Chapter I

PROBLEMS AND REVIEW OF RELATED LITERATURE

Introduction

The 21st century is facing a wide array of

environmental problems ranging from the simplest disposal

of household garbage to the most complex like global

warming and climate change.

Climate change possesses a huge threat to humanity.

For the past years it had caused thousands of adversaries,

destroyed billions of properties, infrastructures and

resources and claimed billions of human life.

The Philippines, just like any country, experience

calamities and disasters brought by climate change. Typhoon

is an ordinary phenomenon to Filipinos, but the nation, as

well as the whole world, was shocked by the tragic

aftermath of Typhoon Yolanda (I.N. Haiyan). Known as the

strongest typhoon to enter the country, Yolanda left 89

billion peso worth of damages in infrastructure and

resources and claimed over 6000 of lives.

In 2013, the Philippines was named as the most

affected country by climate change by an environmental

 2

organization German Watch based on weather-related

disasters like storms, floods and heat waves (rappler.com).

El Niño and La Niña phenomenon becomes more prevalent

threat to the agriculture sector every year. The worst El

Niño that happened in the country was recorded in 1997 and

1998 with over 3 billion peso worth of damage. El Niño’s

counterpart, La Niña, always bring trouble every year to

low lying areas in the country, the coastal areas and the

major crop producing provinces.

The effect of climate change seems to be inevitable;

we are now experiencing the consequences of humanity’s

wrong doings in the past centuries. We are now at the point

of realization that our planet needs our help and

environmental protection is everyone’s obligation.

Several efforts from the government and non-government

organizations are conducted to raise awareness among

citizens and the next generation of students. The school

and the teachers play a very important role in

disseminating information about climate change. Teachers

facilitate the acquisition of knowledge of students, they

have the major role of exposing the learners to information

 3

that are essential and would help enlighten the students on

what actions should they take to address climate change.

The four-year Education course is an opportunity to

build awareness among future teachers. It is a time to

acquire knowledge about climate change; its causes and

effects as well as preventive measures to help mitigate the

adversaries caused by this problem. As future teachers, it

is a must to be knowledgeable of the basic facts about our

environmental problems and to be aware of the common

misconceptions about these issues for we are the future

educators that will help shape the minds and hearts of the

next generation.

The research aimed to determine the level of awareness

among Secondary Education students major in Biological

Sciences, their attitudes and mitigation responses towards

climate change. The researchers assessed their common

misconceptions and the depth of their knowledge about

climate change. The results of this research will show

whether our future teachers have a clear and accurate

understanding and perception about the topic and with those

results this paper can serve as a guide for some necessary

revisions concerning the effectiveness of curricula used in

 4

subjects such as Earth and Environmental Science and

Ecology.

Review of Related Literature and Studies

The following literature review presents information

about climate change, its causes and impacts and the action

of the Philippine government towards it. The review

examines the body of research available on student’s

awareness, attitude, and mitigation responses. This will

also address the issues of Personal and Academic-Related

performances as they relate to influence responses on

climate change.

Climate Change Awareness

Climate change is the significant and lasting change

of our weather over sustained periods of time. It is a

long-term shift in weather conditions identified by

changes in temperature, precipitation, winds, and other

indicators. Climate change can involve both changes in

average conditions and changes in variability, including,

for example, extreme events. There is international

consensus that human activities over the last 50 years

 5

have altered the Earth's natural climate. (EPA — State

and Local Climate and Energy Program, n.d)

Any factor that causes a sustained change to the

amount of incoming energy or the amount of outgoing

energy can lead to climate change. These factors can be

divided into two categories - those related to natural

processes and those related to human activity. In

addition to natural causes of climate change, changes

internal to the climate system, such as variations in

ocean currents or atmospheric circulation, can also

influence the climate for short periods of time. This

natural internal climate variability is superimposed on

the long-term forced climate change.

Natural Causes

The Earth’s climate can be affected by natural factors

that are external to the climate system, such as changes in

volcanic activity, solar output, and the Earth's orbit

around the Sun. The two factors relevant on timescales of

contemporary climate change are changes in volcanic

activity and changes in solar radiation. In terms of the

Earth’s energy balance, these factors primarily influence

 6

the amount of incoming energy. Volcanic eruptions are

episodic and have relatively short-term effects on climate.

Human Causes

Climate change can also be caused by human

activities, such as the burning of fossil fuels and the

conversion of land for forestry and agriculture. Since

the beginning of the Industrial Revolution, these human

influences on the climate system have increased

substantially. In addition to other environmental

impacts, these activities change the land surface and

emit various substances to the atmosphere. These in turn

can influence both the amount of incoming energy and the

amount of outgoing energy and can have both warming and

cooling effects on the climate. The dominant product of

fossil fuel combustion is carbon dioxide, a greenhouse

gas. The overall effect of human activities since the

Industrial Revolution has been a warming effect, driven

primarily by emissions of carbon dioxide and enhanced by

emissions of other greenhouse gases.

The build-up of greenhouse gases in the atmosphere has

led to an enhancement of the natural greenhouse effect. It

is this human-induced enhancement of the greenhouse effect

 7

that is of concern because ongoing emissions of greenhouse

gases have the potential to warm the planet to levels that

have never been experienced in the history of human

civilization. Such climate change could have far-reaching

and/or unpredictable environmental, social, and economic

consequences.

Climate Change Impacts

As stated in an article of Canada's Action on Climate

Change, (n.d.), Emissions of heat-trapping gases from human

activity—especially the burning of fossil fuels for energy—

cause our atmosphere to heat up. This atmospheric heating

unleashes a torrent of rapid changes to the way water

systems typically function on our planet. For example:

The cryosphere — the frozen water on Earth—is

melting. A warmer atmosphere causes the planet's snow

pack, glaciers and sea and freshwater ice to melt at an

accelerated pace. Melting glaciers and polar ice sheets

contribute to sea level rise. As the ice melts, it also

exposes darker ocean waters, which absorbs more sunlight

than ice, and thus heats the ocean more, triggering a

cycle of melting and heating.

 8

Weather of all kinds is getting more extreme. The

increased evaporation of water is like fuel for storms,

exacerbating extreme weather events, such as hurricanes.

Rising sea levels make coastal flooding events worse.

The oceans are getting hotter, expanding, and becoming

more acidic. The oceans are getting hotter, because they

soak up 90% of the extra heat in the atmosphere. This

causes the oceans to expand, and this also contributes

to higher sea levels. Meanwhile, the increased

concentration of carbon dioxide in the ocean triggers a

chemistry change that makes the water more acidic. The

ocean is almost 40% more acidic than it used to be.

As climatic patterns rapidly shift, habitats on land and

in the sea are changing, making them inhospitable for some

species, while letting others move in and take over. In

some cases, entire ecosystems are at risk of collapsing.

The changes to the natural world are vast, but here are

three notable and well-documented examples.

Coral and shellfish are suffering: Coral reefs are

highly sensitive to small changes in ocean temperatures.

 9

The heat stresses the algae that nourish the corals and

provide their vibrant colors. Also, a more acidic ocean

affects the normal calcium balance, meaning creatures

with calcified shells, such as shellfish and coral, may

not have enough calcium to grow.

Forests are more prone to deadly infestations. Milder

winters and longer summers allow tree-killing insects to

thrive. Meanwhile, trees weakened by prolonged drought

have lower defense mechanisms. This cycle of warmer

weather, weak trees and thriving insects is likely the

culprit behind the massive die-off of 70,000 square miles

of Rocky Mountain conifers.

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

sea ice disappears, ice-dependent mammals like walruses

and polar bears struggle to survive. In 2008, the polar

bear became the first animal to be added to the

Endangered Species Act list of threatened species because

of global warming.

Human life is thrown out of balance. More extreme weather

also means we face increased pressure on our health,

infrastructure, and economy.

 10

Climate change is a major threat to agriculture. The toll

that climate change takes on agriculture is nearly

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

risk. All over the world, farmers are struggling to keep up

with shifting weather and increasingly unpredictable water

supplies. Farmers also must contend with unexpected attacks

from weeds, diseases and pests, which affect yield.

Warmer, polluted air affects our health. A warmer

atmosphere increases chemical reactions that form ground-

level ozone, also known as smog. Smog is a well-known lung

irritant and a major trigger of asthma attacks. Smoke from

wildfires degraded the air. Extreme summer heat will mean

more deaths during heat waves and warmer freshwater makes

it easier for pathogens to grow and contaminate drinking

water.

