39
Research Instruments
This research utilized a researcher-made survey questionnaire and semi-structured
interview guide questions as instruments in gathering data. Before conducting the survey
and interview, the instrument was validated by three expert validators.
Part I of the questionnaire was comprised of quantitative items that are related to
the level of consciousness of the respondents in terms of waste management, clean and
green drive, and pollution specifically air, water, and soil pollution. There were ten
statements per area which were gauged using a Likert scale.
Part II focused on qualitative questions related to the different practices of the
school in uplifting students’ awareness about their environment.
Part III contained the different ways done by the school in uplifting the students’
level of awareness in taking care of the environment.
Part IV featured the challenges faced by the school in carrying out its environmental
programs, as well as, the solutions that were taken by the teachers and the whole institution
in addressing the problems.
Data Gathering Procedure
The researcher personally approached the school principal of the school
respondents to explain the goal of the study being conducted. Upon the approval of the
request, the researcher chose the respondents of the study and personally conducted the
survey. The respondents were oriented and were guided accordingly in answering the
40
questionnaires. This eliminated the possibility that the respondent might make mistakes in
the manner by which they answer the questions, or may leave some items unanswered
which can affect the outcome of the study.
After administering the survey, the researcher interviewed casually and factually
the respondents to establish a rapport and to ensure a truthful response. Before the
interview process, the researcher oriented the informants about the purpose of the study for
them to be clarified. With the informants’ permission, the researcher also used an audio
recording device to better capture the data needed. All the informants were informed that
all the information elicited from them was treated with confidentiality.
The administering of the survey questionnaires and the conduct of the interview
were of different dates. This has given the informants ample time to answer the
questionnaires given to them. Moreover, the researcher needed enough time to interview
and generate answers from the informants which were important in coming up with a
sustainable development plan for the study.
Data Processing and Statistical Treatment
The statistical analysis and treatment involved weighted mean. After doing the
quantitative data analysis, content analysis was used to analyze the qualitative data. This
procedure was summarized into four steps: 1) identifying the key terms in responses; 2)
developing themes and categories; 3) classifying responses according to themes and
categories developed; and 4) summarizing the responses in each category in narrative
summary.
41
Below is the Five Point Likert Scale which was used to interpret the computed
respondents' weighted mean for Part I of the questionnaire on the level of consciousness in
terms of waste management, clean and green drive, and pollution.
Range Weighted Score Descriptive Rating
5 4.21 – 5.00 Extremely Aware
4 3.41 – 4.20 Aware
3 2.61 – 3.40 Moderately Aware
2 1.81 – 2.60 Slightly Aware
1 1.00 – 1.80 Not Aware
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents a detailed explanation of the findings of this study derived
from the data collection, analysis, and interpretation phases. Results were presented
quantitatively and qualitatively with emphasis on the consciousness level of Junior High
School students of Holy Cross College as stewards of the environment.
The presentation of gathered data is composed of five parts and each part is
explained comprehensively.
Part I presents the level of awareness of the students regarding the environment in
terms of waste management, clean and green drive, and pollution (water, air, soil).
Part II illustrates the ways how students take care of the environment as stewards
of nature.
Part III shows the different ways done by the school in uplifting the students’ level
of awareness in taking care of the environment.
Part IV features the challenges faced by the school in carrying out its environmental
programs, as well as, the solutions taken by the institution in addressing the problems.
Part V demonstrates the suggested sustainable development plan which contains
solutions to the environmental problems encountered by the school in implementing
environmental programs.
43
Part I. Level of Students’ Awareness of the Environment
The different environmental programs implemented by the government cascaded
specifically by the Department of Environment and Natural Resources (DENR) and
Department of Education (DepEd) to the schools nationwide allowed the students to take
care of the surroundings to attain sustainability. These opportunities empowered them to
become good stewards of nature gearing towards the achievement of environmental
development.
To gauge the level of students’ awareness as stewards of the environment, some
indicators in the area of waste management, clean and green drive, and pollution were
determined by a 5-point Likert scale to describe the level of awareness of the respondents,
and these are interpreted as follows: Extremely Aware (4.21-5.00), Aware (3.41-4.20)
Moderately Aware (2.61-3.40), Slightly Aware (1.81-2.60), Not Aware (1.00-1.80).
Waste Management. The educational institutions are some of the partners of the
government in addressing environmental issues today. As guided by Republic Act 9512,
also known as National Environmental Awareness and Education Act of 2008, it was
mandated that the Department of Education (DepEd), Commission on Higher Education
(CHED), Technical Education and Skills Development Authority (TESDA), and other
relevant agencies shall integrate environmental education on its curriculum both in private
and public. These adhere that the law honors the role of students in protecting the
environment.
Akin to this, waste management is one of the pressing issues nowadays that an
institution needs to take into consideration as far as sustainable development goals are
44
concerned. There is a high demand for educating the students about this environmental
problem.
Table 3
Frequency Distribution and Descriptive Measures of the Students’ Level of Awareness
in terms of Waste Management
Criteria Frequency Mean Verbal
Interpretation
5 4 3 21
1. Landfill, a waste disposal method of 95 124 53 2 1 4.13 Aware
treatment for certain biodegradable
industrial wastes, is recommended by
most environmentalists.
2. Recycling waste is important for the
protection of the environment and the 179 65 30 2 0 4.52 Extremely
Aware
conservation of natural resources.
Extremely
3. Waste segregation is important for a Aware
sustainable environment. 165 77 28 5 0 4.46 Aware
4. Dumping sites become the breeding Extremely
Aware
ground of insects and rats that can cause 122 87 49 15 2 4.13
Aware
diseases.
5. Dumping of garbage is considered to be
one of the major environmental problems 141 79 48 6 1 4.28
in school even in the community.
6. Used papers in schools contribute much
to solid waste. 82 113 69 10 1 3.96
7. Composting is a biochemical process in
which organic materials such as lawn 64 106 79 22 4 3.74 Aware
Aware
clippings, kitchen scraps are decomposed Aware
Aware
to a rich-soil like material.
Aware
8. The volume of waste could be reduced if
the recycling method would be adopted. 108 99 59 9 0 4.11
9. Plastics, straws, candy wrappers, and
others that contain organic chlorine
compound are considered to be 116 86 60 11 2 4.11
potentially hazardous wastes which
contribute to pollution.
10. Republic Act 9003 also known as
Ecological Solid Waste Management Act
pertains to garbage disposal, which 77 78 83 30 7 3.68
prohibits littering in public areas, hold
institution to clean their surroundings
and provide penalties for the improper
disposal of garbage and other forms of
uncleanliness.
Weighted Mean 4.11
45
As shown in Table 3, the level of students’ awareness of waste management reveals
that item no. 2 which says that recycling of waste is important for the protection of the
environment and conservation of natural resources got a weighted mean of 4.52 which
was recorded as the highest mean from the table with a descriptive interpretation of
“extremely aware”.
Moreover, the statement in number 1.10 which stated that Republic Act 9003 also
known as Ecological Solid Waste Management Act pertains to garbage disposal, which
prohibits littering in public areas, hold institution to clean their surroundings and provide
penalties for the improper disposal of garbage and other forms of uncleanliness got the
lowest weighted mean of 3.68 with a descriptive interpretation of “aware”.
