Universitas Muhammadiyah Malang, East Java, Indonesia

JPBI (Jurnal Pendidikan Biologi Indonesia)

p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 5 No. 2 July 2019, pp. 345-352

Research Article
Environmental awareness and participation of Filipino
pre-service teachers
Genalyn P. Lualhati a,1,*
a College of Teacher Education, Batangas State University JPLPC-Malvar, Batangas Province, 4232, Philippines
1 [email protected]

* Corresponding author

ARTICLE INFO ABSTRACT

Schools are accountable to cultivate environmental awareness and participation among

Article history future leaders. In an attempt to address this concern, this research determined the level
Received May 25, 2019 of environmental awareness and involvement of teacher education seniors in one state
Revised June 05, 2019 university in the Philippines. Specifically, it focused on the respondents' level of
Accepted June 20, 2019 environmental awareness in terms of issues and policies and level of environmental
Published July 16, 2019 participation in terms of waste management, resource conservation, and environmental
initiative. By employing the descriptive method of research with self-made questionnaire
Keywords as its gathering tool. This paper found out that the respondents were unaware of
Environment awareness environmental issues and policies, while they were moderately participative in activities
Filipino teacher education relevant to environmental protection and conservation. With the findings of the study,
Resource conservation enrichment activities offered by the researcher as well as considered by concerned
Waste management authorities for its maximum actualization to enliven the once-perfect environment which
human beings continuously destroy.

Copyright © 2019, Lualhati

This is an open access article under the CC–BY-SA license

How to cite: Lualhati, G. P. (2019). Environmental awareness and participation of Filipino pre-service teachers. JPBI (Jurnal
Pendidikan Biologi Indonesia), 5(2), 345-352. doi: https://doi.org/10.22219/jpbi.v5i2.8524

INTRODUCTION
The environment provides everything for humans such as food, shelter, air, and water. Everything that
surrounds people suffice not only their biological needs but also the material things that will give a triumphant
return on their part. It is indeed a fact that the environment is beautiful and useful. However, it is worthy to
note that the beauty of nature has limitations. It will not always prevail its positive side because it is very
evident that it had been degraded by human activities (Groot, 1992; Hendryx, Ahern, & Zullig, 2013). The
utilization of its usefulness has been abused by humans (Uduorji, 2009; Warner, Hamza, Oliver-Smith,
Renaud, & Julca, 2010).
In this regard, schools, mainly educators' foremost duty is to offer quality environmental education to
create awareness and participation among the citizens of a country (Boca & Saraçli, 2019; Cartea, 2005).
Environmental education is aimed at changing people's behaviour to be more environmentally friendly to
minimize the impact of human activities on the environment (Nijhuis, 2011; Tan & Pedretti, 2010). A person
needs to be aware of his environment, as this is the foundation and starting point of literacy (Burchett, 2015;

10.22219/jpbi.v5i2.8524 http://ejournal.umm.ac.id/index.php/jpbi [email protected] 345

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Vol. 5, No. 2, July 2019, pp. 345-352

