Expert Validators …………………………………………………… 121
E Letter to the School Principal ……………………………………….. 122
F Letter to the Informants ……………………………………………… 123
G Excuse Letters for the Respondents ………………………………..... 138
H Endorsement Letter from the School Principal.………………...…….. 139
I Plagiarism-Free Certificate …………………………………….……. 140
J Certificate of Grammar Checking …………………………………… 141

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In the beginning, God created all things wonderful on this earth including heaven,
light, darkness, water, sky, land, living creatures, and wild animals. Then God thought of
someone who will tend and keep His creation. He then created a man and a woman in His
image and put them in the Garden of Eden (Genesis 1:1-31). This means that from the very
beginning, humans were entitled to become stewards of the environment.

God commanded His stewards to keep and care for the environment He has created.
He ordered every individual to take full responsibility for ruling over the fish of the sea,
the birds of the air, and over every living creature because these are His precious gifts to
mankind. One of the timely challenges of the present generation is how to strengthen
movements towards taking care of the environment as various environmental issues appear
particularly those events that bring about the disruption of the ecosystem, humans’
exploitation of the environment, and excessive usage of its resources. Because of this, more
young people raised their voices to speak up about getting involved in saving the
environment.

The environment is an essential issue even when society is faced with incessant
social problems, wars, and economic crises. It matters because Earth is the only home that
people have, and it provides air, food, water, and other resources. People’s act of ignoring
their surroundings means deterioration of themselves.

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In fulfillment of the God-given responsibility of stewardship, some countries had
devised ways on how to take care of the environment. In 2018, a survey was conducted by
Environmental Performance Index (EPI), among the top-ranking countries who rendered
high priority on environmental issues showed that Switzerland ranked first followed by
France, Denmark, Malta, Sweden, United Kingdom, Luxembourg, Austria, Ireland, and
Finland. All belong to European countries. Among Asian countries, Japan ranked first
followed by Taiwan and Singapore.

Even though the Philippines ranked eighth, it is trying its best to protect the
environment. In the year 1977, Presidential Decree No. 1121 was enacted. It was a decree
that creates the national environmental protection council. It promulgated that the State
should rationalize the functions of government agencies in partnership with the different
departments, bureau, offices, agencies, state universities and institutions, and other
personnel.

While some are aware of their responsibilities as stewards of nature, many people
are not doing something for the fulfillment of the policies of the state as well as the
commandment given by God. This is one of the reasons why this study is being conducted.
Thus, there is a strong need for environmental protection and education among the students.
The findings of the 2010 ISSP survey (Mangahas, 2019) on the environment revealed that
Filipinos have as much concern for the environment. The same survey reveals that Filipinos
prioritize the country’s environmental problems such as air pollution, climate change, using
up all-natural resources, domestic waste disposal, water shortage, water pollution, nuclear
waste, chemicals and pesticides, and genetically modified foods. The study also showed

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that Filipinos are slightly positive (+4) about knowing the solutions to environmental
problems, where other people are unsure of what to do.

Out of the facts presented, it can be further concluded that only a few Filipinos are
aware of addressing environmental issues. This must not be the case because this will be
inherited by the future generation. According to a blog released by History.com (2019) on
April 22, 1970, Earth Day was founded by an American Senator named Gaylord Nelson of
Wisconsin. It was developed to raise public awareness of pollution that brings
environmental causes into the national spotlight.

Since 1990, Earth Day went global. Different countries worldwide participated in
the agenda and one of them was the Philippines. On April 10, 2008, former President Gloria
Macapagal Arroyo signed Proclamation No. 1481, s. 2008 declaring April 22, 2008, as the
Philippines’ Earth Day which acknowledges that public awareness is essential to the
initiation of widespread civic action protective of the environment and that the support of
the citizenry is vital to the success of measures directed at the improvement and
conservation of the environment.

In connection to the Philippines’ Earth Day, former President Fidel V. Ramos
signed Proclamation No. 244 in 1993 declaring September of every year as the National
Clean-Up Month and the 17th to the 23rd of September of each year as the World Clean and
Green Week in connection to the Global YES Resolution. It aims to mobilize massive
voluntary action in complement with the country’s clean-up and environmental greening
activities which have been institutionalized by various sectors of the society. Furthermore,
a massive formal and non-formal education on garbage management, pollution control, and
the training of trainers, teachers, and youth leaders as well, had been intensified.

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In 2011, under Republic Act 9512 also known as “An Act to Promote
Environmental Education and for Other Purposes”, the Department of Education prompted
all public and private schools to strengthen their environmental education programs
through the DepEd Order No. 52, s.2011 signed by the former Secretary Bro. Armin
Luistro. It aimed that every school should pursue effective school-based activities in
connection to the preservation and protection of the environment by intensifying lessons
regarding the environment and encourage teachers to attend seminars, workshops,
conferences, and other forums.

Also, DepEd prioritized the establishment of the Youth for Environment in Schools
(YES) Organization through the DepEd Order No. 72, s.2003 in 2003. Through its
partnership with the Department of Environment and Natural Resources (DENR), different
schools in the state were able to establish programs and activities such as Clean-Up Drive,
Waste Management, Segregation, and Recycling Program, Awareness Campaigns,
Nursery Establishment. Along with the enactment of the abovementioned DepEd orders,
many schools in Pampanga were recognized and were given awards in connection to their
preservation and protection programs. Among these were St. Scholastica’s Academy and
Pampanga High School of San Fernando which were awarded as the Sustainable and Eco-
Friendly Schools in 2017.

