Education Research Approved Title:

_Level of Awareness and Attitudes Toward Environmental Issues Among Grade IV, V, VI

Pupils of Candelaria Elementary School-Main___

Leader: __Rebecca Endaya________________________________

Co-Researchers (if any):

Co-Researcher 1: _Maria Teresa Gillado______________________________

Co-Researcher 2: _Jemarie Mandigma________________________________

Abstract:

The main purpose of this study was to measure the level of awareness and attitudes of the
grade IV, V, VI pupils toward the environmental issues. Specifically, this study sought to find
out the level of awareness and attitudes toward environmental issues as well as the Yes-O
programs. A set of questionnaires was used by the researchers and it composed of two parts, the
first part was aimed at determining the level of awareness of the pupils toward environmental
issue and the other aimed at knowing the attitudes of the pupils. It was found that the grade VI
pupils are most aware of waste management with the highest average weighted mean of 3.7
described as fully aware. They also have the highest awareness towards land pollution with the
weighted mean of 3.64 described as fully aware. Meanwhile, grade V pupils have least
awareness among the three as they obtained the least weighted average mean in deforestation.
Therefore, programs, practices and activities in this environmental issue should be enhanced by
the YES-O. It was also found out that they have positive attitudes toward environment because
they practice it always. Thus, the null hypothesis was accepted, the researchers arrived at the
following conclusions that the grade IV, V, and VI are aware of the different environmental
issues. They also have positive attitudes towards environmental issues and thus, they practice
what they learned. It is recommended that the teachers should adjust their instructional
techniques to provide basic information to the pupils to make them fully aware. Teachers should
also provide activities on how pupils may be encourage to be environmentally concerned by
applying what they learned. Moreover, in relating with Yes-O programs, the school is currently
and continuously implementing programs that would benefit both students and environment.
There are programs that are still practiced to meet the goals of the organization.
 CHAPTER I

INTRODUCTION

We are now in the period of modern technology. Technologies which make people’s lives
much easier and faster. This transforms the daily lives of millions of people all over the world. In
every move that people make technology is always used. Almost half of the daily fact of one’s
life technology is always used which brought about by scientific discoveries. Living in an
industrialized countries large portion of lives was mediated by technology. While working,
walking or studying technology is used. Technology gives pleasure and happiness to people.
This technology blinded each and every people with the effect of this technology to our
environment though it gives pleasure and happiness. Being modernized gives an ecological
imbalance to our environment. This is the reward that our mother earths get from this what we
called technological innovations and advancement. As the lives become more advance and
modernized the earth was unconsciously damage and ruined. In return, there comes out many
environmental problems like global warming, climate change, flooding, air pollution, water
pollution, soil pollution and others.
Environmental problems affect all living beings in this planet. People made these
problems so WE: are responsible for fixing it. The fact that young ones much follow the school
rules and teachers rather than the house rules and their parents. Young ones are the good
foundation for new beginning, so it is just to mold the children in a just manner of protecting the
environment. Youth is the hope of the country. However, nowadays, environmental science is
included in the curriculum of the elementary or even in the secondary schools. Providing this
such education makes the students aware about the environment. The student’s ethical concern
for the environment was improved. Their attitudes towards environment will be change. Since
environmental problems become more severe in the 21st century, we should conserve our
environment that our beloved earth has left.
Rationale

Humans have a moral obligation to protect the environment and promote the sustainable
development of the planet for future generations. Environmental degradation is detrimental and
is jeopardising the long-term health and security of animals, plants and humans. Now more than
ever, it is important that we understand the impact our actions have on the environment. In order
to become more environmentally aware, we also need to take measures to protect the planet and
hopefully undo some of the damage already caused by human activity.

Behaving in a more environmentally conscious manner can be as simple as making minor

changes to your lifestyle. Individuals affect the environment in a variety of ways including
pollution emission to land, air and water, use of natural resources, energy consumption and
waste.

There is no doubt that human activity is hugely responsible for damaging the environment. The
fact that concentrations of greenhouse gases have increased by more than a third since the
industrial revolution highlights our impact. Therefore, it is our responsibility to improve our
environmental awareness and change our behavior.

As we are all responsible for damaging the environment, it is important for everyone to improve
their environmental awareness. It is especially imperative to teach children about the importance
of environmental awareness, to ensure that the lives of future generations are secure. As things
stand, it's the future generations that will be most affected by our actions. Therefore, we must
equip our children with the tools necessary to behave in a responsible and informed way towards
the environment. By conducting this research we will distinguish the level of awareness of the
children and their attitudes on how they conserve and preserve the environment.
Background of the Study

Problems about the environment affect all living organisms on Earth. Having this
technological development, the Earth has been affected seriously. The Earth has been damaged
and ruined caused by living things on earth. Many environmental problems exist like pollutions
namely: water, air and land and other was deforestation and improper disposal of waste that can
cause flooding and other problems in the environment.
Everything done affects another, it can be a man, things or even nature, human beings are
the stewards of God’s creation and it is the responsibility of every human being to take care of
his creation that God rendered to us. The solution for this problem was the responsibility of
every one. However solving this problem is not easy and it cannot be solved in just a blink of an
eye and it needs to be solving it step by step. Youth is the hope of the world because they are the
ones who will manage the world someday. Educating the youth and orienting them about the
environmental issues is one of the best stepping stone to solve this problem.
The researcher believed that the problem in environment is not easy to solve because it
requires lots of efforts and cooperation among members of the society. To start solving this
problem, they must know the children’s point of view about these issues. This promoted the
researcher to conduct the study to determine the level of awareness and attitudes towards
environmental issues among grade V pupils of Candelaria Elementary School-Main because
environmental problem is a global issue that everybody should be aware of.

Statement of the Problem

The main purpose of this study is to measure the level of awareness and attitudes of the
pupils in the environmental issues.
Specifically, this sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
Gender
Age
 2. What is the current characteristic of the respondents’ school Youth for Environment
Organization (YES-O) implementation in terms of programs, projects, and activities
(PPAs)?
3. What is the level of awareness of the students on environmental issues in terms of:

a. Waste management
b. Air pollution
c. Water pollution
d. Deforestation
e. Land Pollution
4. What are the attitudes of the pupils toward environmental issues?
5. Based on the level of awareness and attitudes of respondents, what program enhancements
on the current school’s Youth for Environment Organization (YES-O) can be recommended?

Significance of the Study

The study was significant to the researcher himself, the students, the school
administrators, and the curriculum planners.
To students his study provides information to the students on how to protect and
preserved the environment. The findings of the students may acquire a set of values and values
feelings of concern and teachers for the environment and motivation for actively participating in
environmental improvement and protection.
To teachers through this study, they will be responsible and aware enough of being
stewards of this planet. It will also help the teachers to integrate environmental concern to the
students.

To school administrators this thesis is significant because it jibes with the government
and school’s aim of providing the young people with quality education that will assist them
making their lives better. Through this study school administrator may also become aware of
environmental issues which can help them to become responsible.
 To curriculum planners this study informs the curriculum makers the importance of
environmental science in the school curriculum of elementary education. And some to appreciate
the importance of pupil’s knowledge towards environmental issues.
This study is important to those who have concern for the environment like the researcher
because this thesis paper is another concrete step, no matter how small it is, in doing something
good for the future generation who will inherent this earth.

