Chapter I

PROBLEMS AND REVIEW OF RELATED LITERATURE

Introduction
The

21st

century

is

facing

wide

array

of

environmental problems ranging from the simplest disposal of

household garbage to the most complex like global warming
and climate change.
Climate change possesses a huge threat to humanity. For
the

past

destroyed

years

it

had

billions

of

caused

thousands

properties,

of

adversaries,

infrastructures

and

resources and claimed billions of human life.

The

Philippines,

just

like

any

country,

experience

calamities and disasters brought by climate change. Typhoon

is an ordinary phenomenon to Filipinos, but the nation, as
well as the whole world, was shocked by the tragic aftermath
of Typhoon Yolanda (I.N. Haiyan). Known as the strongest
typhoon to enter the country, Yolanda left 89 billion peso
worth of damages in infrastructure and resources and claimed
over 6000 of lives.
In 2013, the Philippines was named as the most affected
country by climate change by an environmental organization

German Watch based on weather-related disasters like storms,

floods and heat waves (rappler.com).
El Nio and La Nia phenomenon becomes more prevalent
threat to the agriculture sector every year. The worst El
Nio that happened in the country was recorded in 1997 and
1998 with over 3 billion peso worth of damage. El Nios
counterpart, La Nia, always bring trouble every year to low
lying areas in the country, the coastal areas and the major
crop producing provinces.
The effect of climate change seems to be inevitable; we
are now experiencing the consequences of humanitys wrong
doings in the past centuries. We are now at the point of
realization that our planet needs our help and environmental
protection is everyones obligation.
Several efforts from the government and non-government
organizations

are

conducted

to

raise

awareness

among

citizens and the next generation of students. The school and

the teachers play a very important role in disseminating
information about climate change. Teachers facilitate the
acquisition of knowledge of students, they have the major
role

of

exposing

the

learners

to

information

that

are

essential and would help enlighten the students on what

actions should they take to address climate change.
The four-year Education course is an opportunity to
build awareness among future teachers. It is a time to
acquire

knowledge

about

climate

change;

its

causes

and

effects as well as preventive measures to help mitigate the

adversaries caused by this problem. As future teachers, it
is a must to be knowledgeable of the basic facts about our
environmental

problems

and

to

be

aware

of

the

common

misconceptions about these issues for we are the future

educators that will help shape the minds and hearts of the
next generation.
The research aimed to determine the level of awareness
among

Secondary

Education

students

major

in

Biological

Sciences, their attitudes and mitigation responses towards

climate

change.

misconceptions
climate

change.

whether

our

The

and
The

future

researchers

the

depth

results
teachers

assessed

of

of

their

this

have

their

common

knowledge

research
clear

and

will

about
show

accurate

understanding and perception about the topic and with those

results this paper can serve as a guide for some necessary
revisions concerning the effectiveness of curricula used in

subjects

such

as

Earth

and

Environmental

Science

and

Ecology.

Review of Related Literature and Studies

The following literature review presents information

about climate change, its causes and impacts and the action
of the Philippine government towards it. The review examines
the

body

of

research

available

on

students

awareness,

attitude, and mitigation responses. This will also address

the issues of Personal and Academic-Related performances as
they relate to influence responses on climate change.
Climate Change Awareness
Climate change is the significant and lasting change of
our weather over sustained periods of time. It is a longterm shift in weather conditions identified by changes in
temperature, precipitation, winds, and other indicators.
Climate

change

conditions

and

can

involve

changes

in

both

changes

variability,

in

average

including,

for

example, extreme events. There is international consensus

that human activities over the last 50 years have altered
the

Earth's

natural

climate. (EPA

Climate and Energy Program, n.d)

State

and

Local

Any
amount

factor
of

that

causes

incoming

energy

a
or

sustained
the

change

amount

of

to

the

outgoing

energy can lead to climate change. These factors can be

divided into two categories - those related to natural
processes
addition

and
to

those

natural

related
causes

of

to

human

climate

activity.

change,

In

changes

internal to the climate system, such as variations in

ocean

currents

or

atmospheric

circulation,

can

also

influence the climate for short periods of time. This

natural internal climate variability is superimposed on
the long-term forced climate change.
Natural Causes
The Earths climate can be affected by natural factors
that are external to the climate system, such as changes in
volcanic

activity,

solar

output,

and

the

Earth's

orbit

around the Sun. The two factors relevant on timescales of

contemporary climate change are changes in volcanic activity
and changes in solar radiation. In terms of the Earths
energy balance, these factors primarily influence the amount
of incoming energy. Volcanic eruptions are episodic and have
relatively short-term effects on climate.
Human Causes

Climate

change

can

also

be

caused

by

human

activities, such as the burning of fossil fuels and the

conversion of land for forestry and agriculture. Since
the beginning of the Industrial Revolution, these human
influences

on

the

climate

substantially.

In

impacts,

activities

these

system

addition

to

change

have

other
the

land

increased

environmental
surface

and

emit various substances to the atmosphere. These in turn

can influence both the amount of incoming energy and the
amount of outgoing energy and can have both warming and
cooling effects on the climate.

The dominant product of

fossil fuel combustion is carbon dioxide, a greenhouse

gas. The overall effect of human activities since the
Industrial Revolution has been a warming effect, driven
primarily by emissions of carbon dioxide and enhanced by
emissions of other greenhouse gases.
The build-up of greenhouse gases in the atmosphere has
led to an enhancement of the natural greenhouse effect.

It

is this human-induced enhancement of the greenhouse effect

that is of concern because ongoing emissions of greenhouse
gases have the potential to warm the planet to levels that
have

never

been

experienced

in

the

history

of

human

civilization. Such climate change could have far-reaching

and/or

unpredictable

environmental,

social,

and

economic

consequences.
Climate Change Impacts
As stated in an article of Canada's Action on Climate
Change, (n.d.), Emissions of heat-trapping gases from human
activityespecially the burning of fossil fuels for energy
cause our atmosphere to heat up. This atmospheric heating
unleashes

torrent

of

rapid

changes

to

the

way

water

systems typically function on our planet. For example:

The

cryosphere

the

frozen

water

on

Earthis

melting. A warmer atmosphere causes the planet's snow

pack, glaciers and sea and freshwater ice to melt at an
accelerated pace. Melting glaciers and polar ice sheets
contribute to sea level rise. As the ice melts, it also
exposes darker ocean waters, which absorbs more sunlight
than ice, and thus heats the ocean more, triggering a
cycle of melting and heating.

Weather

of

all

kinds

is

getting

more

extreme. The

increased evaporation of water is like fuel for storms,

exacerbating extreme weather events, such as hurricanes.
Rising sea levels make coastal flooding events worse.

The oceans are getting hotter, expanding, and becoming

more acidic. The oceans are getting hotter, because they
soak up 90% of the extra heat in the atmosphere. This
causes the oceans to expand, and this also contributes
to

higher

sea

levels.

Meanwhile,

the

increased

concentration of carbon dioxide in the ocean triggers a

chemistry change that makes the water more acidic. The
ocean is almost 40% more acidic than it used to be.

As climatic patterns rapidly shift, habitats on land and

in the sea are changing, making them inhospitable for some
species, while letting others move in and take over. In some
cases, entire ecosystems are at risk of collapsing. The
changes to the natural world are vast, but here are three
notable and well-documented examples.

Coral

and

shellfish

are

suffering:

Coral

reefs

are

highly sensitive to small changes in ocean temperatures.

The heat stresses the algae that nourish the corals and
provide their vibrant colors. Also, a more acidic ocean
affects

the

normal

calcium

balance,

meaning

creatures

with calcified shells, such as shellfish and coral, may

not have enough calcium to grow.
Forests are more prone to deadly infestations. Milder
winters and longer summers allow tree-killing insects to
thrive. Meanwhile, trees weakened by prolonged drought
have

lower

defense

mechanisms.

This

cycle

of

warmer

weather, weak trees and thriving insects is likely the

culprit behind the massive die-off of 70,000 square miles
of Rocky Mountain conifers.

Our Arctic creatures need ice, but it's vanishing. As

sea ice disappears, ice-dependent mammals like walruses
and polar bears struggle to survive. In 2008, the polar
bear

became

the

first

animal

to

be

added

to

the

Endangered Species Act list of threatened species because

of global warming.

Human life is thrown out of balance. More extreme weather

also

means

we

face

increased

pressure

on

our

health,

infrastructure, and economy.

Climate change is a major threat to agriculture. The toll
that

climate

change

takes

on

agriculture

is

nearly

incalculable, and as a result, our food security is at risk.

10

All over the world, farmers are struggling to keep up with

shifting

weather

and

increasingly

unpredictable

water

supplies. Farmers also must contend with unexpected attacks

from weeds, diseases and pests, which affect yield.
Warmer,

polluted

air

affects

our

health. A

warmer

atmosphere increases chemical reactions that form groundlevel ozone, also known as smog. Smog is a well-known lung
irritant and a major trigger of asthma attacks. Smoke from
wildfires degraded the air. Extreme summer heat will mean
more deaths during heat waves and warmer freshwater makes it
easier for pathogens to grow and contaminate drinking water.
Infrastructure
weather,

flooding

and
and

transportation

are

other

weather

extreme

at

risk,
events

too. Hot
damage

infrastructure, put heavy burdens on electrical supplies, and

disrupt how we travel and commute.

