Green Chemistry Perspective among Stem 12 Senior High School Students

NERO M. PADERES
http://orcid.org/0000-0002-9375-2839
neropaderes37@gmail.com
Abra State Institute of Sciences and Technology
Abra, Philippines

ABSTRACT

Rising environmental concerns led to the emergence of the concept of green chemistry
in the last half of the twentieth century. Integration of Green Chemistry education at the
undergraduate level is said to be a key to adopting more sustainable practices and therefore a
more sustainable society. The study was conducted to determine the “Green Chemistry
Perspective among Stem 12 Senior High School Students in the Province of Abra.” The descriptive
research method, mean, and, correlational research design was used to look into the influence
of the profile, knowledge, attitudes and practices of the respondent towards green Chemistry. A
total of 103 students participated in the survey. Data collected were analyzed using SPSS
Software (version 20). Correlation result shows that gender is significantly correlated to students’
level of knowledge in green chemistry (-0.207). This means that females have a higher level of
knowledge compared to males. The correlation coefficient of 0.214 means that membership in
an organization is also significantly related to students’ level of knowledge in green chemistry.
This finding implies that membership to environmental organizations is associated with the
higher level of knowledge in the subject. Students participating with various environmental
activities also tend to have a higher level of knowledge of green chemistry with a correlation
coefficient of 0.297. The correlation coefficient of 0.310 means that students level of attitude
towards green chemistry is also significantly related to students’ level of knowledge in green
chemistry.

KEYWORDS

Green chemistry, attitude, practices, knowledge, sustainability.