Despite all this, people still throw garbage everywhere that flows reaching the
ocean. Parker (2019) stated that about 8.3 billion tons of plastic have been produced since
the 1950s equivalent to the weight of almost a billion elephants or 47 million blue whales.
About 9% of this plastic has been recycled, 12% has been burned and the remaining 79%
ended up in landfills or the ocean. Studies revealed that millions of plastic bottles had gone

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around the world every minute and the number will increase by 20% in 2021 creating an
environmental crisis that will be as serious as climate change according to the campaigner’s
prediction.

Aside from the deforestation and plastic crisis, pollution is also a problem in today’s
society. According to the result gathered by the world’s largest database of user-
contributed data about the pollution index of the Philippines, Manila ranked first as the
most polluted place in the country with a 91.59 pollution index while Cebu got the second-
highest rank with a pollution index of 85.75 (Numbeo, 2020). This means that some
provinces of the Philippines are unsafe.

Many of today’s environmental problems are caused by the deliberate disobedience
of some individuals and mismanagement of waste disposal by small and large businesses.
Nevertheless, human beings must also be responsible for addressing these issues. Raising
awareness by educating young minds is one of the most effective solutions to address
environmental issues.

The importance of recycling and other environmental sustainability programs
provides the country with a path to a greener future. Phillips (2019) testified that as children
learn about recycling, they will be able to carry these habits as they age up and will also
learn that their actions can affect the future.

Furthermore, it is stated in the Philippine Constitution, Article II Section 13 that
the state recognizes the vital role of the youth in nation-building and shall promote and
protect their physical, moral, spiritual, intellectual, and social well-being. The law also
aims to inculcate in the youth patriotism and nationalism and encourage them to be

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involved in public and civic affairs. Dr. Jose P. Rizal, the National Hero once said, that the
youth is the hope of the fatherland. If the youth will be trained to become good stewards
of nature, then this world would become a better place to live in.

In line with the goals of the country to protect the environment, the purpose of this
study is to raise awareness and consciousness among students, teachers, parents, and other
stakeholders of an institution about environmental protection; specifically, waste
management, clean and green projects, and pollution.

Statement of the Problem

The general problem of this study is: “How does students’ consciousness in taking
care of the environment be heightened?”

Specifically, it sought answers to the following questions:

1. How do the students’ level of awareness regarding the environment be described in
terms of:
1.1 waste management,
1.2 clean and green drive, and
1.3 pollution – water, air, soil?

2. How do students as stewards of the environment help the school in taking care of
their surroundings?

3. How does the school raise the students’ consciousness in protecting the
environment?

4. What challenges had been encountered by the school regarding the maintenance of
the school environment?

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5. What sustainable development plan should be designed to invigorate the
consciousness of students as ambassadors of the environment?

Significance of the Study
The findings of this research are beneficial to the following:
Curriculum Planners. This study would provide environmental tools to enhance

quality education and assist schools with portfolio development and waste minimization
projects. It will also draw attention to persons concerned with sustaining environmental
issues. Also, this recommends the curriculum developers in coming up with environmental
programs that would address the proper way of maintaining the environment. Furthermore,
this study may also serve as a basis to strengthen policies about the involvement of the
students in protecting the environment.

Government. This study would help different government agencies specifically
DENR and DepEd to realize the value of zero waste management in the community and
that they may design environmental programs that would lessen waste production in the
society.

School Administration. This study will guide the school administration to
properly address environmental issues in campuses and their surroundings.

Students. The findings of this study would raise students’ awareness of
environmental protection. This enlightens the students’ roles and responsibilities in nation-
building.

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Teachers. They will be encouraged to take part in the implementation of different
environmental programs to attain their goals as set by the government. It would enable
them to come up with strategies and classroom activities that could contribute to the
achievement of a healthy environment.

Parents and other Stakeholders. This study will help every parent train their
children how to be good stewards of nature which they would apply inside the school, at
home, and in every place they go.

Academic Researchers. This study may provide insights that may serve as a basis
for future researchers. The theoretical insights that may be derived from this study can
serve as a springboard for further research and investigation in crucial areas to address
environmental issues.

Scope and Delimitations of the Study
The study focuses on raising the consciousness of students of Holy Cross College,

Junior High School Department for the School Year 2019-2020. The study looks into the
students’ level of awareness regarding environmental issues focused on waste
management, clean and green drive, and pollution (air, water, soil). Moreover, the study
tries to understand the challenges that have been encountered by the school administration
in addressing an environmental problem that is being faced by the institution.

The study is limited to knowing the level of awareness of the students in protecting
the environment and the possible development plan that could be implemented in the
school. This study does not focus on the factors that affect the students’ level of
consciousness as stewards of the environment.

CHAPTER II
THEORETICAL FRAMEWORK

This chapter presents the theories, literature, and studies relevant to the present
endeavor. The conceptual framework, and assumption of the study are also presented to
support the theoretical and methodological approaches that were used in the study.

Relevant Theories
The following theories are deemed important to this study.

Theory of Pragmatism. According to Stanford Encyclopedia of Philosophy
(2018), an inquiry should not be understood as consisting of a mind passively observing
the world and drawing from this idea that if true correspond to reality, but rather as a
process which initiates with a check or obstacle to successful human action, proceeds to
active manipulation of the environment to test hypotheses and issues in a re-adaptation of
an organism to an environment that allows once again for human action to proceed.

This theory can be associated with explaining that if only learners can get
themselves engaged in clean-up drive activities and can be used to it, then there is a
possibility of them discovering their connection with nature. Furthermore, according to
Boyd (n.d.), since education should be about life and growth, teachers are expected to teach
their students about the things that are practical for life and encourage them to grow into
better people.