Attitude towards Climate Change

As cited by Bernardo, Aileen C, from Ragragio (2003)
the one who conducted a survey on the environmental attitude

11

and behavior of 558 college students from the University of

the Philippines Manila and De La Salle College of Saint
Benilde, the survey showed a relatively moderate concern for
some

environmental

problems.

Most

were

concerned

with

problems directly affecting them or with which they had a

personal experience. Students were found to be generally
aware of environmental problems; most did not seem to make
sacrifices to improve the environment. She further expounded
that willingness to sacrifice is a behavior that indicates
commitment.
Bernardo also mentioned that the Philippine educational
system

integrates

various

environmental

concepts

in

the

school curriculum at all levels - elementary, secondary and

tertiary

levels

and

there

is

need

to

continuously

recognize the attitudes and behavior of college students

towards the environment. To enrich environmental education
in

the

Philippines,

wide

range

of

environmental

experiences and global environmental issues and concerns,

should be integrated.

Mitigation Responses on Climate Change

According to Sering, Lucille L.
government

has

been

very

aggressive

(2013),
in

its

the Aquino
approach

to

12

address

the

problem

of

climate

change.

It

staffed

the

Climate Change Commission (CCC) and made it functional. The

CCC coordinates and provides oversight and policy advice on
programs and projects on climate change. It is also tasked
to craft the National Strategic Framework on Climate Change
and the National Climate Change Action Plan (NCCAP). The
latter serves as the countrys roadmap to effectively deal
with the problem. The CCC also takes a strong stand in
international

negotiations

to

reduce

greenhouse

gas

Environment

and

emissions.
In

report

of

the

Department

of

Natural Resources (2014), the government launched a massive

advocacy campaign aimed at raising public awareness about
two pressing environmental challenges facing the country
today: climate change and the rehabilitation Manila Bay.
Secretary
Environment
Secretary

Ramon

and

J.

Natural

Herminio

P.

Paje

of

Resources

Sonny

Coloma

the

Department

(DENR),
of

the

along

of
with

Presidential

Communications Operations Office (PCOO), led the launching

of the twin campaign at the Philippine Information Agency
(PIA) office in Quezon City.

13

The Climate
public

apathy

Change
toward

Advocacy
climate

Campaign aims
change

through

to

soften

strategic

communication and social mobilization.

Everyone is accountable for the phenomenon of climate
change. All of us will be accountable and each of us can do
something to help. The same goes for the rehabilitation of
Manila Bay, Paje said.
To make the campaign more popular and recognizable to
the

public,

the

like KALIgKASAN,

organizers
play

on

the

have

created

branding

words kaligtasan (safety)

and kalikasan (environment), and Punoan.

KALIgKASAN

focuses

on

strategies

to

mitigate

the

adverse impacts of climate change and reduce disaster risk

on both humans and the environment. It uses social media to
disseminate information to the public.
Punoan, on the other hand, supports the implementation
of the National Greening Program, the flagship reforestation
program of the Aquino administration that seeks to cover 1.5
million hectares of land with trees by 2016.

14

The DENR also announced that a mobile application named

Alerto Pinoy will soon be made available to the public.
The application will provide relevant information and data
that are particularly useful during calamities and disasters
like geohazard maps, alert warnings, and advisories.
Paje said that although a lot of people are already
aware of climate change and the issues of Manila Bay, the
main

objective

of

the

campaign

was

to

translate

such

awareness into action by improving peoples perception of

their role in environmental protection.
The environment is not the governments monopoly. Every
citizen

should

see

himself

as

part

of

solution

to

environmental problems, he reiterated.

Local Related Studies
According to the

Study of Bernardo, Eileen C.

entitled Environmental Attitudes and Behavior of Students in

Selected Higher Education Institutions in Region 02, showed
that

majority

environment.

of
The

the

students

students

were

were
most

concerned
concerned

about

the

with

the

decrease in the quality of drinking water, air pollution,

damage to the ozone layer, garbage disposal and pollution of

15

rivers and they were least concerned with global climate

change and radioactive contamination. There is a need to
continuously recognize the attitudes and behavior of college
students

on

the

environment.

To

enrich

environmental

education in the Philippines, global environmental issues

and concerns, could be integrated in courses at the tertiary
level.

As concluded by the Second National Communication to

the United Nations Framework Convention on Climate Change
(2004), Research and development is an area that needs to be
pursued in order for the country to fully tap its potential
in

the

development

technologies.

Also,

and

utilization

increased

support

of
is

climate-friendly
needed

for

the

Special Economic Zones as entry points for investments and

technology transfer.
There is need to increase creative financial and economic mechanisms and instruments (at the macro and micro
domestic levels) to enable technology transfer and diffusion
and facilitate technology development.
The Philippines also needs to conduct a systematic and
thorough assessment of the technology needs on mitigation
and adaptation. The needs assessment will be crucial in

16

guiding the development of national strategies on climate

change technology transfer, diffusion and development that
are responsive to the stakeholders and the communities
needs.
Foreign Related Studies
According to the study of Uzoechi, Benneth of Nasarawa
State University in Nigeria, (n.d), the level of awareness
of pre-service science teachers in adapting the impact of
climate change in Nigeria was found to be very low. Majority
of the respondents were not well informed about issues of
climate change as it relates to its meaning, causes and
impact. A wide variation also was shown on the level of
awareness based on their areas of specialization. It is
therefore

recommended

that

issues

which

are

relating

to

climate change and disaster risk reduction be infused into

the

curriculum

science

content

teachers

for

the

irrespective

training
of

of

their

pre-service
area

of

specialization. Climate change issues should be incorporated

into the content of in-service teacher training workshops
and seminars. General studies courses should be introduced
to address current issues like climate change. Seminars,
public lectures and workshops could be.

17

As

concluded

by

Pruneau,

Diane

of

Universit

de

Moncton, Liboiron, Linda & milie Vrain of La Biosphre,

Gravel,

Hlne

&

Bourque,

Wendy,

&

Langis,

Joanne

of

Universit de Moncton, Canada (n.d), the research allowed

for identifying ideas that children, teenagers, and adults
have built about climate change. Opinions are divided when
it comes to the causes and consequences of climate change,
and the possible mobilization of the population. Various
educational interventions have been suggested to improve the
level of climatic literacy such as image education which
Hyerle (1996) suggests that could profitably be used to
teach scientific subject matter. In the case of climate
change,

learners

would

first

be

invited

to

draw

their

initial conception of elements like gaseous pollution, the

greenhouse
layer.

effect,

methane,

Subsequently,

CO2,

clearer

and

the

images

of

thinning
these

ozone

diverse

elements would be proposed to the learners. Similarly, the

presence of an imbalance in contemporary temperatures could
be

underscored

through

such

use

of

imagery,

since

many

participants were preoccupied by the problem and claimed to

be worried about such an imbalance. Thus the said strategy,
that situate and explain the phenomenon at the local level

18

allows discussion at the global level, should be examined

further.

The Centre for African Wetlands, University of Ghana,

Legon (2009), reported low levels of awareness and poor
understanding

of

climate

change

risks,

combined

with

significant awareness gaps about climate change processes,

adaptation and mitigation, particularly in the developing
world of which Ghana is no exception. Report of EPA Ghana
(2005)

on

the

climate

change

education

and

awareness

indicated that 50% of the respondents between 30 and 50

years were aware of the level of climate change in Ghana.
However generally, most respondents complained of requisite
awareness and materials needed for education, training and
awareness creation. The Junior High Schools social studies
and integrated science textbooks though have elements of
climate; climate change and sustainable development have not
been emphasized.

According to the study of Anderson, Allison entitled

Combating Climate Change through Quality Education (n.d),
Climate
progress

change
made

threatens
toward

to

meeting

undo
the

and

then

Millennium

reverse

the

Development

19

Goals (MDGs) and poses one of the most serious challenges to

reducing global poverty for the international community.
However, the education sector offers a currently untapped
opportunity

to

combat

climate

change.

There

is

clear

education agenda in climate change adaptation and mitigation

strategies, which require learning new knowledge and skills
and

changing

behaviors

vulnerabilities

and

in

manage

the

order
risks

to
of

reduce

climate

the

change.

Therefore, investing in quality education to combat climate

change is an essential tool in achieving the MDGs.

According to the United Nations International Panel on

Climate Change and as studied by Anderson, climate change is
progressing and will have widespread effects on human life
and natural systems.

Climate change is a key causative

factor in increased heat waves, flooding, droughts, intense

tropical

cyclones,

biodiversity.

The

rising

average

sea

number

levels
of

and

disasters

loss

of

caused

by

natural hazards has increased in the last 20 years from 200

a year to more than 400

Anderson

recommended

the

expansion

of

the

climate

change agenda to include education as a tool in adaptation

20

and

mitigation

strategies.

Climate

change

presents

the

international community with a historic opportunity to make

development more sustainable through integrating adaptation
and

mitigation

individuals

and

measures.

Education,

communities

to

gain

through
new

enabling

knowledge

and

skills, and to change their attitudes and behaviors, is a

critical

component

of

this

process.