Commented [I1]: Introduction- It is noted that the

INTRODUCTION
ASEAN member countries is gifted with abundant natural resources that maintain crucial
life support systems both for the region and the world. Aside from providing energy, water and
food, these God given resources play a significant role in supporting a wide range of economic
activities and livelihoods. Knowing the significance of environmental collaboration for
sustainable development and regional integration, ASEAN has since 1977 cooperated closely in
promoting environmental cooperation among its Member States. ASEAN cooperation on
researcher addressed a global situational analysis of the
problem in the introduction however it would be better if
the researcher could include literatures from different
continent in addition to Europe and the US. The researcher
may cite literatures from Asia, Australia and Africa. -Local
situational analysis of the problem was also noted and it is
acceptable. The researcher may add some other literatures
at the last portion of the introduction to further emphasize
the gap and differentness of the study compared to other
previous studies and be able to enhance the compelling
reasons for choosing this particular topic for this research.
environment is currently guided by the ASCC Blueprint 2025 which envisions ‘an ASEAN
Community that engages and benefits the peoples and is inclusive, sustainable, resilient, and
dynamic. Member states are encouraged to support the concept of green chemistry through
educational integration and information dissemination (ASEAN, 2017).
The main objective of green chemistry is to promote research, development, and
implementation of innovative chemical technologies that accomplish pollution prevention in a
scientifically sound and cost-effective manner. Green chemistry is thus considered as part of
environmental sustainability.
The Stockholm Conference declaration, where term of sustainability was officially
emphasized and recognized in global scale for the first time, pointed out the importance of
environmental education to “broaden the basis for enlightened options and responsible conduct
by individuals, enterprises and communities in protecting and improving the environment in its
full human dimension” (UNESCO, 1972) on the way to achieving sustainability. Environmental
education is a life-long process and must be dealt with carefully to create environmentally
concerned and responsible societies. The education community is one of the major actors in
environmental education and sustainable development. Education aims to raise responsible and
competent individuals with the knowledge, skills and values who will contribute to an improving
world (Clugston & Calder, 1999). Therefore, as Corcoran & Wals (2004) says; education can play
a pivotal role in turning society toward sustainability.
Hence, the importance of scope and targets of environmental education in higher
education curricula must be well recognized. Environmental education aims to equip the
individuals with the knowledge, attitudes, and skills to raise concern for the environment and to
work towards solutions of environmental problems and the prevention of new ones (Davis, 1998;
UNESCO, 1977; Stapp, 1969). So far, environmental education programs have mainly focused on
increasing environmental knowledge to change environmental behavior (Pooley & O’Connor,
2000). However, it is still on the debate whether knowledge leads to changes in attitude and
behavior (Barraza & Walford, 2002).
Environmental education might be considered relatively new to Turkey. Although, as a
candidate member for European Union, Turkey has been undergoing many reforms and adopting
new policies in education and environment, still neither a curriculum nor a policy for
environmental education specifically exists for elementary, secondary or higher education. There
also is not an existing strategic plan or policy adopted nationally, considering environmental
education in higher education institutions. Thus, universities are mainly responsible for their
environmental education policies. Research on environmental education has grown rapidly in
Turkey in the last decade. Most focus on investigation of environmental knowledge and
awareness levels, especially of elementary and secondary level students (Cetin & Nisanci, 2010),
found out that air pollution and global warming are considered as the most serious
environmental problems by primary education students (8th grades) in Mula, Turkey and media
plays an important role in acquiring environmental information. However, there is a limited
number of research on environmental knowledge and awareness levels of university students in
Turkey. Some of them are summarized as follows. Talay, Gündüz, & Akpınar (2004) carried out
their study among the students who were from 14 different faculties of Ankara University. They
concluded that students were reasonably aware of environmental issues and the majority of
those studying environmental subjects were from social sciences. Ozdemir, yildiz, Ocaktan, &
Sarıen (2004) concluded that the environmental awareness of medical school students was found
out to be much more inadequate than the expected. Another research, by Uzunboylu, Cavus, &
Ercag (2009), shows that mobile technologies such as SMS, MMS and electronic mail can be used
as mobile learning tools in increasing environmental awareness among university students. We
believe that the university students are important actors for developing sustainable communities
in all aspects. We also believe that environmental awareness and attitudes should also be
addressed in environmental education research, besides the cognitive dimension.
Braun et al. (2006) have expressed how the use of these principles coupled with specific
strategies can enhance and complement the current chemistry curriculum and assist in
developing a curriculum that provides the first step in promoting the idea that green chemistry
is essential to chemistry. The principles also serve as a reminder to those studying chemistry that
it has both social and environmental impacts (Braun et al., 2006).
In addition, the adoption of the principles can benefit the curriculum further by providing
a safer and more efficient working environment in the laboratory (Miller, Heideman, &
Greenbowe, 2000). The principles also present a discussion point for students, where they can
discuss concepts such as atom economy, chemical hazards, efficiency and laboratory safety
(Anastas & Kirchoff, 2002). Stark, Ott, Kralisch, Kreisel, & Ondruschka (2010) believe that the
principles of green chemistry can allow students to judge the chemical transformations that they
carry out in theory and practice and also understand the use of chemical compounds.
In Malaysia, a study was conducted by Karpudewan et al., (2015), to determine the effects
of green chemistry on secondary school students understanding and motivation. They found out
that a significant number of students changed from low to high self-efficacy belief, high task value
belief, transformed their goals of learning towards mastery orientation, and were more
interested towards learning green chemistry after the intervention. This only shows that
integration of Green Chemistry education at the undergraduate level is said to be a key to
adopting more sustainable practices and therefore a more sustainable society. Students can
benefit from this education as they can learn the importance of sustainable practice, become
aware of positive everyday habits and learn that although the chemical industry has contributed
largely to environmental degradation, that it is also a solution to the environmental problems
currently seen (Anastas, Levy, & Parent, 2009).
This paper aims to determine the sensitivity towards environmental issues and
environmental awareness and attitudes of senior high school students whether the community
starting from the school level are doing their part in educating students on the negative impacts
of these chemicals not only to the environment but in the health of the community. The
researcher, therefore, conducted a study to determine the “Green Chemistry Perspective among
ASIST and Abra High School Stem 12 Senior High School Students in the Province of Abra”.