The remaining indicators were interpreted as extremely aware and aware with an
overall weighted mean average of 4.11 with a descriptive interpretation as “aware”.
Generally, the students are “aware” of waste management as shown by the overall
mean of 4.11. This means that the students have a fair knowledge of the different ways to
achieve waste minimization goals.
Congruent to the result of the study of Quibilan as cited by Vitamog and Tactay
(2012), schools tend to have high docility in implementing waste management since every
institution has strong guidelines set forth by the government.
With the awareness level shown by the students, one must not be complacent.
Continuous educating the students on environmental awareness will give them a more
profound understanding of waste management to preserve the environment. The school
should continue the implementation of the environmental programs to sustain the level of
awareness of the students.
46
The integration of waste management in classroom activities will likely influence
the practices of students towards waste segregation (Labog, 2017). Thus, teachers should
exert effort in educating the students from time to time for the students to master the skills
which could turn into their routine in the long run.
Clean and Green Drive. Climate change has manifested in the lives of people
since the demand for manufacturing companies and different smoke-belching cars
increased. Over the years, the global warming index was pinned red flag which means a
high risk of severe environmental catastrophes may happen to the most affected places on
earth.
To mitigate this worsening problem, many organizations adopted the clean and
green drive. This action aims to educate and involve every citizen to protect the
environment by planting trees, consuming natural resources healthfully, and living an
environment-friendly lifestyle.
Furthermore, under Executive Order No. 193 s. 2011 which aims to promote food
security, environmental stability, and biodiversity, and mitigate climate change, the DepEd
implemented the School Inside a Garden (SIGA) Program to sustain environmental
consciousness among students and strengthen environmental education. This also aims to
instill in the learners their roles in the ecosystem. With the aforementioned legal basis, the
government aspires to empower the institutions by highlighting their significant
contribution in making the environment sustainable for all its inhabitants.
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Table 4
Frequency Distribution and Descriptive Measures of the Students’ Level of Awareness
in terms of Clean and Green Drive
Criteria Frequency Mean Verbal
5 4 3 21 Interpretation
Collecting grass clippings and
1. leaves and starting a compost pile
as compost is an excellent 90 118 49 18 0 4.02 Aware
conditioner for flower and
vegetable gardens and a
beneficial way to dispose of yard
waste.
2. The consequence of deforestation
is global warming which causes 159 74 39 3 0 4.41 Extremely
climate change. Aware
3 Tree planting is one adaptive Extremely
measure to prevent global 175 64 32 4 0 4.49 Aware
warming.
4. Deforestation has adverse effects Extremely
on the environment. 125 95 46 9 0 4.22 Aware
5. Deforestation occurs due to the
need for land, trees, and other 124 96 44 11 0 4.21 Extremely
human requirements. Aware
6. Trees support the water cycle by
returning water vapor into the 131 84 46 12 2 4.20 Aware
atmosphere.
7. Trees also play a critical role in Aware
absorbing the greenhouse gases 108 100 61 6 0 4.12
that fuel global warming.
8. Deforestation increases soil 70 107 77 19 2 3.81 Aware
erosion.
9. Deforestation without sufficient Aware
reforestation has resulted in the 98 102 62 10 3 4.03
damage of habitat, biodiversity
loss, and aridity.
10. A green lifestyle is a solution to 120 100 43 11 1 4.18 Aware
all the environmental crises.
Weighted Mean 4.17 Aware
Table 4 shows the level of students’ awareness in terms of clean and green drive.
As shown in this table, the level of students’ awareness as far as clean and green drive is
48
concerned reveals that item no.3 which states that tree planting is one adaptive measure to
prevent global warming got the weighted mean of 4.49 which was recorded as the highest
mean in the table with the descriptive interpretation of “extremely aware”.
Furthermore, the statement in item 8 which stated that “deforestation increases soil
erosion got the lowest mean of 3.81 with a descriptive interpretation of “aware. The
remaining indicators were interpreted as extremely aware and aware with an overall
weighted mean average of 4.17 with a descriptive interpretation of “aware”.
The overall result shows that the level of students’ awareness of the clean and green
drive was described as “aware”. As reflected on the result, the students have a fair
knowledge about the ways of practicing clean and green drive. Therefore, the current
knowledge and practices of students in terms of the clean and green drive are on the average
level which means something could still be improved through proper education. Though
the students’ awareness of clean and green drive is at an average level, the school should
never stop carrying out its environmental education programs to reinforce the ways of
protecting the environment.
Based on the recommendation of Howard (2009) in his study, environmental
education, leadership development, green behavior initiatives will encourage students to
foster a sustainable environmental attitude and this behavior would likely recur if
maintained. It was also furthered by Wihardjo, Hartati, Nirani, and Sujarwanta (2017) that
parental guidance plays a significant role in developing the students’ level of
environmental awareness. This means that educating the students is not solely the
responsibility of the school but a collaboration with other stakeholders.
49
Water Pollution. The survival rate of a person on Earth depends on the three basic
resources – water, air, and soil. Among these three, water is the most important one. Many
say a person can live for days without food but not without water.
While everyone thought that water is abundant, numerous proofs are evident that
the water sources present on Earth are polluted. According to Andrews (2018), water
pollution in the Philippines costs an estimated $1.3 billion annually which turns out that it
is a major environmental issue faced by every Filipino and yet not all are aware of the fact
that it should be addressed.
As presented in Table 5, the level of students’ awareness in terms of water pollution
reveals that item no. 2 which says that “freshwater is an important natural resource
necessary for the survival of all ecosystems” gained 4.51 weighted mean which was
recorded as the highest mean in the table with a descriptive interpretation of “extremely
aware”.
Moreover, the statement in item no. 1 which declared “water scarcity is an abstract
concept to some and a stark reality for others” got the lowest weighted mean of 3.77 with
a descriptive interpretation of “aware”. The remaining indexes were interpreted as
“extremely aware and aware” with an overall weighted mean average of 4.10 with a
descriptive interpretation of “aware”. The overall result shows that the level of students’
awareness of water pollution was described as “aware”. As reflected in the result, the
students still have an information gap about the ways of mitigating water pollution.
50
Table 5
Frequency Distribution and Descriptive Measures of the Students’ Level of Awareness
in terms of Water Pollution
Criteria Frequency Mean Verbal
5 4 321 Interpretation
1. Water scarcity is an abstract
concept to some and a stark 55 117 91 8 4 3.77 Aware
reality for others.
2. Freshwater is an important
natural resource necessary for 178 68 22 7 0 4.51 Extremely
the survival of all ecosystems. Aware
3. The present challenge is how
to effectively conserve, 126 102 43 4 0 4.27 Extremely
manage, and distribute the Aware
water we have.
4. The water resource is essential Extremely
for livelihood and the 170 72 29 2 2 4.48 Aware
environment’s health
5. Collecting rainwater and
saving it for cleaning toilets 116 93 53 11 2 4.13 Aware
and watering plants can help
prevent water shortage
6. Pollution through human
activities presents a problem 111 105 50 9 0 4.16 Aware
for freshwater resources.
7. Human and animal wastes are
considered the most serious 92 103 64 13 4 3.96 Aware
health-related water pollutants.
8. The bad taste of water
indicates the presence of 89 94 71 16 4 3.91 Aware
pollutants.
