CHAPTER I

INTRODUCTION

Background of the Study

Earth, the only planet within the solar system capable

of harboring life – not too hot, not too cold to sustain

Mother Nature. This planet is very unique in a way that it

has an oxygen rich atmosphere; land teeming with green plants

sand diverse wildlife; and vast waters filled with rich marine

life.

Sean Illing (2018) stated that ever since the dawn of

time until to date, from microorganisms, to fishes, to

reptiles, to dinosaurs, to birds, to apes and until us,

humans. We have always depended on our environment to survive.

It provided us food, shelter, materials and many more. We

have lived a symbiotic relationship with the teeming wildlife

around us as far as history has gone. Our environment is the

main cause how the human race survived, thrived and achieved

the advanced lifestyle which it dwells on today.

With the advancements and developments in society, a lot

has changed ever since. This sets aside the aspects of our

community that are often less regarded. Specifically, the

1
environment. As the time went on when technology was

developing, a drastic change in the environment was observed.

Pachamama Alliance (2018) stated that in the past 100

years, the level of pollution has been shockingly rising. The

resource demands of men are at unbearable rates consuming

large portions of forests and wildlife. And polluting by-

products of man-made processes are filling up and

intoxicating the air, waters and land. This is the main

concept behind the study, which the research is anchored, on

what extent is the environment damage brought by

technological advancements at present.

Environmental awareness is to understand the fragility

of our environment and the importance of its protection.

Promoting environmental awareness is an easy way to become an

environmental steward and participate in creating a brighter

future for our children.

The researchers found it quite ironic that the more the

humans learned about the world, the less they became concerned

about the environment. This upset led them to the conduct of

this study, with their observations regarding the detrimental

situation of Mother Nature and environment within Catarman,

Northern Samar.

2
Objectives of the study

This study generally aims to measure the level of

environmental awareness among selected senior high school

students in Catarman, Northern Samar. More specifically, it

aims to:

1. determine the profiles of the respondents in terms of:

1.1 Location

1.2 Age

1.3 Sex

2. measure the level of environmental awareness among the

respondents of the study;

3. determine the knowledge of the respondents regarding the

environmental awareness;

4. determine the effect of the respondents’ relative

location to their environmental behavior and management.

Significance of the study

The study aims to measure the level of environmental

awareness among selected senior high school students in

Catarman, Northern Samar. Beneficiaries of this study and the

results include:

3
 Environmentalists. The conduct of this study will be

able to aid them with their initiatives and campaigns that

promote the better good of the environment.

Students. The conduct of this study will be beneficial

to the respondents in a way that it will serve as a reflection

of their actions toward Mother Nature.

Government. This study shall serve as a background check

for further actions to be taken up by the Department of

Environment and Natural Resources (DENR) to promote the

wellness of the environment.

Future Researchers. Future studies can utilize this

study as a reference for further studies on colonialism

aftermath.

Scope and limitations of the study

The study “Level of Environmental Awareness among

Selected Senior High School Students in Catarman, Northern

Samar” focuses on environmental awareness, about how aware

the respondents are of the current situation of the

environment.

The study involved and focused on the senior high school

students during AY: 2018-2019. This study is a quantitative

4
research which utilized a survey-questionnaire method to

gather information from the respondents.

The researchers decided to research on this subject

matter from their observations regarding the increasing

arrogance and negligence of people towards the environment

and how it affected the current degrading state of Mother

Nature.

Research Paradigm

Independent variable Dependent Variable

Profile of the
respondents in
terms of LEVEL OF ENVIRONMENTAL
relative
location AWARENESS

Figure 1: shows the relationship between the Independent and

Dependent Variables

Hypotheses

 There is a high level of environmental awareness among

the respondents.

5
  There respondents’ relative location has an effect on

the environment and their environmental awareness.

Definition of Terms

Community – conceptually, it refers to a group of people

living in the same place or having a particular characteristic

in common.1 Operationally, it is used to determine the group

of people that will be the respondents of this research.

Concern – conceptually, it refers to a matter of interest

or importance to someone.2 Operationally, it is the interest

of the researchers about a certain topic or problem.

Environment – conceptually, it refers to the natural

world, as a whole or in a particular geographical area,

especially as affected by human activity.3 Operationally, it

is where we live in.

Environmental Awareness – conceptually, it refers to an

integral part of the movement's success. By teaching our

friends and family that the physical environment is fragile

and indispensable we can begin fixing the problems that

threaten it.4 Operationally, it helps gains awareness for the

1 Ibid
2 Ibid
3 Ibid
4 Ibid

6
researchers and respondents that our environment is fragile

and needs to be taken care of.

Pollution – conceptually, it refers to the presence in

or introduction into the environment of a substance or thing

that has harmful or poisonous effects.5 Operationally, it is

the harmful effects in the environment.

5 Ibid

7
 CHAPTER II

REVIEW OF LITERATURE

The study tackled on a current and alarming issue

regarding environmental awareness. Environmental awareness

is to understand the fragility of our environment and the

importance of its protection. Promoting environmental

awareness is an easy way to become an environmental steward

and participate in creating a brighter future for our

children.