FRAMEWORK
 Anastas, Levy, & Parent (2009) reported that over the past 200 years, Chemistry has
followed a path of creativity, innovation and discovery with little or no consideration of the
potential impact on the environment that the created methods and processes are having. This is
partly due to a lack of understanding and knowledge of the hazards associated with chemicals
regarding of their impact on human health and the environment.
However, as the sciences have developed so has the understanding of the adverse effects
of chemicals? This has also led to a better understanding at molecular level allowing chemical
processes and products to be designed in such a way that reduces the adverse effects of the
chemistry being carried out (Anastas, Levy, & Parent, 2009). It must also be noted that the mass
media may have influenced Anastas as they are often keen to focus on the negative side of the
industry and forget the good that it brings to society.
Green Chemistry, also known as Sustainable Chemistry, is a philosophy related to the
design of chemical products and processes that reduce or eliminate the use and generation of
hazardous substances (Clark & Macquarrie, 2008). Green Chemistry represents two components;
efficient utilization of raw materials and the elimination of waste, and health, safety and
environmental features of chemicals and their manufacturing processes (Sheldon, 2008). It has
been accepted that green chemistry is the way to allow chemists to design a safer, healthier and
more sustainable world (Anastas, Levy, & Parent, 2009).
The Green Chemistry movement began in the early 1990’s in the United States of America
by the Environmental Protection Agency (EPA) as a means of encouraging industry and academia
to use Chemistry for pollution prevention (Sheldon, 2008). Following the Green Chemistry
programs in the US, it was later introduced in both the United Kingdom and Italy (Anastas &
Kirchoff, 2002). It has since evolved from its roots in academic research to become a mainstream
practice supported by academia, industry and the government (Hjeresen, 2004). To aid the
efforts to introduce the subject, the American Chemical Society (ACS) and the Environmental
Protection Agency (EPA) developed the Twelve Principles of Green Chemistry as a way of guiding
the practice of Chemistry in a responsible manner (Braun et al., 2006).
Integration of the Green Chemistry education at the undergraduate level is said to be a
key to adopting more sustainable practices and therefore a more sustainable society. Students
can benefit from this education as they can learn the importance of sustainable practice, become
aware of positive everyday habits and learn that although the chemical industry has contributed
largely to environmental degradation, that it is also a solution to the environmental problems
currently seen (Anastas, Levy, & Parent, 2009).
As green chemistry has become more accepted, courses have been developed throughout
various institutions, mostly at an undergraduate level. Although greening of chemistry curricula
has begun, so far the implementation of green chemistry has not been uniform with the most
attention being given to organic chemistry. Some have argued that the twelve principles of green
chemistry are only applicable in this area due to the focus on synthesis; however, they provide a
great starting and focal point to drive the green chemistry curriculum development further
(Anastas, Levy, & Parent, 2009).
There have been a number of papers published that emphasize how important the
implementation of green chemistry and sustainability are within the chemistry curriculum Braun
et al., (2006) have stated that this implementation is not just desirable but, it is necessary (Braun
et al., 2006). It has been established that the best way to green the chemistry curriculum is to
integrate the concepts into the existing one rather than adding to an already crowded curriculum
(Anastas, Levy, & Parent, 2009).
It has also been noted that students should be introduced to the concepts as early on in
their educational careers as possible (Braun et al., 2006). The following describes approaches
suggested for the implementation of the green chemistry with references to approaches taken
and examples of best practice within these areas.
This research is concerned with the Green Chemistry Perspective among ASIST and Abra
High School Stem 12 Senior High School Students in the Province of Abra for 2017-2018. The
independent variable shows the profile, attitudes, practices and knowledge of green chemistry
of the respondents while the dependent variable shows the Green Chemistry Perspective among
ASIST and Abra High School Stem 12 Senior High School Students in the Province of Abra for S.Y.
2017-2018.

OBJECTIVE

This study aims to determine the Green Chemistry perspective among Stem 12 Senior
High School Students in the Province of Abra for S.Y. 2017-2018.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents as to age, gender, school organization and
environmental activities
2. What is the level of attitudes, practices, and knowledge of the respondents towards green
chemistry?
3. Is there a significant relationship between the profile, level of attitude, practices and
knowledge of STEM 12 students in green chemistry?
Commented [I2]: Research general objective was clear,
however the specific objectives were not found as stated
“This study aims to determine the Green Chemistry
perspective among Stem 12 Senior High School Students in
the Province of Abra for S.Y. 2017-2018. Specifically, it
seeks to answer the following questions: “ it was observed
that no specific objectives were included in the text.

Hypothesis
There is no significant relationship between the profile and the attitudes, practices, and
knowledge of the respondent towards green Chemistry.

METHODOLOGY

Research Design
The descriptive research method was utilized in this study to determine the Green
Chemistry perspective among Stem 12 Senior High School Students in the Province of Abra for
2017-2018. Likewise, the mean and the correlational research design was employed to look into
the influence of the profile, knowledge, attitudes, and practices of the respondent towards green
Chemistry.