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Since this theory discusses the manipulation of the environment, the significance
of this theory to this study is to help assess the social conditions and values dominating
daily life especially the behavior of an individual towards his or her environment. It serves
as a guiding philosophy that could be reconnected to the mission of education-for-living.
This theory also provides a direction to the current study that some of the interventions that
could be done in promoting students’ awareness are a project-based learning,
experimentation, and experiential learning since the theory is based on practices and
actions.
Reasoned Action Theory. The Theory of Reasoned Action (TRA) was first
developed by Martin Fishbein in the year 1960s and was revised by Fishbein and Icek
Azjen after few decades according to Lezin (2007). The same author claimed that this
theory focuses on a person’s intention and behavior in a certain situation based on two
factors; 1) an individual’s attitude towards the behavior and 2) subjective norms or a
person’s belief’s about their social world as can be seen in Figure 1.

Figure 1. The Theory of Reasoned Action Model
Nguyen, Hens, Macalister, Johnson, Lebel, Tan, Nguyen, and Lebel (2018) stated
in their study that an increase in attitude and subjective norms leads to a stronger intention

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to perform a behavior. Meaning, the attitude of a person be it positive or negative, as well
as, the perceived influences that others may have played an important role in the prediction
of action of one person. This theory is significant to this study because it helps the
researcher better understand the students’ real intention in performing a behavior. TRA
provides a framework in identifying the reasons behind every behavior and this leads to
coming up with more accurate and comprehensive interventions in addressing
environmental problems.

Planned Behavior Theory. This theory was proposed by Icek Arjen which is an
extension of the Theory of Reasoned Action (Ryan and Carr, 2010). According to Akintude
(2017), this theory focuses on the idea that the person’s desire to perform a certain behavior
lies on three factors: 1) attitudes, 2) subjective norms, and 3) perceived behavioral controls.
This was summarized by LaMorte (2019) through a model below in Figure 2 when he said
behavioral achievement depends on motivation (intention) and ability (behavioral control).

Figure 2. Theory of Planned Behavior Model
As explained by Asare (2015), the first construct of this theory states that the
stronger the intention to engage in a given behavior, the more likely it is to perform a

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certain behavior. Attitude towards the behavior is the second construct wherein it identifies
up to what extent a person has a favorable and unfavorable appraisal of a given behavior.
Subjective norm is the last construct that is considered as social pressure whether to
perform or not to perform a certain behavior. People’s perception of the easiness and
difficulty of performing a certain behavior also play an important role in Theory of Planned
Behavior which pertains to perceived behavior control. An illustration in Figure 2 best
explains the process of this theory.

This theory is significant to this study because it helps the researcher predict and
explain the wide range of behavior and intention of a person towards his or her
environment. Through this theory, the researcher may also uncover the barriers the
participants make in coming up with a decision in performing a behavior that is deemed
significant in crafting the intervention programs.

Transtheoretical Model. The current study has a theoretical relationship with
James Prochaska and Carlo DiClemente’s Transtheoretical Model which is also known as
the Stages of Change and was first introduced in the 1970s in their study about finding
alternative ways on how people can quit smoking. It centers on the reason that if people
only have sufficient knowledge and experiences over something; then, there is a high
possibility of getting motivated to pursue a certain endeavor.

According to LaMorte (2019), this theory explains that people do not change
behaviors quickly rather change in behavior undergoes through the following stages; 1)
Precontemplation, 2) Contemplation, 3) Preparation, 4) Action, 5) Maintenance and 6)
Termination can be visualized in Figure 1 below.

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Figure 3. Transtheoretical Model
As seen in the figure above, under stage Pre-contemplation, people do not tend to
manifest a healthy behavior which can probably be the level of the students. At this stage,
they are trying to question what must be ought to do and not. People are not aware of the
pros and cons of their daily actions and that cannot determine if their behavior can produce
a negative result. In terms of the environment, one must say that this phase can be
associated to the students’ level of awareness wherein they do not care about the
consequence of dumping trash everywhere, using plastics every day which result to the
plastic crisis, destroying the forest through illegal logging and other harmful environmental
activities.
In the Contemplation stage, individuals are already aware of their behavior which
means their initiative was already tapped. People might recognize that their actions are
somewhat problematic and they start to consider the pros and cons of every action taking
place. However, though there is a slight change in their behavior, they still show
contradicting attitudes and feelings towards changes in behavior. When people are ready
to take action, they have reached the third stage which is Determination (Preparation). This

15

is the stage wherein they are about to take small steps towards behavioral change which
they start considering that their actions might lead to a good result.

Through constant actions from the previous stage, an individual could develop good
behavior on the fourth stage which is Action. At this stage, people have acquired newly
defined behaviors which they intend to do as a mark of moving forward. The last stage is
Maintenance, in which they continue to exhibit their behavior and chooses to sustain their
acquired behavior in order not to relapse from the previous stages since people do not have
the desire to go back to their unhealthy behaviors.

Based on these stages, students can probably develop behavior that can help them
realize and do their responsibilities in taking care of the environment. The behavioral
change model is relevant to the current study as it helps the researcher in determining
students’ awareness on how they can showcase this awareness into actions.
Transtheoretical Model is deemed related to this study as it guides the researcher to better
understand that students will be directed properly if they will be well oriented regarding
environmental protection and sustainable use of natural resources.

Theory of Environmentally Responsible Behavior (ERB). Another theory that
will be significant in this study is the Theory of Environmentally Responsible Behavior
(ERB). It was proposed by Hines, Hungerford, and Tomera. The model argues that
possessing the intention of acting influences ERB. According to Akintunde (2017), a
person would adopt a behavior or not if the model of ERB indicates the variables such as
an intention to act, locus of control (an internalized sense of personal control over the
events in one’s own life), attitudes, sense of personal responsibilities, and knowledge.

16
It was affirmed by Omar, Tahir, Abdullah, Amin (2015), that attitude is a factor
that should be taken seriously in today’s society. The phenomenon of environmental issues
persists which means the behavioral commitment of people in taking care of the
environment is at a low level. Nevertheless, the changes in behavior once practiced are
shown through the environmentally responsible behavior model in Figure 4.