Scope of the Study

This study was limited to the student’s level of awareness and attitudes of environmental
issues of Grade IV, V, and VI pupils at Candelaria Elementary School-Main of 2021-2022.
s,particularly the care of the students about the issues and concerns in terms
of environmental problems and what specific actions they can copntribute for
the betterment of environment.
Moreover, The growing number of environmental problems in the modern world
call for a more effective and efficient environmental education. Local
educational leaders emphasized that the enrichment of learnings about the
environment can be done through co-curricular activities. Accordingly, the
Youth for Environment in Schools Organization (YES-O) is the only recognized
co-curricular environmental organization in the basic education that serves as
a venue for students’ actions and movements towards safeguarding, protecting
and conserving the environment for future generations. In this research we
studied how responsive is YES-O to the needs of the youth today? The education
sector showed that it considered co-curricular activities conducted in youth
organizations as one of the keys in uplifting the quality of environmental
education offered to learners. WE also conducted a survey with the YES-O
School Coordinator to take part in regards with the projects that they are
currently implementing with in their school premises.

Definition of Terms
 For the clarity of the study, to guide and enlighten the readers, researcher defined the
terminologies conceptually or operationally.
Attitudes it is also refers to the respondents’ feelings and thoughts towards the environment.
Air Pollution is an environmental problem that is hazardous to both human natural entities
caused by burning of plastic smokes from factories, cigarettes and other.
Awareness is the state or ability to perceive, to feel, or to be conscious of events, objects or
sensory patterns. It refers to the students’ memorized facts and know-how regarding the different
issues, concerns and problems of the environment.
Deforestation refers to the complete removal of trees for the purpose of converting a forest area
into an entirely different purpose.
Environmental Issues are the conditions that surround people and affect the way they live.
Land pollution is an environmental problem caused by improper way of disposing garbage and
the unstoppable cutting of trees by the illegal loggers.
Practices are the respondents’ responses through the different environmental issues and on how
they reacted on problems.
Water Pollution is an environmental problem caused by improper way of disposing garbage
from home and communities to the bodies of water.
Waste management is the collection, transport, recycling or disposal of waste materials usually
produced by human activity.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

 This chapter presents the related literature and studies that gave the researchers a
thorough understanding and information about the study.

Related Literature

Environmental education is a holistic and interdisciplinary approach questions that are of

importance for human and global survival thus sustaining both humans and natural entities. It
encourages us to change our behavior and attitudes towards several things in our lifestyles. But
that is not enough if any changes are to take place, we must know how to behave and how to act.
Action competency is describe as a concept that promotes the view that learners develop a
general and sustainable capacity to participate in democratic processes and contribute to the
solution of problems relating to the complicating way we interact with our resources.
Environmental education according to Stark ( 2002 ) is expected to provide skills and problem
solving approach to the pupils, to find ways to cope in a sustainable way with their environment
it should help teacher to change children’s attitude towards their surroundings adopt a better way
of acting towards their environment.
Llagas (1990) also said that in solving issues and concerns on the environment will
extend pressure to people that would run counter to their values and behavior. With this, only the
public who are aware, sensitive and committed to get involved could reconcile values, behavior
and environmental concerns. He further claimed that people should be empowered in solving
complex and interrelated environmental problem since they possess inner resources, capabilities
and positive energy that can create a future that ensures human survival.
When we think about attitudes towards environmental issues, we often assume that this
falls along a continuum from low (not concerned) to high (very concerned). These attitude might
affect general concerns for environmental issues or attitudes and that not two people can equally
concerned about environmental problems. (most people are) they differs as to why they are
concerned. (Schultz, 2000)
He identified some attitudes such as egoistic, altruistic, and biospheric attitudes. Egoistic
concerned are focused on the individual, and reflect a concern about environmental problems for
self. These concerns include personal health, financial well-being, quality of life and availability
of resources. Altruistic concerns focused on people other than self- including friends, family,
community, future generations and humanities. Finally, biospheric concerned are focused on all
living things including plants, animals, ecosystem, and the biosphere.
The interpretation that cultured differences on the environment attitudes result from
differences in the importance of social psychological research on the diffusion of responsibility
and social loafing one aspect of environmental problem is that they occur on a grand scale. Air
pollution causes acid rain over miles of ocean. research conducted in the united States suggest
that on board, dispersed types of issues there is a tendency for people to loaf, to exert less effort
when working collectively towards a common goal (Karan and William)1993.

Related Studies

Early childhood education research suggests that young children can be critical thinkers,
problem-solvers, and decision-makers (Braus, 1999). Environmental education provides the
natural integrating context for developing these skills. It promotes the meaningful connections
children need to understand their place in the world. If the development of informed and active
citizens capable of positive interaction and problem-solving is truly a goal of the education
process, then it is vital that these concepts be reinforced through meaningful teaching and
learning early and often.

Today’s youth will become tomorrow’s leaders and as their form of guidance it is our
responsibility to provide them with educational experiences, for them to make knowledgeable
decisions regarding the environment. Many people believe that environmental education is one
of the most important factors for preventing environmental problems (Ozden, 2008).
 Environmental education at the early childhood level is about fostering a sense of
appreciation and caring. The adult's role in the process is primarily that of sharing versus
instructing: “sharing enthusiasm, curiosity, and wonder” (Dighe, 1993. p. 59). 
Environmental education is a process of developing a world population that is aware of
and concerned about the total environment and its associated problems, and which has the
knowledge, skills, attitudes, motivations and commitment to work individually and collectively
toward solutions of current problems and the prevention of new ones. (Athman and Monroe,
2000).

The growing concern with environmental issues and their impact on general awareness is
one of the most noticeable phenomena of the last two decades (Sivamoorthy, Nalini & Satheesh
Kumar, 2013). Environmental awareness implies knowledge about environment and inculcates
values and required skills to solve environmental issues and it is an initial step leading to carry
responsible citizenship behavior (Sengupta, Das and Maji, 2010)

Madsen (1996) emphasized the concept that awareness is the ultimate driving force that
stimulates knowledge. The acknowledgement that an environmental problem exists entails being
more cognizant of the facts about the state of the environment. “This degree of environmental
awareness involves a personal commitment to work to solve environmental problems” (p.72). He
emphasized the power behind the awareness factor by categorizing three levels of awareness as:
basic belief of an environmental problem, factual and scientific knowledge, and a commitment to
solve environmental problems.
For decades, Filipinos relied on their natural environment for food, shelter and other
necessities. Apparently, the natural environment is of prime importance not only for the welfare
of the people, but also for the development of society. Unfortunately, several studies proved the
growing number of environmental problems in the modern world which call for a more effective
and efficient environmental education. It was supported by David (2015) who pointed out that it
is high time that the education sector should amplify its emphasis on environmental education
because of the harsh environmental conditions that the world experiences presently.
Accordingly, schools play a vital role in supporting the people’s constitutional rights to life and
property by capacitating them for disaster risk reduction and climate change adaptation
(DRRCCA). Consequently, several environmental policies were legislated, and for the past
years, better environmental education expected to uplift the awareness and achievement of
people especially students was recommended and promoted.
For instance, Republic Act no. 9512, or the National 4 Environmental Awareness and
Education Act of 2008 was enacted. It promotes national awareness on the role of natural
resources in economic growth and the importance of environmental conservation and ecological
balance towards sustained national development. In compliance with this, the Department of
Education (DepEd) issued DepEd Order No. 52, series of 2011 entitled “Strengthening
Environmental Education in Public and Private Schools”.
Later that year, it also issued DepEd Order No. 93, series of 2011 that provided the
programs, projects and activities for the Youth for Environment in Schools Organization (YES-
O) which is the only recognized cocurricular environmental organization that serves as a venue
for students’ actions and movements towards safeguarding, protecting and conserving the
environment for future generations. Upon its establishment through DepEd Order no. 72, series
of 2003, it consolidated all other environmental and/or ecological organizations in schools with
the primary programs or projects for the environment. Furthermore, all public and private
elementary and secondary schools in the Philippines are mandated to establish YES-O. Thus, all
learners may benefit from the programs, projects and activities of the organization. Following the
principle that “it takes a village to raise a child”, all members of the community are considered
stakeholders of the organization.
In order to evaluate the implementation of the YES Program, this paper examined the internal
and external factors that may affect success.
The Project Development Officer (PDO) and Division Coordinator, both in-charged of the YES
Program were interviewed.