Population and Locale of the Study

A total of 103 STEM 12 senior high school students participated in the green chemistry
perception survey. The participants were from the Abra State Institute of Sciences and
Technology as well as from the Abra High School who had the highest number of students
enrolled in the STEM strand in the province of Abra.
 Table 1. Distribution of Respondents
School Population
ASIST 51
Abra High School 52
TOTAL 103

Data- Gathering Procedure

Proper entry protocol was observed and a request letter was forwarded to the school
principal of each of the schools where the researcher conducted the study. After the approval,
the researcher arranged the schedule with the science teachers in grade 12 for the administration
of the questionnaires.

Data Gathering Instrument

The researcher used two sets of questionnaires. The first part determined the profile,
attitude and practices of the respondents towards green chemistry using the following scales.

Table 2. Attitude Scale

Attitudes Level of Descriptive Interpretation

Agreement/Disagreement
4.20 – 5.00 Strongly Agree Highly positive
3.40 – 4.19 Agree Positive
2.60 – 3.39 Undecided Somewhat positive
1.80 – 2.59 Disagree Negative
1.00 – 1.79 Strongly Disagree Highly negative

Table 3. Practices Scale

Practices Descriptive Rating

4.20 – 5.00 Always Practiced
3.40 – 4.19 Often Practiced
2.60 – 3.39 Neutral
1.80 – 2.59 Rarely Practiced
1.00 – 1.79 Never Practiced

The second set was the Green Chemistry Test; it was made and validated by expert
science teachers. The following norms for interpretation were used in describing the level of
knowledge on green chemistry of the respondents.
 Table 4. Knowledge Scale

Green Chemistry Descriptive Rating

41 - 50 Highly Knowledgeable (HK)
31 - 40 Knowledgeable (K)
21 - 30 Somewhat Knowledgeable
(SK)
11 - 20 Less Knowledgeable (LK)
0 - 10 Not Knowledgeable (NK)

Statistical Treatment of Data

The researcher used the following statistical tools to analyze the data that was gathered.
1. Mean determined the respondents’ attitudes, practices and knowledge towards green
chemistry.
2. Correlation determined the relationship among the different parameter

RESULTS AND DISCUSSION Commented [I3]: It was observed that the arrangement
of table was not chronologically placed based from the
stated objectives and conclusions.
Demographic Profile Literatures used were not updated, it is recommended to
use references not earlier than 2015.
Figure 1. Distribution by Age of Respondents

70%

60%
59.20%
50%

40%

30%
29.10%
20%

10%
2% 7.80% 1.90%
0%
16 17 18 19 20

Figure 1 provides the distribution of the respondents based on age groupings. It can be
seen that the ages vary between 16-20 years old. It is further noted that the main bulk of the STEM
12 respondents are 18 year old.
 Figure 2. Distribution by Sex of Respondents

46.60%
53.40%

Males Females

Figure 2 shows the sex distribution of the respondents. Based on the study majority of the
respondents coming from ASIST and Abra High School are males comprising 53.40% of the overall
sample population while the remaining 46.6% are females.

Figure 3. Distribution by School Organization of Respondents

70% None, 61%

60%
50% YES-O, 38%
40%
30%
20% Science and
10% Math Club, 1%
0%
None Science and YES-O
Math Club

Figure 3 provides the school organization distribution of the respondents. As

shown, 61% of the respondents have no school organization, 38% are members of YES-O and 1%
are Science and Math club members.
 Figure 4. Distribution by Environmental Activities of Respondents

YES-O 23%

C&G Program 3%

SciMath 1.00%

None 73.80%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Figure 4 shows that majority of the respondents do not participate on any environmental
activities which constitute 73.8% of the total number while 23% actively participate during YES-O
activities, 3% are into the Clean and Green program while 1% are Science and Math related
activities.

Attitudes towards Green Chemistry

Table 5 presents the attitudes of the STEM 12 students towards Green chemistry. It is
good to note that the students have a highly positive attitude to prevent waste than to treat up
waste after it was created (4.61) and wherever practicable, synthetic methods should be
designed to use and generate substances that possess little or no toxicity to human health and
the environment (4.25). Furthermore their attitude that analytical methodologies need to be
further developed to allow for real-time, in-process monitoring and control prior to the formation
of hazardous substances (4.21) as well as substances and the form of a substance used in a
chemical process should be chosen to minimize the potential for chemical accidents, including
releases, explosions, and fires (4.23) are highly positive. Overall, the students’ attitude towards
Green Chemistry netted an overall weighted mean of 4.03. This finding implies that STEM 12
students have positive outlook towards the subject yet there are some emerging anxiety within
them.
Kraus (1995), believes that attitude is the most important determinant for behavior and
Iozzi (1989), states that environmental education programs should address the affective
(attitude) domain, rather than just relying on cognition (knowledge) (both cited in Pooley &
O’Connor, 2000). Therefore the influence of environmental education on changing the lifestyles
and attitudes of individuals is vital for altering future consumer behavior (Marjainé, Zsóka, &
Széchy, 2009).
 Table 5. Students’ attitudes towards Green Chemistry