Weber, Dyehouse, et al. (2013) a test was conducted to

determine where the difference lie and also find the strength

of the differences between the groups. From the result, it

was indicated that there is significant effect size between

secondary school students residing in urban area and students

residing in sub-urban area. Students from the urban area had

high environmental awareness score than students from the

suburban areas. However, no significant difference was found

between urban and rural. A significant difference was found

between sub-urban and rural.

Weber, Dyehouse, et al. (2013) justified that there is

a difference in the level of EA of students between the three

groups. Students from the rural area were found to have higher

environmental awareness level compared to their counterparts.

8
It may be a result of their willingness to learn more about

the environmental issues and their attachment to the

environment-related phenomenon. However, found that urban

school students had higher environmental awareness than the

sub-urban school students. However, in a study conducted in

U.S. to ascertain the differences in the level of

environmental awareness and environmental knowledge between

U.S. citizens and International (Indiana), it was found that

the U.S. based residence had environmental awareness

knowledge.

It was concluded in the study, there exist significant

differences in the environmental awareness of students among

all the variables of the present study, efforts should be

made to minimize this difference and Location should be given

equal opportunity to act in a sustainable environmental way.

S. Z. S. Zakaria & L.Halim (2005) study showed that the

level of environmental awareness in the concept of

sustainable development amongst secondary school students was

“high.” Respondents believed and understood that there must

be a balance between environment and development for an area

being developed. About 75.8% respondents said they were

“aware” of the responsibility to environment. However, they

could not relate some aspects, such as social, economy and

9
energy sources with the environmental protection issues. This

showed that students “did not understand” clearly about

sustainable development and their components interaction. The

level of practices, attitudes and noble values of

sustainability was “medium.” The aims of learning science in

schools were to promote scientific attitude and noble value

(Sharifah Zarina & Lilia 2005). There were four components of

environmental education be considered: knowledge, awareness,

skills, and values. Skills and values were the hardest parts

in teaching the students. The components of appreciation and

value would take time to be assimilated, thus they were

difficult to be achieved. The relationship of the

environmental awareness level in the concept of sustainable

development and the sustainability practices seemed to be

“very weak”.

The second group of comparison was between the urban

(US) versus suburban (SS) school students. The US students

had “higher” level of awareness compared to SS students. Urban

area consisted of educated and wealthy residents. These

students might get environmental and awareness lesson from

home and neighborhood. They carried out some practices at

home because they had limited space to dump their waste

materials. They managed the waste wisely before the

sanitation service came in schedule. The SS students stayed

10
in the area without proper sanitation service. They usually

have wide area behind their house to dispose wastes. The

parents might also have low level of education, thus have

less awareness on environment, and their involvements related

to environment.

Conceptual Framework

Theoretical Framework

The study which focuses on environmental awareness, is

based on theories, which the researcher used to support and

has motivated the conduct of the study, such as the Theory of

Planned Behavior and The Reasoned Action Theory proposed by

Hines et al. Ajzen and Fishbein’s theory of

reasoned/responsible action.

The Reasoned Action Theory assumes that human behavior

is grounded in rational thought. This theory was proposed by

Ajzen and Fishbein, and the model uses the Principle of

11
Compatibility, which predicts that attitudes reflect behavior

only to the extent that the two refer to the same valued

outcome state of being. The theory specifies that the

intention of acting has a direct effect on behavior, and that

it can be predicted by attitudes. These attitudes are shaped

by subjective norms and beliefs, and situational factors

influence these variables’ relative importance.6

Reasoned Action Theory accounts for times when people

have good intentions, but translating intentions into

behavior is dissatisfied due to lack in confidence or the

feeling of lack of control over the behavior. In a study

published in 1995, Glenda Hanna tried to verify the coherence

and validity of this Ajzen and Fishbein’s model, the model

however took the influence of previous experiences with

nature into account. Focusing on factors preceding the

adoption of ERB, proposed a model inspired by that of Ajzen

and Fishbein Preceding factors, for instance, past experience

and demographic factors, interact with an individual’s

knowledge and ability to act. This interaction contributes to

developing environmentally favorable attitudes towards

relevant issues that lead to reinforcing the intention to act

6 “Theories and Concepts for Human Behavior in Environmental

Preservation” Journal of Environmental Science and Public Health,
Elijah A. Akintunde, August 20 2017