In order to evaluate the implementation of the YES Program, this paper examined the
internal and external factors that may affect success. 9 The Project Development Officer (PDO)
and Division Coordinator, both in-charged of the YES Program were interviewed. The figure
below summarizes the SWOT analysis.

Strengths Weaknesses
*schools
Internal are expected to support the YES *weak
Factors monitoring and
Program evaluation in the recent years
*complete documents needed for analysis *unclear roles of educational
of the program leaders in the program
*increasing interest of stakeholders in *uncoordinated and overlapping
environmental education environmental projects of school
organizations
Opportunities
External Factors
Threats
*government and non- governmental *possibility of limited time and
organizations offer environmental manpower for co-curricular
activities *revival of YES-O projects activities in the future
*start of allocation of funds

Accordingly, it was confirmed that secondary schools in the Schools Division of Bulacan
are required to establish YES-O (M. J. Tacdol & M. K. Olimba, personal communication,
December 11, 2019). Likewise, school administrators are expected to support the YES Program
since each school is required to submit a calendar of activities at the start of the academic year
and an accomplishment report at its end. Furthermore, due to the increasing interest in
environmental concerns even at the local community level, active involvement of learners,
teachers and other stakeholders is viewed as another strength of the implementation of the
program.
Research Paradigm

Independent Variable Dependent Variable

1. Level of Awareness
on:
Level of awareness
towards Environmental - Waste Management
issues: - Air Pollution
1. Demographic Profile - Deforestation
2. YES-O DepEd - Land Pollution
Program - Water Pollution
2. Attitudes:
- Waste Management
- Air Pollution
- Deforestation
- Land Pollution
- Water Pollution
3. Program Enhancement
on school YES-O

Fig. 1 Independent-Dependent Variable Model on the Level of Awareness and Attitudes Toward
Environmental Issues.
The paradigm shoes that the independent variable in this study concerns the level of
awareness on environmental issues such as waste management, air pollution, deforestation, land
pollution, and water pollution while the dependent variable concerns the attitudes of grade IV, V
and VI pupils in environmental issues.
Theoretical/Conceptual Framework

It is indeed noticeable that our country’s condition today is getting worst. This is
to be considered as the effects of modernization, industrialization, and technological changes. As
a result of this, we suffer dilemma caused by some environmental issues such as global warming,
improper waste disposal, deforestation and pollution like air, water and land. Coping with this is
not an easy task. We have to start little by little or step by step. We must also admit the fact that
we cannot totally eliminate this in just a count of a second, we must undergo a long process and
cooperation is highly required to attain our goal.
That is the reason why, as educators must see to it that we provide our learner with
education that could mold them as responsible citizen in the future. We must start with very
simple way such as keeping our learners aware and with high positive attitudes towards
environmental issues must inculcate in them. As a whole our country is counting on the youth
who will be the citizens of future generations, so as to give them a better lot. It would be better if
at early age, the environmental education be taught.
The following theories are related to YES-O program which we can also give a glance to
help us get more ideas.

Ecological theory applied to environmental metabolomes

reveals compositional divergence despite conserved
molecular properties
Stream and river systems transport and process substantial amounts
of dissolved organic matter (DOM) from terrestrial and aquatic
sources to the ocean, with global biogeochemical implications.
However, the underlying mechanisms affecting the spatiotemporal
organization of DOM composition are under-investigated. To
understand the principles governing DOM composition, we leverage
the recently proposed synthesis of metacommunity ecology and
metabolomics, termed ‘meta-metabolome ecology.’ Applying this
 novel approach to a freshwater ecosystem, we demonstrated that
despite similar molecular properties across metabolomes,
metabolite identity significantly diverged due to environmental
filtering and variations in putative biochemical transformations.
We refer to this phenomenon as ‘thermodynamic redundancy,’
which is analogous to the ecological concept of functional
redundancy. We suggest that under thermodynamic redundancy,
divergent metabolomes can support equivalent biogeochemical
function just as divergent ecological communities can support
equivalent ecosystem function. As these analyses are performed in
additional ecosystems, potentially generalizable principles, like
thermodynamic redundancy, can be revealed and provide insight into
DOM dynamics.

Photo-induced degradation of PFASs: Excited-state mechanisms

from real-time time-dependent density functional theory
Per- and polyfluoroalkyl substances (PFASs) are hazardous, carcinogenic,
and bioaccumulative contaminants found in drinking water sources. Here, to
mitigate and remove these persistent pollutants, recent experimental efforts
have focused on photo-induced processes to accelerate their degradation;
however, the mechanistic details of these promising degradation processes
remain unclear. To shed crucial insight on these electronic-excited state
processes, we present the first study of photo-induced degradation of
explicitly-solvated PFASs using excited-state, real-time time-dependent
density functional theory (RT-TDDFT) calculations. Furthermore, our large-
scale RT-TDDFT calculations show that these photo-induced excitations can
be highly selective by enabling a charge-transfer process that only dissociates
the C–F bond while keeping the surrounding water molecules intact.
Collectively, the RT-TDDFT techniques used in this work (1) enable a new
capability for probing photo-induced mechanisms that cannot be gleaned from
conventional ground-state DFT calculations and (2) provide a rationale for
understanding ongoing experiments that are actively exploring photo-induced
degradation of PFAS and other environmental contaminants.

PROGRAMS, KEY INVOLVED ACCOMPLISHMENTS

PROJECTS PERFORMANCE INDIVIDUAL
AND INDICATORS AND GROUPS
ACTIVITIES
YES-O Election Involves the Adviser, Officers of Yes-o were
 students in interested elected and
performing their students environmental Police
task to start save officers of each
Mother Earth section
School Based Encourage the Advisers, All
Yes Camp students to work class advisers
together for a and all students
mission in taking
care of the
environment.
Environmental Check and Appointed
Police Monitor the environmental
student on how Police for each
they strictly sections
follow the school
guidelines in
caring the
environment.
Tree Planting Be part of Yes-o officers
and Growing sharing the love and advisers
of nature by
planting and
taking care of the
planted tress.
Project GLOBE More Grade Six
knowlegeable students
individuals in
terms of
researchers
about soil and
water analysis
Project Sagip Increase Yes-o member,
Lahat awareness od officers and all
students in students in
saving Mothyer School
Earth through
proper disposal
and segregation
of wastes.
Barangay Clean Heightened the Yes-o Science
Up willingness of the and Research
students in club officers
cleaning the
sorroundings.
Green is the Color of Life. It symbolizes nature, health, growth, harmony and freshness. It is the
most restful color of the human eye. It is the hue of youth. And every year, The Youth for
Environment in Schools Organization (YES-O) in painting the town green -- and continuing
strong interest in protecting and preserving the planet’s resources. It is manifestation that
students in schools have always been mobilized and maintains a renewed youth participation
and action to protect, conserve, preserve, and rehabilitate our environment.
 CHAPTER III

METHODOLOGY

This chapter presents the methodology used in securing the data needed for the research.
Included in this chapter are the locale of the study, research design, population and sampling,
instrumentation, data gathering procedure and statistical treatment.