9. The underground water gets
polluted through agricultural 87 97 76 9 6 3.91 Aware
wastes like pesticides and
fertilizers.
10. The availability of fresh water
is very less at a global level. 90 98 71 11 5 3.93 Aware
Weighted Mean 4.10 Aware
Therefore, the current knowledge and practices of students in terms of water
pollution are on the average level which means something could still be improved through
51
proper education. Teachers especially those teaching Science should think of ways on how
to encourage students to participate in coming up with environmental projects through
experiments, investigation, and discovery. By doing these, students’ awareness levels will
be sustained and developed. According to the recommendation of Eren and Yaqub (2015),
young people should participate in the different environmental projects and seminars
should be made a compulsory requirement of schools to raise environmental awareness.
Air Pollution. Humans and animals breathe air. Even plants as stated by Lopez
(2017) need to take oxygen more than they produce for themselves. According to Dr.
National Aeronautics and Space Administration (2015), the air is a mixture of five gases:
nitrogen, oxygen, water vapor, argon, and carbon dioxide. Sharp (2017) also publicized
that the aforementioned gases protect humans from radiation and heat coming from the
sun. However, several studies revealed that the air people breathe nowadays is not that safe
because it is polluted.
IQAir (2020) reported that one of the most polluted cities in the Philippines in 2019
was Meycauayan with an air quality index of 82 US AQI. The same report revealed that
most of the polluted cities come from urban areas which could be caused by numerous
industrial companies. World Health Organization (2012) also furthered that in 2012,
approximately 7 million people died globally due to air pollution. Thus, reducing this
problem could save lives.
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Table 6
Frequency Distribution and Descriptive Measures of the Students’ Level of Awareness
in terms of Air Pollution
Criteria Frequency Mean Verbal
5 4 3 21 Interpretation
1. Air pollution is a widespread 175 50 47 1 2 4.44 Extremely
problem now. Aware
2. Self-discipline is the most 193 57 24 1 0 4.60 Extremely
effective way to reduce pollution Aware
problems.
3. The ozone layer is a concentration
of ozone (O3) molecules in the 90 122 54 9 0 4.07 Aware
stratosphere.
4. Considering the problems of
pollution and crowding, we need 123 98 42 10 2 4.20 Aware
to decrease the use of cars.
5. It is safer to stay indoors because 108 94 56 13 4 4.05 Aware
of the many pollutants in the
outside air.
6. The ozone layer is a belt above Extremely
Earth; serves as a shield from the 150 79 42 4 0 4.36 Aware
harmful ultraviolet radiation
emitted by the sun.
7. The burning of fossil fuels is one 127 84 59 5 0 4.21 Extremely
of the causes of air pollution. Aware
8. Controlling air pollution depends
upon the type of government and 107 107 51 7 3 4.12 Aware
individuals to make changes.
9. The problem of air pollution is
directly related to the number of 113 104 50 7 1 4.17 Aware
people living in an area and the
kinds of activities they engage in.
10. Smog leads to lung-related 96 103 57 16 3 3.99 Aware
diseases.
Weighted Mean 4.22 Extremely
Aware
As presented in Table 6, the level of students’ awareness in terms of air pollution
reveals that item no. 2 which says that “self-discipline is the most effective way to reduce
pollution problems” gained 4.60 weighted means which was recorded as the highest mean
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in the table with a descriptive interpretation of “extremely aware”. Moreover, the
statement in item no. 10 which declared “water scarcity is an abstract concept to some and
a stark reality for others” got the lowest weighted mean of 3.99 with a descriptive
interpretation of “aware. The remaining indexes were interpreted as “extremely aware and
aware” with an overall weighted mean average of 4.22 and has a descriptive interpretation
of “extremely aware”.
According to the obtained overall mean, the level of students’ awareness of air
pollution was described as “extremely aware”. Therefore, it can be concluded that the
students have a high level of awareness about air pollution and they are aware that it is one
of the widespread environmental issues the earth is facing now and that its effects greatly
affect the everyday welfare of society. This level of awareness could be used by the school
to sustain the interest of the students in taking care of the environment by involving them
in all school activities that promote proper stewardship.
The above result could note the idea that air pollution is one of the environmental
problems the students have focused on solving as they were aware of its effects not only
on humans but also on animals and plants.
According to Genc (2016), what points out as the worst environmental problem is
air pollution according to students’ perception. A similar study conducted by Dogan,
Dogan, and Simsar (2018) revealed that global warming and air pollution are some of the
major environmental issues today as perceived by the 62 senior preservice teachers.
Based on the recommendation of Punzalan (2020) in his study, environmental
education programs should be developed to maintain and increase the students’
54
understanding of air pollution and other environmental problems. Kalayci (2020) also
recommended that teachers should teach the students that nature does not need people; it
is the people who need nature to raise consciousness among them. The same author also
added that the curriculum can be directed by drawing the negative effects of environmental
pollution and coming up with environmental projects to achieve sustainability.
Siador and Promentilla (2016) also stated that the role of the government in
informing the people about the air quality index of a specific area will be essential to the
community, organizations, and local government units to promote public awareness who
in return would think of ways to resolve air pollution through legal policies.
Soil Pollution. Just like water and air, the soil is also important as it holds most of
the resources that the earth has. While many people had learned vertical gardening which
only requires a small amount of soil, one cannot deny the fact that trees, other root crops,
and different kinds of organisms still need soil for their survival and habitat. However,
because of people’s negative practices towards nature, bodies of soil got contaminated and
polluted.
According to FAO and ITPS (2015), soil pollution refers to the presence of
chemical or toxic substances in any body of soil. Senthilkumar and Kumar (2020), claimed
that soil pollution happens due to industrial wastes disposal that contains hazardous
contaminants that reduce soil fertility and later on destroy crops.
To mitigate soil pollution, the State shall promote and implement the practice of
organic agriculture in the Philippines, (Republic Act No. 10068 also known as Organic
Agriculture of 2010). According to Usman (2018), there is a need to protect the soil to
55
improve its components. To do this, raising awareness of the possible effects and
challenges faced by the soil should be given a priority.
Table 7
Frequency Distribution Descriptive Measures of the Students’ Level of Awareness
in terms of Soil Pollution
Criteria Frequency Mean Verbal
Interpretation
5 4 3 21
Aware
1. Soil pollution occurs due to soil 123 88 55 7 2 4.17 Extremely
erosion, pesticides, and fertilizers. Aware
Aware
2. Human activities are the primary 122 102 43 6 2 4.22 Extremely
Aware
causes of soil pollution and land Aware
degradation. Aware
3. Soil pollution poses a worrisome Aware
threat to agricultural productivity, 101 115 55 4 0 4.14 Aware
Aware
food safety, and human health.
Aware
4. Soil pollution can have several
Aware
harmful effects on ecosystems, 132 91 42 9 1 4.25
plants, and animal health.
5. The main causes of soil pollution
are industrial, agricultural 117 96 53 7 2 4 .16
activities, waste disposal, and
accidental oil spills.
6. Crops and plants that are grown on
polluted soil absorb much of the 82 109 66 16 2 3.92
pollution and then pass these to
people.
7. The ecological balance of any
system gets affected due to the 65 123 72 14 1 3.86
widespread contamination of the
soil.
8. The toxic chemicals present in the
soil can decrease soil fertility and 90 100 70 13 2 3.96
therefore decrease the soil yield.
