PR2 Humss1 Draft

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CHAPTER I
Background of the Study
Technological advancement lead to people aiming for an easier way of living.
Buildings were made here and there, a lot of people using gadgets, factories causing the
depletion of natural resources, extinction of animals, deforestation and other factors that
damaged the environment. In order to save the planet, the people who live in it should try
to restore the environmental issues created and make a solution in restoring the planet to
its’ natural self.
An Australian Ecologist and his student from University of Tasmania, Mollison and
Holmgren (1970) published a book entitled Permaculture: A Designers’ Manual which
explained their ideas regarding a sustainable way of living using the permaculture program.
According to the dictionary, the word permaculture is derived from the words permanent
and agriculture, it is designed to provide their own energy needs and recycle their own
wastes. Applying permaculture program in schools develops the school community’s
awareness and they learn how to conserve resources by experiencing the permaculture and
be a practitioner.
In establishing permaculture there are ethics that needs to be considered. Care for the Earth,
the people and fair share of resources. Establishing a permaculture guides individuals when
it comes to environmental awareness while being helpful for the community in terms of
produce. It is not only relevant for today’s generation as it ensures sustainable development
when handling our resources. The effectiveness of permaculture ethics leaves an impact
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enough to keep permaculture sites open. These are integral in the development of
permacultures it helps set the standards for what permacultures should be for.
With the mentioned importance and benefits that the permaculture can give in the
environment and the people and the existence of the permaculture at a private school in
Bacoor, Cavite, The researchers aims to show the level of environmental awareness of the
high school students through a survey that shows how the school’s permaculture program
affected their attitude regarding environmental issues and daily lives.
Literature Review
Permaculture as an Approach towards Sustainable Development
Mollison and Holmgren (1970) published a book entitled “Permaculture: A
Designers’ Manual which explains their ideas regarding the sustainable way of living using
permaculture. This is backed up by Kamsasa’s (2013) study that indicates permacultures
help secure a source of food and livelihood, even in areas as small as households.
Permacultures are designed to provide one’s energy needs through recycling their own
waste. It is a philosophy of working with rather than against nature of protracted and
thoughtful observation rather than thoughtless labor of looking at plants and animals in all
their functions, rather than treating any area as a single-product system. Applying
permaculture in private institutions develop awareness of everybody within the community
for nature and they learn how to conserve the environment by experiencing being a
permaculture practitioner. Albeit all these researches, private institutions such as schools
in the Philippines don’t seem to be implementing the permaculture program as a core

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project for the protection of our environment, spreading environmental awareness in the
process, and as a source of livelihood as well, even when it is very easy to achieve.
Permaculture as Systemic Design for Sustainable Agriculture
A study conducted by Cassel (2015) about Permaculture as a Systemic Design
Practice: contributions, challenges and new development that aims to develop sustainable
(permanent) agriculture and settlements. The study highlights new developments that show
progress in addressing these challenges, and illustrates that systemic designers can join
permaculture practitioners in these efforts. Overall, agro-ecological design is an area of
systemic design that shows much need and promise.
Another example which is a case study that shows the significance of permaculture as a
systemic design for a sustainable agriculture proven by Vella (2010) which aims to analyze
issues regarding the agro-forestry and permaculture in Northern Malta. The research
conducted an in-depth analysis if a local farm converting to permaculture. This harnessed
social capital to create resilient landscapes demonstrating pollinator health, water
conservation and perennial food and forage systems. These provided a wide perspective
with which to analyze the local agricultural situation and propose actions to be taken to
improve the economic output of farming by investing in local resources, enhancing and
strengthening the biodiversity protecting the environment and generating alternative
working opportunities and promote agri-tourism.
Permaculture and the Social Design of Nature
This research by Aiken (2017) aims to know the social design of nature and the
permaculture to change the traditional way of farming and create a more resilient process
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which will lead to a sustainable agriculture. It outlines that permaculture and particularly
their most prominent expression as an eco-sophistical movement an attempt to re-orientate
collective subjectivities as ecological entities. Permaculture based social movements
proliferate as a response to environmental challenges, a way to pursue the ‘good life’ and
a vision of a more harmonious way to be in and belong to the world.
Another research conducted by Buchanan (2016) entitled Permaculture for Adaptation: To
what extent are hazards considered in permaculture design certificate courses and
permaculture practices, the researcher conducted a survey among the teachers and students
that are members of Grassroots Permaculture Movement about the practice on how they
respond to the hazards and the 72-hour Permaculture design. The permaculture
practitioner’s socio-cognitive adaptive capacity was supported by influences such as their
community-of-practice
School’s Role in Environmental Awareness
A school is an institution where people learn many things that are fundamental in
one’s life, values that teach us how to preserve not only our lives but also those around us.
With this in mind, schools like St. Alphonsus Liguori Integrated School (SALIS) make an
effort to make not only the students realize but also its own school management system
through the creation of the permaculture program. This way of dissemination of
environmental awareness is proven by Grant and Yasue (2017) with their own research,
stating that through the permaculture program, NGO’s and the project participants have
felt a need for autonomy, thus making the agro-economical system successful within the
participants.
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Another study that disseminates environmental awareness is proven by Campos (2013),
through the research persuaded the school administration in the University of Michigan to
integrate permaculture program into the curricula and allow them to conduct the
permaculture program with the support of the Chiwara permaculture a low profit social
impact company. Through the permaculture program it allowed the university community
to live within abundance that already exist in nature thereby going beyond sustainability to
create a regenerative campus.
Another research entitled Permaculture as a Tool for Implementing the UN Decade of
Education for Sustainable Development conducted by Goldwater (2011) that aimed to
develop a community level action, addressing the needs of the impoverished while
incorporating 'quality education'. The researchers examined the permaculture teaching
methodologies to show the fundamental principles and designs of permaculture which can
be used as an action to address the needs of the impoverished.
Another study conducted by Leelavathi, Progathi and VijayaLakshmi (2015) entitled A
Study of Environment Awareness among Secondary School Teachers in Chitoor District
and Some Factors Affecting, this study supports Goldwater’s research because it
investigate the environmental education awareness among secondary grade school teachers
related to the management, subject of teaching and experience. The participants of this
research are four-hundred eighty (480) teachers. A 3-point scale questionnaire was used to
collect data. Means, standard deviations, t-test, were used to analyze the results. The t- test
showed no significant differences in teachers’ bases of Management and Subject of
Teaching. Similarly, the f - test showed no significant differences in teachers’ Job
Experience of below 5 years, 6-10 years, 11-15 years,16-20 years and above 20. The result
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of the study indicates that the environmental awareness of teachers does not differ
depending on the years of working and the management and subject. However, it shows
that the awareness they have is mainly focused on the air, water and industrial pollution
which they experience in the district they live in.
Applying Permaculture Program in the Community
There are a few researches regarding the application of the permaculture program,
through this research by Richard (2016) it was proven that permaculture is significant. The
study aims to improve permaculture practice and building the evidence base for
permaculture. The researcher conducted a survey and the concluded answer is that 82% of
the respondents are interested to permaculture programs. The significance of this study is
to support permaculture researchers and practitioners in sharing their work and developing
globally consistent permaculture research programs.
Conceptual Framework
 What permaculture
principles do  The researchers  Feedback/ Response
students apply to created a survey
their lives? questionnaire that is  Student’s knowledge
patterned into about the
 Are the students Larijani and permaculture program
P
O
I
aware on the benefits Yeshodhara’s study