Infrastructure and transportation are at risk, too. Hot

weather, flooding and other extreme weather events damage

infrastructure, put heavy burdens on electrical supplies, and

disrupt how we travel and commute.

 11

Attitude towards Climate Change

As cited by Bernardo, Aileen C, from Ragragio (2003)

the one who conducted a survey on the environmental

attitude and behavior of 558 college students from the

University of the Philippines – Manila and De La Salle

College of Saint Benilde, the survey showed a relatively

moderate concern for some environmental problems. Most were

concerned with problems directly affecting them or with

which they had a personal experience. Students were found

to be generally aware of environmental problems; most did

not seem to make sacrifices to improve the environment. She

further expounded that willingness to sacrifice is a

behavior that indicates commitment.

Bernardo also mentioned that the Philippine

educational system integrates various environmental

concepts in the school curriculum at all levels -

elementary, secondary and tertiary levels and there is a

need to continuously recognize the attitudes and behavior

of college students towards the environment. To enrich

environmental education in the Philippines, a wide range of

environmental experiences and global environmental issues

and concerns, should be integrated.

 12

Mitigation Responses on Climate Change

According to Sering, Lucille L. (2013), the Aquino

government has been very aggressive in its approach to

address the problem of climate change. It staffed the

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

CCC coordinates and provides oversight and policy advice on

programs and projects on climate change. It is also tasked

to craft the National Strategic Framework on Climate Change

and the National Climate Change Action Plan (NCCAP). The

latter serves as the country’s roadmap to effectively deal

with the problem. The CCC also takes a strong stand in

international negotiations to reduce greenhouse gas

emissions.

In a report of the Department of Environment and

Natural Resources (2014), the government launched a massive

advocacy campaign aimed at raising public awareness about

two pressing environmental challenges facing the country

today: climate change and the rehabilitation Manila Bay.

Secretary Ramon J. P. Paje of the Department of

Environment and Natural Resources (DENR), along with

Secretary Herminio “Sonny” Coloma of the Presidential

Communications Operations Office (PCOO), led the launching

 13

of the twin campaign at the Philippine Information Agency

(PIA) office in Quezon City.

The Climate Change Advocacy Campaign aims to soften

public apathy toward climate change through strategic

communication and social mobilization.

“Everyone is accountable for the phenomenon of climate

change. All of us will be accountable and each of us can do

something to help. The same goes for the rehabilitation of

Manila Bay,” Paje said.

To make the campaign more popular and recognizable to

the public, the organizers have created branding

like KALIgKASAN, a play on the words kaligtasan (safety)

and kalikasan (environment), and Punoan.

KALIgKASAN focuses on strategies to mitigate the

adverse impacts of climate change and reduce disaster risk

on both humans and the environment. It uses social media to

disseminate information to the public.

Punoan, on the other hand, supports the implementation

of the National Greening Program, the flagship

reforestation program of the Aquino administration that

 14

seeks to cover 1.5 million hectares of land with trees by

2016.

The DENR also announced that a mobile application

named “Alerto Pinoy” will soon be made available to the

public. The application will provide relevant information

and data that are particularly useful during calamities and

disasters like geohazard maps, alert warnings, and

advisories.

Paje said that although a lot of people are already

aware of climate change and the issues of Manila Bay, the

main objective of the campaign was to translate such

awareness into action by “improving people’s perception of

their role in environmental protection.”

“The environment is not the government’s monopoly. Every

citizen should see himself as part of a solution to

environmental problems,” he reiterated.

Local Related Studies

According to the Study of Bernardo, Eileen C.

entitled Environmental Attitudes and Behavior of Students

in Selected Higher Education Institutions in Region 02,

showed that majority of the students were concerned about

 15

the environment. The students were most concerned with the

decrease in the quality of drinking water, air pollution,

damage to the ozone layer, garbage disposal and pollution

of rivers and they were least concerned with global climate

change and radioactive contamination. There is a need to

continuously recognize the attitudes and behavior of

college students on the environment. To enrich

environmental education in the Philippines, global

environmental issues and concerns, could be integrated in

courses at the tertiary level.

As concluded by the Second National Communication to

the United Nations Framework Convention on Climate Change

(2004), Research and development is an area that needs to

be pursued in order for the country to fully tap its

potential in the development and utilization of climate-

friendly technologies. Also, increased support is needed

for the Special Economic Zones as entry points for

investments and technology transfer.

There is need to increase creative financial and eco-

nomic mechanisms and instruments (at the macro and micro

domestic levels) to enable technology transfer and

diffusion and facilitate technology development.

 16

The Philippines also needs to conduct a systematic and

thorough assessment of the technology needs on mitigation

and adaptation. The needs assessment will be crucial in

guiding the development of national strategies on climate

change technology transfer, diffusion and development that

are responsive to the stakeholders’ and the communities’

needs.

Foreign Related Studies

According to the study of Uzoechi, Benneth of Nasarawa

State University in Nigeria, (n.d), the level of awareness

of pre-service science teachers’ in adapting the impact of

climate change in Nigeria was found to be very low.

Majority of the respondents were not well informed about

issues of climate change as it relates to its meaning,

causes and impact. A wide variation also was shown on the

level of awareness based on their areas of specialization.

It is therefore recommended that issues which are relating

to climate change and disaster risk reduction be infused

into the curriculum content for the training of pre-service

science teachers irrespective of their area of

specialization. Climate change issues should be

incorporated into the content of in-service teacher

training workshops and seminars. General studies courses

 17

should be introduced to address current issues like climate

change. Seminars, public lectures and workshops could be.

As concluded by Pruneau, Diane of Université de

Moncton, Liboiron, Linda & Émilie Vrain of La Biosphère,

Gravel, Hélène & Bourque, Wendy, & Langis, Joanne of

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

for identifying ideas that children, teenagers, and adults

have built about climate change. Opinions are divided when

it comes to the causes and consequences of climate change,

and the possible mobilization of the population. Various

educational interventions have been suggested to improve

the level of climatic literacy such as “image education”

which Hyerle (1996) suggests that could profitably be used

to teach scientific subject matter. In the case of climate

change, learners would first be invited to draw their

initial conception of elements like gaseous pollution, the

greenhouse effect, methane, CO2, and the thinning ozone

layer. Subsequently, clearer images of these diverse

elements would be proposed to the learners. Similarly, the

presence of an imbalance in contemporary temperatures could

be underscored through such use of imagery, since many

participants were preoccupied by the problem and claimed to

 18

be worried about such an imbalance. Thus the said strategy,

that situate and explain the phenomenon at the local level

allows discussion at the global level, should be examined

further.

The Centre for African Wetlands, University of Ghana,

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

understanding of climate change risks, combined with

significant awareness gaps about climate change processes,

adaptation and mitigation, particularly in the developing

world of which Ghana is no exception. Report of EPA Ghana

(2005) on the climate change education and awareness

indicated that 50% of the respondents between 30 and 50

years were aware of the level of climate change in Ghana.

However generally, most respondents complained of requisite

awareness and materials needed for education, training and

awareness creation. The Junior High Schools’ social studies

and integrated science textbooks though have elements of

climate; climate change and sustainable development have

not been emphasized.

According to the study of Anderson, Allison entitled

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

 19

Climate change threatens to undo and then reverse the

progress made toward meeting the Millennium Development

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

to reducing global poverty for the international community.

However, the education sector offers a currently untapped

opportunity to combat climate change. There is a clear

education agenda in climate change adaptation and

mitigation strategies, which require learning new knowledge

and skills and changing behaviors in order to reduce the

vulnerabilities and manage the risks of climate change.

Therefore, investing in quality education to combat climate

change is an essential tool in achieving the MDGs.

According to the United Nations International Panel on

Climate Change and as studied by Anderson, climate change

is progressing and will have widespread effects on human

life and natural systems. Climate change is a key

causative factor in increased heat waves, flooding,

droughts, intense tropical cyclones, rising sea levels and

loss of biodiversity. The average number of disasters

caused by natural hazards has increased in the last 20

years from 200 a year to more than 400

 20

Anderson recommended the expansion of the climate

change agenda to include education as a tool in adaptation

and mitigation strategies. Climate change presents the

international community with a historic opportunity to make

development more sustainable through integrating adaptation

and mitigation measures. Education, through enabling

individuals and communities to gain new knowledge and

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

critical component of this process. An expanded climate

change agenda that promotes education as a tool to enhance

adaptive capacity and ensure that lifestyles and

livelihoods are climate-friendly, reduce vulnerabilities

and manage risk is one that will be more effective and

sustainable.