Figure 4. Environmental Responsible Behavior
Figure 4 clearly explains that the Theory of Environmentally Responsible Behavior
is relevant to this study as it explains how behavior greatly affects the actions of an
individual particularly in taking care of the environment which would help explain the
students’ level of awareness. This has been proven in the result of the study of Chawla
(2007) as stated by Bahar (2017), that the significant predictors of environmentally
responsible behaviors reveal that students who will be exposed to nature-related
worldviews would enhance their pro-environmental behaviors.
Theory of Environmental Ethics (Eco-centrism). This theory which was
introduced in the 1970s and was later on influenced by a Norwegian philosopher Arne
Naess in 2002 is also important in this current endeavor. It refers to a discipline in
philosophy that primarily focused on studying the moral relationship of mankind to the

17

environment, as well as its current status. It also states its development in the early 1960s
and 1970s.

This discipline challenges ethics on environmental protection over human-
centeredness. The target of the discipline is preserving biodiversity, which serves as its
ethical goal. It seeks connection among ecology, animism, feminist environmental ethics,
and politics. It also aims to infuse the following theories; consequentialism, deontology,
and virtual ethics to awaken, support, and uplift environmental concerns in contemporary
society. It aims to widen concerns with the wilderness, the environment, as well as, politics
that deal with poverty.

Furthermore, it includes ethics on climate change and sustainability. Lastly, it is in
search of future developments of the discipline. This theory will tap students’ moral
thinking about their responsibilities as stewards of the environment. According to
Washington, Taylor, Kopnina, Cryer, and Piccolo (2017), ecocentrism expands the moral
community (and ethics) from being just concerned about oneself.

This means that an individual should not only be concerned with humanity but
should also extend respect to the bodies present in the ecosystem. He also mentioned in his
book published in 2013, humanity from the very beginning has a relationship with nature.
Nature provides the energy that makes up the cell of one person and it is also nature that
makes up the nutrients of everybody.

Therefore, this theory is considered essential to this study as it explains that an
individual has a mandatory concern and responsibility to the environment. This theory will

18

serve as a guide and will deeply understand the role of the people in acting out their
responsibility to solve the environmental crisis the world is facing today.

Related Literature

To present the related literature, topics are subdivided into the following points of
focus: environmental awareness about waste management, clean and green drive, and
pollution.

Earth Definition

Viewing the planet from outer space, one will see its color, blue. That is why it was
called the blue planet. A planet that has water, an atmosphere, and a good condition that
supports life (Madriaga, 2017). The earth is a blessing for all its inhabitants; plants animals
and most especially to mankind. It is the only planet in the solar system that possesses
attributes for life to foster.

According to National Geographic (2011), before 500A.D., the man had a good
relationship with Mother Earth but then humans developed lands into cities and industries;
people invented different forms of transportation which emitted too much carbon dioxide
that leads to the depletion of the ozone layer; natural resources were misused and as a
consequence, deforestation proliferated; oceans became the dumping sites of people which
greatly polluted the aquamarine and causes death to the aquatic animals. As a result of
these human activities, people, animals, as well as, the flora and fauna suffered which
ended up in one of the worst problems faced by nature today – global warming. This
environmental status of the earth calls everyone to become responsible to bring back its
color and shape.

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Environmental Ethics
In every human’s life, there is one cycle that keeps the ecology in balance – the

food chain. This chain encompasses the endless process of sourcing out for food which
always ends with a human. In a deeper sense, one can associate this chain with
environmental ethics. According to Essay UK (2018), environmental ethics is defined as a
branch of philosophy that centers on the relationship between human beings and their
natural environment. It also assumes that humans have responsibilities to the natural world
and it trains the people especially the leaders to become aware of their contribution to the
betterment of the environment. It was also emphasized that under environmental ethics, all
living organisms which surround human beings have their right just like an individual.

According to Science Clarified (n.d), they considered ethics as moral philosophy
since it deals with what is morally good or bad or what is right from wrong. It was also
mentioned that environmental ethics is concerned with human actions’ morality as they
interact with the environment. Cochrane, (2008) also claims that the development of
environmental ethics awareness was aided by the publication of the books Rachel Carson’s
Silent Spring (published in 1962) and the Population Bomb by Paul Ehrlich (published in
1968). The aforementioned author said that environmental ethics doesn’t only focus on
pollution and depletion of natural resources but also on dwindling plant and animal
biodiversity, the loss of wilderness, the degradation of ecosystems, and climate change.

Many ethicists argue that environmental ethics is anchored on different theories,
however, it was testified by Rinkesh (n.d.) that it has several types namely social ecology,
deep ecology, ecofeminism. Socioecology as explained by the aforementioned author is
the study of human beings and their relation to the environment; however, deep ecology

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believes that all human beings have an intrinsic value, while ecofeminism asserts that the
earth must be looked at as a woman so that everyone could respect it in a better way.

Environmental Education
With all the environmental issues the earth is facing right now, there is an urgent

need to educate the youth since they are the ones who will inherit the environment in the
future.

Environmental Education is a program most of the countries adopt at present but
for some, it has been put into practice since the 1990s. It is defined by Franzen (2018) as
one that provides the methods and content that can lead to environmental literacy and a
more sustainable future. Through environmental education, people develop their skills,
knowledge, and understanding in addressing different environmental issues with the help
of a teacher. Global education, humane education, holistic education, and future education
also contribute to the achievement of environmental education (Inwood and Jagger, 2014).

Under Presidential Decree No.1152 (Philippine Environmental Code) Section 53
signed in 1997, the Department of Education and Culture integrated subjects on
environmental education in its school curricula at all levels. Through this act, it is the
responsibility of the school to emphasize to every learner the relationship of man towards
the environment.