Statement Weighte Level of Descriptive

d Mean Agreement/Disagreeme Interpretation
nt
1. It is better to prevent waste than to treat or clean 4.61 Strongly Agree Highly Positive
up waste after it has been created.
2. Synthetic methods should be designed to 4.11 Agree Positive
maximize the incorporation of all materials used in
the process into the final product.
3. Wherever practicable, synthetic methods should 4.25 Strongly Agree Highly Positive
be designed to use and generate substances that
possess little or no toxicity to human health and the
environment. 2.63 Undecided Somewhat
4. Chemical products should be designed to affect Positive
their desired function while maximizing their 4.09 Agree
toxicity. Positive
5. The use of auxiliary substances (e.g., solvents,
separation agents, etc.) should be made 4.17 Agree
unnecessary wherever possible and harmless when Positive
used.
6. Energy requirements of chemical processes
should be recognized for their environmental and 4.17 Agree
economic impacts and should be minimized. If Positive
possible, synthetic methods should be conducted at
room temperature and pressure. 4.11 Agree
7. A raw material or feedstock should be renewable Positive
rather than depleting whenever technically and
economically practicable.
8. Unnecessary derivatization (use of blocking
groups, protection/ deprotection, temporary 3.62 Agree
modification of physical/chemical processes) should Positive
be minimized or avoided if possible, because such 4.12 Agree
steps require additional reagents and can generate Positive
waste.
9. Catalytic reagents (as selective as possible) are
not superior to stoichiometric reagents. 4.21 Strongly Agree
10. Chemical products should be designed so that at Highly Positive
the end of their function they break down into
innocuous degradation products and do not persist 4.23 Strongly Agree
in the environment. Highly Positive
11. Analytical methodologies need to be further
developed to allow for real-time, in-process
monitoring and control prior to the formation of
hazardous substances.
12. Substances and the form of a substance used in
a chemical process should be chosen to minimize
 the potential for chemical accidents, including
releases, explosions, and fires.
Overall Weighted Mean 4.03 Agree Positive
Notes for reliability: Legend:
Teacher-made questionnaire was subjected to * Negative statements are scored in reversed order
reliability test using Cronbach’s alpha 4.20 – 5.00 Strongly Agree Highly Positive
Cronbach’s alpha coefficient = 0.770 3.40 – 4.19 Agree Positive
vs. Cronbach’s alpha for standardized item = 2.60 – 3.39 Undecided Somewhat Positive
0.789 1.80 – 2.59 Disagree Negative
Interpretation: Reliable 1.00 – 1.79 Strongly Disagree Highly Negative

Practices towards Green Chemistry

Table 3 shows the practices of the STEM 12 respondents towards green chemistry with a
computed overall mean value of 3.85 with a descriptive interpretation of “Often Practiced”. This
means that the respondents often practiced green chemistry in their respective schools.

Table 6. Students’ practices towards Green Chemistry

Statement Weighted Mean Descriptive

Interpretation
1. Utilize alternative sources of energy 4.18 Often Practiced
2. Improve indoor air quality 3.97 Often Practiced
3. Practice classroom recycling efforts 4.16 Often Practiced
4. Take an 'earth day is every day' approach 4.02 Often Practiced
5. Start/Maintain a school garden 3.89 Often Practiced
6. Start/Maintain a classroom or school wide composting project 3.94 Often Practiced
7. Advocate for healthier school lunches 3.86 Often Practiced
8. Make use of natural cleaning methods/agents in the classroom 3.75 Often Practiced
9. Select environmentally safe products 3.99 Often Practiced
10. Promote green school supplies to students and parents 3.68 Often Practiced
11. Go digital to save paper 3.62 Often Practiced
12. Practice/Teach the value of water conservation 4.00 Often Practiced
13. Organize a safe school carpool program 3.61 Often Practiced
14. Act as advisor/member for a green club 3.50 Often Practiced
15. Utilize a variety of renewable resources 3.66 Often Practiced
Overall Weighted Mean 3.85 Often Practiced
Notes for reliability: Legend:
Teacher-made questionnaire was subjected to reliability test using 4.20 – 5.00 Always Practiced
Cronbach’s alpha 3.40 – 4.19 Often Practiced
Cronbach’s alpha coefficient =0.907 2.60 – 3.39 Neutral
vs. Cronbach’s alpha for standardized item = 0.908 1.80 – 2.59 Rarely Practiced
Interpretation: Reliable 1.00 – 1.79 Never Practiced