12
responsibly. Finally, these intentions are given concrete

expression through the individual’s specific actions.7

The theory of Reasoned Action is important to the extent

that it provides a foundation for the understanding of why

people may not act in favor of the environment, despite having

good intentions either due to their lack of confidence or for

the reason that they feel they lack control above the

behavior.8

Hines (1987) Next theory is proposed by Hines,

Hungerford and Tomera, which argues that possessing an

intention of acting is a major factor influencing ERB. The

Model of Responsible Environmental Behavior indicates that

the following variables; intention of acting is a major factor

influencing ERB. The Model of Responsible Environmental

Behavior indicates that the following variables; intention to

act, locus of control (an internalized sense of personal

control over the events in one’s own life), attitudes, sense

of personal responsibility, and knowledge. Suggested whether

a person would adopt a behavior or not.9

The Planned Behavior Theory was proposed by this model

of planned environmental behavior considers the intention to

7 Ibid
8 Ibid
9 Ibid

13
act and objective situational factor as direct determinants

of pro-environmental behavior. The intention itself is

considered summarizing the interplay of cognitive variables

which include; (knowledge of action strategies and issues,

action skills) as well as personality variables (locus of

control, attitudes and personal responsibility). The Planned

Behavior Theory grew out of the Theory of Reasoned Action and

it suggests that human behavior is influenced by three belief

constructs: beliefs about consequences; expectations of

others and things that may support or prevent behavior.10

A strong premise of the theory is that, at the

conceptual level, links among influences on behavior and

their effects are captured through one of the components of

the model or relationships in the model. The application of

this model to this study is that, the model provides further

explanations into the connection between knowledge, attitude,

behavioral intention and actual behavior as they influence

waste management practices. Knowledge is not a specific

component in the model but “attitudes are a function of

beliefs”; since in this context, beliefs refer to knowledge

about a specific behavior. Azjen’s model therefore, allows

10“Theories and Concepts for Human Behavior in Environmental

Preservation” Journal of Environmental Science and Public Health,
Elijah A. Akintunde, August 20 2017

14
for representation of cognitive elements through affective

elements by their influence on beliefs. For instance, when a

person understands that he/she has control over a certain

situation, his/her behavioral intentions reflect this

understanding as much as his/her beliefs as to the outcome of

a certain behavior.11

11 Ibid

15
 Chapter III

METHODOLOGY

Locale of the Study

The study “Levels of Environmental Awareness among

Selected Senior High School Students in Catarman, Northern

Samar” was conducted around the municipality of Catarman.

This is because of considerations and boundaries of the

researchers. Catarman, having the population of (94,037)

among all the other municipalities, was the perfect location

for this study. It was the easier to conduct the study since

the researchers live in Catarman. Also, it is where the common

schools are located.

Catarman is a first-class municipality and capital of

the province of Northern Samar, Philippines. According to the

2015 census, it has a population of 94,037 people. It is the

16
largest municipality in terms of land area and population in

the province.

Research Design

This study is a quantitative type of research because

the researchers easily determined the results of the ratings

about the respondents’ knowledge. This research needed to

know the specific knowledge of the respondents because there

was a need to be specific.

The researchers employed a descriptive type of research

design. It is for the reason that the researchers easily

determined the result of the ratings about the awareness of

the respondents. The researchers tried to describe and

observe the current knowledge of the subjects.

Population and Sampling

A probability sampling procedure was used for selecting

the subjects in this study. This sampling was chosen to ensure

an equal and accurate representation of the variables for the

study. The sampling was based on the four selected schools of

Catarman: Catarman National High School (CNHS), Saint Michael

Academy (SMA), University of Eastern Philippines (UEP), and

Northern Samar Colleges (NSC). In probability sampling, all

senior high school Students from four selected Schools has a

17
chance of being selected as a participant of a study. Where

in each school, there will be having 20 subjects to give an

accurate presentation of the subjects.

Respondents of the study

This study, which focuses on the level of Environmental

awareness in Catarman, Northern Samar, which are the Senior

High School Students. More specifically, it cover respondents

from the 4 schools of Poblacion, Catarman, namely, Catarman

National High School, Saint Michael Academy, Northern Samar

Colleges and University of Eastern Philippines. It will

involve twenty (20) students each school with a total of

eighty (80) respondent from the said schools. It is to measure

their knowledge and awareness about the environment.

Research Instrument

The researchers devised their own survey questionnaire

composed of a letter and the test items that will rate the

environmental awareness of the respondents. A letter was

attached at the beginning of the questionnaire, prompting the

respondent as to what is happening. Overall instructions,

reminders and notices were also included in the letter. The

questionnaires include some questions with regards to

gathering data for our research. Part one, includes Socio-

Demographic profile of the respondents. Part two, relative

18
location, which the respondents are asked where they live.

Lastly, Part three was divided into four categories and it

shows how they act and response towards environmental

concerns where the respondents rated it accordingly.

Validation of Research Instrument

The researchers devised their own survey questionnaire

composed of a letter and the test items that will rate the

environmental awareness of the respondents. A letter was

attached at the beginning of the questionnaire, and the

research instrument were checked and validated asking from

their expertise of three advisers, namely, Mr. Ariel Carl

Angelo N. Balleta, Ms. Joanna P. Marquez II and Ms. Lliona

Mae P. Lobos. With the help of their expertise, the

researchers were able to know what the error of their paper

is. Some changes were done because for the reason that it is

proper to follow what they have thought but apparently the

paper had no big changes after. One of the major concerns of

the paper is to make sure that everything is properly

interconnected with each other. After that, the questionnaire

was validated.

19
Scoring and Interpretation

After the interview with the specified respondents, the

researchers carefully analyzed, compared, and ranked any

statistical data given. These data were used for further

analysis of the problem.

Survey Questions and Tally:

I. Profile of the Respondents

II. Relative Location

III. Level of Environmental Awareness

A. Environment Activities

Rate the statements based on how you do the activities:

5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1- Never

Statements 5 4 3 2 1
Always Often Sometimes Rarely Never

1. I don’t throw my
garbage on the street.

2. I don’t support
illegal cutting of
trees.

3. I don’t throw waste

in rivers and
coastlines.

4. I always observe
cleanliness in my home
and community.

20
5. I save the use of
water and other
resources.

6. I don’t like smoke

from cigarettes,
vehicles and
factories.