Research Design

The researcher utilized the Descriptive method, Survey Research Design, Program
Enhancement of research in this study. The number of samples needed for each field was
determined in randomly selected students from grade IV, V, and VI of Candelaria Elementary
School-Main. The evaluation questionnaire for awareness and attitudes was used as the main tool
for gathering data. A convenience sample of 30 elementary students who was given a sample
questions to measure their level of awareness towards environmental issues. A self- completion,
Research Awareness Questionnaire (RAQ) was directed towards measuring 30 students. Data
were entered in Theoretical and Conceptual Framework, database and descriptive statistics were
used.

Participants of the Study

The Participants of this research are 15 females and 15 males from grades IV, V, and VI,
a total of 30 students ranges from 9-11 of age and a YES- O participant. They were chosen
because they are capable in analyzing the relevance of these issues in our daily lives and in a
real-world scenario. They were already conscious and know how to take part on these problems.
Sampling Method

The researchers wished to know the level of awareness of Grades IV, V, and VI pupils
towards environmental issues, it might be difficult and costly to visit different schools, so we
decided to select Candelaria Elementary School Main. We conducted a survey to 30 pupils of
CES main (10 pupils each Grade level) to gather data needed for the study.
In this regard, CES main has the greatest number of students and the biggest Elementary
School Department in Candelaria Quezon which we think we could get the best possible survey
for having different types of learners with different types of surroundings. In this regard, We
consulted the advisers of Grades IV, V, VI, and asked who among with their students could participate
with the survey we want to conduct. The advisers from these grade levels decided and chose the most
active and competent students. They made sure that the students they chose are capable in
understanding what are being written in the survey.

Research Procedure

The researchers assumed that the environmental problem is hard to address because it
necessitates a great deal of effort and participation among groups in society. To begin resolving
these issues, they must first understand the children's perspectives on these issues. Since
environmental issues are a worldwide challenge that everyone must be aware of, the researchers
conducted research to determine the level of awareness and attitudes toward environmental
issues.
Candelaria Elementary School-Main is the biggest Elementary School Department in
Candelaria Quezon, which we believed will yield the best findings. We presumed that the school
has a diverse group of learners with different surroundings and perspective concerning to
environment. This served as our basis in proposing the title Level of Awareness and Attitudes
Toward Environmental Issues among Grades IV, V, VI pupils of Candelaria Elementary School-
Main. Propounding the given part of the research has been introduced and designed.
Following the approval of our request letter, data gathering was conducted. We asked
each advisers of grades IV, V, VI, regarding to the students that will participate in our data
gathering. The answer sheet survey contains 3 sets, the first 2 sets was for the students’ Level of
Awareness and Attitudes towards Environmental issues, which includes topics regarding, Waste
Management, Air Pollution, Water Pollution, Deforestation and Land Pollution. Each of these
sub parts contains five (5) questions that are answerable by Fully Aware-FA, Aware-A, Slightly
Aware-SA, or Not Aware-NA. The questions itself pertains to the environmental issues and
concerns. The third part consist of 3 questions about YES-O which sought to determine their
awareness of the program. Another set of questions was given to the YES-O Coordinator that
intend to know if the YES-O PPAs were still being practiced. The available data was collected
after two weeks. With the help of statistician tabulated and tallied the survey. The result would
be basis for measuring the level of awareness and attitudes toward environmental issues. We then
started collecting more data and information needed to create in expounding the Research Instrument we
chose. The data we gathered are being used to determine the Total Weighted Mean (WM). From
numbers 1-4, 1 is equivalent to students that are not aware and 4 are those students who are fully aware
about the issues and problems of environment. After a long deliberation, we made and wrote the Final
Research regarding to our chosen topic.

Research Instruments

The researchers made their tool in gathering data. It contained research-made

questionnaire as they adhere to perceive the level of awareness and attitudes of students from

grade IV, V, VI of Candelaria Elementary School-Main towards environmental issues such as

waste management, air pollution, deforestation, land pollution, and water pollution and the

current characteristic of the respondents in terms of programs, projects, and activities (PPA’s) in

the implementation of YES-O.

The researchers intended to survey research design because it best served to answer the

questions and the purposes of the study to enhance the research and make the study more reliable

and valid. The research -made questionnaire expected to give a suitable result that would satisfy

the statement of the problem.

Data Analysis Plan

The following statistical formulas were used for the analysis of the data, including the
scale indication for verbal interpretation of weighted mean.

To determine the weighted mean distribution of the level of awareness of the pupils, the
weighted mean formula used was:
f 4 +f 3+ f 2+ f 1
Wm=
N
Where:
Wm= weighted mean
F= frequency
N= total number item

Descriptive Analysis for Awareness

Range Descriptive Rating
3.51-4.00 Fully Aware
2.51-3.50 Aware
1.51-2.50 Slightly Aware
1.00-1.50 Not Aware

Descriptive Analysis for Attitudes and Practices

Range Descriptive Rating
2.51-3.00 Always
1.51-2.50 Sometimes
1.00-1.50 Never

Ethical Consideration
 The researchers were able to conduct the survey in accordance with the principal and

teachers of grade IV, V and VI of CES-Main. 10 pupils from each level were randomly selected.

The respondents answered the questionnaire correspondingly as we asked for their full
consent about the information they must provide reassuring that their views and conceptions in
relation to environmental issues are all confidential and we are taking part to respect their
privacy in whatever situation it may seem. We assure you that the Data Privacy Act of 2012 and
proper research ethics will strictly adhere to, from the data gathering process, analysis, and
reporting of the results. We asked a full consent requesting our dean’s approval to allow us to
conduct data gathering for our research. We also practiced the Data Privacy Policy and Research
ethics. All data gathered in this research instrument will strictly follow the provisions of the Data
Privacy Act of 2012 and will be stored, analyzed, and used exclusively for the purpose of the
research. The principles of research ethics will be adhered throughout the conduct and process of
the research.
 CHAPTER IV

DISCUSSION OF FINDINGS

Research Findings

The following Tables are the overall results of the survey given to the respondents of

CES Main. From numbers 1 to 4, 1 indicated as Not Aware, 2 as Slightly aware, 3 as Aware and

4 as Fully Aware. There are ten (10) respondents that have to answer the following sets of

questions depends on the given environmental issues and concerns.

The Respondents from this survey are being selected by the advisers of each grade level

from IV, V, VI. based on the school performance and activeness of each thirty (30) students

ages 9-11.

4. What is the current characteristic of the respondents’ school Youth for Environment
Organization (YES-O) implementation in terms of programs, projects, and activities
(PPAs)?

Table 1.1

Weighted Mean Distribution of the Level of Awareness of Grade IV Pupils Toward

Environmental Issues in terms of Waste Management
FA A SA NA WM DR
Waste Management 4 3 2 1
1. In every household there should be separate 9 1 0 0 3.9 Fully
garbage container for bio-degradable and non- Aware
biodegradable.
2. There are garbage that can be reused for other 5 4 0 0 3.2 Aware
purposes.
 3. There should no garbage be disposed in 7 3 0 0 3.7 Fully
canal. Aware
4. Garbage thrown in canal may cause flooding. 7 3 0 0 3.7 Fully
Aware
5. Electronic waste may cause health diseases. 4 6 0 0 3.4 Aware
Average weighted mean 3.58 Fully
Aware

Table 1.1 presents the weighted mean distribution of the awareness of the grade IV pupils

towards environmental issues in waste management.