An

expanded

climate

change agenda that promotes education as a tool to enhance

adaptive capacity and ensure that lifestyles and livelihoods
are climate-friendly, reduce vulnerabilities and manage risk
is one that will be more effective and sustainable.

Conceptual Framework
Environmental

education

is

an

attempt

to

reorient

education in restoring environmental competence as one of

its basic aims along with personal and social competence.
The four-year-course in college of the respondents is
their training ground for their future careers in teaching.
It is the time where student-teachers hone and develop their
knowledge

and

skills.

As

they

progress

and

finish

each

subject, their awareness and understanding, i.e. climate

change, is expected to get deeper and clearer. With proper
understanding of the concepts, the students will form a much

21

positive attitude towards addressing the problems, and as

they are equipped with a higher level of understanding and a
favorable attitude, they are expected to have more concrete
actions in addressing the problems.
Figure 1 shows the paradigm of the study which shows
the

relationship

perception

on

of

the

Climate

respondents

Change.

The

profile

students

and

their

perception

towards climate change was assessed based on the following:

climate

change

understanding,

awareness,

attitudes

and

Respondents Perception towards Climate Cha

mitigation responses.

The relationship of their demographic

Climateclimate
Changechange
Understanding
profile and their perception towards
were
using Chi-square
Profileevaluated
of the Respondents

test.Climate
Also, Change
the difference
Awareness

Basic
on Climate
Change
between the respondents attitude
perConcepts
year level
towards
Causes of Climate Change
Effects
Climate Change
climate change were gauged using Analysis
ofofVariance.

Gender

Year Level
Year Level

Climate Change Attitudes

Survey Questions on Climate Change Attitude

al Number of Science Subjects Taken (Tertiary Level)

Climate Change Mitigation Responses

Appropriate Attitude

22

Figure 1: Paradigm of the Study

Definition of Terms
The

following

terms

are

defined

operationally

better and easy understanding of the study:

for

23

Attitudes toward Climate Change-

refer to students

feelings and opinions towards the problem.

Climate

Change

Awareness-

refers

to

students

perception and basic knowledge about climate

change.
Mitigation

Responses-

preventive

refer

to

measures

of

the
the

practices

and

respondents

to

minimize the effects of climate change.

Respondents- refer to all Education students major in
Biological

Sciences

in

PHINMA-Araullo

University enrolled in summer A.Y. 2015.

Statement of the Problem

The main objective of the study was to examine the
perception based on understanding, awareness, attitude and
mitigation responses of Secondary Education students Major
in Biological Sciences in PHINMA-Araullo University towards
Climate Change.
Specifically,
questions:

it

sought

to

answer

the

following

24

1 How may the profile of the respondents be described in

terms of the following:
1
Gender
2
Year Level
3
Total Number of Science Subjects Taken
2 How may the respondents climate change perception be

described in terms of the following:

2.1 Climate Change Understanding
2
Climate Change Awareness
1
Basic Concepts of Climate Change
2
Causes of Climate Change
3
Effects of Climate Change
3
Attitude toward Climate Change
1
Basic Concepts on Climate Change
2
Appropriate Attitude
4
Climate Change Mitigation Responses
Is
there
a
significant
difference
between

the

respondents year level and their appropriate attitude

4

towards climate change?

Is there a significant relationship between the profile
of the respondents and their awareness, attitudes and
mitigation responses toward climate change?

Hypotheses
The study was guided by the following hypotheses:
1 There

is

no

significant

difference

between

the

respondents year level and their appropriate attitude

towards climate change.
2 There is no significant
profile

of

the

relationship

respondents

and

their

between

the

awareness,

25

attitudes

and

mitigation

responses

towards

climate

change.

Significance of the Study

Understanding the awareness, attitudes and mitigation
responses of the respondents towards climate change will be
significant and help to the following:

Education Students major in Science. The study will

serve as an eye opener on how important are their
awareness

their

workshops

skills,

in

mitigating

the

for

serving

knowledge

and

teachers

towards

impact

education

appropriate
students

major

strategies
in

to

of

enhance

climate

adaptation and other related issues.

Curriculum Planner. The study will
designing

attitude

climate change.
Teacher. The study will help them in planning capacity
building

and

help
for

biological

change

them

in

educating
sciences

on

managing and coping with climate change.

Future Researchers. The study will serve as a basis for
further research and development on the awareness of
students

to

climate

change.

The

study

will

enhance

their skill and knowledge in adapting, and minimizing

the effects of climate change.

26

Scope and Limitation of the Study

The

study

focused

on

evaluating

the

perception,

awareness, attitudes and mitigation responses toward climate

change of Education students major in Biological Sciences
enrolled this summer, Academic Year 2015 at PHINMA- Araullo
University.
Descriptive with correlation method were utilized and
total

enumeration

were

employed

in

obtaining

the

needed

data.
The

main

source

of

data

information

structured questionnaire and interview.

came

from

For statistical

computation, Microsoft Excel Software was used.

27

Chapter II
METHODOLOGY
This

chapter

methodology.

It

presents

presents

the

the

details

research

of

the

method,

research
source

of

data, instrumentation and collection, and tools for data

analysis.
Research Design
The study adopted descriptive design with correlation.
Descriptive

design

correlations,

permits

about

that

statement,

relationship.

in

the

form

Correlation

of

is

statistical measure of a relationship between two or more

variables,
predict

gives

another.

an

indication

of

how

However, correlation

one
does

variable
not

may

imply

28

causation; that is, simply because two events are in some

way correlated (related) does not mean that one necessarily
causes the other. (Research Method in Psychology (n.d))
Using the design, the study also tried to find the
difference between the respondents year level and their
appropriate attitude towards climate change and relationship
of the profile of the respondents and their awareness,
attitudes and mitigation responses toward climate change to
determine the factors that influenced their perception on
climate change.
Participants
The participants of the study are all the education
students

major

in

Biological

Science

of

PHINMA-Araullo

University, Cabanatuan City, Nueva Ecija who were enrolled

this summer, school year 2015-2016. There were 60 students,
from different year levels, who participated in the study.
Tabe 1 shows the distribution of respondents.
Table 1: Table of Respondents
Year Level

22

30

29

Total

60

Materials and Instruments

The instrument used in the data collection was
adopted from Manansat (2015).
The following checklists were used to gather data:
Understanding

Checklist.

The

checklist

consists

of

questions with different options where the respondents

were asked to indicate their understanding on climate
change.
Awareness

Checklist.

The

checklist

consists

of

20

statements where the respondents were asked to assess

their level of awareness: their perception, the causes
and the effects of climate change.
For the response, three options were offered to
the respondents:

Attitude

3 Aware
2 Uncertain
1 Unaware
Checklist.
The checklist

consists

of

14

statements where the respondents stated their attitude

towards climate change.
For the response, five options were offered to the
respondents:
5- Strongly Agree/Alarmed
4- Agree/Concerned
3- Uncertain/Cautious

30

2- Disagree/Disengaged
1 Strongly Disagree/Dismissive

Mitigation Response Checklist.

The checklist consists

of 15 statements where the respondents evaluated the

frequency of practice of their response to minimize
climate change.
For the response, five options were offered to the
respondents:
5- Always
4- Often
3- Cautious
2- Sometimes
1 Never

Data Collection
After

the

approval

of

the

adviser

of

the

subject,

Teaching of High School Biology with Research, researchers

sought permission from the Dean of College of Education of
PHINMA - Araullo University regarding the conduct of the
study. A letter asking for the permission was forwarded to
the Registrar of the University, for the students records.
Complete lists of the target respondents were secured. The
researchers

administered

questionnaires.
analyzed.

and

Respondents

retrieved
answers

the
were

accomplished
tallied

and

31

Data Analysis
Analysis was done using Microsoft Excel software. The
level of significance was set at 0.05. Data were analyzed
using the following statistical method:
1 Percentage
This tool

was

used

to

assess

the

respondents

profile and understanding towards climate change. The

results of the computation gave data that answered the
first problem and second sub-problem in problem two.
The formula for Percentage is:
f
P= x 100
N

Where:
P= percentage
f= frequency
N= total number of cases
2 Weighted Mean
Weighted mean was used to evaluate the respondents
awareness,
climate

attitude

change.

The

and

mitigation

results

responses

gathered

towards

answered

problems two, three and four in problem two.