Meilani, 2009; Turiman, Omar, Daud, & Osman, 2012). This can be understood by the quotation mentioned in
the Belgrade Charter, which was issued in the environmental education workshop held at Belgrade,
Yugoslavia in 1975 (Sola, 2014). It emphasizes the primary aim of environmental education which is to
develop a world population that is aware of and concern about the environment as considerable as its
associated problems, so that the community will have the knowledge, skill, attitudes, motivation, and
commitment to work individually and collectively towards the solutions of current issues and prevention of new
ones" (Tanner, 1980; UNESCO-UNEP, 1990).
The Philippines Republic Act No. 9512 Section 3, also known as the National Environmental Awareness
and Education Act of 2008, has been encouraging the other institutions to participate in taking care of the
environment. It consists of the responsibilities of citizens to value how to conserve, protect and restore natural
resources and to attain sustainable development (Bedural, 2018; Chandran, Gunawardena, & Castro, 2017;
Galang, 2010; Magalang, 2014; Valencia, 2018). Furthermore, Commission on Higher Education's (CHED),
an agency to foresee tertiary education, set out the CHED Memorandum Order (CMO) No. 20, series of 2013.
This document has revised the general education curriculum as well as the serious effort of the government
consideration on the environment. The curriculum includes Natural Science (NS) courses specifically, Earth
and Environmental Science. These courses were mandated to be included in teacher education programs
aiming to open the future generation’s mind about various issues and policies affecting the environment and
several activities which possibly undertaken to address these matters. Additionally, the course National
Service Training Program (NSTP) I and II were also included. It was designed to produce a civic-minded
citizenry that can be an agent of change in the next generation (Commission on Higher Education, 2013).
To further promote a culture of environmental safeguarding among pre-service teachers, textbooks
relevant to environmental issues were developed and validated (Ardan, 2016; Ilma & Wijarini, 2017).
Moreover, according to Moseley, Reinke, and Bookout (2002) and Wilke (1985), classroom approaches and
strategies to impart these topics like field trip, community immersion, outdoor exposure and volunteerism were
also initiated by college educators to make the future teachers become more responsive and take an active
part in guarding the earth‘s environment by making informed decisions and taking environmentally friendly
actions.
Indeed, it is essential that pre-service teachers learned these courses and should be trained appropriately
on environmental concepts and skills to impart the concepts as well as skills obtained to learners. They should
be well-equipped with the knowledge and skills of methods or approaches in teaching environmental concepts
and materials to inculcate the right understanding of an attitude towards the environment in the learners.
Thus, these teachers must be environmentally competent (Lualhati, 2017; Tapia-Fonllem, Fraijo-Sing, Corral-
Verdugo, & Valdez, 2017). Singh and Titi (2001) documented different results and findings brought by
researches on the role of teacher education in promoting environmental education.
By considering the vital role of teachers in promoting environmental conservation, since it is in their hands
lies, the next pool of environmental minded citizenry is conceptualized in this study. As an educator handling
science-related courses for teacher education programs, this study is essential as this can reinforce obligation
and commitment among faculty members in preparing education students to be excellent deliverers of
environmental education.
There have been limited studies focusing on pre-service teachers' environmental awareness and
participation, and the researchers found it deemed necessary to determine the level of awareness on
environmental issues and policies as well as the level of participation in terms of waste management,
resource conservation, and environmental initiative among teacher education seniors at Batangas State
University-JPLPC Campus, Batangas, Philippines during the Academic Year 2018-2019. This study has an
end view of disseminating its results and the actualization of enrichment activities. Thus, this is not just
applicable to schools, but also it suits for the community. The researcher values the beauty of the
environment, and this study will give birth for some constructive changes that will bring back to the once-
perfect environment, which people knew it to be.

METHOD
Research design
The researcher used the survey type of descriptive research and used 21 Bachelor of Elementary
Education and 106 Bachelor of Secondary Education seniors of Batangas State University who are officially
enrolled during the academic year 2018-2019 as respondents. The researcher utilized the whole population or

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127 respondents. Purposive sampling was used in which the researcher relies on her judgment when
choosing members and numbers of the population to participate in the study (Groves et al., 2009). The
researcher decided to accept them as respondents with the belief that the role of these future teachers in
instilling and reinforcing foundational environmental knowledge, awareness, and participation among students
is vital. Moreover, their success in finishing and passed the courses relevant to the environment, has made
them more suitable to be respondents of this study.
There were three phases that this study has executed, namely, planning, data gathering, and analysis.
The researcher was able to formulate the research problem by examining several resources and existing
studies on environmental education. Her long years of experience handling environmental-related courses
inspired and empowered her to conceptualize this study.

Instrumentation
To elicit the needed information for this study, the researcher used a self-made questionnaire. The first
part of the questionnaire was 10 item statements to reveal their awareness of environmental issues and the
other 10 item statements for policies as the second part. Part III was composed of 15 items to show their level
of participation in terms of waste management, resource conservation, and environmental initiatives.
The interpretation of the computed mean for the level of environmental awareness and participation, the
following mean ranges with their corresponding interpretations were used: 3.51-4.00: Strongly Agree-Highly
Aware-Highly Participative; 2.51-3.50: Agree-Aware-Participative; 1.51-2.50: Slightly Agree-Moderately
Aware-Moderately Participative; 1.00-1.50: Disagree-Not Aware-Not Participative.
To ensure the instrument's validity and reliability, the researcher sought the assistance of the three experts
in the field of environmental science and statistician. The obtained .839 alpha coefficient suggests that the
instrument was reliable.