9. Organic methods of farming
should be supported and the use of 108 99 55 10 3 4.09
chemical pesticides and fertilizers
should be banned.
10. The wastes produced from nature
itself such as dead plants, 125 97 39 12 2 4.20
carcasses of animals, and rotten
fruits and vegetables add to the
fertility of the soil.
Weighted Mean 4.09
56
Table 7 shows the response of the respondents’ level of awareness to the questions
about soil pollution. As seen from the table, the level of students’ awareness about soil
pollution reveals that item no. 4 which states that “oil pollution can have several harmful
effects on ecosystems, plants and animal health” got the weighted mean of 4.49 which was
recorded as the highest mean in the table with the descriptive interpretation of “extremely
aware”.
Furthermore, the statement in item 7 which stated that “the ecological balance of
any system gets affected due to the widespread contamination of the soil” got the lowest
mean of 3.86 with a descriptive interpretation of “extremely aware”. The remaining
indicators were interpreted as extremely aware and aware with an overall weighted mean
average of 4.09 with a descriptive interpretation of “aware”.
According to the obtained overall mean, the level of students’ awareness of soil
pollution was described as “aware”. Therefore, it can be put into the conclusion that the
students have an average level of awareness about soil pollution. This means that further
educating the students about the aftermath of soil pollution will give them an enhanced
understanding of the particular environmental issue.
This is supported by the recommendation of Vaishali, Priya, and Gayathri (2019),
which states that it is important to educate the students regarding the causes and effects of
soil pollution to prevent further destruction of the soil. Hence, Santos (2008) recommended
that students should be exposed to the real environment by allowing them to visit industries
to observe.
57
Part II. Students’ Practices as Stewards of the Environment
This study considered 15 Junior High School Teachers as the informants in
identifying how the students as stewards of the environment helped the school in taking
care of the surroundings. Representatives were full-time employees as well as advisers
since they have direct contact with the students. The interview was done before the
COVID-19 pandemic and answers were retrieved even before the lockdowns were
implemented.
The researcher conducted a face-to-face interview with the respondents. The
researcher recorded verbatim the conversation for the transcription of the data. During the
interview phase, the researcher was guided by an interview guide which was prepared
before the interview session. The observation was also done to gather additional pieces of
evidence.
Question: What are the activities that you practice which you think have negative
or positive impacts on the environment of your school?
In identifying the students’ practices as stewards of the environment in partnership
with the school, three themes emerged from the interview conducted. These are:
Zero Waste Program. Since waste pollution is one of the pressing issues the world
is facing today, one of the practices taught to students is waste management which branches
out into different methods.
Waste minimization is one of the methods of waste management wherein it is a
process done to lessen or reduce the waste materials in the environment. In junior high
school, students are taught to bring their food canisters and tumblers. The students’
58
practices as stewards of the environment in partnership with the school were revealed
through the following responses:
Teacher 1: “Our students use canisters and tumblers whenever they are buying food
or drinks from the school canteen and it has a positive impact on our school since the waste
was lessened.”
Teacher 2: “Also, they were able to recycle plastic bottles and turn them into a fence
for their garden.”
Teacher 3: “Our school has this school-based solid waste management program
wherein the students are required to bring their food canisters and tumblers but some
students aren’t practicing the said program.”
Teacher 7: “Our students were being asked to bring their tumblers in school as well
as their lunch boxes, forks, and spoons and they complied without hesitations. This is with
regards to the program of our school to lessen the use of disposable plastic cups, paper or
plastic plates, and disposable forks and spoons during their snack and lunch breaks.”
Teacher 9: “Upon the announcement of the school in the implementation of the zero
plastic program, everyone is required to bring his/her tumbler and food canisters.”
Another method of waste management that emerged from the responses of the
respondents was recycling. Students were taught to turn wastes into something that could
still be useful through this process. Here are some of the responses of the respondents
regarding students’ ways of recycling.
59
Teacher 2: “Also, they were able to recycle plastic bottles and turn them into a fence
for their garden.”
Teacher 7: “Our students were able to conduct a program entitled “Trashion Show”
which motivated the students in the JHS Department at all levels to create unique costumes
that were made from recycled materials to be worn by their chosen representatives (male
and female in pairs per grade level). Some of them used plastic bottles, plastic bottle caps,
used flour sacks, used onion sacks, old journals, and magazines, and created fabulous
costumes out of those recycled materials. Then, they showcased them in a school program
in a form of competition with a question and answer portion in which the questions were
about student’s awareness regarding our nature and environment.”
Teacher 11: “Students tend to recycle wastes as they show their creativity especially
in our TLE subject and Arts.”
Teacher 14: “There are also instances wherein the students recycle wastes through
their participation in school-based contests or classroom activities.”
Waste segregation is also performed by the students before the recycling process
through the help of a school project. The following responses were gathered from the
respondents to justify the action.
Teacher 3: “The proper way of disposing of waste since we have trash bins
available in front of the students’ classroom.”
Teacher 5: “Another one is when using a bottled can or bottled water, they don’t
just throw into the trash bin. We have this cage for recycling the used bottles and I can say
that these are positive impacts in our school.”
60
Teacher 7: “Our students also develop the habit of throwing their empty plastic
water bottles on a big container which has a basket (the one which is being used on a
basketball game) on top of it and that when you throw your empty plastic water bottles on
it you will act as if you are doing the shooting of a ball in a basketball ring. This is fun to
do and at the same time very encouraging for all the students to dispose of their empty
plastic water bottles properly and with discipline.”
Teacher 10: “We have the project of Science department segregation of waste and
the trashketball project of SSG wherein the students will shoot the plastic bottles inside the
basket.”
Teacher 12: “One of the different activities imposed by the students is waste
management or the proper segregation of waste materials.”
Teacher 13: “There are students who practice segregation. This can help the school
and its manpower to reduce their work. Students’ participation in the implementation of
proper disposal can also bring a positive outcome that the school has been working for.
With this, they are unconsciously learning how to take responsibility for taking good care
of the environment. However, there are still students who neglect their duty as “stewards”
of the environment. This means, there is a need to tap fully their awareness.”
Based on the results of the interviews, students were well trained by teachers
because they were aware of the different methods of waste management, namely: waste
minimization and recycling along with segregation. Seminars could still be conducted
particularly focusing on other methods of waste management such as composting and
plasma gasification.
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CLAYGO and Green. A clean environment plays a significant role in the teaching
and learning process as it drives both the learner and teacher to be engaged in different
learning activities towards performing better in class. Thus, performing clean and green
projects in school will support the delivery of quality education to learners.
The following responses wherein clean and green activities were articulated
justified that students have cooperated in practicing environmental stewardship:
Teacher 2: “In the afternoon after classes, we guide our students to clean their
gardens. Our students are also participating in garden development wherein they planted
flowering plants in front and at the back of their classrooms.”
Teacher 3: “Likewise, they are cleaning their classrooms every after classes,
especially after the dismissal in the afternoon.”
Teacher 5: We have these practices which we taught to our students like for
example the saying of the word “CLAYGO” means CLEAN AS YOU GO so we see to it
that the classroom is clean before the class will be dismissed.
Teacher 6: “With limited space in school, planting is still one of the things our
students do with the guidance of their teachers.”