the permaculture  Perceptions of the
wherein they used
R
students towards the

U
program can give in the Taj

N
the environment? environmental issues?

O
Environmental
T
 What are the effects Awareness Scale

P
of the permaculture  The data will be

P
program in the analyzed through

E
perception of the
U
using Likert Scale

U
students towards
S
environmental issues
T
S
T
?
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Figure 1. Conceptual Framework
In this framework, the research questions are stated in the input as it is the guideline
for the whole paper. While the process is the survey questionnaires wherein it serves as the
way to answer the input. Likert scale was included in the process to indicate how the data
will be analyzed. Lastly, the output is the response of the students which will be the results
of their knowledge about permaculture and their perception in environmental issues.
Research Questions
Although Mollison (1998) successfully spread the solution for the planet through
the permaculture program, schools in the Philippines weren’t able to see how beneficial
this program is. The researchers aim to show the level of environmental awareness of the
high school students by informing the relevance of having a permaculture in their own
schools. Most studies are focused in other countries which had implemented successfully
to their own school’s management that made it more resourceful and independent. With
this gap, researchers found the idea beneficial to help the world and their own country
improve their economy by showing how permaculture affects the level of environmental
awareness of the students. The researchers aim to fill this gap using the mentioned methods
in collecting data. These are the questions the study aimed to answer:
1. What permaculture principles do students apply to their lives?
2. Are the students aware on the benefits permaculture program can give in the
environment?
3. What are the effects of the permaculture program in the perception of the students
towards environmental issues?

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Scope and Limitations
The research was conducted at St. Alphonsus Liguori Integrated School a private
school located in Bacoor, Cavite. The participants are the one hundred sixty-four (164)
junior high school students and eleven (11) senior high school students from the grade
eleven class. However, the research has a mortality rate because there are twenty-two (22)
students who refused to answer the survey because of important tasks they have to do. The
study is limited within the school as it is unique for having a permaculture site, unlike other
private schools within Bacoor. The research only went as far as showing the level of
environmental awareness of the high school students through the permaculture program.
Definition of Terms
Sustainable - using resources taking into consideration the next generations needs
Resilience - to recover the environment using permaculture
Nature - a common care of people on natural environment
Environmental Awareness - applying knowledge and solution in environmental issues

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CHAPTER II
Quantitative Research Design and Methodology
The quantitative research design used is survey research that is patterned on
Larijani and Yeshodhara’s (2008) study wherein they used the Taj Environmental
Awareness Scale (TEAS) that was developed by Dr. Haseen Taj in 2001. The researchers
adapted the questionnaire to measure the level of environmental awareness of the junior
high school and senior high school students of St. Alphonsus Liguori Integrated School.
After conducting Taj Environmental Awareness Scale (TEAS) the researchers analyzed
the data through the use of the Likert Scale that was devised on 1932 by Rensis Likert,
himself. Another survey was conducted regarding the permaculture principles, the
researchers created their own questionnaire which consists of three parts: 1) application of
permaculture principles 2) benefits of the permaculture program 3) effect of the
permaculture program to the perception of students. In analyzing the data, the researchers
made a point system. For those participants who answered ‘strongly agree’ they receive 3
points, those who answered ‘agree’ receives 2 points, those who are ‘undecided’ receives
1 point, for those who answered ‘disagree’ and ‘strongly disagree’ they receive no point.
This point system depends on the right answer for the questions so the points can be
reversed and be placed on ‘strongly disagree’ if it is the right answer.
The researchers presented the data through tables and graphs. The researchers have
concluded which grade level has the highest environmental awareness. The results are
separated and the researchers conducted another survey that assessed the knowledge of the
junior high school and Grade 12 students towards the permaculture program of the
institution.
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Research Site and Participants
The research setting for this study is in St. Alphonsus Liguori Integrated School in
Molino 2, Bacoor, Cavite a private school that offers Pre-school, Elementary, Junior High
and Senior High School.
Data Collection and Analysis
The data is gathered through a survey. The researchers patterned the questionnaire
from Larijani and Yeshodhara’s (2008) study wherein they used the Taj Environmental
Awareness Scale (TEAS) that was developed by Dr. Haseen Taj in 2001. And another
survey questionnaire that is created by the researchers about the permaculture will be
conducted to assess the knowledge of the students towards the program the school
implemented.
The questionnaire consists of three sections to answer each of the three research questions.
For research question #1, which asks “What permaculture principles do students apply to
their lives?, a survey was conducted by the researchers that are about permaculture
principles and how the junior high school and senior high school students applied it into
their lives.
For research question #2, Are the students aware on the benefits permaculture program
can give in the environment?, a survey was conducted and the statements were about the
benefits the permaculture program of S.A.L.I.S can give to the environment and to the
students as well.
For research question #3, “What are the effects of the permaculture program in the
perception of the students towards environmental issues?”, a survey was conducted by the
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researchers and the statements are regarding to how their perception towards environmental
awareness changed through the school’s permaculture program.
Method of Validation
The data that was collected was validated through an in-depth interview with the
high school level head and the school principal. The researchers will create another set of
questionnaire that will validate the answers of the survey about the environmental
awareness of the high school students.
Potential Ethical Issues
In gathering data, the researchers kept in mind the anonymity of the participants
and as such participants would be asked ahead of time before conducting the survey and
interview and if they would want to include their names or not. This is done to promote
confidentiality and to keep the participants’ identity safe.