Conceptual Framework

Environmental education is an attempt to reorient

education in restoring environmental competence as one of

its basic aims along with personal and social competence.

The four-year-course in college of the respondents is

their training ground for their future careers in teaching.

It is the time where student-teachers hone and develop

their knowledge and skills. As they progress and finish

 21

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

climate change, is expected to get deeper and clearer. With

proper understanding of the concepts, the students will

form a much positive attitude towards addressing the

problems, and as they are equipped with a higher level of

understanding and a favorable attitude, they are expected

to have more concrete actions in addressing the problems.

Figure 1 shows the paradigm of the study which shows

the relationship of the respondents’ profile and their

perception on Climate Change. The students’ perception

towards climate change was assessed based on the following:

climate change understanding, awareness, attitudes and

mitigation responses. The relationship of their

demographic profile and their perception towards climate

change were evaluated using Chi-square test. Also, the

difference between the respondents’ attitude per year level

towards climate change were gauged using Analysis of

Variance.
 22

Profile of the Respondents

Respondents’ Perception towards
Climate Change

Climate Change
Understanding

Gender
Climate Change
Awareness
- Basic Concepts on
Climate Change
- Causes of Climate
Change
Year
Year Level
Level - Effects of Climate
Change

Climate Change
Attitudes
- Survey Questions
Total Number of on Climate Change
Attitude
Science Subjects
Taken (Tertiary - Appropriate
Level) Attitude

Climate Change
Mitigation
Responses

Figure 1: Paradigm of the Study

 23

Definition of Terms

The following terms are defined operationally for

better and easy understanding of the study:

Attitudes toward Climate Change- refer to students’

feelings and opinions towards the problem.

Climate Change Awareness- refers to students’

perception and basic knowledge about climate

change.

Mitigation Responses- refer to the practices and

preventive measures of the respondents to

minimize the effects of climate change.

Respondents- refer to all Education students major in

Biological Sciences in PHINMA-Araullo

University enrolled in summer A.Y. 2015.

Statement of the Problem

The main objective of the study was to examine the

perception based on understanding, awareness, attitude and

mitigation responses of Secondary Education students Major

in Biological Sciences in PHINMA-Araullo University towards

Climate Change.
 24

Specifically, it sought to answer the following

questions:

1. How may the profile of the respondents be described in

terms of the following:

1.1 Gender

1.2 Year Level

1.3 Total Number of Science Subjects Taken

2. How may the respondents’ climate change perception be

described in terms of the following:

2.1 Climate Change Understanding

2.2 Climate Change Awareness

2.2.1 Basic Concepts of Climate Change

2.2.2 Causes of Climate Change

2.2.3 Effects of Climate Change

2.3 Attitude toward Climate Change

2.3.1 Basic Concepts on Climate Change

2.3.2 Appropriate Attitude

2.4 Climate Change Mitigation Responses

3 Is there a significant difference between the

respondents’ year level and their appropriate attitude

towards climate change?

 25

4 Is there a significant relationship between the profile

of the respondents’ and their awareness, attitudes and

mitigation responses toward climate change?

Hypotheses

The study was guided by the following hypotheses:

1. There is no significant difference between the

respondents’ year level and their appropriate attitude

towards climate change.

2. There is no significant relationship between the

profile of the respondents and their awareness,

attitudes and mitigation responses towards climate

change.

Significance of the Study

Understanding the awareness, attitudes and mitigation

responses of the respondents towards climate change will be

significant and help to the following:

 Education Students major in Science. The study will

serve as an eye opener on how important are their

awareness and attitude in mitigating the impact of

climate change.
 26

 Teacher. The study will help them in planning capacity

building workshops for serving teachers to enhance

their skills, knowledge and towards climate change

adaptation and other related issues.

 Curriculum Planner. The study will help them in

designing appropriate strategies for educating

education students major in biological sciences on

managing and coping with climate change.

 Future Researchers. The study will serve as a basis

for further research and development on the awareness

of students to climate change. The study will enhance

their skill and knowledge in adapting, and minimizing

the effects of climate change.

Scope and Limitation of the Study

The study focused on evaluating the perception,

awareness, attitudes and mitigation responses toward

climate change of Education students major in Biological

Sciences enrolled this summer, Academic Year 2015 at

PHINMA- Araullo University.

 27

Descriptive with correlation method were utilized and

total enumeration were employed in obtaining the needed

data.

The main source of data information came from

structured questionnaire and interview. For statistical

computation, Microsoft Excel Software was used.

 28

Chapter II

METHODOLOGY

This chapter presents the details of the research

methodology. It presents the research method, source of

data, instrumentation and collection, and tools for data

analysis.

Research Design

The study adopted descriptive design with correlation.

Descriptive design permits a statement, in the form of

correlations, about that relationship. Correlation is a

statistical measure of a relationship between two or more

variables, gives an indication of how one variable may

predict another. However, correlation does not imply

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

way correlated (related) does not mean that one necessarily

causes the other. (Research Method in Psychology (n.d))

Using the design, the study also tried to find the

difference between the respondents’ year level and their

appropriate attitude towards climate change and

relationship of the profile of the respondents’ and their

awareness, attitudes and mitigation responses toward

 29

climate change to determine the factors that influenced

their perception on climate change.

Participants

The participants of the study are all the education

students major in Biological Science of PHINMA-Araullo

University, Cabanatuan City, Nueva Ecija who were enrolled

this summer, school year 2015-2016. There were 60 students,

from different year levels, who participated in the study.

Tabe 1 shows the distribution of respondents.

Table 1: Table of Respondents

Year Level N

1 22

2 30

3 8

Total 60

Materials and Instruments

The instrument used in the data collection was

adopted from Manansat (2015).

The following checklists were used to gather data:

 30

 Understanding Checklist. The checklist consists of 6

questions with different options where the respondents

were asked to indicate their understanding on climate

change.

 Awareness Checklist. The checklist consists of 20

statements where the respondents were asked to assess

their level of awareness: their perception, the causes

and the effects of climate change.

For the response, three options were offered to

the respondents:

3 – Aware

2 – Uncertain

1 – Unaware

 Attitude Checklist. The checklist consists of 14

statements where the respondents stated their attitude

towards climate change.

For the response, five options were offered to

the respondents:

5- Strongly Agree/Alarmed

4- Agree/Concerned

3- Uncertain/Cautious

2- Disagree/Disengaged
 31

1- Strongly Disagree/Dismissive

 Mitigation Response Checklist. The checklist consists

of 15 statements where the respondents evaluated the

frequency of practice of their response to minimize

climate change.

For the response, five options were offered to

the respondents:

5- Always

4- Often

3- Cautious

2- Sometimes

1- Never

Data Collection

After the approval of the adviser of the subject,

Teaching of High School Biology with Research, researchers

sought permission from the Dean of College of Education of

PHINMA - Araullo University regarding the conduct of the

study. A letter asking for the permission was forwarded to

the Registrar of the University, for the students’ records.

Complete lists of the target respondents were secured. The

 32

researchers administered and retrieved the accomplished

questionnaires. Respondents’ answers were tallied and

analyzed.

Data Analysis

Analysis was done using Microsoft Excel software. The

level of significance was set at 0.05. Data were analyzed

using the following statistical method:

1. Percentage

This tool was used to assess the respondents’

profile and understanding towards climate change. The

results of the computation gave data that answered the

first problem and second sub-problem in problem two.

The formula for Percentage is:

𝑓
𝑃= 𝑥 100
𝑁

Where:

P= percentage

f= frequency

N= total number of cases

 33

2. Weighted Mean

Weighted mean was used to evaluate the respondents’

awareness, attitude and mitigation responses towards

climate change. The results gathered answered sub-

problems two, three and four in problem two.