Data collection procedure

The consent form is prepared and given to the respondent so that the research objectives are clearly
understood and the respondent is willing to participate. They were oriented on the study's requirements and
the confidentiality of the information to be collected among them as respondents of the study. Communication
letter was also prepared to seek the approval from higher authorities to distribute the instrument. Upon
approval, the researcher appropriately consulted the department's secretary for the schedule of the
administration of the questionnaire. Also, she spread and retrieved the questionnaire. The gathered data were
checked, tallied, scored, and treated through weighted mean.

RESULTS AND DISCUSSION

This part presents the data gathered together with the corresponding analysis and interpretation. The data
are presented in tabular form organized sequentially, following the order of presentation of the specific
problems posed in the study.

Environmental awareness of the respondents

This part of the study reveals the level of environmental awareness of the respondents. The data is
presented in Table 1. The mean of 2.66 shows that majority of the respondents agreed that they are familiar
with the effects of pollution. This signifies that the course instructors provided discussion for the better
understanding and awareness of air pollution and possible approaches for environmental protection the
students may undertake to solve this issue.
In general, the Table 1 shows that the respondents were not aware (2.49) with environmental issues. This
implies that the school officials and faculty members might provide activities to develop further the
respondents' awareness about the issues that were happening in their environment. One way of improving the
respondents' awareness with regards to environmental issues is by making the subject multi-disciplinary. This
means that highlighting environmental issues must intertwine with other disciplines. It was stated by school
official that the integration of environmental education into teacher programs is necessary. It was also
strengthened that some courses about the environment should take place in each subject area in teacher
education; not only in biology but also in language and literature, mathematics, English language and
literature, and computer teacher education.

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Consequently, in line with Tekin (2012) and Wilke (1985), the teachers become more environmentally
aware and can encourage the students to show environmental awareness. Moreover, Table 2 presents the
level of awareness of the environmental policies of the respondents. It can be gleaned from the table that
majority of the respondents were aware (2.49) of Solid Waste Management (SWM) Act and Garbage Law.
These laws are in response to the pressing problem of garbage in the country. The results of the respondents
awareness indicates that the local government unit's effort of implementing these policies has been active.

Table 1. Awareness of environmental issues

Item Statements WM VI
As a student, I know that …
2.54 Agree
1. Global warming results in a tremendous amount of heat.
2. Natural habitats decrease in number because of extreme disasters. 2.51 Agree
3. Pollution severely affects the health of every organism, and it must be solved. 2.66 Agree
4. Priority project of the Local Government Unit in disseminating environment-related issues must be
2.35 Disagree
continued.
5. Pollution lessens productivity, and job opportunities. 2.23 Disagree
6. Many coral reefs have been damaged because of cyanide and dynamite fishing. 2.72 Agree
7. Mining poses calamities and severe health hazards. 2.44 Disagree
8. Greenhouse gases from human activities are the most common cause of climate change. 2.41 Disagree
9. Forest degradation affecting the soil and water quality in the immediate area can hurt biodiversity
2.48 Disagree
over a range of connected ecosystem.
10. Paper, plastics, and other materials that are burned can contaminate the air. 2.59 Agree
Composite mean 2.49 Not aware
Legend: WM- Weighted Mean; VI-Verbal Interpretation