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CHAPTER III
Findings
The literature above showed that the permaculture is a designed system to maintain
the agriculturally productive eco-system that mutually benefits the people and the
environment and also the fact that there are already a lot of literatures that has researched
on the integration of the permaculture program into the community. However, there are a
few researches regarding its integration in a school setting. Through the mentioned gap this
study aims to show the level of environmental awareness of the junior and senior high
school students. The gathered data was analyzed through Likert Scale and the results were
categorized based on their grade levels and ranked according to which grade level have the
highest environmental awareness.
Level of Environmental Awareness of High School Students

of SALIS
Grade 7 - 9.97%
28.47%
Grade 8 - 11.36%
45.29% Grade 9 - 12.13%
Grade 10 - 7.36%
Grade 11 - 4.45%
26.24%
High Average Low
Figure 2. Level of Environmental Awareness of the High School Students of S.A.L.I.S.

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Figure 2 shows that out of 173 students 45.29% have high level of environmental
awareness. Meanwhile, the 28.47% scored average and the remaining 26.24% scored low.
The graph also shows that 45.29% out of 173 students Grade 9 has the highest
environmental awareness, followed by the Grade 8, Grade 7, Grade 10, and lastly, Grade
11, and granted of course that the Grade 9 class has the most amount of students among all
classes within the junior high school. Even so, this shows that while not being the seniors
of the junior high school, they show a considerably higher amount of students that are
aware of the environmental issues and the advantages of applying permaculture principles
in their daily lives. What’s more surprising is that Grade 10 class is actually last in this
ranking for junior high school, as opposed to the hypothesized result that the seniors of the
junior high school would take the top at this ranking, excluding Grade 11 due to having the
least amount of students.
The individual tables representing each class’ statistics are presented as a part of the
appendices, including the graphs used to interpret the statistics of each question asked in
the survey for the data gathering and their corresponding analyses as well.
Level of Permaculture Knowledge of the High School

Students of SALIS
Grade 7 - 13.21%
33.35%
45.57%
Grade 8 - 11.51%
Grade 9 - 10.32%
Grade 10 - 7.70%
21.08%
High Average Low

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Figure 3. Level of Permaculture Knowledge of the High School Students of S.A.L.I.S.
Figure 3 shows that out of 173 students 45.57% scored a high knowledge level, the 21.08%
scored average and the remaining 33.35% scored low knowledge level regarding the
permaculture principles and how it can be applied at home.
Yes No
Question 1 31.79 69.36
Question 2 12.72 86.71
Question 2 42.77 54.34
Table 1. Permaculture Program Survey.
Table 1 shows that in question number 1 which states “I know the reason why the school
implemented the permaculture program.”, 31.79% out of 173 students answered that they
know the reason why the school implemented the permaculture program. And the
remaining 69.36% answered that they don’t know why it was implemented.
In question number 2 which states “I know the permaculture principles.”, 12.72% out of
173 students answered that they know the permaculture principles. And the remaining
86.71% answered they do not know what the principles of the permaculture are.
For question number 3 which states “I apply the permaculture principles in school and at
home.”, Out of 173 students, 42.77% answered that they are able to apply the permaculture
principles at home and at school. Meanwhile, the remaining 54.34% answered that they are
not able to apply the principles.
For research question #1 which asks “What permaculture principles do students apply to
their lives?”, 52.26% of the participants answered that they segregate their trash at home,
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lessen their water usage, use of recyclable products, buying only the necessary products
and saving electricity.
For research question #2 which ask “Are the students aware on the benefits permaculture
program can give in the environment?”, 47.16% of the participants answered that the
permaculture can make a resilient community and entail quality education.
For research question #3 “What are the effects of the permaculture program in the
perception of the students towards environmental issues?”, 45.54% of the respondents
answered that the permaculture program became helpful in terms of spreading awareness
for environmental issues even if people are not knowledgeable with its principles.
Discussion
The findings of this study show that surprisingly, using a patterned survey questionnaire
ranked by using the Likert Scale, the most amount of students showing high level of
environmental awareness are from Grade 9, although having only a small margin in
percentage compared to the rest of the participants. Yet, even given this positive integer, it
can be quite contradictory to how the students understand what permaculture principles
actually are. What this means is that even though they aren’t aware of it, the students are
actually active when it comes to the application of these principles in their daily lives. How
this correlates with prior studies isn’t too evident other than having high environmental
awareness means a higher chance of actually actively participating with a lifestyle that
includes the permaculture principles. Even though quite a few students weren’t able to
return their survey questionnaires for interpretation, the number of returned data is high
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enough to conclude that the majority of students in the institution shows promise when it
comes to environmental awareness. It could be argued that this should be evident as they
are students yet it isn’t common practice in the Philippines to have permaculture sites and
permaculture principles implemented in academic institutions, thus backing up the
conceptual framework of the researchers that having a permaculture site and prior
knowledge about the problems that our environment is currently facing and the possible
solutions equals to a positive feedback even from students of adolescent age. What this
means for the society and most especially the environment is that at least from this
institution, students are mindful of the situation of the environment, leading to active and
passive participation from the students even at a young age. If this will carry on as they age
and mature, with the current data, is inconclusive, but for the meantime, these students stay
true to the permaculture principles that they’ve learned in the institution at the very least.
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CHAPTER IV
Summary of Findings
Based on the analysis of gathered data through the survey conducted on the
students, it shows that albeit actively applying the permaculture principles in their daily
lives, the students themselves are not aware of the idea that is permaculture principle. They
are familiar with immediate examples like the permaculture site of the institution, yet
without a concrete and physical embodiment, the permaculture principles are practically
nothing to but a few handful students who participated in the survey. That said, the
permaculture site and the prolonged effort of teachers to incorporate the principle involved
aim to give more knowledge to these students, yet it could be concluded that even without
the formal introduction of permaculture principles to them that the teachers and staff of
this institution at hand are successful in the influencing of these students.
Conclusion
Permaculture is indeed a huge help as a way of preserving the nature and it became a way
of life. It is advantageous for both nature and the people’s awareness in the surroundings
as it deepens their understanding about the significance of permaculture in the
environment. The level of environmental awareness of the high school students allows the
researchers to see how the participants care for the planet despite of having a modern
society. According to the results of survey of Permaculture Program Questionnaire, it
shows that majority of the respondents are not aware of the purpose of implementing
permaculture in their institution as well as the principles of it. Also, majority of the students
answered that they do not apply the permaculture principles in their lives.
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On the other hand, in the Environmental Awareness Questionnaire, the results showed that
majority of the respondents which is the Grade 9 students are aware of environmental
issues which are currently facing but they do not know that they are applying the
permaculture principles in their lives. However, the Grade 10 students which are expected
to be more aware is in the lowest ranking of environmental awareness. This concludes that
only half of the students in this institution are aware enough of the environmental issues
and they apply principles of permaculture unknowingly.
Recommendation
Due to the unexpected results, the researchers recommend the study to the school
administrators and teachers to further inform the students regarding the principles of the
permaculture program by adding it to the curriculum or integrating the topic to their
lessons. This will give more awareness that will help them grow as a better person. Also,
the students of this institution recommends to give more attention to the surroundings for
them to have a better future and to help nature from being destroyed by humans. The
awareness will be effective to give the nature importance and it will benefit all people
including the other species.