7. I am against
pollution of the
waters and air.

8. I don’t use
plastics very much.

9. I do or support
reuse, reduce and
recycle.

10. I want to help in

saving the
environment.

B. Environment Friendly Behavior

Statements 5 4 3 2 1
Always Often Sometimes Rarely Never

1. I don’t believe
that my behavior of
throwing garbage
everywhere can affect
the environment.

2. I would like to pay

more for
environmentally-
friendly products.

3. The so called
‘environmental crisis’
facing humanity has

21
been greatly
exaggerated.

4. It’s too late to do

anything regarding the
climate change.

5. Any changes I make

to help the
environment need to
fit in with my
lifestyle.

6. It’s not worthy

doing things to help
the environment if
others do not do the
same.

7. Healthy Lifestyle
is the solution for
all the environmental
crisis.

C. Pollution

Questions 5 4 3 2 1
Always Often Sometimes Rarely Never

1. Do you use fire

crackers?

2. Do you decorate
your home using
electronic-lights?

3. Do you use natural

colors in your home?

4. Do you celebrate
festivals in peaceful
manner?

22
 D. Water Management

Questions 5 4 3 2 1
Always Often Sometimes Rarely Never

1. Do you try to stop

others from wasting
water?

2. Do you leave the tap

open during brushing
your teeth?

3. Do you leave any

excess water after
drinking or using it?

The researchers formulated their own questionnaire which

had 10 items, which are statements about tasks and activities

related to the daily routine involving the environment. The

questionnaire used a Likert scale from one, which is the

lowest and five which is the highest.

Verbal Interpretations

For interpreting the raw data, the questionnaire:

5 – Always

4 – Often

3 – Sometimes

2 – Rarely

1 – Never

For the grand mean in the level of environmental awareness:

5.00 – 4.2: Very High

4.19 – 3.4: High

3.39 – 2.6: Medium

23
2.59 – 1.8: Low

1.79 – 1.0: Very Low

Very High – the respondents are likely to be aware of the

environmental responsibilities which is to understand and

balance its practices towards the environment.

High – the respondents are most likely to be aware of the

environmental responsibilities.

Medium – the respondents are aware of their responsibilities,

but could not properly execute the practices.

Low – the respondents are aware of the responsibilities but

cannot practice environmental task.

Very Low – the respondents find it difficult to practice such

environmental practices.

Statistical Treatment of Data

After the questionnaires were retrieved, the researchers

tallied the results and secured the data. The researchers

used Weighted Mean Formula in tallying the data. After, they

statistically treated and analyzed the data gathered.

Weighted Mean Formula:

∑(𝑊𝑋)
𝑋̅𝑤 = ∑𝑊

Where: 𝑋̅𝑤 = Sample Mean W = Weight

24
𝛴 = Sum of X = Value in sample

25
 Chapter IV

Presentation, Analysis, and Interpretation of Data

Table 1

Distribution of the Respondents According to Sex

This table shows that 58.75% of the total respondents were

female and 41.25% of it were male.

Sex Frequency(f) Percentage (%)

Female 47 58.75%

Male 33 41.25%

TOTAL 80 100%

Table 2

Distribution of the Respondents According to Age

This table shows that 56.25% of the total respondents’

age range from 16-17 and classified as teenagers. And 43.75%

of the total respondents’ age range from 18-19 and classified

as young adults.

Age Frequency(f) Percentage (%)

16-17 45 56.25%
(Teenager)
18-19 35 43.75%
(Young Adult)
TOTAL 80 100%

26
 Table 3

Distribution of the Respondents according to relative

location

This table shows the percentage and the relative

locations of the respondents where majority of the

respondents are living inside the busy town of the poblacion,

with the percentage of 45%. While 33.75% of it lives near the

river or coastline and 21.25% of them lives near the plain

fields.

Relative Location Frequency(f) Percentage (%)

Near the river or 27 33.75%

coastline
Near the plain fields 17 21.25%
or trees
Inside the busy town 36 45%

TOTAL 80 100%

Table 4

Distribution of the Data According to the Respondents’

Relative Location (Near the river or coastline)

A. Environment Activities

This table shows the environmental awareness of the

respondents’ according to their daily activities.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

27
 1. I don’t throw my 7 6 8 3 3 27 4.07 High
garbage on the street
2. I don’t support illegal 12 3 2 4 6 27 3.4 High
cutting of trees.
3. I don’t throw waste in 13 5 2 3 4 27 3.96 High
rivers and coastlines.
4. I always observe
cleanliness in my home and 14 5 1 4 3 27 3.85 High
community.
5. I save the use of water 9 8 3 3 4 27 3.56 High
and other resources.
6. I don’t like smoke from
cigarettes, vehicles and 7 12 2 4 2 27 3.7 High
factories.
7. I am against pollution 3 4 4 9 7 27 2.56 Low
of the waters and air.
8. I don’t use plastics 6 11 1 5 4 27 3.37 Medium
very much.
9. I do or support reuse, 14 4 2 3 4 27 3.78 High
reduce and recycle.
10. I want to help in 4 4 9 8 2 27 3 Medium
saving the environment.
TOTAL WEIGHTED MEAN 3.53 High