The formula for Weighted Mean is as follows:

(Spiegel 45)

∑wX
WM =
∑w

Where:

WM= Weighted Mean

W= Weighting Factor

X= Observed Phenomenon

The weighted mean were described verbally using

the following scales: 6

Climate Change Awareness

Verbal Description Weighted Mean
Aware 2.34-3.00
Uncertain 1.67-2.33
Unaware 1.00-1.66

Climate Change Attitude

Verbal Description Weighted Mean
Strongly Agree/Alarmed 4.20-5.00
Agree/Concerned 3.40-4.19
Uncertain/Cautious 2.60-3.39
Disagree/Disengaged 1.80-2.59
Strongly Disagree/Dismissive 1.00-1.79
 34

Climate Change Mitigation Responses

Verbal Description Weighted Mean
Always 4.20-5.00
Often 3.40-4.19
Cautious 2.60-3.39
Sometimes 1.80-2.59
Never 1.00-1.79

3. Analysis of Variance

This was employed to answer the sub-problem three

which determined the difference between the

respondents’ year level and their appropriate attitude

towards climate change.

The Formula for Analysis of Variance:

𝑀𝑆𝑔
F (x1y)= 𝑀𝑆𝑤

Where:

MSg- group mean square

MSw- within mean square

4. Chi-Square

Chi-Square was used to answer the sub-problem

four which established the relationship between the

profile of the respondents’ and their awareness,

attitudes and mitigation responses toward climate

change.
 35

The formula for Chi-Square is as follows (Garret

253)

2
(𝑓0 − 𝑓𝑒 )2
𝑥 =∑[ ]
𝑓𝑒

Where:

X2= chi-square

fo= observed frequency

fe= expected frequency

 36

CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS

This chapter presents the data and results as well as

the interpretation of the findings.

Profile of the Respondents

Table 2 presents the profile of the respondents as to

gender, year level and number of science subjects taken.

Gender

Table 2 shows that there are 60 Bachelor of Secondary

Education students major in Biological Science enrolled

this summer; twenty-three (23) or 38.33% are male students

and thirty seven (37) or 61.67% female students. It can be

inferred that this academic environment is dominated by

females.

Year Level

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

36.67% first year students, thirty (30) or 50% second year

students, and the remaining eight (8) or 13.33% are the

third year students.

 37

Number of Science Subjects Taken

The table also reveals the number of tertiary science

subjects taken by the respondents. All of the twenty two

(22) enrolled 1st year students are under the bracket of 1-5

subjects taken; the results were as expected because this

is the building years of Education students where the

fundamental subjects are being taught. The science subjects

that students must have taken during this year level are:

History and Philosophy of Science and Biological Sciences

1.

On the 2nd year group, twenty six (26) out of thirty

(30) students have taken 6 science subjects while the

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

Subjects offered during the semesters of this year level

are: Biological Science 2, Physics for Health Sciences,

Ecology and Physics for Health 2.

One hundred percent of the respondents from the 3rd

year level have taken 11-15 science subjects already. This

year level includes all the final science subjects to be

taken by Biological Science majors, namely: Inorganic

Chemistry, Microbiology, Biotechniques, Earth and

Environmental Science, Biochemistry and Organic Chemistry.

 38

Table 2: Profile of the Respondents

Gender Frequency Percentage

Male 23 38.33%
Female 37 61.67%
Total 60 100%
Year Level Frequency Percentage
1st Year 22 36.67%
2nd Year 30 50%
3rd Year 8 13.33%
Total 60 100%
Number of
Science Frequency Percentage
Subjects Taken
1-5 26 43.33%
6-10 26 43.33%
11-15 8 13.33%
Total 60 100%

Perception on Climate Change

Climate Change Understanding

Table 3.1 illustrates the percentage of the

respondents’ climate change understanding.

The findings show that majority or 71.67% of the

respondents view climate change as change in the

atmosphere. The table also shows that 48.33% say it is

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

 39

change in climate change due to human pollution and only

21.67% see it as change in weather condition.

Regarding the respondents’ sources of information,

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

seminars/training and lectures with 46.67%, radio at 25%

newspapers at least with 21.67%.

Temperature has “Increased” in the past 10 years

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

“Don’t Know” whether there’s such change, 1.67% answered

they observed “No Change”, while 0% said temperature

“Decreased”.

It also shows that 85% of the respondents said they

have observed the amount of rainfall for the past 10 years

has “Increased”, 10% believes there’s “No Change”, 5% says

they “Don’t Know” and 0% agrees that it has “Decreased”.

According to the findings, 71.67% of the respondents said

global warming is an effect of climate change, 61.67%

agrees with increasing frequency and intensity of typhoons,

48.33% for rising temperature, 45% on depletion of the

ozone layer, 25% with landslides and 21.67% on sea level

rise.
 40

When asked which effect of climate change could affect

them personally, 58.33% answered global warming and

increasing frequency and intensity of typhoons, 56.67%

chose rising temperature and landslide, 35% picked

depletion of the ozone layer, and 16.67% said sea level

rise would affect them personally.

As cited by Bernardo, Aileen C, from Ragragio (2003)

most of the respondents were concerned with problems

directly affecting them or with which they had a personal

experience. Students were found to be generally aware of

environmental problems; most did not seem to make

sacrifices to improve the environment. She further

expounded that willingness to sacrifice is a behavior that

indicates commitment.

Table 3.1

Climate Change Understanding

1. What does climate change mean to you?

Choices Frequency Percentage
Change in environment 27 45%
Change in climate change
15 25%
due to human pollution
Change in the atmosphere 43 71.67%
Change in temperature 29 48.33%
Change in weather
16 21.67%
condition.
 41

2. Where did you get your information about climate change?

Choices Frequency Percentage
Television 51 85%
Radio 15 25%
Newspaper 13 21.67%
Seminars/Training/Lectures 28 46.67%
3. Have you noticed the changes in temperature in the past
10 years?
Choices Frequency Percentage
Increased 21 91.67%
No Change 1 1.67%
Decreased 0 0%
Don’t Know 4 6.67%
4. Have you noticed the change in rainfall in the past 10
years?
Choices Frequency Percentage
Increased 51 85%
No Change 6 10%
Decreased 0 0%
Don’t Know 3 5%
5. What do you think are the effects of climate change?
Choices Frequency Percentage
Depletion of the ozone
27 45%
layer
Landslide 15 25%
Global Warming 43 71.67%
Rising Temperature 29 48.33%
Sea Level Rise 16 21.67%
Increasing frequency and
37 61.67%
intensity of typhoons
6. Which of the following effects of climate change will
directly affect you?
Choices Frequency Percentage
Depletion of the ozone
21 35%
layer
Landslide 11 18.33%
Global Warming 35 58.33%
Rising Temperature 34 56.67%
Sea Level Rise 10 16.67%
Increasing frequency and
35 58.33%
intensity of typhoons
 42

CLIMATE CHANGE AWARENESS

Table 3.2 reveals the weighted mean of the

respondents’ awareness on basic concepts, causes and

effects of climate change.

Basic Concepts of Climate Change

The respondents answered “Aware” on all the statements

about the basic concepts of climate change. The computed

weighted mean for the statements were as follows: The

global average temperature is increasing (wm=2.88), Climate

change refers to long term changes in weather patterns

caused by natural phenomena and human activities.

(wm=2.73), There are changes in precipitation patterns

worldwide. (wm=2.67), Climate change is caused primarily by

human activities, and therefore it wouldn’t exist if there

were no humans. (wm=2.62), Glaciers and sea ice are

melting. (wm=2.60), The ocean is becoming more acidic and

its temperature is increasing. (wm=2.58).

The respondents show a strong awareness on the issue

of increasing global temperature which is definitely

observable and experienced in the Philippines. On the other

hand, the respondents are less familiar on the issue of

ocean water acidification and heating due to climate

 43

change. When carbon dioxide in the atmosphere is combined

with water, by means of natural processes, it produces the

compound HCO3 which causes the pH of ocean water to become

more acidic which will then pose a serious threat to marine

biodiversity.

In an interview, one of the respondents was asked why

was he unaware of ocean water becoming more acidic and

hotter, in response he said “None of my teachers have

mentioned that ocean water acidification and I have not

taken tertiary Chemistry subjects yet”.

It can be inferred that the awareness of the

respondents on the basic concepts of climate change could

still be improved by reading, attending seminars and

watching educational television programs to be better

equipped with enough knowledge regarding the issue.

Causes of Climate Change

Table 3.2 shows that the respondents are “Aware” of

the causes of climate changes. The weighted mean for the

statements are: Persistent deforestation or the clearing of

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

(wm=2.68), Animal agriculture or raising of livestock

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

 44

of fertilizer in crops (wm=2.50), Emission of methane

(wm=2.48) except for continental drift (wm=2.33)which the

students are uncertain of.