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References:
Aiken, G. (2017). Permaculture and the Social Design of Nature. Retrieved from
https://orbilu.uni.lu/bitstream/10993/31095/1/Permaculture%20and%20the%20social%2
0design%20of%20nature.pdf
Buchanan, P. (2016). Permaculture for Adaptation: To what extent are hazards considered in
Permaculture Design Certificate courses and permaculture practice. Retrieved from
https://www.academia.edu/36774840/Permaculture_for_Adaptation_To_what_extent_are
_hazards_considered_in_Permaculture_Design_Certificate_courses_and_permaculture_p
ractice?fbclid=IwAR0mIGY0YclFBZWeVJQmwJQLOEMOkqc9gcpn1LKLG8uH94G4
dEPO6YjIHE
Campos, M. (2013). Permaculture Integration at the University of Michigan. Retrieved from
http://graham.umich.edu/media/files/campuscoursereports/Permaculture%20Final%20Re
port.pdf?fbclid=IwAR2prT45UAateJtDKy5nJYXALbM9NCEraMssr2M-q9Oau0obUvb
tl6opwoNY
Cassel, J. (2015). Permaculture as a Systemic Design Practice: Contributions, challenges, and new
developments. Retrieved from http://openresearch.ocadu.ca/id/eprint/2042/1/Cass
el_Permaculture_2015.pdf?fbclid=IwAR35ebtFlWfYMNWA6mloC5HBDF1FU7Rppyd
W8qffxIXY1YlF_NUxvf19rjk
Grant, K. & Yasue, M. (2017). The Effectiveness of a Permaculture Education Project in Butula,
Kenya. Retrieved from https://www.tandfonline.com/doi/figure/10.1080/1473
5903.2017.1335570?scroll=top&needAccess=true
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Goldwater, L. (2011). Permaculture as a Tool for Implementing the UN Decade of Education for
Sustainable Development. Retrieved from https://21z6r9yf8x02eaff51wxrs58-
wpengine.netdnassl.com/files/Permaculture_and_the_UN_DESD.pdf?fbclid=IwAR0
IeWgIYX6gk8T18G0cHCPf2Q-kRl_3_4mCJULPKHxpEz2-j1UKcYeqVcQ
Kamsasa, C. (2013). Investigating the Impact of Permaculture as a Tool for Mitigating and
Adapting Climate Change. Retrieved from https://www.academia.edu/5675353/I
nvestigating_the_Impact_of_PErmaculture_as_a_tool_for_mitigating_and_adapting_clim
ate_change?fbclid=IwAR2D6PFOAnV-OV6AxAyq8Xn4swT0jDIzgF_FjECS3Yda08S7
BCqOWJ1CGE
Leelavathi, K., Progathi, D., Sivarathnam, M. & VijayaLakshmi, G. (2015). A Study of
Environment Awareness Among Secondary School Teachers in Chitoor District and Some
Factors Affecting it. Retrieved from https://www.academia.edu/38654677/A_ST
UDY_OF_ENVIRONMENT_AWARENESS_AMONG_SECONDARY_SCHOOL_TE
ACHERS_IN_CHITOOR_DISTRICT_AND_SOME_FACTORS_AFFECTING_IT?fbcl
id=IwAR2PCh5bcygLDK_VVzZ7-s_-QK5xYdbYXgUJljpLsb4GQzHCtj-TvpcpGHg
Manikandan, K. (2015). A Study of Environmental Attitude Environmental Behavior and
Environmental Awareness Among B. Ed Student Teachers in Tamilnadu State. Retrieved
from http://hdl.handle.net/10603/164387
Richards, C. (2016). International Permaculture Research Project. Retrieved from
https://www.permaculture.org.uk/sites/default/files/page/document/irs_survey_2_full_rep
ort.pdf
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Vella, S. (2010). Sustainable Agricultural Management and Landscaping Through Agroforestry
and Permaculture Case Study: Northern Malta. Retrieved from
https://commons.lib.jmu.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&http
sr e_dir =1&article=1446&context=master201019
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APPENDIX A - LEVEL OF ENVIRONMENTAL AWARENESS QUESTIONNAIRE
Name: _________________________
Level & Section: _________________
Instructions: Below is the list of questions used to know your attitude towards environmental education.
Kindly give your honest response. Your response will be utilized only for research purposes.
Note: Kindly use the following ratings to express your feelings and check the box:
SA - Strongly Agree
A - Agree
UD - Undecided
DA - Disagree
SDA - Strongly Disagree
No. Statement SA S UD DA SDA