Teacher 7: “Our students were able to experience planting different plants on the
available spaces outside their classrooms and were able to put fences on them using
recycled plastic bottles. In that way, their eyes were being open to the importance of
planting different plants in their lives and our environment.”
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Teacher 10: “Clean and green drives have positive impacts on the school such as
maintaining the cleanliness of the room with the assigned daily cleaners.”
Teacher 12: “Another activity that I observe among our students is planting trees
that benefit the campus’ surrounding which is participated by our scouts yearly.”
Teacher 14: “Students clean their classroom every day because we assign cleaners.”
Teacher 15: “Our students are assigned to clean their classroom and arrange their
chairs properly every morning and afternoon. After the flag ceremony, our Grade 8 students
spend at least ten minutes outside the classroom to pick up the pieces of paper, candy
wrappers, and plastics before attending their classes. It is important to have a clean and
organized environment to motivate learners to learn.”
Based on the result of the interview, students were somehow trained about
maintaining cleanliness inside and outside the classroom. Also, they were guided in
planting activities. However, students’ knowledge of clean and green activities was
somehow just limited to cleaning and gardening only.
According to Tornio (2018), there are different ways to go green in the classroom
or even outside. Some of these are creating a compost pit, calculating impact, holding a
recycling contest, recycling technology, adopting paperless transactions, upcycling plastic
containers, using environment-friendly school supplies, and tree planting. The school shall
revisit its environmental projects regarding clean and green drive and consider introducing
other ways of going green to educate the students. Enger (2017), discussed in a blog that
the school administration’s commitment to clean and green drive is essential in achieving
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a sustainable environment and this could be performed through collaboration with the
community and enhanced environmental strategies.
Save Energy. Responsible energy consumption is one of the ways to manage
resources for the development of a lasting impact on the economy and environment today.
Many of the countries around the globe have switched to use renewable energy as part of
their campaign to avoid producing too much carbon dioxide that results in the production
of greenhouse gases.
The following responses reveal that responsible energy consumption was
articulated and will justify that students are practicing environmental sustainability:
Teacher 6: “Students used to turn off the lights and fans when nobody is in the
classroom. I can also see groups of students who consistently clean the classroom every
day.”
Teacher 8: Students turn off lights and electric fans when they leave their
classrooms and it is the classroom president’s role to check it always.
Teacher 11: “Students also conserve energy as they turn off the equipment and
facilities such as electric fans, lights, and TV when nobody is using it.”
Based on the result of the interview, students have a background in energy
conservation which is one of the solutions seen by environmentalists to protect the
environment and conserve responsibly the resources present on earth. However, only a few
teachers have mentioned this which means that only a few students have adopted this
practice. Therefore, students should still be educated to become energy-efficient users.
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Furthermore, they could be guided by teachers to develop projects that could produce a
technology that would help reduce the use of non-renewable energy.
According to Paladan and Florida (2013), to become energy-efficient users,
collaborative efforts are needed within an organization. The same author also suggested
that the local government units are responsible for leading by example to motivate their
constituents to make improvements using the technology to reduce energy consumption.
Part III. School’s Ways of Uplifting the Students’ Environmental Awareness
Schools are some of the partners of the government in promoting a sustainable
environment. Environmentalist organizations also acknowledge the role of institutions in
protecting the environment through a social movement. Through the different programs
cascaded by the local government units and non-governmental organizations to the
different school bodies, it is the responsibility of every established institution to devise
ways in achieving the goals of the country.
Through document analysis, the researcher has found out the different
environmental initiatives of Holy Cross College. Among these are the Project Stewards of
the Environment (Project SOE) wherein students are taught to plant, recycle, and clean the
school campus, and TRASHION SHOW which is a competitive segment in showcasing
the recycled attires for the chosen contestants.
Question: What programs are being implemented by the school to uplift students’
environmental awareness?
During the interview with the informants, four themes emerged about the school’s
way of uplifting the students’ environmental awareness and these are as follows:
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Sustainability and Environmental Practices. With the environmental disturbance
happening today, different sustainable practices are already being performed by the people,
as well as, the environmental organization. Students also took part in these actions
particularly by wisely using resources, managing pollution, maintaining cleanliness, and
other activities that would save the environment.
The following are the responses of the informants which reflected the theme.
Teacher 1: “The school implemented a waste management program.”
Teacher 2: “The Grade 8 students of the Junior High school department together
with their advisers implemented an environmental awareness that will help the department
to maintain the cleanliness and uplift the project of recycling. The solid waste management
program by the chosen committee promoted and implemented an awareness to maintain
the school campus clean.”
Teacher 3: “The school has the Proper Waste Management Program, and the grade
8 level teachers and students have the Stewards of the Environment Project.”
Teacher 4: The school imposes the School-Wide Solid Waste Management
Program and Trashion Show of the SERENDIPITY Club.
Teacher 5: “As far as I know, our school has implemented the 3R’s which means
to reduce waste, reuse resources, and recycle materials. Also, the word “CLAYGO” is
known in each room for cleaning the room as they go, even doing small tasks like picking
up litter or picking up their trash and throwing it into the trash bin.”
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Teacher 6: “We have the Waste Management Program in partnership with the
different organizations of the school.”
Teacher 9: “This school year, the science department has a program called Trashion
Show, where students were tasked with designing a wardrobe made up of indigenous
materials: flour sack, rice sack, old cd, magazine, newspaper, pet bottles, and so on. On a
larger scale, the school implements the zero plastic program, where everyone is advised to
bring food canisters and tumblers to lessen the schools’ consumption of plastics.”
Teacher 10: “In scouting, there are such programs in implementing nature
preservation by attending Scout Rally and the Celebration of World Clean Day. Scouts
were also involved in Brigada Eskwela for the past two years. The school also implements
that students must have their tupperware and tumbler for their meals and water to lessen
the use of food waste and plastic.”
Teacher 11: “One of our grade levels formed an organization, Project Stewards of
the Environment that promotes the importance and conservation of a clean environment.”
Teacher 13: “Also, the Grade 8 advisers and Grade 8 students have also conducted
a program named Stewards of the Environment. Other grade levels also participated by
providing plastic bottles for the fences. The JHS department principal had likewise
requested the advisers and its adviser to provide extra three trash bins inside the
classroom.”
Teacher 14: “The school conducts the proper waste management program and
CLAYGO.”
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Teacher 15: “The Grade 8 Advisers headed by Miss Cristine conducted the Project
Stewards of the Environment wherein students in Grade 8 are recycling, planting, and
cleaning every after classes.”
Based on the result of the interview, students were practicing sustainability for the
environment particularly on waste management and clean and green drive and this is the
result of the school’s initiative of implementing projects and programs. The school should
maintain the guidance given to the students so their environmentally responsible behavior
would likely be sustained.
Environmental Education. Mandela once quoted that “Education is the most
powerful weapon you can use to change the world” as cited by Yadav (2019). Through this
quotation, one must not deny that educating the youth can make a greater impact on society.
In pursuing environmental education, the citizens will become well-informed about
the real situations of the environment and this could engage them in problem-solving to
take actions in addressing the environmental issues the world is facing.
Environmental education was articulated from the following responses which
justified that the school is doing its part in promoting environmental sustainability:
Teacher 8: “The school is giving a seminar to the students about environmental
protection.”