Based on the data gathered, the students manifest a

strong awareness that the persistent deforestation or

clearing of the forests have an impact on climate change,

however it is quite unexpected that there are still

students who are uncertain about this statement which

according to the respondents is due to lack of emphasis

and/or clarity on the part of the teacher or due to certain

student factors. When asked why there are still students

who are unaware or uncertain of the question, a

representative said that, “Maybe the teacher provided

insufficient information or the student wasn’t paying

attention when the teacher discussed this issue.”

Perhaps one of the most common misconceptions about

climate change is the belief that it’s a human induced

phenomenon which would likely be the reason why students

were uncertain that continental drift is one of the causes

of climate change. According to one of the respondents, “I

have never heard of a teacher who said that continental

drift is a cause of climate change.”

 45

The results show that some the respondents are still

unaware of the causes of climate change which leads us to

conclude that a portion of our future teachers still have a

weak awareness on the issue and this problem must be

eliminated by encouraging the respondents to familiarize

themselves and raise their awareness on climate change for

it would be of great help in their future careers as

educators.

Effects of Climate Change

The table reveals that the respondents answered

“Aware” on all of the questions on the effects of climate

change. The results and weighted mean of the students’

responses goes as: Changes in the patterns and amount of

rainfall as well as changes in the timing and amount of

stream flow. (wm=2.70), An increase in the amount of rain

falling during the heaviest precipitation events, which

increase flooding risks. (wm=2.68) Rising sea levels which

can threaten coastal communities and ecosystem. (wm=2.63),

Increase in the frequency, intensity and duration of waves,

which can pose health risks, particularly for young

children and the elderly. (wm=2.60), changes in the

geographic ranges of any plants and animal species and the

 46

timing of their lifecycle events, such as migration and

reproduction. (wm=2.60), An increase in wildfire in the

forest areas especially during drought season. (wm=2.58),

Decrease yield of crop production and increase time of crop

growth needed. (wm=2.53)

Based on the data provided, we could infer that the

students are aware that there are changes in the patterns

and amount of rainfall. However, the table also shows that

on the issue of decreasing crop yield and increasing crop

growth needed, the awareness of the respondents is not as

strong as the first two effects of climate change.

Daily experiences is a great factor why students come

up with these answers, changes in patterns of rainfall is

experienced during summer when the climate is expected to

be dry yet rain would fall and there would be typhoon

occurrences, amount of rainfall during the rainy season

have increased for the past years that affect the low lying

areas in the country, these scenarios are experienced by

most of the respondents while the decrease in crop yield

and increase in crop growth needed are not observable to

the majority of the respondents but only those whose

families are in the agricultural sector

 47

Table 3.2

Climate Change Awareness

Basic Concepts
Weighted Verbal
Statement
Mean Description
1. Climate change is caused
primarily by human
activities, and therefore 2.62 Aware
it wouldn’t exist if there
were no humans.
2. Climate change refers to
long term changes in
weather patterns caused by 2.73 Aware
natural phenomena and human
activities.
3. The global average
2.88 Aware
temperature is increasing.
4. There are changes in
precipitation patterns 2.67 Aware
worldwide.
5. The ocean is becoming more
acidic and its temperature 2.58 Aware
is increasing.
6. Glaciers and sea ice are
2.60 Aware
melting.
Causes of Climate Change
Weighted Verbal
Statement
Mean Description
7. Burning of fossil fuels’
2.68 Aware
heat and energy
8. Persistent deforestation or
2.70 Aware
the clearing of forest
9. The use of fertilizer in
2.50 Aware
crops
10. Storing wastes in
2.53 Aware
landfills
11. Continental drift 2.33 Uncertain
12. Animal agriculture or
2.55 Aware
raising of livestock
13. Emission of methane 2.48 Aware
Effects of Climate Change
 48

Weighted Verbal
Statement
Mean Description
14. Increase in the frequency,
intensity and duration of
waves, which can pose
2.60 Aware
health risks, particularly
for young children and the
elderly.
15. Rising sea levels which
can threaten coastal 2.63 Aware
communities and ecosystem.
16. Changes in the patterns
and amount of rainfall as
well as changes in the 2.70 Aware
timing and amount of stream
flow.
17. Changes in the geographic
ranges of any plants and
animal species and the
2.60 Aware
timing of their lifecycle
events, such as migration
and reproduction.
18. Decrease yield of crop
production and increase 2.53 Aware
time of crop growth needed.
19. An increase in the amount
of rain falling during the
heaviest precipitation 2.68 Aware
events, which increase
flooding risks.
20. An increase in wildfire in
the forest areas especially 2.58 Aware
during drought season.
 49

ATTITUDES TOWARDS CLIMATE CHANGE

Table 3.3 shows the frequency, percentage, weighted

mean and verbal description on the respondents’ climate

change attitude.

The respondents answered “Strongly Agree” on the

following statements: I believe climate change can affect

my way of life or lifestyle if I don’t prepare. (wm=4.58),

I believe that climate change can endanger my life.

(wm=4.45), and Personal preparation in climate change can

change my life. (wm=4.28).

The respondents however “Agree” on the following

statements: I have an emergency kit that includes such

items as a first aid kit, thermometers, flashlight and

batteries, food that won’t spoil, sufficient drinking water

and other essential things people need to live for at least

three days in the event of a disaster or emergency.

(wm=4.02), I have a plan for what to do to protect myself

in the event of a disaster or emergency like an evacuation.

(wm=4.02), I have the information necessary to prepare for

the impacts of climate change.(wm=3.97), there are serious

obstacles and barriers to protecting myself from negative

consequences of climate change. (wm=3.90), I think I have

 50

the ability and power to protect myself from dangerous

effects of climate change. (wm=3.87), I have reduced my

energy consumption in response to what I have heard about

climate change. (wm=3.77)

The results show a strong affirmation of statements

which tell that climate change can affect and endanger

their lives. They also strongly agreed that personal

preparation is the key to protect themselves from the

effects of climate change. When asked how they think

climate change could endanger their lives, one of the

respondents said “Super typhoons like Haiyan/Yolanda may

happen again in our country and even worse, it would be

stronger, that is just one of a thousand ways it could

endanger my life.”

Data show that there are serious obstacles and

barriers that hinder the respondents from protecting

themselves against the negative consequences of climate

change. These hindrances prove that climate change is

inevitable and its effects to us can be minimally

prevented. According to a student, “We cannot prevent the

rise of average global temperature, what we can only do is

 51

to minimize its effect on us by using machines that would

help reduce the temperature.”

The respondents agree that they have the information,

ability and power needed to prepare for the impacts of

climate change; this shows that the students believe that

they have just the sufficient knowledge they need against

the effect of climate change upon them.

Results also show that the respondents have made their

contributions to help the environment by reducing their

energy consumption in response to what they have learned

about climate change.

It is worthwhile to know that the respondents have

their plan in case of a disaster or emergency. Having a

first aid and a survival kit shows that students are

applying what they know about preparing for a calamity.

It also revealed that out of the 60 respondents,

53.33% are just “Concerned” about the issue of climate

change, only 40% were “Alarmed”, 5% were “Cautious”, 1.67%

were “Disengaged” and none or 0% were “Dismissive”.

According to one of the respondents, “I am concerned

and I have knowledge about climate change but sometimes I

 52

lack the initiative to do the right actions as would an

alarmed person do.”

Table 3.3

Attitude toward Climate Change

Survey Question on Climate Change Attitude

Weighted Verbal
Mean Description
1. I believe climate change
4.58 Strongly
can affect my way of life or
Agree
lifestyle if I don’t prepare.
2. I believe that climate Strongly
4.45
change can endanger my life. Agree
3. Personal preparation in
Strongly
climate change can change my 4.28
Agree
life.
4. There are serious obstacles
and barriers to protecting
myself from negative 3.90 Agree
consequences of climate
change.
5. I have the information
necessary to prepare for the 3.97 Agree
impacts of climate change.
6. I think I have the ability
and power to protect myself
3.87 Agree
from dangerous effects of
climate change.
7. I have reduced my energy
consumption in response to
3.77 Agree
what I have heard about
climate change.
8. I have a plan for what to
do to protect myself in the
4.02 Agree
event of a disaster or
emergency like an evacuation.
 53

9. I have an emergency kit

that includes such items as a
first aid kit, thermometers,
flashlight and batteries, food 4.02 Agree
that won’t spoil, sufficient
drinking water and other
essential things people need
to live for at least three
days in the event of a
disaster or emergency.
Appropriate Attitude
Attitude Frequency Percentage
Alarmed 23 40%
Concerned 32 53.33%
Cautious 4 5%
Disengaged 1 1.67%
Dismissive 0 0%
Total 60 100%
 54

Climate Change Mitigation Responses

Table 3.4 shows respondents' actions, contributions

and mitigation responses towards climate change.