Furthermore, 18 years after the enactment, these laws had been a system of garbage disposal up to
present, resulting the increase of awareness and exposure among the citizens. According to Sapuay (2014),
the laws have emphasized the waste diversion schemes such as waste segregation, composting, reuse, and
recycling primarily. Acosta, Paul, Lao, Aguinaldo, and Valdez (2012) stated that it could also be said that if the
laws are appropriately implemented, they are potential to address the current problems on SWM in the
Philippines effectively.
Generally, Table 2 shows that the respondents were not aware (2.39) of environmental policies enacted in
the country. To raise awareness around environmental issues, it is vital to start the conversation early. This
result could be an indicator that environmental awareness should be part of school curriculum starting from
elementary.
Table 2. Awareness of environmental policies
Item statements WM VI
As a student, I know that … 2.38 Disagree
1. Philippine Clean Water Act of 2004 applies to the water quality management in all water bodies.
2. Toxic Substances and Hazardous and Nuclear Waste Control Act of 1990 restricts the importation, 2.27 Disagree
processing, sale, distribution, use, and disposal of chemical substances and mixture.
3. Environmental Protection Act of 1990 empowers local authorities to deal with noise constituting a 2.27 Disagree
statutory nuisance.
4. Philippine Mining Act of 1995 regulates the utilization of mineral resources in the country. 2.34 Disagree
5. Philippine Code of Sanitation requires food establishments in cities and municipalities to create a 2.36 Disagree
collection and disposal system.
6. The Garbage Law of 1995 prohibits littering in public places. 2.49 Disagree
7. Philippine Ecological Solid Waste Management Act of 2000 encourages people to discipline 2.49 Disagree
themselves on proper waste disposal.
8. P.D. 705, known as the Forestry Reform Code of the Philippines, emphasizes the protection, 2.39 Disagree
development, and rehabilitation of forest lands.
9. Philippine Clean Air Act of 1999 promotes and protects the global environment to attain sustainable 2.48 Disagree
development
10. Local Government Code of 1991 provides responsibilities to the local government of their waste 2.37 Disagree
management programs.
Composite mean 2.39 Not aware
Legend: WM- Weighted Mean; VI-Verbal Interpretation

According to Abdul-Wahab and Abdo (2010), the early period of childhood is a critical phase in term of
laying the foundation for developing concern regarding the environment. To prepare children for such
responsibilities, they need a sound environmental education as a foundation at the childhood stage.

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Environmental participation of the respondents

This part of the study shows the environmental participation of the respondents in terms of waste
management, resource conservation, and environmental initiative. It displays the weighted mean for each
statement, along with their equivalent verbal interpretation. Table 3 presents the respondents' level of
participation in waste management.

Table 3. Environmental participation in term of waste management

Item statements WM VI
As a future teacher, I...
1. Segregate waste at source. 2.42 Sometimes
2. Dispose of waste products properly. 2.36 Sometimes
3. Regulate the use of plastics and Styrofoam. 2.34 Sometimes
4. Treat and dispose of hazardous wastes properly. 2.47 Sometimes
5. Comply with standards for the surrounding wastewater. 2.38 Sometimes
Composite mean 2.43 Moderately participative
Legend: WM- Weighted Mean; VI-Verbal Interpretation

Noticeably, the respondents sometimes participate in waste segregation and disposal. Their moderate
participation (2.43) on waste management may be addressed by teachers of all disciplines to enhance the
likeliness to participate in recycling and composting schemes and to be able to make educated decisions
regarding waste management options.
Everyone can contribute to a greener future by producing as little waste as possible and by helping to
recycle and compost as much waste as possible. Schools, in particular, can help to achieve this aim through
the conducted trainings and seminars regularly about solid waste management and allow the students as
participants to provide them enough information about it (Best & Mayerl, 2013; Magante & Domingo-Almase,
2013).
Table 4 displays the level of environmental participation of the respondents on resource conservation.

Table 4. Environmental participation in terms of resource conservation

Item statements WM VI
As a future teacher, I...
2.58 Often
1. Turn-off air conditioning units after class hours.
2. Turn-off lights during lunch breaks in our classrooms. 2.53 Often
3. Put on sleep mode computers or machines when not in use. 2.67 Often
4. A switch-off faucet that is not in use. 2.76 Often
5. Reuse scratch papers. 2.63 Often
Composite mean 2.64 Participative
Legend: WM- Weighted Mean; VI-Verbal Interpretation