Teacher 9: “During flag ceremonies, cleanliness in the campus is being talked about
by the principal. This is the chance for the school to always remind the students to take
care of the environment. Rewards are also given to classes with the cleanest classroom and
that pushes the students to do so.”
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Teacher 12: “Providing seminars to students about the proper way of conserving
the environment and in that case, the students will have a big role in the school in helping
the school's environmental programs.”
Teacher 13: “This School Year, the school has given the students seminar regarding
environmental awareness mainly about solid waste management and the reduction of the
plastic consumptions.”
Teacher 14: “We have seminars though it is rarely being conducted. It is being
participated by all stakeholders whenever it is conducted.”
Teacher 15: “We also have a seminar in school but it only happens once a year.”
Based on the interview conducted, the school is performing its role in uplifting the
students’ environmental awareness through environmental education particularly in
conducting seminars. However, it was also mentioned by some teachers that these seminars
are only conducted once. It can be said that the impact it has created is not that effective
since the implementation of the program is done rarely.
ACEE (2012), also asserted that environmental education cultivates students’
motivation and commitment to take actions towards sustainability. Implementing this
education in a consistent phase created a great impact on the life of students. Newman
(2019) insisted that consistency in the classroom is a key for the students to understand a
concept. Thus, inconsistent practices result in chaos.
Therefore, the school should consistently conduct seminars and other forms of
environmental education to address awareness gaps and train students to become highly
committed to improving the environment.
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Furthermore, this should not only be the responsibility of the teachers. As suggested
by Conde and Sanchez (2010), integrating environmental education into the curriculum
requires the whole educational community to participate in moving towards sustainable
development.
Subject Integration. Subject integration was introduced in the K to 12 curricula
where teachers can introduce multi-disciplinary subjects. According to Costley (2015),
through subject integration, students acquire lifelong learning skills, critical thinking, and
build a connection to the real world. The same author justified that an integrated curriculum
is an effective alternative to the traditional teaching-learning process to produce globally
competitive citizens.
Researches also revealed that subject integration is making both the student and
teacher productive as they achieve interdisciplinary objectives and it was revealed through
the following teachers’ responses:
Teacher 4: “I also integrate the effects of the environmental issues in my subject in
Science because, among all the subjects we have, I think Science is the closest subject to
have a concern for the environment besides there is no specific subject such as
environmental education.”
Teacher 7: “I am also reminding my students in the class every day to always
practice proper waste disposal and segregation because it is for their good and I always ask
them to maintain the cleanliness of their classroom now and then because this is the proper
time and venue to teach them.”
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Teacher 8: “In my subject which is Edukasyon sa Pagpapakatao and Christian Life
Education, I always do integration since these subjects are directly teaching every learner
to take care of the environment as one of the commandments of God. Likewise, integrating
other environmental topics to my subjects makes us both productive since we target two
birds in one stone.”
Teacher 15: “To develop a classroom environment conducive for learning is a
process that entails staging the physical space and this is my reminder to my students every
time we have classes. Getting the students to cooperate, creating a communal environment,
and finally maintaining a positive classroom climate and culture.”
The interview responses show that subject integration could be an effective tool in
addressing environmental issues. Therefore, establishing an Environmental Education
subject in the Philippines could be eyed to better implement environmental programs.
Based on Presidential Decree No. 1152 of Section 53 also known as the Philippine
Environmental Code, the Department of Education and Culture shall integrate
environmental education to the different subjects in the existing school curriculum at all
levels to train students to become good stewards of the environment.
Teachers as Role Model. One of the analogies given to teachers is that they are
potters and they shape the clay which is the student. The destiny of a child is dependent
on the hands of every teacher that is why role modeling is very essential.
Hence, teachers are aware of their responsibility as a shaper of students’ future and
it was revealed through the following responses:
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Teacher 1: “Just like our students, we bring our canister and tumblers whenever we
buy food in our canteen and these practices help our school to lessen garbage and other
waste every day which I can term as being a role model.”
Teacher 2: “As a teacher, I also have lapses in terms of proper waste management
because I don’t use food canisters during lunchbreak and mealtime; however, I pick pieces
of trash every time I saw them in the hallway and throw them in the right trash bins.”
Teacher 7: “Serving as a role model, I am bringing my tumbler in school as well as
my lunch box, fork, and spoon which I am using during snack and lunch breaks. I also
practice proper trash or waste disposal which includes segregation of waste and throwing
them into the proper trash bins accordingly.”
Teacher 12: “As a teacher, serving a good role model to the students, I practice to
myself to observe the proper waste management.”
Teacher 13: “Be a living model, practice what you are teaching them. The moment
they have seen you care, there is a tendency that they will do similar to what you are
teaching and showing them.”
Based on the result of the interview, teachers served as an important tool to educate
the students by being role models. Teachers’ role is crucial in building the personality of
every student; through their actions, teachers can make or break the future of a learner.
Therefore, teachers should lead the students to become efficient and beneficial
members of society. According to Pati (2015), teachers should guide the students in finding
their calling in life and preparing them to take part in a bigger world in the future.
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Part IV. Challenges Encountered by the School Regarding Sustainable
Environment
There had been stories wherein environmental programs were successful as they
yielded a positive impact and improved the environment. However, several programs also
failed to conclude as the organizing bodies faced different inevitable challenges upon the
implementation of their different environmental projects and programs.
Question: What challenges regarding environmental issues are being faced by your
institution?
During the interview conducted with the informants, four themes emerged about
the challenges encountered by the school as far as taking care of the environment is
concerned.
Lack of Facilities. An inadequate number of facilities in improving the
environment is one of the main reasons why school programs fail to materialize and
succeed. In a report released by World Wide Fund for Nature (2010), several factors can
be considered why an environmental program implementation fails and these are
stakeholders’ lack of support, political will, insufficient resources or facilities. The
following answers from the informants could prove that lack of facilities is a problem in
the institution:
Teacher 1: “I think one of the challenges faced by our institution is that the school
does not have a dumpsite. Thus, the school trash is piled up.”
Teacher 7: “Lack of facilities that would help the men and women who work as
utilities to lessen their jobs.”
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Teacher 8: “Lack of trash bins with proper labels.”
Teacher 9: “In my opinion, one factor that demotivates students to fully participate
is the lack of lavatories where they can wash their canisters/tumblers. I find them very
important because in other bigger schools where they have this strict adherence to this kind
of program are equipped with facilities that complement such objectives.”
Teacher 15: “There is also a lack of equipment and facilities that would cater to the
needs of our maintenance team.”
Based on the results of the interview with the informants, it can be concluded that
insufficient facilities affect the successful implementation of environmental projects of the
school.
According to Limon (2016), the function of facilities is imperative in the process
of students’ acquisition of life-long skills and knowledge. The same author also
recommended that the government must provide financial support to schools to modernize
the facilities.
Ford and Alsup (2017) also opined that students find more value in doing hands-on
activities since they experience directly what is being taught to them by the teacher.
Through the help of facilities, the students can apply what they have learned because these
serve as instructional and demonstration equipment and that is the reason why this
equipment is deemed important in the development of the students’ attitude.
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Since the lack of facilities is one of the hindrances in achieving a better result, the
stakeholders should closely look into funding school facilities to hit the goals of the
implemented environmental programs.