The formula for Weighted Mean is as follows:

(Spiegel 45)

WM=

wX
w

sub-

32

Where:
WM= Weighted Mean
W= Weighting Factor
X= Observed Phenomenon
Climate Change Awareness
Verbal Description
Weighted Mean
Aware
2.34-3.00
Uncertain
1.67-2.33
Unaware
1.00-1.66
The weighted mean were described verbally using
the following scales: 6

Climate Change Attitude

Verbal Description
Weighted Mean
Strongly Agree/Alarmed
4.20-5.00
Agree/Concerned
3.40-4.19
Uncertain/Cautious
2.60-3.39
Disagree/Disengaged
1.80-2.59
Strongly Disagree/Dismissive
1.00-1.79
Climate Change Mitigation Responses
Verbal Description
Weighted Mean
Always
4.20-5.00
Often
3.40-4.19
Cautious
2.60-3.39
Sometimes
1.80-2.59
Never
1.00-1.79
3 Analysis of Variance
This was employed to answer the sub-problem three
which

determined

the

difference

between

the

respondents year level and their appropriate attitude

towards climate change.
The Formula for Analysis of Variance:

33

F (x1y)

MSg
MSw

Where:
MSg- group mean square
MSw- within mean square
4 Chi-Square
Chi-Square was used to answer the sub-problem four
which established the relationship between the profile
of the respondents and their awareness, attitudes and
mitigation responses toward climate change.
The formula for Chi-Square is as follows (Garret
253)
2

f 0f e

2
x =

Where:
X2= chi-square
fo= observed frequency
fe= expected frequency

34

CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS
This chapter presents the data and results as well as
the interpretation of the findings.
Profile of the Respondents
Table 2 presents the profile of the respondents as to
gender, year level and number of science subjects taken.
Gender
Table 2 shows that there are 60 Bachelor of Secondary
Education students major in Biological Science enrolled this
summer; twenty-three (23) or 38.33% are male students and
thirty seven (37) or 61.67% female students. It can be
inferred

that

females.
Year Level

this

academic

environment

is

dominated

by

35

Out of 60 respondents, there are twenty two (22) or

36.67% first year students, thirty (30) or 50% second year
students, and the remaining eight (8) or 13.33% are the
third year students.

Number of Science Subjects Taken

The table also reveals the number of tertiary science
subjects taken by the respondents. All of the twenty two
(22) enrolled 1st year students are under the bracket of 1-5
subjects taken; the results were as expected because this is
the

building

years

of

Education

students

where

the

fundamental subjects are being taught. The science subjects

that students must have taken during this year level are:
History and Philosophy of Science and Biological Sciences 1.
On the 2nd year group, twenty six (26) out of thirty
(30)

students

have

taken

science

subjects

while

the

remaining 4 students have taken 4-5 science subjects only.

Subjects offered during the semesters of this year level
are:

Biological

Science

2,

Physics

Ecology and Physics for Health 2.

for

Health

Sciences,

36

One hundred percent of the respondents from the 3rd

year level have taken 11-15 science subjects already. This
year level includes all the final science subjects to be
taken

by

Biological

Chemistry,

Science

Microbiology,

majors,

namely:

Biotechniques,

Inorganic

Earth

and

Environmental Science, Biochemistry and Organic Chemistry.

Table 2: Profile of the Respondents
Gender

Frequency

Percentage

Male

23

38.33%

Female

37

61.67%

Total

60

100%

Frequency

Percentage

1st Year

22

36.67%

Year

30

50%

3rd Year

13.33%

60

100%

Frequency

Percentage

26

43.33%

6-10

26

43.33%

11-15

13.33%

Total

60

100%

Year Level
nd

Total
Number of
Science
Subjects Taken
1-5

Perception on Climate Change

Climate Change Understanding

37

Table

3.1

illustrates

the

percentage

of

the

respondents climate change understanding.

The

findings

show

that

majority

or

71.67%

of

the

respondents view climate change as change in the atmosphere.

The

table

also

shows

that

48.33%

say

it

is

change

in

temperature, 45% as change in environment, 25% as change in

climate change due to human pollution and only 21.67% see it
as change in weather condition.
Regarding

the

respondents

sources

of

information,

televisions appear to be the most common at 85% followed by

seminars/training and lectures with 46.67%, radio at 25%
newspapers at least with 21.67%.
Temperature

has

Increased

in

the

past

10

years

according to 91.67% of the respondents, 6.67% said they

Dont Know whether theres such change, 1.67% answered
they

observed

No

Change,

while

0%

said

temperature

Decreased.
It also shows that 85% of the respondents said they
have observed the amount of rainfall for the past 10 years
has Increased, 10% believes theres No Change, 5% says
they Dont Know and 0% agrees that it has Decreased.

38

According to the findings, 71.67% of the respondents said

global warming is an effect of climate change, 61.67% agrees
with increasing frequency and intensity of typhoons, 48.33%
for rising temperature, 45% on depletion of the ozone layer,
25% with landslides and 21.67% on sea level rise.
When asked which effect of climate change could affect
them

personally,

58.33%

answered

global

warming

and

increasing frequency and intensity of typhoons, 56.67% chose

rising temperature and landslide, 35% picked depletion of
the ozone layer, and 16.67% said sea level rise would affect
them personally.
As cited by Bernardo, Aileen C, from Ragragio (2003)
most

of

the

respondents

were

concerned

with

problems

directly affecting them or with which they had a personal

experience. Students were found to be generally aware of
environmental problems; most did not seem to make sacrifices
to

improve

willingness

the
to

environment.
sacrifice

is

She
a

further
behavior

commitment.

Table 3.1
Climate Change Understanding

expounded
that

that

indicates

39

1. What does climate change mean to you?

Choices
Frequency
Percentage
Change in environment
27
45%
Change in climate change
15
25%
due to human pollution
Change in the atmosphere
43
71.67%
Change in temperature
29
48.33%
Change in weather
16
21.67%
condition.
2. Where did you get your information about climate change?
Choices
Frequency
Percentage
Television
51
85%
Radio
15
25%
Newspaper
13
21.67%
Seminars/Training/Lecture
28
46.67%
s
3. Have you noticed the changes in temperature in the past
10 years?
Choices
Frequency
Percentage
Increased
21
91.67%
No Change
1
1.67%
Decreased
0
0%
Dont Know
4
6.67%
4. Have you noticed the change in rainfall in the past 10
years?
Choices
Frequency
Percentage
Increased
51
85%
No Change
6
10%
Decreased
0
0%
Dont Know
3
5%
5. What do you think are the effects of climate change?
Choices
Frequency
Percentage
Depletion of the ozone
27
45%
layer
Landslide
15
25%
71.67%
Global Warming
43
Rising Temperature
29
48.33%
Sea Level Rise
16
21.67%
Increasing frequency and
37
61.67%
intensity of typhoons
6. Which of the following effects of climate change will
directly affect you?
Choices
Frequency
Percentage

40

Depletion of the ozone

layer
Landslide
Global Warming
Rising Temperature

21

35%

11
35
34

18.33%
58.33%
56.67%

Sea Level Rise

10

16.67%

Increasing frequency and

intensity of typhoons

35

58.33%

CLIMATE CHANGE AWARENESS

Table 3.2 reveals the weighted mean of the respondents
awareness on basic concepts, causes and effects of climate
change.
Basic Concepts of Climate Change
The respondents answered Aware on all the statements
about the basic concepts of climate change. The computed
weighted mean for the statements were as follows: The global
average temperature is increasing (wm=2.88), Climate change
refers to long term changes in weather patterns caused by
natural phenomena and human activities. (wm=2.73), There are
changes

in

precipitation

patterns

worldwide.

(wm=2.67),

Climate change is caused primarily by human activities, and

therefore

it

wouldnt

exist

if

there

were

no

humans.

(wm=2.62), Glaciers and sea ice are melting. (wm=2.60), The

41

ocean

is

becoming

more

acidic

and

its

temperature

is

increasing. (wm=2.58).
The respondents show a strong awareness on the issue of
increasing global temperature which is definitely observable
and experienced in the Philippines. On the other hand, the
respondents are less familiar on the issue of ocean water
acidification and heating due to climate change. When carbon
dioxide in the atmosphere is combined with water, by means
of natural processes, it produces the compound HCO 3 which
causes the pH of ocean water to become more acidic which
will then pose a serious threat to marine biodiversity.
In an interview, one of the respondents was asked why
was he unaware of ocean water becoming more acidic and
hotter,

in

response

he

said

None

of

my

teachers

have

mentioned that ocean water acidification and I have not

taken tertiary Chemistry subjects yet.
It

can

be

inferred

that

the

awareness

of

the

respondents on the basic concepts of climate change could

still

be

watching

improved
educational

by

reading,

television

attending
programs

seminars
to

be

equipped with enough knowledge regarding the issue.

Causes of Climate Change

and

better

42

Table 3.2 shows that the respondents are Aware of the

causes

of

climate

changes.

The

weighted

mean

for

the

statements are: Persistent deforestation or the clearing of

forest (wm=2.70), Burning of fossil fuels heat and energy
(wm=2.68),

Animal

agriculture

or

raising

of

livestock

(wm=2.55), Storing wastes in landfills (wm=2.53), The use of

fertilizer in crops (wm=2.50), Emission of methane (wm=2.48)
except for continental drift (wm=2.33)which the students are
uncertain of.
Based on the data gathered, the students manifest a
strong

awareness

that

the

persistent

deforestation

or

clearing of the forests have an impact on climate change,

however it is quite unexpected that there are still students
who are uncertain about this statement which according to
the respondents is due to lack of emphasis and/or clarity on
the part of the teacher or due to certain student factors.
When asked why there are still students who are unaware or
uncertain

of

the

question,

representative

said

that,

Maybe the teacher provided insufficient information or the

student wasnt paying attention when the teacher discussed
this issue.