Knowledge on Green Chemistry

Table 4 shows the knowledge of the STEM 12 respondents towards green chemistry with
a computed overall mean score value of 20.99 with a descriptive interpretation of “Less
Knowledgeable”. This means that the respondents have less knowledge as to green chemistry
concepts.

Table 7. Knowledge of Respondents towards Green Chemistry

Mean N Std. Deviation Descriptive Interpretation

20.99 103 6.478 Less Knowledgeable

Legend:
41 – 50 Highly Knowledgeable (HK)
31 – 40 Knowledgeable (K)
21 – 30 Somewhat Knowledgeable (SK)
11 – 20 Less Knowledgeable (LK)
0 - 10 Not Knowledgeable (NK)

Table 7. Correlation of Variables towards Green Chemistry

Students’ level of
Variables knowledge in green Probability
chemistry
Students’ Profile
Age 0.104 0.296
Gender -0.207* 0.036
Membership in Organization 0.214* 0.030
Involvement in Environmental Activities 0.297* 0.002
Students’ level of attitudes towards green chemistry 0.310** 0.001
Students’ level of practices towards green chemistry 0.170 0.086
*significant at 0.05 level of significance **significant at 0.01 level of significance

As to the significant relationship between the profile, level of attitude, practices and
knowledge of STEM 12 students in green chemistry results show that gender is significantly
related to students’ level of knowledge in green chemistry as denoted by the correlation
coefficient of -0.207 with an associated probability of 0.036. This finding means that females have
a higher level of knowledge in green chemistry as compared to male. Similar results were also
obtained by Cabuk & Karacaoğlu (2003), they found out that female students have a knowledge
and more positive attitudes towards the environment regarding of environmental awareness and
sensitivity, however they lacked environmentally responsible behavior or practices in their daily
lives.
The correlation coefficient of 0.214 with an associated probability of 0.036 means that
membership in an organization (coded concerning of the relevance of organization to green
chemistry) is also significantly related to students’ level of knowledge in green chemistry. This
finding implies that membership to an organization which is relevant to green chemistry is
associated to the higher level of knowledge in the subject. The aforementioned result is closely
associated with involvement in environmental activities. The result shows a highly significant
correlation with knowledge in green chemistry with a correlation coefficient of 0.297 with an
associated probability of 0.002. This implies that students participating with various
environmental activities tend to have a higher level of knowledge on environmental sustainability
such as the application of green chemistry. Paul & White (1990) examined extracurricular activity
participation and academic achievement in a senior high school setting. They found that
extracurricular activities and academic performance were highly correlated. They supported the
hypothesis stated by Martin (2004) more involvement in school activities means a better grade
point average.
The correlation coefficient of 0.310 with an associated probability of 0.001 means that
students level of attitude towards green chemistry is also significantly related to students’ level
of knowledge in green chemistry. This finding implies that positive attitudes to green chemistry
are associated to the higher level of knowledge in the subject. Similar research was conducted
were high school students' environmental knowledge and attitudes were assessed from a
questionnaire administered before and after exposure to a 10-day environmental science course.
Results indicated significant differences in both knowledge gain and attitudes of students after
exposure. Students' environmental knowledge scores increased by 22% after they completed the
environmental science course. In addition, students' environmental attitudes became more
environmentally favorable. A statistically significant correlation was found between pretest
knowledge scores and pretest attitude scores and between posttest knowledge scores and
posttest attitude scores. In both cases, students having higher knowledge scores had more
favorable environmental attitudes compared with students with lower knowledge scores
(Bradley, Waliczek, & Zajicek, 1999).
A study conducted by Arcury (1990), shows that increased knowledge about the
environment is assumed to change environmental attitudes, and both environmental knowledge
and attitudes are assumed to influence environmental policy. However, little research has
focused on public environmental knowledge or the relationship between knowledge and
environmental attitudes. His paper used telephone survey data from 680 Kentucky residents to
address this gap in the literature. His analysis examines how environmental knowledge and
attitudes are related to socio demographic factors (gender, age, education, income and
residence). As in similar research, the respondent’s to this survey did not score well on the
measures of environmental knowledge. Environmental knowledge is found to be consistently
and positively related to environmental attitudes, although the relationship is not especially
strong. With the correlation of knowledge and attitudes, the low level of environmental
knowledge has disturbing implications for environmental policy.