It is also hereby promulgated by the DepEd Order 53, s. 2011 entitled Strengthening
Environmental Education in Public and Private Schools that lessons regarding environment
should be intensified. School administrators, officials, and teachers should also be
encouraged to use instructional materials in instilling in the minds of the students the need

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to preserve and protect the environment. Teachers should be encouraged to attend
seminars, workshops, conferences that are related to environmental education.

Therefore, environmental education is a must in all schools. ACEE (2012) also
discussed that environmental education fosters attitudes, motivation, and commitment to
take responsible actions. The same paper also stated that students should engage
themselves in relevant and collaborative real-world project-based learning and outdoor
activities to have a positive relationship with nature and the natural world. Teachers’ role
in environmental education is also vital as they are the ones who inculcate in the mind of
the students the proper attitude towards their environment. NAAEE (2012) articulated
guidelines that teachers should follow in implementing environmental education.

These include the processes of preparation and professional development of
environmental educators.

Environmental Literacy. Educators must be knowledgeable and capable of teaching
the recommended curriculum of sustainability. This covers their knowledge of
environmental systems and skills in addressing environmental issues. They should also
know their personal and civic responsibility as the transmitter of knowledge.

Foundations of Environmental Education. The educators need to have a basic
understanding of the goals, practices, theories, and evolution of environmental education.
This may help them better implement environmental education.

Professional Responsibilities of the Environment Educator. Educators should
consider environmental education as part of their professional development and not just

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part of advocacy. By doing so, they can put up an exemplary environmental education
practice.

Planning and Implementing Environmental Education. It is the educators’
responsibility to design and implement effective and unique features of environmental
education as part of the instruction so that learners would develop a high regard for taking
care of the environment. Matters to be considered should include knowledge of learners,
knowledge of instructional methodologies, planning, technologies, resource materials, and
the curriculum.

Foster Learning. Educators should develop within the students the knowledge of
the inquiry approach. They should be immersed in investigatory projects so that they may
realize the impact of the environment in their daily lives.

Assessment and Evaluation. Educators are also encouraged to evaluate the program
after it has been implemented. This is to check if the program has been an effective tool in
protecting the environment and it will also serve as a basis for improving the existing
instruction.

Not only students nor teachers have a responsibility in building up environmental
education. Schools must also take part in the achievement of their goal. According to a
well-prepared environmental education program, it should aim for the following 1) develop
an interdisciplinary-based approach program; 2) urge individuals to develop respect for
nature; 3) insistently make individuals feel actively responsible for the whole environment;
4) educate individuals on related issues to the natural world and all social systems in the
environment.

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According to Cobar-Garcia and Garcia (2016), environmental education is important
to students because it helps to emphasize the significance of environmental values, pro-
environmental attitudes, and pro-environmental actions. They also stated that environmental
education is necessary for achieving environmental literacy.

Considerations of Future Generations

In an essay written by Gopel (2010), she stated that the quality of life for the world’s
children in 2050 relies on the hand of the present generation. She also said, that future
generations should be brought to the negotiating table today and that everyone should
decide for children in 2050. For that purpose, one could think of possible ways and
solutions to protect the environment for the sake of the future generation.

Under UNESCO’s Declaration on the Responsibilities of the Present Generations
towards Future Generations, it is stated under Article V, Protection of the Environment
that to ensure the future generations benefit from the richness of the Earth’s ecosystems,
the present generations should strive for a sustainable environment; ensure that future
generations are not exposed to pollution which may endanger their health; preserve future
generations’ natural resources necessary for sustaining human life and development; and
should take into account possible consequences for future generations of major projects
before these are carried out.

Wedderburn (2014) argued that future generations must benefit from the
environment being enjoyed by everyone today. It is the present generations’ responsibility
to protect the planet Earth for the next generation to come. This is termed as
“intergenerational equity model” by Brown Weiss which is considered as one of the most

24

influential theories which means that what the present enjoys today, must be handed down
to the next generation perfectly at least without affliction. In Brown Weiss’ own words:
“[…] As members of the present generation, we hold the earth in trust for future
generations. At the same time, we are beneficiaries entitled to use and benefit from it”
(Spijkers, 2018).

Environmental Awareness
Environmental awareness is about making a connection with nature. It is like

building a relationship with the fauna and flora. Tishmack (2019) associated environmental
awareness as simply finding the right affinities. According to previously mentioned author,
to develop environmental awareness, one must spend time with nature; must take some
time to be quiet and listen to their surroundings; communicate and interact with the plants
for he concluded that when someone cultivates connections with a healthy environment,
he or she is rewarded by feelings of happiness and a greater chance of survival.

The environment is not fully elastic. The natural system is a source of all the needs
of consumers and producers. From the very beginning, everyone was entitled to have
access to rich natural resources and it has been put into practice. But what people failed to
remember is how to conserve wisely. People consume a large quantity of the earth’s natural
resources.

Consumers must have taken full responsibility for the resources present in their
places. They must remember that the environment cannot be returned to its original shape
once destroyed. Everyone must be aware that every consumption requires a responsible
action.

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The environment is not an issue; it is a value. Many consumers treat the
environment as a renewable resource and replaceable. Some consider it as nothing. Most
of the time, when someone looks around, the environment is treated as a dumping site; a
catch basin for all the waste materials found everywhere. People should be aware that the
environment has value and it is everyone’s responsibility to take care of it as if it is their
own home.

The environment whether natural or built is a unique form of capital. One of the
very rich capitals that the earth has is the environment. All goods are present in it. In
exchange for the goods comes wealth. Without proper taking care of the environment,
financial income will not be generated. So in return, everyone should protect and sustain
the environment.