1 Environmental education deals with the global as well as regional
environmental issues
2 Environmental education facilitates the maintaining of environment
to cater to the needs and aspirations of the people
3 Environmental education is a process that promotes awareness and
understanding of environment association to man and his activities
4 Environmental education is used to make the individuals feel
responsible for conservation and improvement of the environment
5 Environmental education helps the individuals to acquire awareness
pertaining to the environment and its prevalent issues
6 Environmental education must be integrated into the formal system
of education at all levels
7 Organizing environmental field trips should be an integral part of
the school activities.
8 Schools should be required to setup a school garden
9 Even when there is a provision to relate
environment and its problems in the classroom
teaching, it is a waste of time to listen to
10 Environment related concepts can be brought into
any school subject without harming its continuity
11 A teacher should know how to use different techniques of teaching,
including the promotion of positive attitude
towards protection of environment among students.
12 Eco friendly behavior can be hardly taught/ practiced through the
school subjects in the classroom.
13 It is the responsibility of ‘parents only’ to teach eco-friendly actions
among children
14 Environmental education is better taught when it is integrated with
pre-existing school subjects
15 The school teachers should have an exposure to the Environmental
Education during their training period
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16 Students learn to protect environment through reading environment

related books
17 Schools should take responsibility for teaching environmental
ethics among students
18 It is an inevitable responsibility of teachers to develop y
environmental awareness among students
19 Teachers play a dominant role in modifying environmental action y
behavior of students
20 It should be made mandatory to infuse y
environmental dimension during practice of
teaching in their Teacher Education program
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APPENDIX B - PERMACULTURE PROGRAM QUESTIONNAIRE
Name: _________________________ Age: ___________________

Level & Section: _________________ Club/ Organization: ___________________
Years of studying at SALIS: __
Instructions: Below are statements/phrases made to gauge your knowledge about the
permaculture program and principles implemented in SALIS. Kindly give your honest response.
Your response will be utilized only for research purposes.
No. Statements Yes No
1 I know the reason why the school implemented the permaculture
program.
2 I know the permaculture principles: If yes, give examples.
3 I apply the permaculture principles in school and at home.
Note: Check the box and kindly use the following ratings to express your feelings:
SA - Strongly Agree A - Agree UD - Undecided
DA - Disagree SDA - Strongly Disagree
No. Statements SA A UD DA SDA

1 Segregating trash at home
2 Using a basin when washing plates at home to
retain water
3 Using recyclable products rather than single use
ones
4 Only buying necessary products for daily living
5 Switching off appliances when not in use
6 Permaculture program promotes restoration of
Earth’s natural state
7 Permaculture program provides for everybody’s
needs
8 Proper practice of permaculture means
inexhaustible resources
9 Permaculture program aims to make a resilient
community
10 Permaculture program helps clean the

environment
11 Permaculture program also entails quality
education
25
12 Permaculture program aims to improve

food and nutrition security, increase agro-
biodiversity, and improve environment
13 Permaculture entails efficient and
enriching food, energy, and water systems
14 Permaculture emphasizes importance of
direct communication between NGOs to
strengthen agro-ecological systems
15 Permaculture is helpful in spreading
awareness for environmental issues even
if people are not knowledgeable with the
principles
26
APPENDIX C - LETTER OF CONSENT
September __, 2019
Mrs. Cecilia C. Sipin

School Director, St. Alphonsus Liguori Integrated School
Addas 2 Bacoor City
Dear Mrs. Cecilia C. Sipin,

Good day!
We, the undersigned, are Senior High School students from the HUMSS strand under Practical
Research 2 class. We would like to ask permission to let us conduct a survey on the high school
students for our research paper entitled “Level of Environmental Awareness of High School
Students Through Permaculture Program”, a study focused on assessing the capacity of
understanding of high school students towards the environment by using the permaculture
principles. We hope through this quantitative study that we will be able to help the institution
realize the purpose and importance of the permaculture program.
We will be providing a hard copy of the full research report to the school library and administrator’s
office upon the completion of the study.
Your approval to conduct this survey will be deeply appreciated. Thank you!
Sincerely yours,
Joshell Kyla H. Salvino Erianne Leigh B. Henson Ivan Dion C. Salva
Noted by: Approved by:
Mr. Louie James Jacob Ms. Cecilia C. Sipin

27
APPENDIX D – RESULTS OF LEVEL OF ENVIRONMENTAL AWARENESS SURVEY
1. Environmental education deals with the global as well as

regional environmental issues
5.78, 9% Grade 7
15.61, 23%
12.13, 18% Grade 8
Grade 9
14.45, 21% Grade 10
19.65, 29%
Grade 11
Figure 3. Environmental education deals with the global as well as regional environmental issues
Figure 3 shows the 67.61% or 117 out of 173 students, the Grade 9 has the highest amount of
students that answered strongly agreed according to the survey questionnaire, followed by the
Grade 7, Grade 8, Grade 10, and lastly Grade 11.
2. Environmental education facilitates the maintaining of

environment to cater to the needs and aspirations of the
people
5.78, 10% Grade 7