CONCLUSION
Based on the findings of the study it is concluded that gender, membership to
environmental organizations, involvement to various environmental activities and positive
attitude towards green chemistry is highly correlated with the level of knowledge on green
chemistry.
 RECOMMENDATION

Based on the conclusion of the study, it is recommended that green chemistry should be
integrated into the curriculum of senior high school students to strengthen their attitude,
practices and knowledge on green chemistry and its impact to environmental sustainability.

TRANSLATIONAL RESEARCH Commented [I4]: Translational research was not

included.

The researcher regards this study as a catalyst of change in improving the green chemistry
awareness of students in the province of Abra. The results of the study will serve as a basis in
strengthening as well as implementing strictly various Deped and CHED memorandum orders on
the integration of green chemistry in the K to 12 curriculum. This will ensure that proper
awareness on green chemistry concept will be inculcated among the youth so that they will know
its importance in the preservation of the environment.

LITERATURE CITED

Anastas, P. T., Levy, I. J., & Parent, K. E. (Eds.). (2009). Green chemistry education: changing the
course of chemistry (Vol. 1011). Amer Chemical Society. Retrieved on April 5, 2018 from
https://goo.gl/LM8GjD

Anastas, P. T., & Kirchhoff, M. M. (2002). Origins, current status, and future challenges of green
Chemistry. Accounts of chemical research, 35(9), 686-694. Retrieved on April 5, 2018
from https://goo.gl/h9geB4
Arcury, T. A. (1990). Environmental attitude and environmental knowledge. Human organization,
300-304. Retrieved on May 6, 2018 from https://goo.gl/vc22fZ
ASEAN (2017). ASEAN Cooperation on Environment. Retrieved on September 23, 2018 from
https://goo.gl/YzHKi2
Barraza, L., & Walford, R. A. (2002). Environmental education: A comparison between English and
Mexican school children. Environmental Education Research, 8(2), 171-186. Retrieved on
June 2, 2018 from https://goo.gl/TFfj79

Bradley, J. C., Waliczek, T. M., & Zajicek, J. M. (1999). Relationship between environmental
knowledge and environmental attitude of high school students. The Journal of
Environmental Education, 30(3), 17-21. Retrieved on June 16, 2018 from
https://goo.gl/Haeao9
Braun, B., Charney, R., Clarens, A., Farrugia, J., Kitchens, C., Lisowski, C., & O’neil, A. (2006).
Completing our education. Journal of chemical education, 83(8), 1126-1129. Retrieved on
May 5, 2018 from https://goo.gl/TD1CSK

Cabuk, A. G. B., & Karacaoglu, A. G. Ö. C. (2003). Üniversite Öğrencilerinin Çevre Duyarliliklarinin

İncelenmesi. Ankara University, Journal of Faculty of Educational Sciences, 36(1-2), 189-
198. Retrieved on May 11, 2018 from https://goo.gl/iMFd8P

Cetin, G., & Nisanci, S. H. (2010). Enhancing students’ environmental awareness. Procedia-Social
and Behavioral Sciences, 2(2), 1830-1834. Retrieved on March 14, 2018 from
https://goo.gl/4dSdcd

Corcoran, P. B., & Wals, A. E. (2004). The problematics of sustainability in higher education: an
introduction. In Higher education and the challenge of sustainability (pp. 3-6). Springer,
Dordrecht. Retrieved on June 16, 2018 from https://goo.gl/U3fJJR

Clugston R.M. Richard & Calder, Wynn. (1999). Critical Dimensions of Sustainability in Higher
Education 1. Sustainability and University life: Environmental Education, Communication
and Sustainability. Retrieved on May 29, 2018 from https://goo.gl/akSct5

Clark, J. H., & Macquarrie, D. J. (Eds.). (2008). Handbook of green chemistry and technology. John
Wiley & Sons. Retrieved on July 2, 2018 from https://goo.gl/GDZgz4

Davis, J. (1998). Young children, environmental education, and the future. Early Childhood
Education Journal, 26(2), 117-123. Retrieved on April 19, 2018 from
https://goo.gl/sZQXBE

Hjeresen, D. J. (2004). Green Chemistry: The Impact on Water Quality and Supplies. Retrieved on
May 22, 2018 from https://goo.gl/WckTLi

Karpudewan, M., Roth, W.-M., & Ismail, Z. (2015). The effects of “Green Chemistry” on secondary
school students’ understanding and motivation. The Asian Education Researcher, 24, 35-
43. DOI: 10.1007/s40299-013-0156-z. Retrieved on April 9, 2018 from
http://web.uvic.ca/~mroth/PREPRINTS/TAPER_202.pdf.