The perception of sustainable development has changed. While it is true that before,
only a few have taken steps towards sustainability. Over the years, this has become one of
the agendas of not only one country but merely the whole world. There had been numerous
environmental programs that were organized and people are supporting relative agenda.
This is a good indicator that people’s perception of sustainable development does not only
mean the improving quality of life; but, also how to achieve environmental, economic, and
social equity that human and nature must co-exist.
Waste Management

Waste has never been good for the environment and the health of everyone whether
some are being recycled or reused. Overpopulation has something to do with waste
management. An increasing number of the world’s population would also result in
numerous waste products that is why proper waste management should be observed.

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According to World Bank (2019), the world generated 2.01 billion tonnes of solid waste in
2016 and is expected to increase by 70% in 2050 and this is because of the rapid population
growth and urbanization. The same author states that managing waste properly is essential
for building sustainable and livable cities as this would prevent the creation of serious
health, safety, and environmental consequences.

Waste management as described by Amasuomo and Baird (2016) is a process of
gathering, transporting, and processing the disposal of residues. Similarly, Rinkesh (2020)
states that solid waste management refers to collecting and treating solid wastes. Looking
back to the old days, people just burry their garbages in their backyard by digging a hole.
This is because the primitive people only produce a very little amount of waste compared
to the present humans. Additionally, Mohammed (2016) states that burying all of the
rubbish today is not a sustainable solution as most of the wastes of today’s generation are
not biodegradable and these wastes may be damaging to the soil and groundwater.

Bhardwaj (2020) claims that among the importance of proper waste management
are it reduces the effect of waste on the environment and health and it helps reuse or recycle
resources such as paper, cans, glass, and others.
Clean and Green Drive

With all the environmental policy goals established by the state; sadly, people
continue to destroy the land, denude the forests, strip mine the hill, and gut the earth.
According to United Nations Food and Agriculture Organization (2020), an estimated 18
million acres (7.3 million hectares) of the forest which is roughly the size of the country of
Panama, is lost each year. Bradford (2018) termed this phenomenon as deforestation which
is the permanent destruction of forests to make the land available for other users. It was

27

also estimated by the World Wildlife Fund that 15 percent of all greenhouse gas emissions
come from deforestation. This is an alarming situation on earth.

It is the responsibility of every individual to clean the environment entrusted to
them by God. Not only this reason, but it is also because this is their home. Over the years,
there have been many clean and green programs conducted by the government. Under
House Bill No. 1154 otherwise known as Graduation Legacy for the Environment Act
which was authored by Rep. Gary Alejanoh, Sec.3 states that all graduating students from
grade school, high school, and college are required to plant at least ten (10) trees as a
mandatory prerequisite for their graduation. This is in response to the promotion of
environmental protection, biodiversity, climate change mitigation, poverty reduction, and
food security. This is a great opportunity to involve the students in protecting the
environment and for them to secure a greener future for their generation. In an article
written by Nace (2019), he quoted Alejano’s estimation that throughout the bill, 175 billion
trees would be planted every year since there are approximately 175 million students in the
Philippines.

In a study conducted by Ramli, Zawawi, Ariff, Kadir, and Zainol (2019), 85
selected cleaning contractors served as respondents to identify the benefits that can be
gained through the implementation of green cleaning practice in Malaysian school. The
result showed that lots of benefits will be gathered from implementing clean and green
drives and these include a safe and healthy environment, improved indoor air quality,
reduced environmental pollution from chemical use, and reduced excessive use of natural
resources. Different schools in the Philippines also established over the past years the
YES-O (Youth for Environment in Schools Organization) wherein all its officers and

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members are required to implement, conduct programs like clean-up drives, waste
management, segregation, and recycling, as well as, awareness campaigns.
Pollution

Through the years, because of the wrong practices in different humanitarian
activities, many environmental problems arose that are being faced by today’s society. One
of these is pollution. According to Bradford (2018), it is stated that pollution is of any kind
such as air pollution, water pollution, land pollution, solid waste pollution, and noise
pollution. According to the World Health Organization, as cited by ScienceDaily (2017),
there is a high rate of death due to poor air quality and pollution at present. In the
Philippines, Numbeo (2020) reported that the air pollution level reached 66.36 ppm (parts
per million) which was interpreted as high, and the purity and cleanliness of air quality are
at 33.64 ppm (parts per million) which was deemed at a low level. These figures suggest
that pollution is at hand.

Air pollution is the presence of harmful chemicals in the air that people breathe;
chemicals that can hamper one person’s good health (Ambag, 2018). Most of the time, the
source of air pollution comes from vehicles, burning of biomass fuel, and manufacturing
industries. Air pollution creates a massive impact on every person’s life. This could range
from increased risk of respiratory illness and cardiovascular problems, skin diseases,
cancer, global warming, acid rain, ozone depletion, hazards to wildlife (Center for Science
Education, 2020). This occurrence is visible at present.

In 2019, the Amazon which is considered as the “Lungs of Earth” was burnt due to
excessive deforestation. According to Qi (2019), the Amazon rain forest is considered as
the lungs of the Earth because it is like a respiratory system and once it is gone, greenhouse

29

gases would increase leading to an abnormal climate. It was also in 2019 that the Australia
wildfire happened which lasted until January of 2020. AccuWeather estimated that
Australian wildfire damages exceeded $100 billion which includes homes, businesses,
farms and crops, infrastructures, schools, which led to economic losses (Roach, 2020).

Water pollution happens when harmful substances contaminate bodies of water
such as a stream, lake, river, ocean, which in the long run causes toxic to the human
environment (Denchak, 2018). The same article discussed the ways to prevent water
pollution such as; 1) reduction of plastic consumption; 2) proper disposal of chemical
cleaners; 3) non-application of pesticides and herbicides.