Statements 1, 2, 3, 4, 5 got weight means of 3.9, 3.2, 3.7, 3.7, and 3.4 all with the

descriptive ratings are fully aware. The level of awareness towards waste management receives

an average weighted mean of 3.58 with the fully aware descriptive rating. It may be interpreted

that the respondents are fully aware towards waste management because they are conscious of its

bad effects. As Llagas (1990) stated, in solving issues and concerns on the environment will

extend pressure to people to their values and behavior. With this, only the public who are aware,

sensitive and committed to get involve could reconcile values, behavior and environmental

concerns.

Table 1.2

Weighted Mean Distribution of the Level of Awareness of Grade IV Pupils Toward

Environmental Issues in terms of Air Pollution
FA A SA NA WM DR
Air Pollution 4 3 2 1
1. Garbage must be disposed properly to 9 1 0 0 3.9 Fully
prevent bad odor and lies coming from it. Aware
2. Using of spray such as perfumes and 4 3 3 0 3.1 Aware
insecticides can cause air pollution.
3. Planting of trees can reduce air pollution. 9 1 0 0 3.9 Fully
Aware
4. Smoke bleaching must be avoided to prevent 7 3 0 0 3.7 Fully
air pollution. Aware
5. Burning of garbage must be avoided to 7 3 0 0 3.7 Fully
prevent air pollution. Aware
 Average weighted mean 3.58 Fully
Aware

Table 1.2 presents the weighted mean distribution on the awareness of the grade IV

pupils towards environmental issues in air pollution.

Statements 1, 2, 3, 4, 5 got weighted means of 3.9, 3.1, 3.9, 3.7, and 3.7 with the

descriptive rating of fully aware. The level of awareness towards air pollution receives an

average weighted mean of 3.58 with the fully aware descriptive rating. It may be interpreted that

the respondents are fully aware of air pollution because they are aware of its bad effects. As

shown in the table statement number 2 got the lowest weighted mean of 3.1 which means that

they are aware that using sprays such as perfumes and insecticides must be avoided.

Table 1.3

Weighted Mean Distribution of the Level of Awareness of Grade IV Pupils Toward

Environmental Issues in terms of Deforestation
FA A SA NA WM DR
Deforestation 4 3 2 1
1. Cutting more trees can cause flooding. 7 3 0 0 3.7 Fully
Aware
2. Reforestation may help reverse the condition 8 2 0 0 3.8 Fully
Aware
3. Strict laws should be established in order 8 2 0 0 3.8 Fully
lessen the illegal cutting of trees. Aware
4. Cutting of trees shortage of food. 8 1 1 0 3.7 Fully
Aware
5. Penalties should be given to those who 9 1 0 0 3.9 Fully
 violate the laws regarding environment. Aware
Average weighted mean 3.78 Fully
Aware

Table 1.3 presents the weighted mean distribution on the awareness of the grade IV

pupils towards environmental issues in deforestation.

Statements 1, 2, 3, 4, 5 got weighted means of 3.7, 3.8, 3.8, 3.7, and 3.9 with the

descriptive rating of fully aware. The level of awareness towards deforestation receives an

average weighted mean of 3.78 with the fully aware descriptive rating. It may be interpreted that

the respondents are fully aware should be protected for the reduction of air pollution as well as

for the conservation of the environment. They also agree that there should be strict laws to lessen

that illegal cutting of trees as shown in the table.

Table 1.4

Weighted Mean Distribution of the Level of Awareness of Grade IV Pupils Toward

Environmental Issues in terms of Water Pollution
FA A SA NA WM DR
Water Pollution 4 3 2 1
1. Detergents and soaps can pollute the water 6 3 1 0 3.3 Aware
2. Chemicals from factories can cause water 10 0 0 0 3.1 Aware
pollution.
3. Garbage must not be thrown in rivers and 10 0 0 0 3.7 Fully
other bodies of water. Aware
4. Cleaning our rivers and other bodies of water 8 2 0 0 3.8 Fully
can help reduce water pollution. Aware
5. Dynamite fishing can pollute the water. 8 2 0 0 3.8 Fully
 Aware
Average weighted mean 3.54 Fully
Aware

Table 1.4 presents the weighted mean distribution on the awareness of the grade IV

pupils towards environmental issues in water pollution.

Statements 3, 4, 5 got weighted means of 3.7, 3.8, and 3.8 with the descriptive rating of

fully aware. However, statements 1, 2 obtain weighted mean of 3.3, 3.1 with the descriptive

rating of aware. The level of awareness towards water pollution receives an average weighted

mean of 3.54 with fully aware descriptive rating. It may be interpreted that the respondents are

fully aware of water pollution and its bad effects. They are fully aware that cleaning our rivers

and other bodies of water may reduce water pollution.

Table 1.5

Weighted Mean Distribution of the Level of Awareness of Grade IV Pupils Toward

Environmental Issues in terms of Land Pollution
FA A SA NA WM DR
Land Pollution 4 3 2 1
1. Improper disposal of electronic waste 8 2 0 0 3.8 Fully
Aware
2. Non-biodegradable waste thrown to land 7 3 0 0 3.7 Fully
release toxic that can pollute the land. Aware
3. Cutting of trees can cause land pollution 8 1 1 0 3.7 Fully
which can lead to flooding. Aware
4. Industrialization like building subdivisions is 6 3 1 0 3.5 Aware
the reason of cutting trees that can increase land
 pollution.
5. Using of insecticides in farming can cause 8 1 1 0 3.7 Fully
land pollution and is harmful to human health. Aware
Average weighted mean 3.68 Fully
Aware

Table 1.5 presents the weighted mean distribution on the awareness of the grade IV

pupils towards environmental issues in land pollution.

Statements 1, 2, 3, 5 got weighted means of 3.8, 3.7, 3.7, and 3.7 with the descriptive

rating of fully aware and statement 4 got 3.5 with the descriptive rating of aware. The level of

awareness towards land pollution receive an average weighted mean of 3.68 with the descriptive

rating of fully aware. It may be interpreted that the respondents are fully aware of land pollution

because they are aware of its bad effects. The respondents are fully aware that using insecticides

causes land pollution and can harm our health as shown by their answers in the above table.

Table 2

Weighted Mean Distribution on the Practices of Grade IV Pupils Toward Environmental

Issues
Practices Always Sometimes Never WM DR
3 2 1
1. I used to pick up garbage 6 4 0 2.6 Always
on the ground and put it on
right trash container.
2. We unplugged our 7 3 0 2.8 Always
appliances when it is not used
to conserve energy.
3. I use baskets rather than 7 3 0 2.6 Always
 plastic bags to conserve the
environment.
4. We segregate 6 2 2 2.7 Always
biodegradable to non-
biodegradable wherein we
used biodegradable as
fertilizer.
5. I sell non-biodegradable 7 3 0 2.7 Always
waste to dealers who in return
sell for recycling.
6. We lessen the use of wood 7 2 1 2.5 Sometimes
and wood charcoal to help in
the conservation natural
resources such as tree.
7. We recycle water, such as 6 3 1 2.9 Always
the water we use in washing
our clothes is use in cleaning
toilets.
Average weighted mean 2.69 Always

Table 2 presents the weighted mean distribution on the practices of grade IV pupils

towards environmental issues.

Statement 1, 2, 3, 4, 5, 7 got weighted means 2.6, 2.8, 2.6, 2.7, 2.7, 2. 9 with the descriptive

rating of always. Meanwhile, statement 6 obtains weighted mean of always. The practices

towards environmental issues receive an average weighted mean of 2.69 with always rating. It

may be interpreted by the researcher that the respondents are always practicing the ways to

conserve the energy and the environment as shown in the table. Llagas (1990) claimed that

people should be empowered in solving complex and interrelated environmental problems since

they possess inner resources, capabilities and positive energy that cam create a future that

ensures human survival.