B. Environment Friendly Behavior

This table shows the respondents’ attitude towards the

environment with the total mean of 3.01 medium which

interprets that the respondents are aware of their

responsibilities, but could not properly execute the

practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. I don’t believe that

my behavior of throwing 4 3 6 11 3 27 2.78 Medium
garbage
2. I don’t believe that
my behavior of throwing 3 3 12 1 8 27 2.7 Medium
garbage
3. I don’t believe that
my behavior of throwing 2 6 16 1 2 27 3.18 Medium
garbage

28
4. I don’t believe that
my behavior of throwing 9 11 4 2 1 27 3.93 High
garbage
5. I don’t believe that
my behavior of throwing 5 2 9 8 3 27 2.93 Medium
garbage
6. It’s not worthy
doing things to help
the environment if
others do not do the 3 2 6 7 9 27 2.37 Low
same.
7. Healthy Lifestyle is
the solution for all
the environmental 5 7 5 9 1 27 3.22 Medium
crisis.
TOTAL WEIGHTED MEAN 3.01 Medium

C. Pollution

This table shows the respondent’s awareness about

pollution with the total weighted mean of 3.16 which means

which interprets that the respondents are aware of their

responsibilities, but could not properly execute the

practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. Healthy Lifestyle is
the solution for all
the environmental 3 9 7 7 1 27 3.22 Medium
crisis.
2. Do you decorate your
home using electronic- 9 1 1 6 10 27 2.74 Medium
lights?
3. Do you use natural 5 10 3 7 2 27 3.33 Medium
colors in your home?
4. Do you celebrate
festivals in peaceful 8 7 4 2 6 27 3.33 Medium
manner?
TOTAL WEIGHTED MEAN 3.16 Medium

D. Water Management

29
 This section of the questionnaire is how the

respondents’ manage their use of water. With the weighted

mean of 3.38 which interprets that the respondents are

aware of their responsibilities, but could not properly

execute the practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. Do you try to stop

others from wasting 6 9 5 5 2 27 3.44 High
water?
2. Do you leave the tap
open during brushing 10 8 5 2 2 27 3.81 High
your teeth?
3. Do you leave any
excess water after 4 10 2 1 10 27 2.88 Medium
drinking or using it?
TOTAL WEIGHTED MEAN 3.38 Medium

Table 5

Distribution of the Data According to the Respondents’

Relative Location (Near Plane Fields or Trees)

A. Environment Activities

This table shows the environmental awareness of the

respondents’ according to their daily activities.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. I don’t throw my 2 3 9 2 1 17 3.41 High

garbage on the street.
2. I don’t support
illegal cutting of 7 3 2 3 2 17 3.59 High
trees.
3. I don’t throw waste
in rivers and 2 2 3 4 6 17 2.24 Low
coastlines.

30
 4. I always observe
cleanliness in my home 4 5 2 1 5 17 3.11 Medium
and community.
5. I save the use of
water and other 5 2 2 2 6 17 2.9 Medium
resources.
6. I don’t like smoke
from cigarettes, 2 3 2 4 6 17 2.47 Low
vehicles and factories.
7. I am against
pollution of the waters 4 2 5 4 2 17 3.11 Medium
and air.
8. I don’t use plastics 2 5 4 5 1 17 3.11 Medium
very much.
9. I do or support
reuse, reduce and 1 4 2 8 2 17 2.64 Medium
recycle.
10. I want to help in 9 3 1 1 3 17 2.82 Medium
saving the environment.
TOTAL WEIGHTED MEAN 2.94 Medium

B. Environment Friendly Behavior

This table shows the respondents’ attitude towards the

environment with the total mean of 3.01 medium which

interprets that the respondents are aware of their

responsibilities, but could not properly execute the

practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. I don’t believe that

my behavior of throwing
garbage everywhere can 4 5 2 1 5 17 3.12 Medium
affect the environment.
. I don’t believe that
my behavior of throwing
garbage friendly 6 2 5 4 0 17 3.59 High
products.
. I don’t believe that
my behavior of throwing 10 2 1 1 3 17 3.88 High
garbage

31
 . I don’t believe that
my behavior of throwing 4 3 6 2 2 17 3.3 Medium
garbage
. I don’t believe that
my behavior of throwing 6 3 2 1 5 17 3.24 Medium
garbage
6. It’s not worthy
doing things to help
the environment if
others do not do the 3 3 0 5 6 17 2.52 Low
same.
7. Healthy Lifestyle is
the solution for all
the environmental 4 2 4 0 7 17 2.76 Medium
crisis.
TOTAL WEIGHTED MEAN 3.20 Medium

C. Pollution

This table shows the respondent’s awareness about

pollution with the total weighted mean of 3.16 which means

which interprets that the respondents are aware of their

responsibilities, but could not properly execute the

practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. Healthy Lifestyle is
the solution for all
the environmental 6 5 4 2 0 17 3.88 High
crisis.
2. Do you decorate your
home using electronic- 3 2 4 5 3 17 2.82 Medium
lights?
3. Do you use natural 2 4 6 3 2 17 3.05 Medium
colors in your home?
4. Do you celebrate
festivals in peaceful 4 1 6 5 1 17 3.11 Medium
manner?
TOTAL WEIGHTED MEAN 3.22 Medium