Kraus, S. J. (1995). Attitudes and the prediction of behavior: A meta-analysis of the empirical
literature. Personality and Social Psychology Bulletin, 21(1), 58-75. Retrieved on May 5,
2018 from https://goo.gl/dcrNs6

Iozzi, L. A. (1989). What research says to the educator: Part one: Environmental education and
the affective domain. The Journal of Environmental Education, 20(3), 3-9. Retrieved on
May 5, 2018 from https://goo.gl/kejLKJ
Marjainé Szerényi, Z., Zsóka, Á., & Széchy, A. (2012). Environmental Education and Pro-
environmental Consumer Behaviour–results of a university survey. Retrieved on May 10,
2018 from https://goo.gl/6eALBi

Martin, M. L. (2004). Involvement in College Clubs and Organizations and Its Relationship to
Academic Performance. National Undergraduate Research Clearinghouse, 7. Retrieved
on April 11, 2018 from https://goo.gl/fxHe6c

Miller, G. J., Heideman, S. A., & Greenbowe, T. J. (2000). Introducing proper chemical hygiene
and safety in the general chemistry curriculum. Journal of Chemical Education, 77(9),
1185. Retrieved on April 9, 2018 from https://goo.gl/vdQYhm

Ozdemir, O., YILDIZ, A., Ocaktan, E., & SARIŞEN, Ö. (2004). TIP FAKÜLTESİ ÖĞRENCİLERİNİN ÇEVRE
SORUNLARI KONUSUNDAKİ FARKINDALIK VE DUYARLILIKLARI. Ankara Üniversitesi Tıp
Fakültesi Mecmuası, 57(03). Retrieved on May 6, 2018 from https://goo.gl/85qanE

Paul, E. L., & White, K. M. (1990). The development of intimate relationships in late
adolescence. Adolescence, 25(98), 375. Retrieved on June 5, 2018 from
https://goo.gl/nNsLTy

Pooley, J. A., & o’Connor, M. (2000). Environmental education and attitudes: Emotions and
beliefs are what is needed. Environment and behavior, 32(5), 711-723. Retrieved on
April 18, 2018 from https://goo.gl/zoTjsG

Sheldon, R. A. (2008). Why green chemistry and sustainability of resources are essential to our
Future. Journal of Environmental Monitoring, 10(4), 406-407. Retrieved on May 5, 2018
from https://goo.gl/es6ezK

Stapp, W. B. (1969). The concept of environmental education. Environmental Education, 1(1), 30-
31. Retrieved on April 6, 2018 from https://goo.gl/qr7wUP

Stark, A., Ott, D., Kralisch, D., Kreisel, G., & Ondruschka, B. (2010). Ionic liquids and green
chemistry: a lab experiment. Journal of Chemical Education, 87(2), 196-201. Retrieved on
May 5, 2018 from https://goo.gl/4usSGm

Talay, I., Gunduz, S., & Akpinar, N. (2004). On the status of environmental education and
Awareness of undergraduate students at Ankara University, Turkey. International journal
of Environment and Pollution, 21(3), 293-308.Retrieved on April 12, 2018 from
https://goo.gl/aLDz6g

UNESCO (1972). The Stockholm Declaration. The United Nations Conference on the Human
Environment, 5-16 June, Stockholm. Retrieved on April 18, 2018 from
https://goo.gl/Wqpo3R
UNESCO (1977). The Tbilisi Declaration. In Intergovernmental Conference on Environmental
Education (pp. 14-26). Retrieved on June 6, 2018 from https://goo.gl/geS2YW

Uzunboylu, H., Cavus, N., & Ercag, E. (2009). Using mobile learning to increase environmental
awareness. Computers & Education, 52(2), 381-389. Retrieved on June 5, 2018 from
https://goo.gl/Cskd3k