Table 2.1
 Weighted Mean Distribution on the Attitudes of Grade IV Pupils Toward Environmental
Issues
Attitudes Always Sometimes Never WM DR
3 2 1
1. I enjoy watching television 5 4 1 2.5 Sometimes
shows about environment.
2. I used to help in cleaning 6 3 1 2.9 Always
our surroundings.
3. I believed that trees should 8 2 0 2.8 Always
be protected.
4. I enjoy knowing how to 8 2 0 2.5 Sometimes
conserve environment.
5. I help in keeping my school 7 2 1 2.8 Always
free from unwanted garbage
through proper disposal.
6. I discourage my classmates 6 4 0 2.8 Always
not to litter anywhere.
7. I enjoy sharing my 8 2 0 2.8 Always
knowledge to my classmates
and family about conserving
our environment.
Average weighted mean 2.73 Always

Table 2.1 presents the weighted mean distribution on the attitudes of grade IV pupils

towards environmental issues.

Statements 2, 3,5,6,7 got weighted means of 2.9, 2.8, 2.8, 2.8, and 2.8 with descriptive

rating of always. Meanwhile, statement 1, 4 obtain weighted means of sometimes. The Attitudes

towards environmental issues receive an average weighted mean of 2.73 with the always rating.

It may be interpreted that the respondents have positive attitudes towards the conservation and

protection of the environment as shown in the table. Schultz (2000) stated that these attitudes

might reflect general concerns for environmental issues or attitudes and that no to people can be

equally concerned about environmental problem (most people are) and they differ as to why they
are concerned. Though the respondents receives an average weighted mean of always, it doesn’t

mean that they are not aware of environmental issues.

Table 3

Weighted Mean Distribution of the Level of Awareness of Grade V Pupils Toward

Environmental Issues in terms of Waste Management
FA A SA NA WM DR
Waste Management 4 3 2 1
1. In every household there should be separate 6 4 0 0 3.6 Fully
garbage container for bio-degradable and non- Aware
biodegradable.
2. There are garbage that can be reused for other 4 4 2 0 3.2 Aware
purposes.
3. There should no garbage be disposed in 6 1 3 0 3.3 Aware
canal.
4. Garbage thrown in canal may cause flooding. 3 7 0 0 3.3 Aware
5. Electronic waste may cause health diseases. 6 3 0 1 3.4 Aware
Average weighted mean 3.36 Aware

Table 3 presents the weighted mean distribution of the awareness of the grade V pupils
towards environmental issues in waste management.
Statements 2, 3, 4, 5 got weight means of 3.2, 3.3, 3.3, and 3.4 all with the descriptive

ratings are aware. However, the statement 1 obtain weighted mean of 3.6 with the descriptive

rating of fully aware. The level of awareness towards waste management receives an average

weighted mean of 3.36 with the aware descriptive rating. It may be interpreted that the

respondents are aware towards waste management because they are conscious of its bad effects.

Table 3.1

Weighted Mean Distribution of the Level of Awareness of Grade V Pupils Toward

Environmental Issues in terms of Air Pollution
FA A SA NA WM DR
Air Pollution 4 3 2 1
1. Garbage must be disposed properly to 6 2 2 0 3.4 Aware
 prevent bad odor and lies coming from it.
2. Using of spray such as perfumes and 6 2 1 1 3.3 Aware
insecticides can cause air pollution.
3. Planting of trees can reduce air pollution. 8 2 0 0 3.8 Fully
Aware
4. Smoke bleaching must be avoided to prevent 6 3 0 1 3.4 Aware
air pollution.
5. Burning of garbage must be avoided to 4 5 1 0 3.3 Aware
prevent air pollution.
Average weighted mean 3.44 Aware

Table 3.1 presents the weighted mean distribution on the awareness of the grade V pupils

towards environmental issues in air pollution.

Statements 1, 2, 4, 5 got weighted means of 3.4, 3.3, 3.4, 3.3, with the descriptive rating

of aware. Meanwhile, statement 3 obtains weighted mean 3.8 with the descriptive rating of fully

aware. The level of awareness towards air pollution receives an average weighted mean of 3.44

with the aware descriptive rating. It may be interpreted that the respondents are aware of air

pollution because they are aware of its bad effects. As shown in the table statement number 2 got

the lowest weighted mean of 3.3 which means that they are aware that using sprays such as

perfumes and insecticides must be avoided.

Table 3.3

Weighted Mean Distribution of the Level of Awareness of Grade V Pupils Toward

Environmental Issues in terms of Deforestation
FA A SA NA WM DR
Deforestation 4 3 2 1
1. Cutting more trees can cause flooding. 8 0 1 1 3.5 Aware
2. Reforestation may help reverse the condition 4 4 1 1 3.1 Aware
3. Strict laws should be established in order 7 0 0 3 3.1 Aware
lessen the illegal cutting of trees.
4. Cutting of trees shortage of food. 5 1 4 0 3.1 Aware
5. Penalties should be given to those who 6 0 3 0 3.0 Aware
 violate the laws regarding environment.
Average weighted mean 3.16 Aware

Table 3.3 presents the weighted mean distribution on the awareness of the grade V pupils

towards environmental issues in deforestation.

Statements 1, 2, 3, 4, 5 got weighted means of 3.5, 3.1, 3.1, 3.1, 3.0 with the descriptive

rating of aware. The level of awareness towards deforestation receives an average weighted

mean of 3.16 with the aware descriptive rating. It may be interpreted that the respondents are

aware should be protected for the reduction of air pollution as well as for the conservation of the

environment. They also agree that there should be strict laws to lessen that illegal cutting of trees

as shown in the table.

Table 3.4

Weighted Mean Distribution of the Level of Awareness of Grade V Pupils

TowardsEnvironmental Issues in terms of Water Pollution
FA A SA NA WM DR
Water Pollution 4 3 2 1
1. Detergents and soaps can pollute the water 4 5 1 0 3.3 Aware
2. Chemicals from factories can cause water 3 6 0 1 3.1 Aware
pollution.
3. Garbage must not be thrown in rivers and 9 0 0 1 3.7 Fully
other bodies of water. Aware
 4. Cleaning our rivers and other bodies of water 8 1 0 1 3.6 Fully
can help reduce water pollution. Aware
5. Dynamite fishing can pollute the water. 5 4 1 0 3.4 Aware
Average weighted mean 3.42 Aware

Table 3.4 presents the weighted mean distribution on the awareness of the grade V pupils

towards environmental issues in water pollution.

Statements 1, 2, 5 got weighted means of 3.3, 3.1, and 3.4 with the descriptive rating of

aware. However, statements 3, 4 obtain weighted mean of 3.7, 3.6 with the descriptive rating of

fully aware. The level of awareness towards water pollution receives an average weighted mean

of 3.42 with aware descriptive rating. It may be interpreted that the respondents are fully aware

of water pollution and its bad effects. They are fully aware that cleaning our rivers and other

bodies of water may reduce water pollution.