D. Water Management

32
 This section of the questionnaire is how the

respondents’ manage their use of water. With the weighted

mean of 3.38 which interprets that the respondents are

aware of their responsibilities, but could not properly

execute the practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. Do you try to stop

others from wasting 3 2 3 7 2 17 2.82 Medium
water?
2. Do you leave the tap
open during brushing 1 7 5 3 1 17 3.23 Medium
your teeth?
3. Do you leave any
excess water after 1 5 6 2 3 17 3 Medium
drinking or using it?
TOTAL WEIGHTED MEAN 3.02 Medium

Table 6

Distribution of the Data According to the Respondents’

Relative Location (Inside the Busy Town)

A. Environment Activities

This table shows the environmental awareness of the

respondents’ according to their daily activities.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. I don’t throw my 9 3 12 11 1 36 3.22 Medium

garbage on the street.
2. I don’t support
illegal cutting of 11 9 9 3 4 36 3.56 High
trees.
3. I don’t throw waste
in rivers and 7 8 2 9 10 36 2.8 Medium
coastlines.

33
 4. I always observe
cleanliness in my home 11 2 3 5 15 36 4.67 Very High
and community.
5. I save the use of
water and other 9 12 3 7 5 36 3.36 High
resources.
6. I don’t like smoke
from cigarettes, 7 8 13 2 6 36 3.22 Medium
vehicles and factories.
7. I am against
pollution of the waters 6 8 8 13 1 36 3.52 High
and air.
8. I don’t use plastics 15 9 7 3 2 36 4 High
very much.
9. I do or support
reuse, reduce and 10 10 12 2 2 36 3.63 High
recycle.
10. I want to help in 2 3 12 3 16 36 2.22 Low
saving the environment.
TOTAL WEIGHTED MEAN 3.42 High

B. Environment Friendly Behavior

This table shows the respondents’ attitude towards the

environment with the total mean of 3.01 medium which

interprets that the respondents are aware of their

responsibilities, but could not properly execute the

practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. I don’t believe that

my behavior of throwing
garbage everywhere can 12 12 4 4 4 36 3.67 High
affect the environment.
. I don’t believe that
my behavior of throwing
garbage friendly 8 7 6 6 9 36 2.97 Medium
products.
. I don’t believe that
my behavior of throwing 6 5 3 12 10 36 2.58 Low
garbage

34
. I don’t believe that
my behavior of throwing 7 1 12 7 9 36 2.72 Medium
garbage
. I don’t believe that
my behavior of throwing 2 14 6 9 5 36 3.19 Medium
garbage
6. It’s not worthy
doing things to help
the environment if
others do not do the 9 3 4 14 6 36 2.86 Medium
same.
7. Healthy Lifestyle is
the solution for all
the environmental 12 3 6 9 6 36 3.17 Medium
crisis.
TOTAL WEIGHTED MEAN 3.02 Medium

C. Pollution

This table shows the respondent’s awareness about

pollution with the total weighted mean of 3.16 which means

which interprets that the respondents are aware of their

responsibilities, but could not properly execute the

practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. Healthy Lifestyle is
the solution for all
the environmental 3 11 9 4 9 36 2.86 Medium
crisis.
2. Do you decorate your
home using electronic- 5 4 15 7 5 36 3 Medium
lights?
3. Do you use natural 9 5 4 2 16 36 2.69 Medium
colors in your home?
4. Do you celebrate
festivals in peaceful 13 9 5 4 5 36 3.58 High
manner?
TOTAL WEIGHTED MEAN 3.03 Medium

D. Water Management

35
 This section of the questionnaire is how the

respondents’ manage their use of water. With the weighted

mean of 3.38 which interprets that the respondents are

aware of their responsibilities, but could not properly

execute the practices.

INDICATORS 5 4 3 2 1 N MEAN INTERPRETATION

1. Do you try to stop

others from wasting 9 8 12 9 2 40 3.69 High
water?
2. Do you leave the tap
open during brushing 10 2 12 3 9 36 3.02 Medium
your teeth?
3. Do you leave any
excess water after 12 3 5 7 9 36 3.05 Medium
drinking or using it?
TOTAL WEIGHTED MEAN 3.25 Medium

36
 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

The study shows the level of environmental awareness of

selected senior high school in Catarman Northern Samar,

evaluated by the researchers through conducting a survey with

the use of questionnaires handed to the said participants.

The objectives of this study are: (1) Determine the profiles

of respondents in terms of Age, Sex, and Location. (2) Measure

the environmental awareness among the respondents of the

study. (3) Determine and observe the knowledge of respondents

regarding with Environmental Awareness (4) Determine the

effect of the respondents’ relative location to their

environmental behavior and management.

Furthermore, this study focused on level of

environmental awareness of the senior high school students.

However, the researchers received all the research question

papers that has been distributed during the gathering of data

in Northern Samar Colleges, University of Eastern

Philippines, Catarman National High School and Saint Michael

Academy.

37
 Moreover, the researchers have evaluated the levels of

environmental awareness of the senior high school students

who were randomly selected from different schools to partake

this study. Regarding with the results of the survey, the

level of environmental awareness of the students depends on

the respondents’ relative location.

Conclusion

The researchers have evaluated the environmental

awareness of the respondents for the conducted study. The

results of this study have provided answers to the objectives

that focused on the environmental awareness of the students

and the effect of their location to their environmental

awareness.