Table 4 reflects that all items to reveal the pre-service teachers’ participation in resource conservation
were interpreted as often. This is a manifestation that they were participative (2.64) in switching/turning off
lights and appliances when not in use and recycling papers. This signifies that young citizens should be
educated about resources and environment to be adult citizens who responsible for the conservation of these
resources and environment. Ferkany and Whyte (2012) and Klongyut, Singseewo, and Suksringarm (2015)
stated that the contents should be learned effectively at primary education level by using an appropriate
teaching method or holding a training session.
Moreover, Table 5 reflects the level of participation of the respondents in term of environmental initiatives.
The table reflects that the respondents often participated in plant and trees preservation and conservation and
in keeping the surroundings clean. On the other hand, they were sometimes engaged in fun run activities,
zero plastic system, and buying eco-friendly products. In general, they were moderately participative (2.48) in
environmental initiatives of the school.
This implies that the teachers need to encourage students to get further involve with environmental
projects and or activities of the school. Environmental programs are everyone's concern, and environmental
education is vital to guarantee a sustainable lifestyle in the long run. According to Punongbayan et al. (2014),
the awareness accompanied by participation is the key for students to be involved in different activities and
programs of the schools where the effective and sustainable implementation of the proper environmental
conservation practices could be achieved.

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Table 5. Environmental participation in terms of initiatives

Item statements WM VI
As a future teacher, I...
2.53 Often
1. Preserve and conserve plants and trees inside and outside the campus.
2. Join environmental programs such as fun run and other related activities that promote
2.33 Sometimes
love for the environment.
3. Patronize eco-friendly or green-labelled products. 2.48 Sometimes
4. Participate in the zero percent usage of plastic materials. 2.41 Sometimes
5. Keep the surroundings clean and teach others to care for the environment. 2.64 Often
Composite mean 2.48 Moderately participative
Legend: WM- Weighted Mean; VI-Verbal Interpretation

Enrichment activities that may be done to strengthen students’ environmental awareness and
participation
With the striking findings presented, the researcher came up with various activities to enhance students'
environmental awareness and participation. These are shown in Table 6.

Table 6. Enrichment activities to strengthen students’ environmental awareness and participation

Activity Purpose Description
1. Excursions, To expose students to authentic This activity is a great help for the students to be aware and involves the
trips, and situations to arouse their issues and policies that are existing. Through science instructions led by
educational awareness about different the instructors, this can be achieved. There must be protocols about the
tours environmental issues. Students existence of environmental issues in every science instruction because
can be aware of issues if they will that is the gateway in solving environmental conflicts.
be involved in the real condition of
their surroundings.
2. Multidiscipli To promote pollution prevention This could be done through the partnership of NSTP and other science
nary by making the students aware of instructions. The method of teaching in different subjects must be
teaching what the country is experiencing. multidisciplinary. For example, in mathematics, the topics on it must
involve the population level of in the Philippines. Literary selections in
English must also deal with different environmental issues. Through this,
different disciplines will be abridged by the same aim of environmental
concern.
3. Project To encourage every student to be Project making about environmental policies will be a great help for the
making that conscious of environmental students to be aware of it. It could be a project that will be used in and
is policies for them to share it with outside the school. This will create a huge impact not only to the students
environmen younger generations. but also to others who will see the material. The instructor may also invite
tally incline resource people from the Department of Environment and Natural
Resources (DENR) to further strengthen the students' awareness of
environmental issues and policies.

CONCLUSION
Educational activities to involve students in the protection of the environment is vital to create a sense of
consciousness and participation and to help them acquire a knowledge of ecological principles aimed at
ensuring a balance between the health of the individual, society, and the environment. It is within this premise
that this study had been conducted. This study revealed that the respondents were not aware of environmental
issues and policies while moderately participative in waste management and environmental initiatives. In
consonance with the above-cited results, strengthening students’ awareness on environmental issues and
policies is encouraged to be done through different activities such as seminars, slogans, class reporting, term
paper writing, poster-making, editorial writing, team-building, exhibitions, and campaigns. Second, student
organizations like Go Green Club and YES-O Club to promote stewardship of the environment is suggested to
involve them in authentic experiences.
Furthermore, the involvement in the said organizations strengthens their environmental participation. The
highest official may create a local designation and assign one faculty member to initiate environmental
programs for the campus. Through this office, all members of the campus will be enriched with knowledge
about environmental concerns. The concerned authorities may consider the enrichment activities made by the
researcher for its maximum actualization. Lastly, a similar study using other variables may be conducted to
further gather data on environmental awareness and environmental participation among students in other
schools.

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