43

Perhaps one of the most common misconceptions about

climate change is the belief that its a human induced
phenomenon which would likely be the reason why students
were uncertain that continental drift is one of the causes
of climate change. According to one of the respondents, I
have never heard of a teacher who said that continental
drift is a cause of climate change.
The results show that some the respondents are still
unaware of the causes of climate change which leads us to
conclude that a portion of our future teachers still have a
weak

awareness

on

the

issue

and

this

problem

must

be

eliminated by encouraging the respondents to familiarize

themselves and raise their awareness on climate change for
it

would

be

of

great

help

in

their

future

careers

as

educators.
Effects of Climate Change
The table reveals that the respondents answered Aware
on all of the questions on the effects of climate change.
The results and weighted mean of the students responses
goes as: Changes in the patterns and amount of rainfall as
well as changes in the timing and amount of stream flow.
(wm=2.70), An increase in the amount of rain falling during

44

the heaviest precipitation events, which increase flooding

risks.

(wm=2.68)

Rising

sea

levels

which

can

threaten

coastal communities and ecosystem. (wm=2.63), Increase in

the frequency, intensity and duration of waves, which can
pose health risks, particularly for young children and the
elderly. (wm=2.60), changes in the geographic ranges of any
plants and animal species and the timing of their lifecycle
events, such as migration and reproduction. (wm=2.60), An
increase in wildfire in the forest areas especially during
drought season. (wm=2.58), Decrease yield of crop production
and increase time of crop growth needed. (wm=2.53)
Based on the data provided, we could infer that the
students are aware that there are changes in the patterns
and amount of rainfall. However, the table also shows that
on the issue of decreasing crop yield and increasing crop
growth needed, the awareness of the respondents is not as
strong as the first two effects of climate change.
Daily experiences is a great factor why students come
up with these answers, changes in patterns of rainfall is
experienced during summer when the climate is expected to be
dry

yet

rain

would

fall

and

there

would

be

typhoon

occurrences, amount of rainfall during the rainy season have

45

increased for the past years that affect the low lying areas
in the country, these scenarios are experienced by most of
the

respondents

while

the

decrease

in

crop

yield

and

increase in crop growth needed are not observable to the

majority of the respondents but only those whose families
are in the agricultural sector
Table 3.2
Climate Change Awareness
Basic Concepts
Weighted
Statement
Mean
1. Climate change is caused
primarily
by
human
activities, and therefore
2.62
it wouldnt exist if there
were no humans.
2. Climate change refers to
long
term
changes
in
weather patterns caused by
2.73
natural phenomena and human
activities.
3.
The
global
average
2.88
temperature is increasing.
4.
There
are
changes
in
precipitation
patterns
2.67
worldwide.
5. The ocean is becoming more
acidic and its temperature
2.58
is increasing.
6. Glaciers and sea ice are
2.60
melting.
Causes of Climate Change

Verbal
Description

Aware

Aware

Aware
Aware

Aware
Aware

46

Statement
7.

Weighted
Mean

Burning of fossil fuels

2.68
heat and energy
8. Persistent deforestation or
2.70
the clearing of forest
9. The use of fertilizer in
2.50
crops
10.
Storing
wastes
in
2.53
landfills
11. Continental drift
2.33
12.
Animal
agriculture
or
2.55
raising of livestock
13. Emission of methane
2.48
Effects of Climate Change
Weighted
Statement
Mean
14. Increase in the frequency,
intensity and duration of
waves, which can pose
2.60
health risks, particularly
for young children and the
elderly.
15. Rising sea levels which
can threaten coastal
2.63
communities and ecosystem.
16. Changes in the patterns
and amount of rainfall as
well as changes in the
2.70
timing and amount of stream
flow.
17. Changes in the geographic
ranges of any plants and
animal species and the
2.60
timing of their lifecycle
events, such as migration
and reproduction.
18. Decrease yield of crop
production and increase
2.53
time of crop growth needed.
19. An increase in the amount
2.68

Verbal
Description
Aware
Aware
Aware
Aware
Uncertain
Aware
Aware
Verbal
Description

Aware

Aware

Aware

Aware

Aware
Aware

47

of rain falling during the

heaviest precipitation
events, which increase
flooding risks.
20. An increase in wildfire in
the forest areas especially
during drought season.

2.58

Aware

ATTITUDES TOWARDS CLIMATE CHANGE

Table 3.3 shows the frequency, percentage, weighted
mean

and

verbal

description

on

the

respondents

climate

change attitude.
The

respondents

answered

Strongly

Agree

on

the

following statements: I believe climate change can affect my

way of life or lifestyle if I dont prepare. (wm=4.58), I
believe that climate change can endanger my life. (wm=4.45),
and Personal preparation in climate change can change my
life. (wm=4.28).

48

The

respondents

however

Agree

on

the

following

statements: I have an emergency kit that includes such items

as a first aid kit, thermometers, flashlight and batteries,
food that wont spoil, sufficient drinking water and other
essential things people need to live for at least three days
in the event of a disaster or emergency. (wm=4.02), I have a
plan for what to do to protect myself in the event of a
disaster or emergency like an evacuation. (wm=4.02), I have
the information necessary to prepare for the impacts of
climate change.(wm=3.97), there are serious obstacles and
barriers to protecting myself from negative consequences of
climate change. (wm=3.90), I think I have the ability and
power to protect myself from dangerous effects of climate
change. (wm=3.87), I have reduced my energy consumption in
response

to

what

have

heard

about

climate

change.

(wm=3.77)
The results show a strong affirmation of statements
which tell that climate change can affect and endanger their
lives. They also strongly agreed that personal preparation
is the key to protect themselves from the effects of climate
change.

When

asked

how

they

think

climate

change

could

endanger their lives, one of the respondents said Super

typhoons

like

Haiyan/Yolanda

may

happen

again

in

our

49

country and even worse, it would be stronger, that is just

one of a thousand ways it could endanger my life.
Data show that there are serious obstacles and barriers
that

hinder

the

respondents

from

protecting

themselves

against the negative consequences of climate change. These

hindrances prove that climate change is inevitable and its
effects to us can be minimally prevented. According to a
student,

We

cannot

prevent

the

rise

of

average

global

temperature, what we can only do is to minimize its effect

on

us

by

using

machines

that

would

help

reduce

the

temperature.
The respondents agree that they have the information,
ability and power needed to prepare for the impacts of
climate change; this shows that the students believe that
they have just the sufficient knowledge they need against
the effect of climate change upon them.
Results also show that the respondents have made their
contributions

to

help

the

environment

by

reducing

their

energy consumption in response to what they have learned

about climate change.
It is worthwhile to know that the respondents have
their plan in case of a disaster or emergency. Having a

50

first

aid

and

survival

kit

shows

that

students

are

applying what they know about preparing for a calamity.

It also revealed that out of the 60 respondents, 53.33%
are just Concerned about the issue of climate change, only
40%

were

Alarmed,

5%

were

Cautious,

1.67%

were

Disengaged and none or 0% were Dismissive.

According to one of the respondents, I am concerned
and I have knowledge about climate change but sometimes I
lack the initiative to do the right actions as would an
alarmed person do.

Table 3.3
Attitude toward Climate Change

Survey Question on Climate Change Attitude

Weighted
Verbal
Mean
Description
1. I believe climate change
4.58
Strongly
can affect my way of life or
Agree
lifestyle if I dont prepare.
2. I believe that climate
Strongly
4.45
change can endanger my life.
Agree
3.
Personal
preparation
in
Strongly
climate change can change my
4.28
Agree
life.
4. There are serious obstacles
3.90
Agree
and
barriers
to
protecting
myself
from
negative

51

consequences
of
climate
change.
5. I have the information
necessary to prepare for the
3.97
impacts of climate change.
6. I think I have the ability
and power to protect myself
3.87
from
dangerous
effects
of
climate change.
7. I have reduced my energy
consumption
in
response
to
3.77
what
I
have
heard
about
climate change.
8. I have a plan for what to
do to protect myself in the
4.02
event
of
a
disaster
or
emergency like an evacuation.
9. I have an emergency kit
that includes such items as a
first aid kit, thermometers,
flashlight and batteries, food
4.02
that wont spoil, sufficient
drinking
water
and
other
essential things people need
to live for at least three
days
in
the
event
of
a
disaster or emergency.
Appropriate Attitude
Attitude
Frequency
Alarmed
23

Agree

Agree

Agree

Agree

Agree

Percentage
40%

Concerned

32

53.33%

Cautious

5%

Disengaged

1.67%

Dismissive

0%

Total

60

100%

52

Climate Change Mitigation Responses

Table 3.4 shows respondents' actions, contributions and
mitigation responses towards climate change.
The results show that the respondents answered Always
only to the statement: Turn off lights and appliances at
home when not in use. (wm=4.42)
The

respondents

statements and

answered

Often

with

the

other

the computed weighted mean were as follows:

Conserve water whenever possible (wm=4.18), Consume less and

produce

less

trash

(wm=4.07),

Reduce

energy

consumption

whenever possible (wm=4.05), Replace your light bulbs with

compact fluorescent bulbs (wm=4.03), Drive or ride less, and

53

choose

to

(wm=4.02),

walk
Plant

to

destination

more

trees

as

and

often

prevent

as

possible

deforestation

(wm=3.87), Reduce, reuse, and recycle materials (wm=3.83),

Buy

or

grow

alternative

local

organic

transportation

food

(wm=3.77),

vehicles

such

as

and

Use

bicycles.