After conducting the study, the researchers have found

out that there is no relation between the gender and age to

his or her awareness. Moreover, students that are more likely

to have a high environmental awareness are those students who

lives near the river or coastline based on the given data on

chapter four.

The researchers have concluded that the people who lives

near the coastline have better awareness to the environment.

For the reason that they practice environmental

responsibilities such as cleaning their surroundings,

38
secreting waste properly and maintaining a good environmental

practice.

Recommendation

For the future intention of this study focusing on the

level of environmental awareness, here are some

recommendation that can be considered:

1. For future studies, more intensive research and data

gathering can be done to explore more information

regarding the topic to be sure to receive back all the

questionnaires distributed to chosen respondents.

2. Seek for much helpful sources in evaluating the

environmental awareness of the students.

3. Make a clear and concise list of question and

instructions to get clear and precise answers from the

future respondents.

39
APPENDICES

40
 Appendices I

Letter for the Administration and Respondents

Saint Michael Academy

(Member: OP-Siena School-System)
Catarman, Northern Samar

January 14, 2019

MA. HELENA V. ALUMBRES

School Principal IV
Catarman National High School
Brgy. Dalakit, Catarman, Northern Samar

Dear Ma’am,

Warmest Greetings!

We, the undersigned students of Saint Michael Academy,

Catarman, Northern Samar, are presently conducting a study
entitled “Level of Environmental Awareness among selected
Senior High School Students in Catarman, Northern Samar,” as
a requirement in Inquiries, Investigations and Immersion.
The researchers are requesting your permission to conduct a
survey in Catarman National High School to be able to gather
data which will be used in the research paper.
Let this be the evidence that the researchers will not disturb
the respondents during their class hours. This will also serve
as an assurance for the respondents that the survey they

41
answered to is signed and allowed to conduct such thing. Rest
assured that whatever information they give will be treated
with outmost confidentiality and will be used for academic
purpose only.
In this regard, we hope that through your approval, it will
truly help us in making this research paper a success.
Thank you and blessed be God forever!
Hoping for your permission,
Consarba, Jennifer L.
Dato, Erika Kaye E.
Irinco, Franchesca Adriana G.
Leona, Juliana Nika A.
Student/Researcher

Noted by:
JOANNA MARIE P. MARQUEZ-II
Adviser

Approved by:
MA. HELENA V. ALUMBRES
School Principal IV

42
 Saint Michael Academy
(Member: OP-Siena School-System)
Catarman, Northern Samar

January 14, 2019

MR. ROLANDO A. DELORINO

School President
University of Eastern Philippines
University of Eastern Philippines, Catarman, Northern Samar

Dear Sir,

Warmest Greetings!

We, the undersigned students of Saint Michael Academy,

Catarman, Northern Samar, are presently conducting a study
entitled “Level of Environmental Awareness among selected
Senior High School Students in Catarman, Northern Samar,” as
a requirement in Inquiries, Investigations and Immersion.
The researchers are requesting your permission to conduct a
survey in University of Eastern Philippines to be able to
gather data which will be used in the research paper.
Let this be the evidence that the researchers will not disturb
the respondents during their class hours. This will also serve
as an assurance for the respondents that the survey they
answered to is signed and allowed to conduct such thing. Rest
assured that whatever information they give will be treated
with outmost confidentiality and will be used for academic
purpose only.
In this regard, we hope that through your approval, it will
truly help us in making this research paper a success.

43
Thank you and blessed be God forever!
Hoping for your permission,
Consarba, Jennifer L.
Dato, Erika Kaye E.
Irinco, Franchesca Adriana G.
Leona, Juliana Nika A.
Student/Researcher

Noted by:
JOANNA MARIE P. MARQUEZ-II
Adviser

Approved by:
MR. ROLANDO A. DELORINO
School President

44
 Saint Michael Academy
(Member: OP-Siena School-System)
Catarman, Northern Samar

January 14, 2019

MS. LEAH MOORE MANGADA

School Principal
Northern Samar Colleges
Catarman, Northern Samar

Dear Ma’am,

Warmest Greetings!

We, the undersigned students of Saint Michael Academy,

Catarman, Northern Samar, are presently conducting a study
entitled “Level of Environmental Awareness among selected
Senior High School Students in Catarman, Northern Samar,” as
a requirement in Inquiries, Investigations and Immersion.
The researchers are requesting your permission to conduct a
survey in Northern Samar Colleges to be able to gather data
which will be used in the research paper.
Let this be the evidence that the researchers will not disturb
the respondents during their class hours. This will also serve
as an assurance for the respondents that the survey they
answered to is signed and allowed to conduct such thing. Rest
assured that whatever information they give will be treated
with outmost confidentiality and will be used for academic
purpose only.
In this regard, we hope that through your approval, it will
truly help us in making this research paper a success.

45
Thank you and blessed be God forever!
Hoping for your permission,
Consarba, Jennifer L.
Dato, Erika Kaye E.
Irinco, Franchesca Adriana G.
Leona, Juliana Nika A.
Student/Researcher

Noted by:
JOANNA MARIE P. MARQUEZ-II
Adviser

Approved by:
DR. PERLA B. BELLO
Academic Coordinator

Approved by:
MS. LEAH MOORE MANGADA
School Principal

46
 Saint Michael Academy
(Member: OP-Siena School-System)
Catarman, Northern Samar

January 14, 2019

SR. MARY ANN L. ALLAG, O.P

Director/Principal
Saint Michael Academy
Saint Michael Academy, Catarman, Northern Samar

Dear Sr. Mary Ann L. Allag O.P,

Warmest Greetings!