The results show that the respondents answered

“Always” only to the statement: Turn off lights and

appliances at home when not in use. (wm=4.42)

The respondents answered “Often” with the other

statements and the computed weighted mean were as follows:

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

and produce less trash (wm=4.07), Reduce energy consumption

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

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

and choose to walk to destination as often as possible

(wm=4.02), Plant more trees and prevent deforestation

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

Buy or grow local organic food (wm=3.77), and Use

alternative transportation vehicles such as bicycles.

(wm=3.72)

“Turning off lights and appliances when not in use is

the simplest and most effortless way we could help.”,

that’s an opinion of one of the respondents when asked

 55

about what he does most often among the enlisted

statements.

Data show that respondents have a positive yet a not

so strong response towards climate change but this still

indicates that the students are doing their parts to help

mitigate the effects of climate change.

Table 3.4

Climate Change Mitigation Responses

Weighted Verbal
Statement
Mean Description
1. Reduce energy consumption
4.05 Often
whenever possible
2. Turn off lights and
appliances at home when not in 4.42 Always
use
3. Reduce, reuse, and recycle
3.83 Often
materials
4. Buy or grow local organic
3.77 Often
food
5. Plant more trees and prevent
3.87 Often
deforestation
6. Consume less and produce less
4.07 Often
trash
7. Conserve water whenever
4.18 Often
possible
8. Drive or ride less, and
choose to walk to destination as 4.02 Often
often as possible
9. Use alternative
transportation vehicles such as 3.72 Often
bicycles.
10. Replace your light bulbs
4.03 Often
with compact fluorescent bulbs
 56

Difference between the Respondents’ Year level

and their Appropriate Attitude

towards Climate Change

Analysis of variance of the respondents’ year level

and appropriate attitude towards climate change illustrated

the significant difference of the computed F value 97.86

and level of significance 3.15. This value is greater than

the F-Tabular value of 3.15 with df of 2, 57 at 0.05 level

of significance rejecting the null hypothesis therefore,

there is a significant difference between the respondents’

year level and their appropriate attitude towards climate

change. The computed F-value is significant at 0.05 or 5%

level of confidence.

The researchers had a chance to ask a second year

education student if “Do you think you have a different

view of climate change now compared to when you’re in first

year?”, the students replied “Yes, I think I am now more

concerned about climate change than when I’m still a

freshmen.”

Results imply that the attitude of the respondents

differs according to their year level when classified as

 57

to: alarmed, concerned, cautious, disengaged or dismissive

which is an indication of maturity and responsibility as a

product of their progression through different year levels.

Table 4

Difference between the Respondents’ Year level and

their Appropriate Attitude towards

Degree
Source of Sum of Mean Observed Tabular
of
Variance Squares Square F F 5%
Freedom
Group 461.88 2 230. 94
Within the
24.12 57 2.36 97.86* 3.15
Group
Total 486 59
* F is significant at 0.05 level.
 58

Relationship of the Profile of the Respondents and

their Awareness, Attitude and Mitigation

Responses towards Climate Change

Climate Change Awareness

Results revealed that there was no significant

relationship between the profile of the respondents and

their awareness on climate change basic concepts as to:

gender (X2=0.74), year level (X2=6.57) and number of science

subjects taken (X2=5.39); causes of climate change as to:

gender (X2=0.15), year level (X2=2.61) and number of science

subjects taken (X2=2.82); effects of climate change as to:

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

subjects taken (X2=7.46O). Three (3) respondents were asked,

one first year, one second year and one third year, for

additional information about their awareness on the causes

of climate change.

The researchers asked: “Are you familiar with

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

cause of climate change?” They answered:

 59

The first year student said “Narinig ko na, pero hindi

ko alam kung bakit under ng causes of climate change.

Baka panglito lang.”

The second year student responded “I know what

continental drift is pero hindi ko sure kung bakit ‘to

naging cause ng climate change.”

Lastly, third year student replied “What I know is,

climate change is both natural occurring and human

induced.”

The researchers also asked “Which among the given

statement on the effects of climate change are you

uncertain with?” They said:

First year answered “Di ko po sigurado yung: Decrease

in yield of crops and increase in time of crop growth

needed, changes in the patterns and amount of rainfall as

well as changes in the timing and amount of stream flow,

changes in the geographic ranges of any plants and animal

species and the timing of their lifecycle events, such as

migration and reproduction, and the increase in wildfire

in the forest areas especially during drought season.”

 60

While second year answered “I am uncertain about the

increase in wildfire in the forest areas especially

during drought season”

Climate Change Attitude

The findings uncovered that there was no significant

relationship between the respondents’ profile and attitude

towards climate change as to gender (X2=0.24), year level

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

appropriate attitude as to: gender (X2=4.12), year level

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

Several respondents from different year levels were

asked about what affected their attitude towards climate

change; their statement is as follows:

Third year student said “Information from educational

programs on television, weather forecasts, and lectures

helped me become more aware and concerned about climate

change and what harm it could bring in the near future.”

A second year stated “Television affected my attitude

towards climate change, lalo na po yung Matanglawin,

which gives a lot of information about climate change”.

 61

Lastly, first year replied “Sa news po at sa

Matanglawin. It gives information that helps us in

understanding climate change tapos po para na din po

malaman naming kung ano ung dapat attitude para maging

ready sa impacts ng climate change.”

Climate Change Mitigation Responses

The outcomes of the study revealed that there was no

significant relationship between the respondents’

mitigation responses towards climate change and their

profile: gender (X2=5.61), and number of science, their year

level (X2=9.74) and subjects taken (X2=6.64).

The hypothesis of no significant relationship between

the respondents’ demographic profile and their awareness,

attitudes and mitigation responses was accepted.

 62

Table 6

Relationship of the Profile of the Respondents and

their Awareness, Attitude and Mitigation

Responses towards Climate Change

Climate Change Climate Change

Awareness Attitudes Climate
Change
Demographi Basic Mitigatio
Effect Appropria
c Profile Concep Causes
s
Survey
te
n
ts Responses

X2 X2 X2 X2 X2 X2
Gender 0.74 0.15 1.3 0.24 4.12 5.61
Year Level 6.57 2.61 6.2 8.63 4.45 9.74
Number of
Science
5.39 2.82 7.46 5.16 2.4 6.64
Subjects
Taken
 63

CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the

conclusions drawn, and the recommendations made.

SUMMARY

The main objective of the study was to examine the

students’ perception; understanding, awareness, attitude

and mitigation responses, towards climate change.

The respondents of the study were 60 Secondary

Education students major in Biological Science enrolled at

Phinma-Araullo University in Summer 2015. Student

respondents were chosen using total enumeration to ensure

that each one will have a chance to participate in the

study. The study used descriptive research with

correlation, Chi-square and Analysis of Variance to answer

the problems raised.

 64

Profile

There were 60 respondents of the study, majority were

female, second year and have taken 6-10 tertiary science

subjects.

Climate Change Understanding

The statements about how they view about climate

change were ranked by the respondents as follows: change in

the atmosphere, change in temperature, change in

environment, change in climate due to human pollution and

as change in weather condition.

Regarding the respondents’ sources of information,

televisions appear to be the most common followed by

seminars/training and lectures, radio and newspapers.

Most of the respondents believed that temperature has

“Increased” in the past 10 years, some said they “Don’t

Know”, few answered they observed “No Change”, while none

said that temperature has “Decreased”.

Data show that majority of the respondents said they

have observed the amount of rainfall for the past 10 years

have “Increased”, some believes there’s “No Change”, a few

 65

says they “Don’t Know” and none agrees that it have

“Decreased”.

The findings show that the respondents ranked the effects

of climate change and which would affect them personally as

follows: global warming, increasing frequency and intensity

of typhoons, rising temperature, depletion of the ozone

layer, landslides and sea level rise.

Students’ Awareness on Climate Change

Basic Concepts of Climate Change

The respondents answered “Aware” on all the statements

about the basic concepts of climate change and ranked them

in the following order: the global average temperature is

increasing, climate change refers to long term changes in

weather patterns caused by natural phenomena and human

activities, there are changes in precipitation patterns

worldwide, climate change is caused primarily by human

activities, and therefore it wouldn’t exist if there were

no humans, glaciers and sea ice are melting, the ocean is

becoming more acidic and its temperature is increasing.