The government aims to protect the country’s water bodies from pollution in any
of the following sources (industries, establishments, agriculture, and household activities).
It also provides strategies to minimize and prevent pollution, (Philippine Clean Water Act
of 2004, Republic Act No. 9275).

On the other hand, soil pollution is defined as the build-up in soils of persistent
toxic compounds, chemicals, salts, radioactive materials which have effects on plant
growth, animal health, as well as human beings (Mareddy, 2017).

The same article explained the following steps suggested to control soil pollution:
a.) Reduce fertilizer - People should use less fertilizer and must adopt biofertilizers and
manures. Biological methods of pest control must also be prioritized to lessen soil
pollution. b.) Reuse materials - Plastic bags should be eliminated from everyday lives.
Instead, a household can utilize eco bags, reusable containers to reduce disposals. Groceries
and malls should also adopt this practice. c.) Reforesting - Planting trees may help control

30

land loss and soil erosion. Cropping techniques should also be adopted to prevent the
growth of weeds.
Sustainability Development Programs

Sustainability is both goal and principles that guide every development strategy.
Since 2012, the Philippines had been part of the different development programs set forth
by the United Nations Educational, Scientific ad Cultural Organization (UNESCO). Today,
it continually employs the whole government and whole-of-society to be part of its
programs. In connection with the Sustainable Development Goals, the Global Taskforces
of Local and Regional Governments, UNDP, and UN-Habitat prepared a roadmap in
localizing the Sustainable Development Goals and it was stated in five parts which can be
considered as strategies at the same time: 1) awareness-raising, 2) advocacy, 3)
implementation, 4) monitoring, 5) where do we go from here? The Philippines has always
been part of the global community as far as promoting sustainable development is

concerned (Dacumos, 2014).

In 2014, DepEd Order 5, s. 2014 entitled Implementing Guidelines on the
Integration of Gulayan sa Paaralan, Solid Waste Management and Tree Planting under
the National Greening Program (NGP) has been enacted. Under this department order,
schools nationwide were required to establish vegetable gardens to serve as a source of
basic commodities, a way to practice waste management minimization and to support the
tree planting programs of the community.

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Related Studies
The related studies of this research present environmental awareness and different

waste management practices that are considered relevant to the study.

Soryte and Pakalniskiene (2019) made a study about the views of children
regarding nature and the importance of protecting it. They asked the participation of thirty-
three children (aged 6 – 11). To determine what they had in mind, a focus group discussion
was done. The findings of the study showed that the children were aware of environmental
problems such as litter and pollution. Furthermore, they saw that protecting the
environment was important because it affects the plants and animals and eventually
mankind. Still fortunate that children are aware of environmental issues in the modern
days where the influence of technology and industrialization is ranging.

It is hard to think that before, people only lived and survived with the bountiful
nature that made them cherish and celebrate its importance. This is very evident in the
study conducted by Yakar (2018) entitled From Mythological Ages to Anthropocene:
Nature and Human Relationship. He mentioned that people in ancient times appreciated
the vitality of nature because they were fully dependent on it. He explained that with the
modernization of the 21st century, ecological problems are some of the most essential items.
Some of the Sustainable Development Goals (2015) are in line with protecting nature
which is stipulated on the Life below Water on number 14 and Life on Land which is on
number 15. Life below water is about conserving and using the oceans, seas, and marine
resources sustainably, while Life of Land is about protecting, restoring, and promoting
sustainable use of terrestrial ecosystems, sustainably managing forests, combatting
desertification, and halting and reserving land degradation and halting biodiversity loss. To

32

take action in protecting the environment, people need to rebuild and repair their
relationship with nature.

Roberts and Kruse (2019) conducted a study to rebuild students’ relationships with
nature. They let their students witness the bounty and beauty of nature utilizing camping
and visiting National and State Parks. They exposed the students to the problems in the
environment and how one can take a stand and do actions in protecting it. To help rebuild
this relationship, they conducted a discussion regarding 1) What nature is?, 2) What
benefits can be taken from natural experiences? 3) How does nature influence humans? 4)
How humans impact nature and 5) What is the responsibility of humans in preserving and
conserving nature? Afterwhich, students began to show signs of awareness and reflected
on the importance of nature that allowed them to think about how can they protect,
preserve, and conserve nature.

Based on the result of the study published by Eren and Yaqub (2015), they
recommended that young people should participate in the different environmental projects
or seminars and it should be taken as a compulsory requirement of schools and universities
to raise environmental awareness. It is furthered by Labog (2017) that the integration of
environmental education in classroom activities specifically on waste management would
likely have a direct impact on the practices of students towards waste segregation.

In the area of the clean and green drive, green behavior initiatives and leadership
development will encourage students to develop a sustainable environmental attitude as
stated in the study of Howard (2009). However, Wijhardjo, Hartati, Nirani, and Sujarwanta
(2017) added that parental guidance plays a significant role in raising the level of
environmental consciousness of the students.

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In a study conducted by Punzalan (2020) which determined the relationship
between the environmental awareness and practices of Filipino Senior High School
students, it was found out that the participants have a good level of environmental
awareness but a poor extent of environmental practice. It was then recommended by the
author that environmental programs should be developed to increase students’ level of
understanding and capacities of the students about environmental problems. In line with
this issue, the teachers’ role is significant in educating the students about the adverse effects
of air pollution according to Kalayci (2020).

Also, it helps to train the students to come up with different projects to attain
sustainability. Siador and Promentilla (2016) suggested that the government must play its
role in educating the community about the status of the air quality index of a specific area
aside from the effort of the teachers and educators. This community is expected to come
up with ways to resolve air pollution.

The effects of soil pollution are also recurring. Educating the students about the
causes and effects of soil pollution will hamper the destruction of soil which is usually
done by industrial companies (Vaishali, Priya, and Gayathri, 2019). Moreover, in a study
conducted by David (2015), the result provided evidence that conducting a community-
based environmental learning program would result in positive impacts on the youth’s level
of environmental education. In connection to this, it was recommended that the sector of
educators should increase its emphasis on environmental education. Schools should
seriously promote and implement it to all academic levels.