(wm=3.72)
Turning off lights and appliances when not in use is
the simplest and most effortless way we could help., thats
an opinion of one of the respondents when asked about what
he does most often among the enlisted statements.
Data show that respondents have a positive yet a not so
strong

response

towards

climate

change

but

this

still

indicates that the students are doing their parts to help

mitigate the effects of climate change.

Table 3.4
Climate Change Mitigation Responses

Statement
1. Reduce energy consumption
whenever possible
2. Turn off lights and
appliances at home when not in
use
3. Reduce, reuse, and recycle
materials

Weighted
Mean

Verbal
Description

4.05

Often

4.42

Always

3.83

Often

54

4. Buy or grow local organic

3.77
Often
food
5. Plant more trees and prevent
3.87
Often
deforestation
6. Consume less and produce less
4.07
Often
trash
7. Conserve water whenever
4.18
Often
possible
8. Drive or ride less, and
choose to walk to destination as
4.02
Often
often as possible
9. Use alternative
transportation vehicles such as
3.72
Often
bicycles.
10. Replace your light bulbs
4.03
Often
with compact fluorescent bulbs
Difference between the Respondents Year level
and their Appropriate Attitude
towards Climate Change
Analysis of variance of the respondents year level and
appropriate attitude towards climate change illustrated the
significant difference of the computed F value 97.86 and
level of significance 3.15. This value is greater than the
F-Tabular value of 3.15 with df of 2, 57 at 0.05 level of
significance rejecting the null hypothesis therefore, there
is a significant difference between the respondents year
level and their appropriate attitude towards climate change.
The computed F-value is significant at 0.05 or 5% level of
confidence.

55

The researchers had a chance to ask a second year

education student if Do you think you have a different view
of climate change now compared to when youre in first
year?, the students replied Yes, I think I am now more
concerned

about

climate

change

than

when

Im

still

freshmen.
Results

imply

that

the

attitude

of

the

respondents

differs according to their year level when classified as to:

alarmed, concerned, cautious, disengaged or dismissive which
is an indication of maturity and responsibility as a product
of their progression through different year levels.

Table 4
Difference between the Respondents Year level and
their Appropriate Attitude towards

Source of
Variance

Degree
Sum of
of
Squares
Freedom

Mean
Square

Group
461.88
2
230. 94
Within the
24.12
57
2.36
Group
Total
486
59
* F is significant at 0.05 level.

Observed
F

Tabular
F 5%

97.86*

3.15

56

Relationship of the Profile of the Respondents and

their Awareness, Attitude and Mitigation
Responses towards Climate Change
Climate Change Awareness
Results
relationship

revealed
between

that

the

there

profile

of

was
the

no

significant

respondents

and

their awareness on climate change basic concepts as to:

gender (X2=0.74), year level (X2=6.57) and number of science
subjects taken (X2=5.39); causes of climate change as to:
gender (X2=0.15), year level (X2=2.61) and number of science
subjects taken (X2=2.82); effects of climate change as to:
gender (X2=1.3), year level (X2=6.2) and number of science
subjects taken (X2=7.46O). Three (3) respondents were asked,
one first year, one second year and one third year, for

57

additional information about their awareness on the causes

of climate change.
The

researchers

asked:

Are

you

familiar

with

continental drift? Why do you think it is included as a

cause of climate change? They answered:
The first year student said Narinig ko na, pero hindi
ko alam kung bakit under ng causes of climate change.
Baka panglito lang.
The

second

year

student

responded

know

what

continental drift is pero hindi ko sure kung bakit to

naging cause ng climate change.
Lastly, third year student replied What I know is,
climate

change

is

both

natural

occurring

and

human

the

given

induced.
The

researchers

also

asked

Which

among

statement on the effects of climate change are you uncertain

with? They said:
First year answered Di ko po sigurado yung: Decrease
in yield of crops and increase in time of crop growth
needed, changes in the patterns and amount of rainfall as
well as changes in the timing and amount of stream flow,

58

changes in the geographic ranges of any plants and animal

species and the timing of their lifecycle events, such as
migration and reproduction, and the increase in wildfire
in the forest areas especially during drought season.
While second year answered I am uncertain about the
increase

in

wildfire

in

the

forest

areas

especially

during drought season

Climate Change Attitude
The findings uncovered that there was no significant
relationship between the respondents profile and attitude
towards climate change as to gender (X2=0.24), year level
(X2=8.63) and number of science subjects taken (X2=5.16);
appropriate attitude as to:

gender (X2=4.12), year level

(X2=4.45) and number of science subjects taken (X2=2.4).

Several respondents from different year levels were
asked about what affected their attitude towards climate
change; their statement is as follows:
Third year student said Information from educational
programs on television, weather forecasts, and lectures
helped me become more aware and concerned about climate
change and what harm it could bring in the near future.

59

A second year stated Television affected my attitude

towards

climate

change,

lalo

na

po

yung

Matanglawin,

which gives a lot of information about climate change.

Lastly,
Matanglawin.

first
It

year
gives

replied

Sa

information

news

that

po

at

sa

helps

us

in

understanding climate change tapos po para na din po

malaman naming kung ano ung dapat attitude para maging
ready sa impacts ng climate change.
Climate Change Mitigation Responses

The outcomes of the study revealed that there was no

significant relationship between the respondents mitigation
responses towards climate change and their profile: gender
(X2=5.61), and number of science, their year level (X2=9.74)
and subjects taken (X2=6.64).
The hypothesis of no significant relationship between
the respondents demographic profile and their awareness,
attitudes and mitigation responses was accepted.

60

Table 6
Relationship of the Profile of the Respondents and
their Awareness, Attitude and Mitigation
Responses towards Climate Change
Climate Change
Awareness
Demographi
c Profile

Gender
Year Level
Number of
Science
Subjects
Taken

Climate Change
Attitudes

Climate
Change
Mitigatio
n
Responses

Basic
Concep
ts

Causes

Effect
s

Survey

Appropria
te

X2
0.74
6.57

X2
0.15
2.61

X2
1.3
6.2

X2
0.24
8.63

X2
4.12
4.45

X2
5.61
9.74

5.39

2.82

7.46

5.16

2.4

6.64

61

CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This

chapter

presents

the

summary

of

findings,

the

conclusions drawn, and the recommendations made.

SUMMARY
The main objective of the study was to examine the
students perception; understanding, awareness, attitude and
mitigation responses, towards climate change.
The

respondents

of

the

study

were

60

Secondary

Education students major in Biological Science enrolled at

Phinma-Araullo

University

in

Summer

2015.

Student

respondents were chosen using total enumeration to ensure

that each one will have a chance to participate in the
study. The study used descriptive research with correlation,
Chi-square and Analysis of Variance to answer the problems
raised.

62

Profile
There were 60 respondents of the study, majority were
female, second year and have taken 6-10 tertiary science
subjects.
Climate Change Understanding
The statements about how they view about climate change
were ranked by the respondents as follows: change in the
atmosphere, change in temperature, change in environment,
change in climate due to human pollution and as change in
weather condition.
Regarding
televisions

the

appear

respondents
to

be

the

sources
most

of

common

information,
followed

by

seminars/training and lectures, radio and newspapers.

Most of the respondents believed that temperature has
Increased in the past 10 years, some said they Dont
Know, few answered they observed No Change, while none
said that temperature has Decreased.

63

Data show that majority of the respondents said they

have observed the amount of rainfall for the past 10 years
have Increased, some
says

they

Dont

believes theres No Change, a few

Know

and

none

agrees

that

it

have

Decreased.
The findings show that the respondents ranked the effects
of

climate

change

and

which

would

affect

them

personally

as

follows: global warming, increasing frequency and intensity

of

typhoons,

rising

temperature,

depletion

of

the

ozone

layer, landslides and sea level rise.

Students Awareness on Climate Change
Basic Concepts of Climate Change
The respondents answered Aware on all the statements
about the basic concepts of climate change and ranked them
in the following order: the global average temperature is
increasing, climate change refers to long term changes in
weather

patterns

caused

activities,

there

worldwide,

climate

are

by

natural

changes

change

is

in

phenomena

and

precipitation

caused

primarily

human

patterns
by

human

activities, and therefore it wouldnt exist if there were no

humans, glaciers and sea ice are melting, the ocean is
becoming more acidic and its temperature is increasing.

64

Causes of Climate Change

The

students

are

Aware

of

the

causes

of

climate

change, the statements were ranked in the following order:

persistent deforestation or the clearing of forest, burning
of fossil fuels heat and energy, animal agriculture or
raising of livestock, storing wastes in landfills, the use
of fertilizer in crops, emission of methane, continental
drift.
Effects of Climate Change
The

respondents

questions

about

answered

the

effects

Aware
of

to

climate

all

of

the

change.

The

results arranged the statements as follows: changes in

the

patterns

and

amount
of

timing

and

amount

amount

of

rain

of

rainfall,

stream

falling

precipitation

events,

which

rising

levels

which

sea

changes

flow,

increase

during

the

increase
can

the

in

the

heaviest

flooding

threaten

in

risks,
coastal

communities and ecosystem, increase in the frequency,

intensity and duration of waves, which can pose health
risks,

particularly

elderly,
plants

changes

and

animal

in

for
the

species

young

children

geographic
and

the

ranges
timing

and
of
of

the
any
their

65

lifecycle events, such as migration and reproduction,

an increase in wildfire in the forest areas especially
during

drought

season,

decrease

yield

of

crop

production and increase time of crop growth needed.