Table 3.5

Weighted Mean Distribution of the Level of Awareness of Grade V Pupils Toward

Environmental Issues in terms of Land Pollution
FA A SA NA WM DR
Land Pollution 4 3 2 1
1. Improper disposal of electronic waste 9 0 0 1 3.7 Fully
Aware
2. Non-biodegradable waste thrown to land 3 5 0 2 2.9 Aware
release toxic that can pollute the land.
 3. Cutting of trees can cause land pollution 7 0 2 1 3.4 Aware
which can lead to flooding.
4. Industrialization like building subdivisions is 5 0 5 0 3.0 Aware
the reason of cutting trees that can increase land
pollution.
5. Using of insecticides in farming can cause 6 0 3 1 3.3 Aware
land pollution and is harmful to human health.
Average weighted mean 3.26 Aware

Table 3.5 presents the weighted mean distribution on the awareness of the grade IV

pupils towards environmental issues in land pollution.

Statements 2, 3, 4, 5 got weighted means of 2.9, 3.4, 3.0, and 3.3 with the descriptive

rating of aware and statement 1 got 3.7 with the descriptive rating of fully aware. The level of

awareness towards land pollution receive an average weighted mean of 3.26 with the descriptive

rating of aware. It may be interpreted that the respondents are aware of land pollution because

they are aware of its bad effects. The respondents are fully aware that using insecticides causes

land pollution and can harm our health as shown by their answers in the above table.

Table 4

Weighted Mean Distribution on the Practices of Grade V Pupils Toward Environmental

Issues
Practices Always Sometimes Never WM DR
3 2 1
1. I used to pick up garbage 6 4 0 2.6 Always
on the ground and put it on
right trash container.
2. We unplugged our 8 2 0 2.8 Always
 appliances when it is not used
to conserve energy.
3. I use baskets rather than 7 2 1 2.6 Always
plastic bags to conserve the
environment.
4. We segregate 7 3 0 2.7 Always
biodegradable to non-
biodegradable wherein we
used biodegradable as
fertilizer.
5. I sell non-biodegradable 7 3 0 2.7 Always
waste to dealers who in return
sell for recycling.
6. We lessen the use of wood 6 3 1 2.5 Always
and wood charcoal to help in
the conservation natural
resources such as tree.
7. We recycle water, such as 9 1 0 2.9 Always
the water we use in washing
our clothes is use in cleaning
toilets.
Average weighted mean 2.69 Always

Table 4 presents the weighted mean distribution on the practices of grade V pupils

towards environmental issues.

Statement 1, 2, 3, 4, 5, 6, 7 got weighted means 2.6, 2.8, 2.6, 2.7, 2.7, 2.5, 2. 9 with the

descriptive rating of always. The practices towards environmental issues receive an average

weighted mean of 2.69 with always rating. It may be interpreted by the researcher that the

respondents are always practicing the ways to conserve the energy and the environment as shown

in the table.

Table 4.1

Weighted Mean Distribution on the Attitudes of Grade V Pupils Toward Environmental

Issues
 Attitudes Always Sometimes Never WM DR
3 2 1
1. I enjoy watching television 6 3 1 2.5 Sometimes
shows about environment.
2. I used to help in cleaning 9 1 0 2.9 Always
our surroundings.
3. I believed that trees should 9 0 1 2.8 Always
be protected.
4. I enjoy knowing how to 7 1 2 2.5 Sometimes
conserve environment.
5. I help in keeping my school 8 2 0 2.8 Always
free from unwanted garbage
through proper disposal.
6. I discourage my classmates 9 0 1 2.8 Always
not to litter anywhere.
7. I enjoy sharing my 9 0 1 2.8 Always
knowledge to my classmates
and family about conserving
our environment.
Average weighted mean 2.73 Always

Table 4.1 presents the weighted mean distribution on the attitudes of grade V pupils

towards environmental issues.

Statements 2, 3,5,6,7 got weighted means of 2.9, 2.8, 2.8, 2.8, and 2.8 with descriptive

rating of always. Meanwhile, statement 1, 4 obtain weighted means of sometimes. The Attitudes

towards environmental issues receive an average weighted mean of 2.73 with the always rating.

It may be interpreted that the respondents have positive attitudes towards the conservation and

protection of the environment as shown in the table.

Table 5

Weighted Mean Distribution of the Level of Awareness of Grade VI Pupils Toward

Environmental Issues in terms of Waste Management
FA A SA NA WM DR
Waste Management 4 3 2 1
1. In every household there should be separate 8 2 0 0 3.8 Fully
garbage container for bio-degradable and non- Aware
biodegradable.
 2. There are garbage that can be reused for other 9 1 0 0 3.9 Fully
purposes. Aware
3. There should no garbage be disposed in 8 1 1 0 3.7 Fully
canal. Aware
4. Garbage thrown in canal may cause flooding. 7 2 1 0 3.6 Fully
Aware
5. Electronic waste may cause health diseases. 6 3 1 0 3.5 Fully
Aware
Average weighted mean 3.7 Fully
Aware

Table 5 presents the weighted mean distribution of the awareness of the grade VI pupils
towards environmental issues in waste management.

Statements1, 2, 3, 4, 5 got weight means of 3.8, 3.9, 3.7, 3.6, and 3.5 all with the

descriptive ratings are fully aware. The level of awareness towards waste management receives

an average weighted mean of 3.7 with the fully aware descriptive rating. It may be interpreted

that the respondents are aware towards waste management because they are conscious of its bad

effects.

Table 5.1

Weighted Mean Distribution of the Level of Awareness of Grade VI Pupils Toward

Environmental Issues in terms of Air Pollution
FA A SA NA WM DR
Air Pollution 4 3 2 1
1. Garbage must be disposed properly to 7 3 0 0 3.7 Fully
prevent bad odor and lies coming from it. Aware
 2. Using of spray such as perfumes and 4 3 2 1 3.0 Aware
insecticides can cause air pollution.
3. Planting of trees can reduce air pollution. 6 4 0 0 3.6 Fully
Aware
4. Smoke bleaching must be avoided to prevent 10 0 0 0 4.0 Fully
air pollution. Aware
5. Burning of garbage must be avoided to 9 1 0 0 3.9 Fully
prevent air pollution. Aware
Average weighted mean 3.64 Fully
Aware

Table 5.1 presents the weighted mean distribution on the awareness of the grade VI

pupils towards environmental issues in air pollution.

Statements 1, 3, 4, 5 got weighted means of 3.7, 3.6, 4.0, 3.9, with the descriptive rating

of fully aware. Meanwhile, statement 2 obtains weighted mean 3.0 with the descriptive rating of

aware. The level of awareness towards air pollution receives an average weighted mean of 3.64

with the fully aware descriptive rating. It may be interpreted that the respondents are aware of air

pollution because they are aware of its bad effects. As shown in the table statement number 2 got

the lowest weighted mean of 3.0 which means that they are aware that using sprays such as

perfumes and insecticides must be avoided.

Table 5.2

Weighted Mean Distribution of the Level of Awareness of Grade VI Pupils Toward

Environmental Issues in terms of Deforestation
FA A SA NA WM DR
Deforestation 4 3 2 1
1. Cutting more trees can cause flooding. 4 4 1 0 3.0 Aware
 2. Reforestation may help reverse the condition 2 8 0 0 3.2 Aware
3. Strict laws should be established in order 4 6 0 0 3.4 Aware
lessen the illegal cutting of trees.
4. Cutting of trees shortage of food. 2 6 0 2 2.8 Aware
5. Penalties should be given to those who 2 8 0 0 3.2 Aware
violate the laws regarding environment.
Average weighted mean 3.12 Aware

Table 5.2 presents the weighted mean distribution on the awareness of the grade VI

pupils towards environmental issues in deforestation.