Furthermore, environmental programs should also be catered to local communities
so that they could reach every home in the community, and support from the barangay

34

council is highly encouraged. Likewise, it was recommended that the teachers should
continuously integrate into their Science teaching the different environmental issues and
make use of alternative learning modes to further improve the awareness of the students by
exposing them to real environment by site or industry visits (Santos, 2008).

Conceptual Framework
The Input-Process-Output paradigm will be used in describing the conceptual

framework of the study. As shown in Figure 1, the input consists of the students’ level of
consciousness as stewards of the environment and the different environmental laws and
policies of the government such as the National Environmental Awareness and Education
Act of 2008, Philippine Environment Code, Proclamation No. 1481, s.1990, and DepEd
Orders. Moreover, the school environmental programs and the challenges encountered by
the institution in addressing the environmental issues are part of the input.

Input Process Output

- Students’ level of consciousness as Construction of Proposed
questionnaire and Sustainable
stewards of the environment validation Development

- Government Policies Data gathering Plan to
which includes invigorate
o National Environmental Awareness - survey students’
consciousness
and Education Act of 2008 questionnaires as stewards of
- interview guide
o Philippine Environment Code the
questions environment
o Philippine Earth Day Declaration
Analysis of data
(Proclamation No.1481, s. 1990)
- interpretation
o Declaring September of Every Year as of quantitative
data (mean,
National Clean-Up Month median,
frequency
Strengthening Environmental count)

Education in Public and Private - interpretation
of qualitative
Schools data (listing,

o Implementing Guidelines on the

Integration of Gulayan sa Paaralan,

Solid Waste Management and Tree

Planting Under the National Greening

Program (DO 5, s. 2014)

o Strengthening Environmental

Education in Public and Private

Schools (DO 52, s. (2011).

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Figure 5. A paradigm of the Study
The process frame which is the process phase is focused on data gathering which
includes administering survey questionnaires, conducting interviews, and observation.
After the data gathering, the interpretation of quantitative data was conducted which
focused on mean and median. Interpretation of qualitative data was done through listing,
coding, categorizing, and summarizing data.
As an output of the study after adding the input and conducting the process, the
researcher deemed to come up with a proposed development plan to raise the awareness of
the students in taking care of the environment.

Assumption of the Study
Raising the students’ consciousness in taking care of the environment would help

them to become good stewards of nature and create a brighter future for the next generation.

CHAPTER III

RESEARCH METHODOLOGY
This chapter focuses on the methodology used in identifying the students’ level of
awareness as stewards of the environment. The research method and design, population
and sample, research instruments, data gathering procedures, and statistical treatment were
also introduced in this part to observe the validity of the study.

Methods and Techniques of the Study

This study made use of a mixed-methods approach specifically the explanatory
sequential design wherein the researcher collected and analyzed both quantitative (closed-
ended) and qualitative (open-ended) data.

In connection to the objective of this study which is to determine the level of
awareness of the students regarding their concern and behavior in taking care of the
environment, there were two phases conducted. The first phase was the administration of
a survey to the respondents and the second phase was the interview with the informants.

In using the explanatory sequential design, after the researcher collected and
analyzed quantitative data on students’ level of consciousness regarding their environment
to identify significant relationships of the study, the quantitative result was interpreted and
was prepared for the next phase’s utilization. After the interpretation, it was followed by
the second phase which was the collection of qualitative information. This was in the form
of face-to-face interviews and observation. Upon the completion of the second phase, the
researcher interpreted the qualitative results. Subsequently, the quantitative and qualitative

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results were both compared and contrasted in an attempt to explain in-depth the findings
and patterns that can be useful to the conduct of the study.

The discussion of the gathered data became the basis for designing a sustainable
development plan that could solve the existing problem of waste management, clean and
green drive, and pollution.

Population and Sample of the Study

The respondents of this study were Junior High School students from four grade
levels (Grade 7, 8, 9, and 10). The total student population of the Junior High School
Department of Holy Cross College is 887 in the S.Y. 2019-2020. Through the Slovin’s
Formula, the researcher computed for the population using the 5% margin of error. From
the total population of 887, only 275 were identified as the respondents of the study; hence,
simple random sampling was used. Below is Table 1 which elaborates the distribution of
the respondents.

Table 1

Distribution of Survey Respondents

Grade Total Number of 5% Margin Population
Level Sample
Population of Error 76
7
244 .31 69
8 67
9 224 .31 63
10 216 .31 275
Total 203 .31
887

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Furthermore, teachers from the Junior High School Department and some of the
administrators were also part of the study who served as the informants. They were the
selected informants because they have a direct connection in crafting the different
environmental programs and projects of the school since most of them are subject
coordinators and organization advisers. Out of thirty (30) faculty members, only 15 were
selected as this is the standard number of informants for qualitative study considering the
time and resources. Below is the table of the distribution of the informants as well as their

positions.

Table 2

Distribution of Informants

Informants Positions
Teacher 1 Principal
Teacher 2 Assistant Principal
Teacher 3 Girl Scout Advisor
Teacher 4 Science Coordinator
Teacher 5 MAPEH Coordinator
Teacher 6 EsP Teacher
Teacher 7 TLE Teacher
Teacher 8 EsP Coordinator
Teacher 9 Science Teacher
Teacher 10 Filipino Coordinator
Teacher 11 TLE Teacher
Teacher 12 Senior Scout Outfit Advisor
Teacher 13 English Coordinator
Teacher 14 AP Coordinator
Supreme Student Government
Teacher 15 (SGG) Adviser
Total
15