Lack of Students’ Discipline. Discipline becomes a driving force for an action to
be completed and is often associated with the process of obeying rules. According to
Carandang as cited by Acedo (2018), discipline is an essential part of childhood
development. And if this attitude is not well-developed from the earlier stages of life, it
would result in indiscipline.
The following responses from the informants articulated that lack of students’
discipline is evident in some of the students:
Teacher 3: “Less concern for the environment manifested by the lack of discipline
of students and other employees in disposing of waste materials.”
Teacher 4: “Holy Cross College is doing its part for the environment. However, the
problem is on the students themselves. Some students are so hard-headed and they don’t
follow the School-Wide Solid Waste Management Program.”
Teacher 5: “The challenges are the disposal of wastes because sometimes there are
students having meals in the classroom and forgot to throw their wastes into the trash bin
and overconsumption of energy because sometimes there are some students and teachers
who do not turn off the lights whenever they leave the classroom.”
Teacher 9: “The overall problem I guess is the lack of active participation of
students and other stakeholders in addressing environmental issues inside the campus.”
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Teacher 10: “As of now, I guess that the issue is about the students who are not
following the implemented rule of the school that they must have their tumbler and food
canister because the main problem is the plastic and food waste.”
Teacher 13: “Mainly the students’ disobedience, because they were not used to do
things such as taking care of the environment.”
Teacher 14: “It was not easy for every student to follow or comply. Some simply
cannot do a simple instruction like bringing their canister or tumbler. We have to constantly
remind them to do so.”
Teacher 15: “Maybe the negative attitude of the students towards the environment
since the students don’t care. There are times when they just leave everywhere their trash.”
Based on the results of the interview with the respondents, it can be concluded that
despite the different environmental programs being implemented by the school, still, there
were students who disobeyed the rules. This could be influenced by external factors such
as culture, orientation, and practices.
According to Jinot (2018), learners who lack discipline are caused by ineffective
parenting style, dysfunctional family, peer group, or even teacher’s factor. Therefore, the
school should strengthen its rules to build up the discipline of the students and train them
to take part in doing favorable actions to nature.
Overconsumption of plastics. Plastic has been considered an ultimate source of
pollution. According to Muller (2018), overconsumption of plastic creates an effect on
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marine animals estimating at least 100,000 animals are dying every year because of plastic
pollution.
National Oceanic and Atmospheric Administration (2021) also revealed that the
most common sources of plastic pollution are food wrappers, drinking straws, bottles,
container caps, take-out containers, and beverage bottles, which are commonly found in
schools.
The following responses from the informants during the interview articulated that
some students despite the environmental practices cascaded by the school still consumed
plastics daily:
Teacher 2: “Overconsumption of plastics is also one of the challenges of the school
because some of the students are not bringing their canisters and tumblers.”
Teacher 7: “Overconsumption of paper and plastic plates, cups, forks, and spoons,
as well as, empty plastic water bottles.”
Teacher 13: “Excessive use of plastics is one of the challenges we face in this
school.”
Teacher 15: “I think it is the overconsumption of single-use plastics.”
Based on the data gathered during the interview, overconsumption of plastics is
also a challenge faced by the school that needs special attention. Education is of utmost
importance to change people’s attitudes, knowledge, and behavior through the aid of
different teaching strategies (Chow, Cheung, So, and Yeung, 2017). The same author also
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cited the study of Manning (2010) that people who are more highly educated are more
likely to acquire environmentally responsible behaviors.
The stakeholders should double their efforts in educating these students. Teachers
must think of effective strategies and methodologies in teaching their students particularly
in managing these plastic wastes that the students produce every day.
Poor Implementation of Programs. In every program, one of the hardest parts is
the implementation phase since the success of a program depends on the implementation
process whether it is effective or not. According to Massoud, Nasserddine, Yassin, and
Nakkash (2017), poor implementation of environmental programs is often neglected
because an institution does not allot funds for it. The same authors testified that financial
support is important to implement environmental programs. The following answers from
the informants articulated poor implementation of programs in the institution:
Teacher 8: “The implementation of waste management is also lax.”
Teacher 13: “Laxity in the implementation of the programs set by the school”
Teacher 15: “Additionally, the implementation process should be revisited once in
a while because many students, as well as, teachers are not following.
The results of the interview revealed that the implementation process of the
environmental programs of the school is not strict which is why some students do not
follow. In a study conducted by Punongbayan, Abu, Arago, Caponpon, Geron, Leyesa,
Apritado, and Manzano (2014), strict implementation and adherence to the school
environmental programs should be implemented.
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The same study also recommended that disciplinary actions and sanctions should
be imposed on the violators through rendering community service and sponsoring seminars
regarding environmental awareness. By doing this, institutions could guarantee a higher
percentage of participation and support from the studentry.
Along with the challenges encountered by the school as per the teachers’ statement,
some of them were thinking and implementing solutions to address the environmental
issues.
The following are the solutions taken by the teachers and the institution in
addressing the challenges mentioned:
Lack of Facilities. Facilities are vital in every endeavor because it can be
considered as the lifeblood of the program that is why lack of it constitute hindrances in
the implementation of environmental programs. To address this challenge, the following
are the solutions taken by the informants:
Teacher 2: “The school provides colored trash bins with their corresponding
environmental segregating components such as biodegradable, non-biodegradable, and
recyclable.”
Teacher 3: “The school continues to think ways on how to deal with these problems.
The school planned to include in their curriculum (integrate into every subject) the care for
the environment. The school is also planning to construct its big garbage bin with cover to
avoid the bad smell if not collected by the garbage collector.”
Lack of Students’ Discipline. Whether in school or a typical environment,
discipline is still one of the most talked-about practices, and generally, the educated ones
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are still the undisciplined individuals. In dealing with this challenge, the following are the
solutions taken by the informants:
Teacher 5: “The activities that had been practiced are keeping our classroom as
clean as possible; reminding my students also to do their roles as cleaners not only in our
classroom but also even outside the classroom.”
Teacher 7: “I am also reminding my students every day to always practice proper
waste disposal and segregation because it is for their good and always ask them to maintain
the cleanliness of their classrooms now and then.”
Teacher 13: “Teaching is not solely about “teaching’. Constantly involve the
students’ awareness of their surroundings. Make them realize that their responsibilities can
help to reduce the problems of the school with regards to the environment. Be a living
model. Practice what you are teaching them. The moment they have seen you care, there is
a tendency that they will do the same as what you are teaching and showing them.”
Teacher 14: “We give awareness to the students on how to value proper disposal of
waste materials by requiring them to bring their food canisters and tumblers. This way,
waste materials are reduced.”
Teacher 15: “To develop a classroom environment conducive to learning is a
process that entails staging the physical space, getting the students to cooperate, creating a
communal environment, and finally maintaining a positive classroom climate and culture.”
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Overconsumption of Plastics. Since problems on plastics is a threatening challenge
not just in an institution but also the whole environment, the following are the solutions
taken by the informants to address the problem:
Teacher 1: “Just like our students, we bring our canister and tumblers whenever we
buy food in our canteen and these practices help our school to lessen garbage and other
wastes every day.”
Teacher 2: “But one manner I practice is the proper disposal of waste and every
time I see pieces of trash in the hallway, I pick it up and throw it into the right trash bins.”