We, the undersigned students of Saint Michael Academy,

Catarman, Northern Samar, are presently conducting a study
entitled “Level of Environmental Awareness among selected
Senior High School Students in Catarman, Northern Samar,” as
a requirement in Inquiries, Investigations and Immersion.
The researchers are requesting your permission to conduct a
survey in Saint Michael Academy to be able to gather data
which will be used in the research paper.
Let this be the evidence that the researchers will not disturb
the respondents during their class hours. This will also serve
as an assurance for the respondents that the survey they
answered to is signed and allowed to conduct such thing. Rest
assured that whatever information they give will be treated
with outmost confidentiality and will be used for academic
purpose only.
In this regard, we hope that through your approval, it will
truly help us in making this research paper a success.

47
Thank you and blessed be God forever!
Hoping for your permission,
Consarba, Jennifer L.
Dato, Erika Kaye E.
Irinco, Franchesca Adriana G.
Leona, Juliana Nika A.
Student/Researcher

Noted by:
JOANNA MARIE P. MARQUEZ-II
Adviser

Approved by:
MR. ELY DE SILVA
Academic Coordinator

Approved by:
SR. MARY ANN L. ALLAG, O.P
Director/Principal

48
 Saint Michael Academy
(Member: OP-Siena School-System)
Catarman, Northern Samar

January 14, 2019

To our valued respondents,

Warmest Greetings!

We, the undersigned are Grade-12 Senior High School Students

of Saint Michael Academy under the Science, Technology,
Engineering, and Mathematics strand. We have selected you to
take part in our study, entitled “Level of Environmental
Awareness among selected Senior High School Students in
Catarman, Northern Samar” as a respondent. We are kindly
asking for your help and honest participation in our survey.
You will be given a set of questions, and will be asked for
your personal opinions. Rest assured that whatever
information you will give is to be treated with outmost
confidentiality and will be used for academic purpose solely.
We are hoping for your active and honest participation in
answering the questionnaire.
Thank you and blessed be God forever!

Very truly yours,

Consarba, Jennifer L.
Dato, Erika Kaye E.
Irinco, Franchesca Adriana G.
Leona, Juliana Nika A.
Student/Researcher

49
Noted by:
JOANNA MARIE P. MARQUEZ-II
Adviser

50
 Appendices II

Research Questionnaires

“LEVEL OF ENVIRONMENTAL AWARENESS AMONG SELECTED SENIOR

HIGH SCHOOL STUDENTS IN CATARMAN, NORTHERN SAMAR”

This survey questionnaire intends to measure the level of

Environmental Awareness among Senior High School

Students in Catarman, Northern Samar.

IV. Profile of the Respondents

Name (Optional): ___________________ Sex: __

Grade Level: _______________________ Age: __
V. Relative Location

Put a check to where it corresponds to your answer:

Where do you live?
____Near the river or coastline
____Near the plain fields or trees
____Inside the busy town
VI. Level of Environmental Awareness
Rate the statements based on how you do the activities:
5 – Always 4 – Often 3 – Sometimes
2 – Rarely 1- Never
Instruction: Please check (/) the appropriate column for
each item and answer each item honestly.
A. Environmental Activities
Statements 5 4 3 2 1
Always Often Sometimes Rarely Never

51
1. I don’t throw my
garbage on the street.
2. I don’t support
illegal cutting of
trees.
3. I don’t throw waste
in rivers and
coastlines.
4. I always observe
cleanliness in my home
and community.
5. I save the use of
water and other
resources.
6. I don’t like smoke
from cigarettes,
vehicles and
factories.
7. I am against
pollution of the
waters and air.
8. I don’t use
plastics very much.
9. I do or support
reuse, reduce and
recycle.
10. I want to help in
saving the
environment.

B. Environment Friendly Behavior

Statements 5 4 3 2 1
Always Often Sometimes Rarely Never
1. I don’t believe
that my behavior of
throwing garbage
everywhere can affect
the environment.

52
2. I would like to pay
more for
environmentally-
friendly products.
3. The so called
‘environmental crisis’
facing humanity has
been greatly
exaggerated.
4. It’s too late to do
anything regarding the
climate change.
5. Any changes I make
to help the
environment need to
fit in with my
lifestyle.
6. It’s not worthy
doing things to help
the environment if
others do not do the
same.
7. Healthy Lifestyle
is the solution for
all the environmental
crisis.

C. Pollution
Questions 5 4 3 2 1
Always Often Sometimes Rarely Never
1. Do you use fire
crackers?
2. Do you decorate
your home using
electronic-lights?
3. Do you use natural
colors in your home?

53
4. Do you celebrate
festivals in peaceful
manner?

D. Water Management
Questions 5 4 3 2 1
Always Often Sometimes Rarely Never
1. Do you try to stop
others from wasting
water?
2. Do you leave the tap
open during brushing
your teeth?
3. Do you leave any
excess water after
drinking or using it?

54
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