Statements 1, 2, 3, 4, 5 got weighted means of 3.0, 3.2, 3.4, 2.8, and 3.2 with the

descriptive rating of aware. The level of awareness towards deforestation receives an average

weighted mean of 3.12 with the aware descriptive rating. It may be interpreted that the

respondents are fully aware should be protected for the reduction of air pollution as well as for

the conservation of the environment. They also agree that there should be strict laws to lessen

that illegal cutting of trees as shown in the table.

Table 5.3

Weighted Mean Distribution of the Level of Awareness of Grade VI Pupils Toward

Environmental Issues in terms of Water Pollution
FA A SA NA WM DR
Water Pollution 4 3 2 1
1. Detergents and soaps can pollute the water 2 6 2 0 3.0 Aware
2. Chemicals from factories can cause water 6 2 2 0 3.4 Aware
 pollution.
3. Garbage must not be thrown in rivers and 10 0 0 0 4.0 Fully
other bodies of water. Aware
4. Cleaning our rivers and other bodies of water 10 0 0 0 4.0 Fully
can help reduce water pollution. Aware
5. Dynamite fishing can pollute the water. 8 1 1 0 3.7 Fully
Aware
Average weighted mean 3.62 Fully
Aware

Table 5.3 presents the weighted mean distribution on the awareness of the grade VI

pupils towards environmental issues in water pollution.

Statements 3, 4, 5 got weighted means of 4.0, 4.0, and 3.7 with the descriptive rating of

fully aware. However, statements 1, 2 obtain weighted mean of 3.0, 3.4 with the descriptive

rating of aware. The level of awareness towards water pollution receives an average weighted

mean of 3.62 with fully aware descriptive rating. It may be interpreted that the respondents are

fully aware of water pollution and its bad effects. They are fully aware that cleaning our rivers

and other bodies of water may reduce water pollution.

Table 5.4

Weighted Mean Distribution of the Level of Awareness of Grade VI Pupils Toward

Environmental Issues in terms of Land Pollution
FA A SA NA WM DR
Land Pollution 4 3 2 1
1. Improper disposal of electronic waste 6 2 2 0 3.4 Aware
2. Non-biodegradable waste thrown to land 8 0 1 0 3.4 Aware
 release toxic that can pollute the land.
3. Cutting of trees can cause land pollution 8 0 4 0 4.0 Fully
which can lead to flooding. Aware
4. Industrialization like building subdivisions is 6 2 2 0 3.4 Aware
the reason of cutting trees that can increase land
pollution.
5. Using of insecticides in farming can cause 4 2 4 0 3.0 Aware
land pollution and is harmful to human health.
Average weighted mean 3.44 Aware

Table 5.4 presents the weighted mean distribution on the awareness of the grade VI

pupils towards environmental issues in land pollution.

Statements 1, 2, 4, 5 got weighted means of 3.4, 3.4, 3.4, and 3.0 with the descriptive

rating of aware and statement 3 got 4.0 with the descriptive rating of fully aware. The level of

awareness towards land pollution receive an average weighted mean of 3.44 with the descriptive

rating of aware. It may be interpreted that the respondents are aware of land pollution because

they are aware of its bad effects. The respondents are fully aware that using insecticides causes

land pollution and can harm our health as shown by their answers in the above table.

Table 6

Weighted Mean Distribution on the Practices of Grade VI Pupils Toward Environmental

Issues
Practices Always Sometimes Never WM DR
3 2 1
1. I used to pick up garbage 6 4 0 2.6 Always
on the ground and put it on
 right trash container.
2. We unplugged our 8 2 0 2.8 Always
appliances when it is not used
to conserve energy.
3. I use baskets rather than 6 3 1 2.5 Sometimes
plastic bags to conserve the
environment.
4. We segregate 6 3 1 2.5 Sometimes
biodegradable to non-
biodegradable wherein we
used biodegradable as
fertilizer.
5. I sell non-biodegradable 4 4 2 2.2 Sometimes
waste to dealers who in return
sell for recycling.
6. We lessen the use of wood 4 6 0 2.4 Sometimes
and wood charcoal to help in
the conservation natural
resources such as tree.
7. We recycle water, such as 6 4 0 2.6 Always
the water we use in washing
our clothes is use in cleaning
toilets.
Average weighted mean 2.51 Always

Table 6 presents the weighted mean distribution on the practices of grade VI pupils

towards environmental issues.

Statement 3, 4, 5, 6, got weighted means 2.5, 2.5, 2.2, 2.4, with the descriptive rating of

sometimes. However, statement 1, 2, 7 obtain weighted mean 2.6, 2.8, 2.6 with the descriptive

rating of always. The practices towards environmental issues receive an average weighted mean

of 2.51 with always rating. It may be interpreted by the researcher that the respondents are

always practicing the ways to conserve the energy and the environment as shown in the table.

Table 6.1
 Weighted Mean Distribution on the Attitudes of Grade VI Pupils Toward Environmental
Issues
Attitudes Always Sometimes Never WM DR
3 2 1
1. I enjoy watching television 10 0 0 3.0 Always
shows about environment.
2. I used to help in cleaning 8 2 0 2.8 Always
our surroundings.
3. I believed that trees should 10 0 0 3.0 Always
be protected.
4. I enjoy knowing how to 10 0 0 3.0 Always
conserve environment.
5. I help in keeping my school 8 2 0 2.8 Always
free from unwanted garbage
through proper disposal.
6. I discourage my classmates 8 0 2 2.6 Always
not to litter anywhere.
7. I enjoy sharing my 6 2 2 2.4 Sometimes
knowledge to my classmates
and family about conserving
our environment.
Average weighted mean 2.8 Always

Table 6.1 presents the weighted mean distribution on the attitudes of grade VI pupils

towards environmental issues.

Statements 1, 2, 3, 5, 6, got weighted means of 3.0, 2.8, 3.0, 3.0 2.8, and 2.6 with

descriptive rating of always. Meanwhile, statement 7 obtain weighted means of sometimes. The

Attitudes towards environmental issues receive an average weighted mean of 2.8 with the always

rating. It may be interpreted that the respondents have positive attitudes towards the conservation

and protection of the environment as shown in the table.

 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

The main purpose of this study was to measure the level of awareness and the attitudes of
the grade IV, V, VI pupils toward the environmental issues. Specifically, the study sought to find
out the level of awareness and attitudes toward environmental issues as well as the Yes-O
programs.
A set of questionnaires was used by the researcher and it composed of two parts, the first
part was aimed at determining the level of awareness of the pupils toward environmental issue
and the other aimed at knowing the attitudes of the pupils and the current characteristic of the
school’s YES-O programs, practices and activities (PPAs).

Conclusions

Based on the findings, the researchers arrived at the following conclusion:

1. All grade levels are aware of the different environmental issues.

2. The grade VI pupils are most aware in waste management among other grade levels.
3. The grade IV, V, and VI pupils have positive attitudes toward environmental issues and thus,
they practice what they learned.
4. The YES-O programs, practices and activities were highly practiced in the school.
5. Grade V pupils obtained the least weighted average mean about deforestation. Therefore,
programs, practices and activities in this environmental issue should be enhanced by the YES-O.

Recommendation

Based on the findings and conclusions, these are the recommendations offered:
1. The teachers should adjust their instructional techniques to provide basic information
to make all the pupils become fully aware on environmental issues.
2. Teacher should provide activities on how pupils maybe encourage to be
environmentally concerned by applying what they learned.
 3. Further studies should be conducted using other instruments to determine the factors
affecting the level of awareness and attitudes of the pupils.
4. Teacher should broaden the knowledge of students about the importance of Yes-O and
the programs that are related to this.
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