Causes of Climate Change

 66

The students are “Aware” of the causes of climate

change, the statements were ranked in the following order:

persistent deforestation or the clearing of forest, burning

of fossil fuels’ heat and energy, animal agriculture or

raising of livestock, storing wastes in landfills, the use

of fertilizer in crops, emission of methane, continental

drift.

Effects of Climate Change

The respondents answered “Aware” to all of the

questions about the effects of climate change. The

results arranged the statements as follows: c hanges in

the patterns and amount of rainfall, changes in the

timing and amount of stream flow, increase in the

amount of rain falling during the heaviest

precipitation events, which increase flooding risks ,

rising sea levels which can threaten coa stal

communities and ecosystem, increase in the frequency,

intensity and duration of waves, which can pose health

risks, particularly for young children and the

elderly, changes in the geographic ranges of any

plants and animal species and the timing of their

lifecycle events, such as migration and reproduction ,

 67

an increase in wildfire in the forest areas e specially

during drought season, decrease yield of crop

production and increase time of crop growth needed.

Attitude towards Climate Change

Attitude towards Basic Concepts of Climate Change

The respondents answered “Strongly Agree” to the

following statements: I believe climate change can

affect my way of life or lifestyle if I don’t prepare ,

I believe that climate change can endanger my life,

and personal preparation in climate change c an change

my life.

The respondents however “Agreed” to the following

statements: I have an emergency kit that includes such

items as a first aid kit, thermometers, flashlight and

batteries, food that won’t spoil, sufficient drinking water

and other essential things people need to live for at least

three days in the event of a disaster or emergency, I have

a plan for what to do to protect myself in the event of a

disaster or emergency like an evacuation, I have the

information necessary to prepare for the impacts of climate

change, there are serious obstacles and barriers to

 68

protecting myself from negative consequences of climate

change, I think I have the ability and power to protect

myself from dangerous effects of climate change, I have

reduced my energy consumption in response to what I have

heard about climate change.

Climate Change Attitude

Out of the 60 respondents, more than half are just

concerned, the remaining were alarmed, cautious, disengaged

and none was dismissive.

Climate Change Mitigation Responses

The respondents answered “Always” only to the

statement: Turn off lights and appliances at home when not

in use.

The other statements were ranked as follows: conserve

water whenever possible, consume less and produce less

trash, reduce energy consumption whenever possible, replace

your light bulbs with compact fluorescent bulbs, drive or

ride less, and choose to walk to destination as often as

possible, plant more trees and prevent deforestation,

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

 69

organic food, and use alternative transportation vehicles

such as bicycles.

Respondents’ Year Level and Attitude towards Climate Change

The computed F value 97.86 e is greater than the F-

Tabular value of 3.15 with df of 2, 57 at 0.05 level of

significance rejecting the null hypothesis therefore, there

is a significant difference between the respondents’ year

level and their appropriate attitude towards climate

change.

Respondents’ Profile and Climate Change Perception

Awareness

Results revealed that there was no significant

relationship between the profile of the respondents and

their awareness on climate change basic concepts as to:

gender (X2=0.74), year level (X2=6.57) and number of science

subjects taken (X2=5.39); causes of climate change as to:

gender (X2=0.15), year level (X2=2.61) and number of science

subjects taken (X2=2.82); effects of climate change as to:

 70

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

subjects taken (X2=7.46O).

Climate Change Appropriate Attitude

The findings uncovered that there was no significant

relationship between the respondents’ profile and attitude

towards climate change as gender (X2=0.24), year level

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

well as their appropriate attitude as to: gender (X2=4.12),

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

(X2=2.4).

Climate Change Mitigation Responses

The outcomes of the study revealed that there was no

significant relationship between the respondents’

mitigation responses towards climate change and their

profile: gender (X2=5.61), and number of science, their year

level (X2=9.74) and subjects taken (X2=6.64).

 71

Conclusions

Based on the findings of the study, the following

conclusions are drawn:

1. Findings showed that Secondary Education students,

major in Biological Science in PHINMA-Araullo

University enrolled this summer 2015 were dominated

by females, second year and have taken 6-10 tertiary

science subjects.

2. 1. Respondents see climate change as a change in the

atmosphere, get most of their information from

televisions, have observed an increase in

temperature and amount of rainfall over the past ten

years and affirmed that global warming is an effect

of climate change and would likely affect them

personally.

2.2. The students have awareness on the basic concepts

of climate change as well as its causes and effects

which is an indication that the respondents are

equipped with just enough knowledge about climate

change.
 72

2.3. The respondents are concerned about climate

change and they believe that it could affect and

endanger their lives personally.

2.4. The respondents has a positive yet a not so

strong response towards climate change. As future

science teachers, the respondents are expected to

practice mitigation responses to serve as a good

example to other members of the society.

3. Respondents tend to adopt proper attitude toward

climate change as they progress in their academic

level.

4. The profile of the respondents does not reflect

their awareness, attitude and mitigation responses on

climate change but the good side is: male and female

whatever year level and regardless of the number of

science subjects taken, Education students major in

Biological Sciences of PHINMA-Araullo University are

aware of climate change, concerned and practice

mitigation responses to minimize the effects of

climate change.
 73

Recommendations

In the light of the findings of the study and

conclusions drawn, the following recommendations are

offered:

1. Respondents being science major students must have

an extensive and deep knowledge on climate change by

educational programs on televisions (e.g

Matanglawin, National Geographic Channel), reading

science books and other materials like Readers’

Digest for they are the one who are expected to

teach and handle Science subjects which tackles

climate change when they are already in the field of

teaching.

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

they should develop a sense of maturity and

responsibility by having self-discipline and

initiative which is important in having appropriate

attitude towards climate change.

3. Respondents’ should involve themselves in community

projects dedicated for environmental problems (e.g

seminars about mitigating climate change, waste

segregation program) in such way they will have a

 74

chance to practice and materialize what they are

learning in school and build a deeper attachment and

commitment to help our environment which will

enhance their responses on climate change.

4. Teachers can improve their approach in teaching

science subjects by infusing values in their lessons

as well as providing activities that would enhance

the learning of the students such as tree planting

activities, waste segregation and information

campaigns to help raise awareness of the society on

environmental problems.

5. The curriculum planners could still strengthen the

contents of the subjects to ensure that the

improvements of the students as they progress from

one year level to another will be maintained.

 75

Bibliography

I. Published Studies

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

the environmental attitude and behavior of

college students from the University of the

Philippines – Manila and De La Salle College of

Saint Benilde

Bernardo, Eileen C., (n.d.) Environmental Attitudes

and Behavior of Students in Selected Higher

Education Institutions in Region II

Uzoechi, Benneth, (n.d) The level of awareness of pre-

service science teachers’ in adapting the impact

of climate change in Nigeria by of of Nasarawa

State University in Nigeria

Anderson, Allison, (n.d) Combating Climate Change

through Quality Education of

Larijani, Maryam (2010), Assessment of Environmental

Awareness among Higher Primary School Teachers

Spellman G., Field K., & Sinclair J. (2003), Assessing

UK higher education students’ awareness of global

climatic change
 76

A Seed Grant Project of the Brown International,

(2014), Advanced Research Institute (BIARI) on

Climate Change

Pruneau D., Liboiron L., Vrain É., Gravel H., Bourque

W., & Joanne Langis, (n.d), People’s Ideas about

Climate Change: A Source of Inspiration for the

Creation of Educational Programs

II. Websites

EPA — State and Local Climate and Energy Program,(n.d)

Retrieved from: http://epa.gov/statelocalclimate

/state/state-examples/index.html

Canada's Action on Climate Change, (n.d.) Retrieved

from: http://www.epa.gov/climate/climatechange/

kids/impacts/ effects/index.html)

An article of Sering, Lucille L. (2013): Aquino

Government Aggressive Address to Climate Change

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

government-intensifies-campaign-for-climate-

change-awareness-and-the-rehabilitation-of-

manila-bay/)
 77

Appendix A
Letter to the Registrar

Mrs. Emily Lim – Garcia

Registrar
PHINMA- Araullo University

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

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

Noted:
DR. NELIE DC. SACMAN
Adviser DR. TITO G. ROCABERTE

Dean, College of Education

 78

Appendix B
Letter to the Dean

Dr. Tito G. Rocaberte

Dean, College of Education
PHINMA-Araullo University
Cabanatuan City

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

Respectfully yours,

Jan S. Del Rosario

Jeen April V. De Leon
Kale Andrea B. Salazar
Joshua P. Magpantay
Researchers
 79

Appendix C
Letter to the Respondents

Dear Respondents:

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

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

Noted:

NELIE D.C. SACMAN

Adviser
 80

Appendix D
Questionnaire

Education Students’ Perception: Awareness, Attitude, and

Mitigation Responses towards Climate Change

Respondent’s Name: _____________________________

Direction: Choose and Check the box of the appropriate

information or answer to the following question asked.