12.14, 21%
9.83, 17% Grade 8
12.14, 21% Grade 9

18.5, 31% Grade 10
Grade 11
Figure 4. Environmental education facilitates the maintaining of environment to cater to the needs and aspirations of
the people
Grade 8 and 10 with the same amount of students, Grade 7, and lastly Grade 11.
28
3. Environmental education is a process that promotes awareness

and understanding of environment association to man and his
activities
6.36, 9% Grade 7
15.61, 21%
13.87, 18% Grade 8
Grade 9
19.65, 26% Grade 10
19.65, 26%
Grade 11
Figure 5. Environmental education is a process that promotes awareness and understanding of environment
association to man and his activities
Figure 5 shows the 75.14% or 130 out of 173 students, the Grade 8 and Grade 9 has the highest
amount of students that answered strongly agreed according to the survey questionnaire,
followed by the Grade 7, Grade 10 and lastly Grade 11.
4. Environmental education is used to make the individuals feel

responsible for conservation and improvement of the environment
Grade 7
5.78,13.87,
9% 20%
Grade 8
12.14, 18%
Grade 9
18.5, 27% Grade 10
17.92, 26%
Grade 11
Figure 6. Environmental education is used to make the individuals feel responsible for conservation and improvement
of the environment
Grade 9, Grade 7, Grade 10 and lastly Grade 11.

29
5. Environmental education helps the individuals to acquire

awareness pertaining to the environment and its prevalent issues
5.78, 9% Grade 7
14.45, 22%
12.72, 19% Grade 8
Grade 9
15.03, 22% Grade 10
18.5, 28% Grade 11
Figure 7. Environmental education is used to make the individuals feel responsible for conservation and improvement
of the environment
6. Environmental education must be integrated into the formal

system of education at all levels
5.2, 9%10.4, 17% Grade 7

10.4, 17% Grade 8
Grade 9
17.92, 30% Grade 10
16.18, 27%
Grade 11
Figure 8. Environmental education must be integrated into the formal system of education at all levels
30
Grade 9, Grade 7 and 10 with equal amount of students and lastly Grade 11.
7. Organizing environmental field trips should be an integral part

of the school activities.
4.62, 8% Grade 7
13.87, 24%
9.25, 16% Grade 8
Grade 9
Grade 10
16.18, 29% 13.29, 23%
Grade 11
Figure 9. Organizing environmental field trips should be an integral part of the school activities.
8. Schools should be required to setup a school garden
5.2, 10% Grade 7

13.87, 26%
8.67, 16% Grade 8
Grade 9
Grade 10
14.45, 27% 11.56, 21%
Grade 11
Figure 10. Schools should be required to setup a school garden

31
9. Even when there is a provision to relate environment and its

problems in the classroom teaching, it is a waste of time to listen to
2.89, 11%
Grade 7
5.2, 21%
Grade 8
6.94, 27% 2.89, 11% Grade 9
Grade 10
7.51, 30%
Grade 11
Figure 11. Even when there is a provision to relate environment and its problems in the classroom teaching, it is a
waste of time to listen to
students that answered strongly disagreed according to the survey questionnaire, followed by the
Grade 8, Grade 7 and lastly Grade 10 and 11 that have an equal amount of students.
10. Environment related concepts can be brought into any school

subject without harming its continuity
3.47, 9%
7.51, 18% Grade 7

5.2, 13% Grade 8
Grade 9
10.4, 25% Grade 10

14.45, 35%
Grade 11
Figure 12. Environment related concepts can be brought into any school subject without harming its continuity

32
11. A teacher should know how to use different techniques of

teaching, including the promotion of positive attitude towards
protection of environment among students.
5.2, 9% Grade 7
15.03, 27% Grade 8
8.09, 15%
Grade 9
Grade 10
16.76, 30% 10.4, 19%
Grade 11
Figure 13. A teacher should know how to use different techniques of teaching, including the promotion of positive
attitude towards protection of environment among students.
students that answered strongly agree according to the survey questionnaire, followed by the Grade
7, Grade 8, Grade 10 and lastly Grade 11.
12. Eco friendly behavior can be hardly taught/practiced through

the school subjects in the classroom.
Grade 7
0, 0%
1.73, 23% Grade 8
2.89, 38%
Grade 9
Grade 10
2.89, 39%
Grade 11
Figure 14. Eco friendly behavior can be hardly taught/practiced through the school subjects in the classroom.
Figure 14 shows the 7.51% or 13 out of 173 students, the Grades 10 and 11 has the highest amount
of students that answered strongly disagree according to the survey questionnaire, followed by the
Grade 9.
33
13. Environmental education is better taught when it is integrated

with pre-existing school subjects
1.16, 6%
1.16, 6%
Grade 7
4.05, 21%
Grade 8
Grade 9
6.94, 35%
Grade 10
6.36, 32%
Grade 11
Figure 15. It is the responsibility of ‘parents only’ to teach ecofriendly actions among children
Grade 10, Grade 7, and lastly Grades 8 and 11.
14. Environmental education is better taught when it is integrated

with pre-existing school subjects
3.47, 11% Grade 7

2.89, 10% 9.25, 31% Grade 8
Grade 9
5.78, 19% Grade 10
8.67, 29% Grade 11
Figure 16. Environmental education is better taught when it is integrated with pre-existing school subjects
Grade 8, Grade 9, Grade 10 and lastly Grades 11.