Teacher 7: “First, I am bringing my tumbler to school, as well as, my lunch box,
fork, and spoon which I am using during snack and lunch breaks. I also practice proper
trash or waste disposal which includes segregation of waste and throwing them into the
proper trash bins accordingly.”
Teacher 10: “The school also implements that employees must have their tumbler
and canister so that the students will do the same. The management also asks the canteen
concessionaires to give discounts for those students who have tumbler and canister.”
Teacher 12: “Being a role model, I observe the proper waste management.”
Poor Implementation of Programs. The success of an environmental program
depends usually on its implementation process. Failure to execute the plans properly will
result in an unsuccessful program.
Teacher 3: I think, proper monitoring is needed to check the strict implementation
and compliance of the proper waste management program.
Teacher 4: “As the adviser of SERENDIPITY Club which advocates ecological,
scientific, technological awareness, and innovation within the institution and its
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community, we have already tried the solid waste management program in Grade 9th level
before it was implemented schoolwide. Also, I incorporated eco-friendly issues in my
subject.”
Teacher 7: Makes sure that everyone in the school community is involved and
should participate in accomplishing all these programs, campaigns, and seminars.”
Teacher 12: “By monitoring the result of the implementation of the program…”
Part V. Proposed Sustainable Development Plan
Based on the results of the surveys and interviews, different environmental issues
were experienced by the institution. To solve these problems, schools opted to develop
plans in addressing the issues.
Question: What sustainable development plan must be designed to raise the
consciousness of students as ambassadors of the environment?
Proposed Sustainable Development Plan for Environmental Programs of
Holy Cross College – JHS Department
I. Rationale
Promoting a sustainable environment among students is one of the
challenging tasks of every school institution. These challenges impede the
successful implementation of various environmental programs and as a
consequence, the environment suffers.
The current study found out that the awareness level of the students of Holy
Cross College Junior High School Department, in general, is only on the average
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level. These are in the areas of waste management, clean and green drive, and
pollution (air, water, soil). This means that their knowledge about environmental
issues is still not enough if stewardship is the issue. School administrators should
therefore plan, design, and implement environmental programs to improve the
students’ awareness level as stewards of the environment.
As a recommendation, this sustainable development plan aims to provide
solutions to the environmental problems encountered by the school in
implementing environmental programs. The year-round activities included in this
sustainable development plan will raise awareness among the school stakeholders
if implemented properly.
II. Objectives
The objectives of this sustainable development plan are to raise awareness
on the responsibility of an individual as stewards of the environment; develop
among students the proper environmental values, skills, and attitudes; foster
friendship and bond while doing ecological projects; beautify the surroundings by
planting, cleaning, upcycling and establishing a doable system of waste
management; and encourage community participation in protecting the
environment.
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Table 8
Proposed Sustainable Development Plan
Priority Objectives Program/ Time Persons Resources Monitoring Expected
Improvement Strategy/ Frame Involved Needed & Outcomes
Activities
Area Evaluation
Tool
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84
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activities
and group
discussion
85
s after Parents
every
lecture to Other
gauge the stakeholde
learnings rs
of the
C. Achieving a. To heighten attendees Whole DENR Cleaning M&E Form Stakeholde
Clean the Green S.Y. Official Materials 4 rs will
environme willingness of Queens’ 2021- become
nt the students in 2022 LGUs responsible
cleaning the Program for
surroundings. School cleaning
• Allot at Administr the
b.To be of help least 1 ators environme
to the school hour a day nt
utility in to clean Principal especially
cleaning the the their
school surroundin Teachers classroom
surroundings. gs and the
area that
• Assign Students will be
students assigned to
with the School them.
guide of Organizati
the ons
teachers to
clean a Parents
specific
area in the Other The
school stakeholde students
rs will also
learn to
help the
school
utility in
maintainin
g
cleanliness
on the
campus.
D. Increasing a. To increase Tree Octobe DENR Planting M&E Form Stakeholde
Green awareness Huggers’ r and Official Tools 5 rs will be
Spaces among the Tree May taught how
students and Planting 2021 LGUs Compost to plant
other Activity (Nation Manure or trees,
stakeholders al Tree School other forms vegetables,
particularly • Conduct Plantin Administr of fertilizers flowering
about the tree g Day) ators plants that
Saplings
importance of planting Novem Principal Vegetable 86
trees. activities ber Seeds
• Establish 2021 Teachers give off
b.To create a a nursery (Nation oxygen.
sense of inside the al Students
responsibility school Enviro The students
to nurture and • Put up a nmenta School with the
look after the vertical l Organizati guide of
trees. garden Aware ons their parents
ness and teachers
c. To put up a Month) Parents will learn
nursery garden how to take
inside the Other care of trees
school stakeholde and in turn,
rs would apply
this at home.
A nursery
garden will
be
established
which can be
a source of
vegetables
and fruits
E. Towards a. To practice Triple R Whole DENR Trash cans M&E Form The
Proper the proper Gang’s S.Y. Official 6 stakeholder
Segregation segregation of Waste 2021- s will be
non- Segregation 2022 trained to
biodegradable LGUs Trash can practice
and • Establish a Labels proper
biodegradable waste School segregation
wastes. segregatio Administr of waste.
n system ators
b.To promote
students’ • Place trash Principal
awareness of cans with
saving the labels Teachers The
environment along the stakeholder
through proper corridor Students s will also
disposal of and inside be
wastes. the School informed
classroom Organizati of the
ons different
• Assign kinds of
someone Parents waste and
per how to
classroom dispose of
87
to strictly Other them
monitor stakeholde properly.
the proper rs
waste
F. Minimizing a. To teach segregatio Whole DENR Waste M&E Form The
Solid students, n S.Y. Official Materials 7 stakeholder
Waste teachers, and Eco 2021- (pet bottles, s will
Production other Minions’ 2022 LGUs disposable, develop a
stakeholders etc.) sense of
to preserve Ways of responsibili
natural School Upcycling ty in
resources by Upcycling Administr Tools and upcycling
upcycling ators Materials the
wastes. • Integrate different
lessons Principal wastes of
b.To develop about the school.
students’ upcycling
creativity in during Teachers The
producing classes stakeholder
upcycled Students s will also
projects. • Conduct become
investigato School creative in
c. To organize ry projects Organizati producing
an activity to tap the ons projects out
where students creativity of the
can showcase of the scraps they
their upcycled students in collected.
products and upcycling
sell them The
• Organize students
an activity Parents will be able
to to raise
showcase funds while
the doing the
students’ upcycling
upcycled
products
and sell
them
Other
stakeholde
rs
G. Pollution a. To inform the Pollution Whole DENR M&E Form The
Reduction students and Patrol S.Y. Official 8 stakeholder
and other 2021- s will
Prevention stakeholders • Integrate 2022 LGUs become
about the topics on knowledge
causes and pollution School able of the
effects of into Administr cause and
pollution teaching ators
b.To implement Principal
water and
energy Science, Teachers 88
conservation Health, Students
practices Araling effects of
c. To strengthen Panlipunan, School pollution
policies that and Organizati
manage Edukasyon ons The
pollution sa Parents implementa
resources Pagpapakat Other tion
ao stakeholde process of
• Implement rs water and
water and energy
energy conservatio
conservatio n practices
n practices will be
• Instruct the carried out
school to
purchase
less toxic
school
supplies