Attitude towards Climate Change

Attitude towards Basic Concepts of Climate Change
The respondents answered Strongly Agree to the
following

statements:

believe

climate

change

can

affect my way of life or lifestyle if I dont prepare,

I

believe

that

climate

change

can

endanger

my

life,

and personal preparation in climate change can change

my life.
The

respondents

however

Agreed

to

the

following

statements: I have an emergency kit that includes such items

as a first aid kit, thermometers, flashlight and batteries,
food that wont spoil, sufficient drinking water and other
essential things people need to live for at least three days
in the event of a disaster or emergency, I have a plan for
what to do to protect myself in the event of a disaster or
emergency

like

an

evacuation,

have

the

information

necessary to prepare for the impacts of climate change,

66

there

are

serious

obstacles

and

barriers

to

protecting

myself from negative consequences of climate change, I think

I

have

the

dangerous

ability

effects

and

of

power

climate

to

protect

change,

myself

have

from

reduced

my

energy consumption in response to what I have heard about

climate change.
Climate Change Attitude
Out of the 60 respondents, more than half are just
concerned, the remaining were alarmed, cautious, disengaged
and none was dismissive.
Climate Change Mitigation Responses
The

respondents

answered

Always

only

to

the

statement: Turn off lights and appliances at home when not

in use.
The other statements were ranked as follows: conserve
water

whenever

possible,

consume

less

and

produce

less

trash, reduce energy consumption whenever possible, replace

your light bulbs with compact fluorescent bulbs, drive or
ride less, and choose to walk to destination as often as
possible,

plant

more

trees

and

prevent

deforestation,

reduce, reuse, and recycle materially, buy or grow local

67

organic food, and use alternative transportation vehicles

such as bicycles.

Respondents Year Level and Attitude towards Climate Change

The computed F value 97.86 e is greater than the FTabular value of 3.15 with df of 2, 57 at 0.05 level of
significance rejecting the null hypothesis therefore, there
is a significant difference between the respondents year
level and their appropriate attitude towards climate change.

Respondents Profile and Climate Change Perception

Awareness
Results
relationship

revealed
between

that

the

there

profile

of

was
the

no

significant

respondents

and

their awareness on climate change basic concepts as to:

gender (X2=0.74), year level (X2=6.57) and number of science
subjects taken (X2=5.39); causes of climate change as to:
gender (X2=0.15), year level (X2=2.61) and number of science
subjects taken (X2=2.82); effects of climate change as to:

68

gender (X2=1.3), year level (X2=6.2) and number of science

subjects taken (X2=7.46O).
Climate Change Appropriate Attitude
The findings uncovered that there was no significant
relationship between the respondents profile and attitude
towards

climate

change

as

gender

(X2=0.24),

year

level

(X2=8.63) and number of science subjects taken (X2=5.16) as

well as their appropriate attitude as to:

gender (X 2=4.12),

year level (X2=4.45) and number of science subjects taken

(X2=2.4).
Climate Change Mitigation Responses
The outcomes of the study revealed that there was no
significant relationship between the respondents mitigation
responses towards climate change and their profile: gender
(X2=5.61), and number of science, their year level (X2=9.74)
and subjects taken (X2=6.64).

69

Conclusions
Based

on

the

findings

of

the

study,

the

following

conclusions are drawn:

1. Findings showed that Secondary Education students,
major

in

Biological

Science

in

PHINMA-Araullo

University enrolled this summer 2015 were dominated

by females, second year and have taken 6-10 tertiary
science subjects.
2. 1. Respondents see climate change as a change in the
atmosphere,
televisions,

get

most

have

of

their

observed

information
an

increase

from
in

temperature and amount of rainfall over the past ten

years and affirmed that global warming is an effect
of

climate

change

and

would

likely

affect

them

personally.
2.2. The students have awareness on the basic concepts
of climate change as well as its causes and effects
which

is

an

indication

that

the

respondents

are

equipped with just enough knowledge about climate

change.

70

2.3. The respondents are concerned about climate change

and they believe that it could affect and endanger
their lives personally.
2.4. The respondents has a positive yet a not so strong
response towards climate change. As future science
teachers, the respondents are expected to practice
mitigation responses to serve as a good example to
other members of the society.
3. Respondents tend to adopt proper attitude toward
climate change as they progress in their academic
level.
4. The profile of the respondents does not reflect
their awareness, attitude and mitigation responses on
climate change but the good side is: male and female
whatever year level and regardless of the number of
science subjects taken, Education students major in
Biological Sciences of PHINMA-Araullo University are
aware

of

mitigation

climate

change,

responses

climate change.

to

concerned
minimize

the

and

practice

effects

of

71

Recommendations
In

the

conclusions

light

of

drawn,

the

the

findings

following

of

the

study

and

recommendations

are

offered:
1. Respondents being science major students must have
an extensive and deep knowledge on climate change by
educational

programs

on

televisions

(e.g

Matanglawin, National Geographic Channel), reading

science

books

and

other

materials

like

Readers

Digest for they are the one who are expected to

teach

and

handle

Science

subjects

which

tackles

climate change when they are already in the field of

teaching.
2. As future teachers, regardless of their year level,
they

should

develop

responsibility

by

sense

having

of

maturity

self-discipline

and
and

initiative which is important in having appropriate

attitude towards climate change.
3. Respondents should involve themselves in community
projects dedicated for environmental problems (e.g
seminars

about

mitigating

climate

change,

waste

segregation program) in such way they will have a

chance to practice and materialize what they are

72

learning in school and build a deeper attachment and

commitment

to

help

our

environment

which

enhance their responses on climate change.

4. Teachers can improve their approach in

will

teaching

science subjects by infusing values in their lessons

as well as providing activities that would enhance
the learning of the students such as tree planting
activities,

waste

segregation

and

information

campaigns to help raise awareness of the society on

environmental problems.
5. The curriculum planners could still strengthen the
contents

of

the

subjects

to

ensure

that

the

improvements of the students as they progress from

one year level to another will be maintained.

Bibliography
I.

Published Studies

73

Bernardo, Aileen C., from Ragragio (2003), Survey on

the

environmental

college

students

attitude
from

the

and

behavior

University

of

of
the

Philippines Manila and De La Salle College of

Saint Benilde
Bernardo, Eileen C., (n.d.) Environmental Attitudes and
Behavior of Students in Selected Higher Education
Institutions in Region II
Uzoechi, Benneth, (n.d) The level of awareness of preservice science teachers in adapting the impact
of climate change in Nigeria by of of Nasarawa
State University in Nigeria
Anderson, Allison, (n.d) Combating

Climate

Change

through Quality Education of

Larijani, Maryam (2010), Assessment of Environmental
Awareness among Higher Primary School Teachers
Spellman G., Field K., & Sinclair J. (2003), Assessing
UK higher education students awareness of global
climatic change
A

Seed

Grant

(2014),

Project

Advanced

of

the

Research

Brown

International,

Institute

(BIARI)

on

Climate Change
Pruneau D., Liboiron L., Vrain ., Gravel H., Bourque
W., & Joanne Langis, (n.d), Peoples Ideas about

74

Climate Change: A Source of Inspiration for the

Creation of Educational Programs

II. Websites
EPA State and Local Climate and Energy Program,(n.d)
Retrieved

from:

http://epa.gov/statelocalclimate

/state/state-

examples/index.html
Canada's Action on Climate Change, (n.d.) Retrieved
from:

http://www.epa.gov/climate/climatechange/
kids/impacts/ effects/index.html)

An

article

of

Sering,

Lucille

L.

(2013):

Aquino

Government Aggressive Address to Climate Change

Retrieve

from:

http://www.gov.ph/2014/07/18/

government-intensifies-campaign-for-climatechange-awareness-and-the-rehabilitation-of-manilabay/)
Appendix A
Letter to the Registrar
Mrs. Emily Lim Garcia
Registrar
PHINMA- Araullo University

75

Madam:
We, the undersigned third year Education students enrolled
in the Teaching of High School Biology with Research, are
conducting a study on Education Students Awareness,
Attitudes and Mitigation Responses towards Climate Change.
In connection with this, may we request to have a copy of
the list of the first, second and third year Education
students major in Biological Sciences currently enrolled
this summer?
Rest assured that we will handle this data confidentially.
We are hoping for your favourable response. Thank you for
your assistance.

Sincerely,
Jan S. Del Rosario
Jeen April V. De Leon
Joshua P. Magpantay
Kale Andrea B. Salazar

Noted:
DR. NELIE DC. SACMAN
Adviser

DR. TITO G. ROCABERTE

Dean, College of Education

Appendix B
Letter to the Dean

76

Dr. Tito G. Rocaberte

Dean, College of Education
PHINMA-Araullo University
Cabanatuan City
Sir:
This is to respectfully request permission to conduct the
study
entitled:
Education
Students
Perception:
Understanding, Awareness, Attitude, and Mitigation Responses
towards Climate Change.
The proposal has been approved and endorsed by the thesis
adviser, Dr. Nelie DC. Sacman, as partial fulfillment of the
requirements for the degree of Bachelor in Secondary
Education Major in Biological Sciences.
Thank you for your kind consideration.