34
15. The school teachers should have an exposure to the

Environmental Education during their training period
4.62, 12% Grade 7

8.67, 22%
4.05, 10% Grade 8
Grade 9
Grade 10
10.98, 28% 10.98, 28%
Grade 11
Figure 17. The school teachers should have an exposure to the Environmental Education during their training period
Figure 17 shows the 39.31% or 68 out of 173 students, the Grades 9 and 8 has the highest amount
of students that answered strongly agreed according to the survey questionnaire, followed by the
Grade 7, Grade 11 and lastly Grade 10.
16. Students learn to protect environment through reading

environment related books
4.62, 12% Grade 7

8.67, 22%
4.05, 10% Grade 8
Grade 9
Grade 10
10.98, 28% 10.98, 28%
Grade 11
Figure 18. Students learn to protect environment through reading environment related books
Figure 18 shows the 35.26% out of 173 students, the Grades 9 and 8 has the highest amount of

35
17. Schools should take responsibility for teaching environmental

ethics among students
4.05, 10% Grade 7

8.67, 22%
5.78, 14% Grade 8
Grade 9
10.4, 26% Grade 10

10.98, 28%
Grade 11
Figure 19. Schools should take responsibility for teaching environmental ethics among students
Figure 19 shows the 39.88% out of 173 students, the Grades 9 has the highest amount of students
that answered strongly agreed according to the survey questionnaire, followed by the Grade 8,
18. It is an inevitable responsibility of teachers to develop

environmental awareness among students
2.89, 8% Grade 7
3.47, 10% 9.25, 27%
Grade 8
Grade 9
8.09, 24%
Grade 10
10.4, 31% Grade 11
Figure 20. It is an inevitable responsibility of teachers to develop environmental awareness among students

36
19. Teachers play a dominant role in modifying environmental

action behavior of students
4.05, 11% Grade 7

8.09, 21%
5.2, 14% Grade 8
Grade 9
Grade 10
9.25, 25% 10.98, 29%
Grade 11
Figure 21. Teachers play a dominant role in modifying environmental action behavior of students
20. It should be made mandatory to infuse environmental

dimension during practice of teaching in their Teacher Education
programme
2.89, 8% Grade 7
7.51, 21%
4.05, 12% Grade 8
Grade 9
7.51, 21%
Grade 10
13.29, 38%
Grade 11
Figure 22. It should be made mandatory to infuse environmental dimension during practice of teaching in their
Teacher Education program
that answered strongly agreed according to the survey questionnaire, followed by the Grades 7 and
9, Grade 10 and lastly Grade 11.

37
APPENDIX E – RESULTS OF ENVIRONMENTAL AWARENESS SURVEY (PER

GRADE LEVEL)
Grade Level Total Population Percentage

Grade 7 45 95.56%
Grade 8 41 100%
Grade 9 49 95.92%
Grade 10 29 93.10%
Grade 11 11 90.91%
Table 2. Environmental education deals with the global as well as regional environmental issues
Table 2 shows that the majority of students from all levels answered positively given the question
is supposed to be answered with either “strongly agree” or “agree”. This means that at a base level,
these students show a semblance of environmental awareness.

Grade 7 45 82.22%
Grade 8 41 87.80%
Grade 9 49 93.88%
Grade 10 29 89.66%
Grade 11 11 90.91%
Table 3. Environmental education facilitates the maintaining of environment to cater to the needs and aspirations of
the people

Grade 7 45 95.56%
Grade 8 41 95.12%
Grade 9 49 95.92%
Grade 10 29 96.55%
Grade 11 11 100%
Table 4. Environmental education is a process that promotes awareness and understanding of environment
association to man and his activities

38

Grade 7 45 91.11%
Grade 8 41 97.56%
Grade 9 49 91.84%
Grade 10 29 96.55%
Grade 11 11 90.91%
Table 5. Environmental education is used to make the individuals feel responsible for conservation and
improvement of the environment

Grade 7 45 86.67%
Grade 8 41 100%
Grade 9 49 95.92%
Grade 10 29 96.55%
Grade 11 11 90.91%
Table 6. Environmental education helps the individuals to acquire awareness pertaining to the environment and its
prevalent issues

Grade 7 45 86.67%
Grade 8 41 87.80%
Grade 9 49 91.84%
Grade 10 29 93.10%
Grade 11 11 81.82%
39
Table 7. Environmental education must be integrated into the formal system of education at all levels

Grade 7 45 88.89%
Grade 8 41 87.80%
Grade 9 49 85.71%
Grade 10 29 89.66%
Grade 11 11 72.73%
Table 8. Organizing environmental field trips should be an integral part of the school activities.

Grade 7 45 80%
Grade 8 41 90.24%
Grade 9 49 89.80%
Grade 10 29 93.10%
Grade 11 11 81.82%
Table 9. Schools should be required to setup a school garden

Grade 7 45 26.67%
Grade 8 41 24.39%
Grade 9 49 24.49%
Grade 10 29 10.34%
Grade 11 11 0%
40
Table 10. Even when there is a provision to relate environment and its problems in the classroom teaching, it is a
waste of time to listen to
is supposed to be answered with either “strongly disagree” or “disagree”. This means that at a base
level, these students show a semblance of environmental awareness.

Grade 7 45 80%
Grade 8 41 80.49%
Grade 9 49 61.22%
Grade 10 29 68.97%
Grade 11 11 54.55%
Table 11. Environment related concepts can be brought into any school subject without harming its continuity

Grade 7 45 97.78%
Grade 8 41 85.37%
Grade 9 49 89.80%
Grade 10 29 93.10%
Grade 11 11 81.82%
Table 12. A teacher should know how to use different techniques of teaching, including the promotion of positive
attitude towards protection of environment among students.

Grade 7 45 66.67%
Grade 8 41 80.49%
Grade 9 49 55.10%
41
Grade 10 29 48.28%
Grade 11 11 18.18%
Table 13. Eco friendly behavior can be hardly taught/ practiced through the school subjects in the classroom.