Part I. PROFILE OF THE RESPONDENTS

1. Genders
[ ] Male [ ] Female
2. Year Level
[ ] 1st Year
[ ] 2nd Year
[ ] 3rd Year
3. Total Number of Science Subjects Taken
[ ] 1-5

[ ] 6-10

[ ] 11-15

Part II. PERCEPTION ON CLIMATE CHANGE

A. Climate Change Understanding
1. What does climate change mean to you? (Multiple
Answers are possible)
[ ] Change in environment
[ ] Change in climate due to human pollution
 81

[ ] Change in the atmosphere

[ ] Change in temperature
[ ] Change in weather condition
2. Where did you get your information about climate
change? (Multiple Answers are possible)
[ ] Television [ ] Radio [ ] Newspaper
[ ] Seminars/Trainings/Lectures
3. Have you noticed the changes in temperature in the
past 10 years?
[ ] Increased [ ] Decreased
[ ] No Change [ ] Don’t know
4. Have you noticed the change in rainfall in the past 10
years?
[ ] Increased [ ] Decreased
[ ] No Change [ ] Don’t know
5. What do you think are the effects of Climate Change?
(Multiple Answers are possible)
[ ] Depletion of the ozone layer
[ ] Landslide
[ ] Global Warming
[ ] Rising Temperature
[ ] Sea Level Rise
[ ] Increasing frequency and intensity of typhoons
6. Which of the following effects of climate change do
you think will directly affect you? (Multiple Answers
are possible)
[ ] Depletion of the ozone layer
[ ] Landslide
[ ] Global Warming
[ ] Rising Temperature
[ ] Sea Level Rise
[ ] Increasing frequency and intensity of typhoons

B. CLIMATE CHANGE AWARENESS

Please put a check mark on the column that corresponds to
your answer.

3- Aware
2- Uncertain
1- Unaware
 82

Basic Concepts of Climate Change 3 2 1

1. Climate change is caused primarily by human
activities, and therefore it wouldn’t exist if
there were no humans.
2. Climate change refers to long-term changes in
weather patterns caused by natural phenomena
and human activities.
3. The global average temperature is increasing.
4. There are changes in precipitation pattern
worldwide.
5. The ocean is becoming more acidic and its
temperature is increasing.
6. Glaciers and ice-sea are melting.
Causes of Climate Change 3 2 1
7. of fossil fuels’ heat and energy
8. Persistent deforestation or the clearing of
forest
9. The use of fertilizer in crops
10. Storing wastes in landfills
11. Continental drift
12. Animal agriculture or raising of livestock
13. Emission of methane
Effects of Climate Change 3 2 1
14. Increase in the frequency, intensity and
duration of waves, which can pose health
risks, particularly for young children and the
elderly.
15. Rising sea levels which can threaten coastal
communities and ecosystem.
16. Changes in the patterns and amount of
rainfall as well as changes in the timing and
amount of stream flow.
17. Changes in the geographic ranges of any
plants and animal species and the timing of
their lifecycle events, such as migration and
reproduction.
18. Decrease yield of crops and increase in time
of crop growth needed.
19. An increase in the amount of rain falling
during the heaviest precipitation events,
which increase flooding risks.
20. An increase in wildfire in the forest areas
especially during drought season.
 83

C. ATTITUDE TOWARDS CLIMATE CHANGE

I. BASIC CONCEPTS ON CLIMATE CHANGE ATTITUDE

Put a check mark on the column that corresponds to

your answer.

5- Strongly Agree
4- Agree
3- Uncertain
2- Disagree
1- Strongly Disagree

Survey Questions 5 4 3 2 1
1. I believe climate change can affect my way
of life or lifestyle if I don’t prepare.
2. I believe that climate change can endanger
my life.
3. Personal preparation in climate change can
change my life.
4. There are serious obstacles and barriers to
protecting myself from negative consequence
of climate change.
5. I have the information necessary to prepare
for the impacts of climate change.
6. I think I have the ability and power to
protect myself from dangerous effects of
climate change.
7. I have reduced my energy consumption in
response to what I have heard about climate
changes.
8. I have plan for what to do to protect
myself in the event of a disaster or
emergency like an evacuation.
9. I have an emergency kit that includes such
items as a first aid kit, thermometers,
flashlight and batteries, food that won’t
spoil, sufficient drinking water, and other
essential things people need to live for at
least three days in the event of disaster or
emergency.
 84

II. APPROPRIATE CLIMATE CHANGE ATTITUDES

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

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

happening and human caused; have already made pro-
environmental changes in their own lives.
[ ] Concerned (4): Convinced that climate change is serious
problem, but less involved in the issue and less
likely than the Alarmed to take personal action.
[ ] Cautious (3): Believe that climate change is a problem,
but happening due to human behaviors; do not view it
as personal threat.
[ ] Disengaged (2): Think climate change, if is happening
all, is caused by natural changes and the society is
doing enough to respond to its threat.
[ ] Dismissive (1): Do not think that climate change is
happening, and believe it is threat to neither people
nor non-human nature, and thus does not warrant a
person or societal response.
 85

D. CLIMATE CHANGE MITIGATION RESPONSES

Put a check mark on the column that corresponds to
your answer.

Frequency of
Practice

5- Always
MITIGATION RESPONSES
4- Often
3- Sometimes
2- Seldom
1- Never

5 4 3 2 1
1. Reduce energy consumption whenever
possible
2. Turn off lights and appliances at home
when not in use
3. Reduce, reuse, and recycle materials
4. Buy or grow local organic food
5. Plant more trees and prevent deforestation
6. Consume less and produce less trash
7. Conserve water whenever possible
8. Drive or ride less, and choose to walk to
destination as often as possible
9. Use alternative transportation vehicles
such
As bicycles
10. Replace your light bulbs with compact
fluorescent bulbs
 86

Appendix E
Curriculum Vitae

Name: Jan S. del Rosario

Place of Birth: Cabanatuan City, Nueva Ecija
Date of Birth: January 10, 1996
Address:
Civil Status: Single
Parents: Father: George A. del Rosario
Mother: Consuelo S. del
Rosario

Educational Background:

Elementary: San Jose West Central School

2002-2008

Secondary: Constancio Padilla National

High School
2008-2012

Tertiary: PHINMA-Araullo University

2012-Present
 87

Name: Jeen April V. De Leon

Place of Birth: ELJ Hospital, Cabanatuan
City, Nueva Ecija
Date of Birth: April 07, 1996
Address: Brgy. Caimito, Palayan City
Civil Status: Single
Parents: Father: Julius E. De Leon
Mother: Menchie V. De Leon

Educational Background:

Elementary: Caimito Elementary School

2002-2008

Secondary: Palayan City National High

School
2008-2012

Tertiary: PHINMA-Araullo University

2012-Present
 88

Name: Kale Andrea B. Salazar

Place of Birth: Zaragosa, Nueva Ecija
Date of Birth: January 08, 1996
Address: Magsasay St, Aliaga
Civil Status: Single
Parents: Father: Edilberto L. Salazar
Mother: Femy B. Salazar

Educational Background:

Elementary: Don Benigno Cariedo

Elementary School
2002-2008

Secondary: Aliaga National High School

2008-2012

Tertiary: PHINMA-Araullo University

2012-Present
 89

Name: Joshua Magpantay

Place of Birth: Cabanatuan City, Nueva Ecija
Date of Birth: July 12, 1995
Address: #126 Nunez St, Bantog Bulalo,
Cabanatuan City
Civil Status: Single
Parents: Father: Rowell C. Magpantay
Mother: Brenda P. Magpantay

Educational Background:

Elementary: Cabanatuan East Central

School
2002-2008

Secondary: Wesleyan University

Philippines
2008-2012

Tertiary: PHINMA-Araullo University

2012-Present