Respectfully yours,

Jan S. Del Rosario

Jeen April V. De Leon
Kale Andrea B. Salazar
Joshua P. Magpantay
Researchers

Appendix C
Letter to the Respondents

Dear Respondents:

77

Greetings!
We, students from the College of Education Major in
Biological Sciences, are conducting a study entitled PRESERVICE
SCIENCE
TEACHERS
AWARENESS,
ATTITUDE,
AND
MITIGATION RESPONSES TOWARDS CLIMATE CHANGE. Inconnection
with this, this questionnaire is intended to collect data
about the demographic profile, awareness, attitude, and
mitigation responses of students towards climate change.
Your participation in this study by way of answering this
questionnaire is very vital. Without it, the study will not
be completed as it should be. Kindly answer the questions
honestly. Rest assured that the data which will be gathered
will be treated with fairness and confidentiality.
May we expect your cooperation?
Thank you very much. God bless!

Sincerely:
Jan S. Del Rosario
Jeen April V. De Leon
Kale Andrea B. Salazar
Joshua P. Magpantay

Noted:

NELIE D.C. SACMAN

Adviser

Appendix D
Questionnaire

78

Education Students Perception: Awareness, Attitude, and

Mitigation Responses towards Climate Change
Respondents Name: _____________________________
Direction: Choose and Check the box of the appropriate
information or answer to the following question asked.
Part I. PROFILE OF THE RESPONDENTS
1. Genders
[ ] Male

[ ] Female

2. Year Level
[ ] 1st Year
[ ] 2nd Year
[ ] 3rd Year
3. Total Number of Science Subjects Taken
[ ] 1-5
[ ] 6-10
[ ] 11-15

Part II. PERCEPTION ON CLIMATE CHANGE

A.

Climate Change Understanding

1. What does climate change mean to you? (Multiple Answers
are possible)
[ ] Change in environment
[ ] Change in climate due to human pollution
[ ] Change in the atmosphere
[ ] Change in temperature
[ ] Change in weather condition
2. Where did you get your information about climate
change? (Multiple Answers are possible)
[ ] Television
[ ] Radio
[ ] Newspaper
[ ] Seminars/Trainings/Lectures

79

3. Have you noticed the changes in temperature in the past

10 years?
[ ] Increased
[ ] Decreased
[ ] No Change
[ ] Dont know
4. Have you noticed the change in rainfall in the past 10
years?
[ ] Increased
[ ] Decreased
[ ] No Change
[ ] Dont know
5. What do you think are the effects of Climate Change?
(Multiple Answers are possible)
[ ] Depletion of the ozone layer
[ ] Landslide
[ ] Global Warming
[ ] Rising Temperature
[ ] Sea Level Rise
[ ] Increasing frequency and intensity of typhoons
6. Which of the following effects of climate change do you
think will directly affect you? (Multiple Answers are
possible)
[ ] Depletion of the ozone layer
[ ] Landslide
[ ] Global Warming
[ ] Rising Temperature
[ ] Sea Level Rise
[ ] Increasing frequency and intensity of typhoons

B. CLIMATE CHANGE AWARENESS

Please put a check mark on the column that corresponds to
your answer.
3- Aware
1- Uncertain
1- Unaware
Basic Concepts of Climate Change
Climate change is caused primarily by human
activities, and therefore it wouldnt exist if
there were no humans.
2. Climate change refers to long-term changes in
weather patterns caused by natural phenomena
and human activities.
1.

80

3. The global average temperature is increasing.

4. There are changes in precipitation pattern
worldwide.
5. The ocean is becoming more acidic and its
temperature is increasing.
6. Glaciers and ice-sea are melting.
3
Causes of Climate Change
7. of fossil fuels heat and energy
8. Persistent deforestation or the clearing of
forest
9. The use of fertilizer in crops
10. Storing wastes in landfills
11. Continental drift
12. Animal agriculture or raising of livestock
13. Emission of methane
3
Effects of Climate Change
14. Increase in the frequency, intensity and
duration of waves, which can pose health
risks, particularly for young children and the
elderly.
15. Rising sea levels which can threaten coastal
communities and ecosystem.
16. Changes in the patterns and amount of
rainfall as well as changes in the timing and
amount of stream flow.
17. Changes in the geographic ranges of any
plants and animal species and the timing of
their lifecycle events, such as migration and
reproduction.
18. Decrease yield of crops and increase in time
of crop growth needed.
19. An increase in the amount of rain falling
during the heaviest precipitation events,
which increase flooding risks.
20. An increase in wildfire in the forest areas
especially during drought season.

C. ATTITUDE TOWARDS CLIMATE CHANGE

I. BASIC CONCEPTS ON CLIMATE CHANGE ATTITUDE

81

Put a check mark on the column that corresponds to your

answer.
54311-

Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree

Survey Questions
1. I believe climate change can affect my way
of life or lifestyle if I dont prepare.
2. I believe that climate change can endanger
my life.
3. Personal preparation in climate change can
change my life.
4. There are serious obstacles and barriers to
protecting myself from negative consequence
of climate change.
5. I have the information necessary to prepare
for the impacts of climate change.
6. I think I have the ability and power to
protect myself from dangerous effects of
climate change.
7. I have reduced my energy consumption in
response to what I have heard about climate
changes.
8. I have plan for what to do to protect myself
in the event of a disaster or emergency like
an evacuation.
9. I have an emergency kit that includes such
items as a first aid kit, thermometers,
flashlight and batteries, food that wont
spoil, sufficient drinking water, and other
essential things people need to live for at
least three days in the event of disaster or
emergency.

5 4 3 2 1

82

II. APPROPRIATE CLIMATE CHANGE ATTITUDES

Can you describe your ATTITUDE towards climate change?
Place a check mark on the attitude appropriate to yourself.

[ ] Alarmed (5): Very convinced that climate change is

happening and human caused; have already made proenvironmental changes in their own lives.
[ ] Concerned (4): Convinced that climate change is serious
problem, but less involved in the issue and less
likely than the Alarmed to take personal action.
[ ] Cautious (3): Believe that climate change is a problem,
but happening due to human behaviors; do not view it
as personal threat.
[ ] Disengaged (2): Think climate change, if is happening
all, is caused by natural changes and the society is
doing enough to respond to its threat.
[ ] Dismissive (1): Do not think that climate change is
happening, and believe it is threat to neither people
nor non-human nature, and thus does not warrant a
person or societal response.

D. CLIMATE CHANGE MITIGATION RESPONSES

83

Put a check mark on the column that corresponds to your

answer.
Frequency of
Practice
MITIGATION RESPONSES

1. Reduce energy consumption whenever

possible
2. Turn off lights and appliances at home
when not in use
3. Reduce, reuse, and recycle materials
4. Buy or grow local organic food
5. Plant more trees and prevent deforestation
6. Consume less and produce less trash
7. Conserve water whenever possible
8. Drive or ride less, and choose to walk to
destination as often as possible
9. Use alternative transportation vehicles
such
As bicycles
10. Replace your light bulbs with compact
fluorescent bulbs

Appendix E
Curriculum Vitae

54321-

Always
Often
Sometimes
Seldom
Never

84

Name:

Jan S. del Rosario

Place of Birth:

Cabanatuan City, Nueva Ecija

Date of Birth:

January 10, 1996

Address:
Civil Status:

Single

Parents:

Father: George A. del Rosario

Mother: Consuelo S. del
Rosario

Educational Background:

Elementary:

San Jose West Central School

2002-2008

Secondary:

Constancio Padilla National

High School
2008-2012

Tertiary:

PHINMA-Araullo University
2012-Present

Name:

Jeen April V. De Leon

85

Place of Birth:

ELJ Hospital, Cabanatuan City,

Nueva Ecija

Date of Birth:

April 07, 1996

Address:

Brgy. Caimito, Palayan City

Civil Status:

Single

Parents:

Father: Julius E. De Leon

Mother: Menchie V. De Leon

Educational Background:

Elementary:

Caimito Elementary School

2002-2008

Secondary:

Palayan City National High

School
2008-2012

Tertiary:

PHINMA-Araullo University
2012-Present

Name:

Kale Andrea B. Salazar

86

Place of Birth:

Zaragosa, Nueva Ecija

Date of Birth:

January 08, 1996

Address:

Magsasay St, Aliaga

Civil Status:

Single

Parents:

Father: Edilberto L. Salazar

Mother: Femy B. Salazar

Educational Background:

Elementary:

Don Benigno Cariedo Elementary

School
2002-2008

Secondary:

Aliaga National High School

2008-2012

Tertiary:

PHINMA-Araullo University
2012-Present

Name:

Joshua Magpantay

Place of Birth:

Cabanatuan City, Nueva Ecija

Date of Birth:

July 12, 1995

87

Address:

#126 Nunez St, Bantog Bulalo,

Cabanatuan City

Civil Status:

Single

Parents:

Father: Rowell C. Magpantay

Mother: Brenda P. Magpantay

Educational Background:

Elementary:

Cabanatuan East Central School

2002-2008

Secondary:

Wesleyan University
Philippines
2008-2012

Tertiary:

PHINMA-Araullo University
2012-Present