Grade 7 45 13.33%
Grade 8 41 41.46%
Grade 9 49 34.69%
Grade 10 29 10.34%
Grade 11 11 9.09%
Table 14. It is the responsibility of ‘parents only’ to teach eco-friendly actions among children

Grade 7 45 68.89%
Grade 8 41 70.73%
Grade 9 49 53.06%
Grade 10 29 68.97%
Grade 11 11 54.55%
Table 15. Environmental education is better taught when it is integrated with pre-existing school subjects

Grade 7 45 71.11%
Grade 8 41 82.93%
Grade 9 49 73.47%
Grade 10 29 82.76%
42
Grade 11 11 72.73%
Table 16. The school teachers should have an exposure to the Environmental Education during their training period

Grade 7 45 82.22%
Grade 8 41 87.86%
Grade 9 49 69.39%
Grade 10 29 75.86%
Grade 11 11 63.64%
Table 17. Students learn to protect environment through reading environment related books

Grade 7 45 73.33%
Grade 8 41 92.68%
Grade 9 49 87.76%
Grade 10 29 79.31%
Grade 11 11 63.64%
Table 18. Schools should take responsibility for teaching environmental ethics among students

Grade 7 45 75.56%
Grade 8 41 80.49%
Grade 9 49 65.31%
Grade 10 29 62.07%
Grade 11 11 45.45%
43
Table 19. It is an inevitable responsibility of teachers to develop environmental awareness among students

Grade 7 45 82.22%
Grade 8 41 75.61%
Grade 9 49 77.55%
Grade 10 29 68.97%
Grade 11 11 63.64%
Table 20. Teachers play a dominant role in modifying environmental action behavior of students

Grade 7 45 75.56%
Grade 8 41 75.61%
Grade 9 49 63.27%
Grade 10 29 79.31%
Grade 11 11 45.45%
Table 21. It should be made mandatory to infuse environmental dimension during practice of teaching in their
Teacher Education program

44
APPENDIX F - PERMACULTURE PROGRAM SURVEY RESULTS
Figure 23. Segregating trash at home.
Figure 23 shows the 59.53% out of 173 students, the Grade 9 has the highest amount of students
Grade 8, Grade 10, and lastly Grade 11.
Figure 24. Using a basin when washing plates at home to retain water

45
Figure 25. Using recyclable products rather than single use ones
Figure 25 shows the 47.39% out of 173 students, the Grade 7 and 8 has the highest amount of
Figure 26. Only buying necessary products for daily living

46
Figure 27. Switching off appliances when not in use
Figure 28. Permaculture program promotes restoration of Earth’s natural state

47
Figure 29. Permaculture program provides for everybody’s needs
Figure 30. Proper practice of permaculture means inexhaustible resources

48
Figure 31. Permaculture program aims to make a resilient community
Figure 32. Permaculture program helps clean the environment

49
Figure 33. Permaculture program also entails quality education
Figure 34. Permaculture program aims to improve food and nutrition security, increase agro-biodiversity, and
improve environment
that answered strongly agreed according to the survey questionnaire, followed by the Grades 7 and
8 who have equal amount, Grade 10, and lastly Grade 11.
50
Figure 35. Permaculture entails efficient and enriching food, energy, and water systems
Figure 35 shows the 45.08% out of 173 students, the Grade 8 and 7 has the highest amount of
Figure 36. Permaculture emphasizes importance of direct communication between NGOs to strengthen agro-
ecological systems
that answered strongly agreed according to the survey questionnaire, followed by the Grades 7,

51
Figure 37. Permaculture is helpful in spreading awareness for environmental issues even if people are not
knowledgeable with the principles
that answered strongly agreed according to the survey questionnaire, followed by the Grades 8,

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1

Background of the Study

Technological advancement lead to people aiming for an easier way of living.

its’ natural self.

Holmgren (1970) published a book entitled Permaculture: A Designers’ Manual which

wastes. Applying permaculture program in schools develops the school community’s

affected their attitude regarding environmental issues and daily lives.

Permaculture as an Approach towards Sustainable Development

Mollison and Holmgren (1970) published a book entitled “Permaculture: A

permaculture. This is backed up by Kamsasa’s (2013) study that indicates permacultures

permaculture in private institutions develop awareness of everybody within the community

in the Philippines don’t seem to be implementing the permaculture program as a core

Permaculture as Systemic Design for Sustainable Agriculture

A study conducted by Cassel (2015) about Permaculture as a Systemic Design

permaculture practitioners in these efforts. Overall, agro-ecological design is an area of

systemic design that shows much need and promise.

conducted an in-depth analysis if a local farm converting to permaculture. This harnessed

social capital to create resilient landscapes demonstrating pollinator health, water

strengthening the biodiversity protecting the environment and generating alternative

working opportunities and promote agri-tourism.

Permaculture and the Social Design of Nature

their most prominent expression as an eco-sophistical movement an attempt to re-orientate

collective subjectivities as ecological entities. Permaculture based social movements

a vision of a more harmonious way to be in and belong to the world.

Another research conducted by Buchanan (2016) entitled Permaculture for Adaptation: To

practitioner’s socio-cognitive adaptive capacity was supported by influences such as their

School’s Role in Environmental Awareness

through the creation of the permaculture program. This way of dissemination of

Another study that disseminates environmental awareness is proven by Campos (2013),

create a regenerative campus.

Another research entitled Permaculture as a Tool for Implementing the UN Decade of

Education for Sustainable Development conducted by Goldwater (2011) that aimed to

incorporating 'quality education'. The researchers examined the permaculture teaching

be used as an action to address the needs of the impoverished.

Another study conducted by Leelavathi, Progathi and VijayaLakshmi (2015) entitled A

Study of Environment Awareness among Secondary School Teachers in Chitoor District

showed no significant differences in teachers’ bases of Management and Subject of

Teaching. Similarly, the f - test showed no significant differences in teachers’ Job

which they experience in the district they live in.

Applying Permaculture Program in the Community

globally consistent permaculture research programs.

aware on the benefits Yeshodhara’s study

students towards the

program can give in the Taj

the environment? environmental issues?

 What are the effects Awareness Scale

of the permaculture  The data will be

program in the analyzed through

using Likert Scale

Figure 1. Conceptual Framework

of their knowledge about permaculture and their perception in environmental issues.

1. What permaculture principles do students apply to their lives?

towards environmental issues?

Scope and Limitations

Resilience - to recover the environment using permaculture

Nature - a common care of people on natural environment

Environmental Awareness - applying knowledge and solution in environmental issues

Quantitative Research Design and Methodology

The quantitative research design used is survey research that is patterned on

permaculture principles 2) benefits of the permaculture program 3) effect of the

reversed and be placed on ‘strongly disagree’ if it is the right answer.

Research Site and Participants

and Senior High School.

Name: _______ Age: _