Renewables: Students' Knowledge, Perceptions, and Attitudes On Using and Producing Environmental - Friendly Energy Source

Bulacan Standard Academy
Poblacion, City of San Jose Del Monte, Bulacan
RENEWABLES: STUDENTS’ KNOWLEDGE,
PERCEPTIONS, AND ATTITUDES ON USING
AND PRODUCING ENVIRONMENTAL-
FRIENDLY ENERGY SOURCE
In Partial Fulfilment of the
Requirements for the Subject of
Research in Daily Life 2
By
Alino, Amie Jane B. Manalang, Janine Joyce A.
Nitafan, Carlo B.
Biacora, Jimuel A.
Reynaldo, Ralph Roel B.
Cruz, Nikka Jill R.
Santos, JannDaenver R.
Diaz III, Zeus Immanuel G.
Sola, RovienVester
Falcutila, Rey Andrew M.
Taer, Rotchel E.
Lumen, Christian Andrei Emmanuel
L. Victoria, Princess Jasmine D.
12-STEM 12-GAS
2019-2020
ACKNOWLEDGEMENTS
The researchers would like to express deep and sincere gratitude to the research
adviser, Ms. Pinky Joy Baconawa, for giving the researchers the opportunity to do research
and providing invaluable guidance throughout the research study. Her dynamism, vision,
sincerity and motivation have deeply inspired the researchers. She taught the researchers
the methodology to carry out the research and to present the research works as clearly as
possible. It was a great privilege and honor to work and study under her guidance. The
researchers are extremely grateful for what she had offered to them. The researchers would
also like to thank her for the friendship, empathy and great sense of humor.
The researchers are extremely grateful to the parents for their love, prayers, caring
and sacrifices for educating and preparing the researchers for their future. The researchers
are very much thankful to their siblings for their love, understanding, prayers and never
ending support to complete the research study.
And to the actors and respondents of the study, without of your cooperation, this
research will not be possible to accomplish. To all of the reasons of motivation and
individuals who became part of the success of this study, this one is for you. The research
team might be a beginner just like an ant carrying a big load, but with hard work,
cooperation and by believing in their passions, there’s always a possibility behind a united
colony.
Philippians 4:13
“I can do all things through Christ who strengthens me.”

ABSTRACT
----------------------------------------------------------------------------------------------
Keywords: renewable, Renewable Energy Sources, Environmental Education, students’
perceptions, knowledge and attitudes
--------------------------------------------------------------------------------------------------------------
This study was conducted to know the knowledge, perceptions and attitudes of the
grade 11 senior high school students towards renewable as environmental-friendly energy
sources. The aim of this study is to recognize the important role of the knowledge,
perception, attitudes to help Renewable Energy to spread, used, and developed in the
community, economy, and for the innovation and development of the country. The trend of
this research study only focuses on the students’ knowledge, perceptions and attitudes.
Researchers will evaluate the result if the student is necessary to engage and study more
about the Environmental-friendly Energy sources. Researchers expecting that the selected
respondents have prior knowledge about the Renewable and Non-renewable energy
sources, also since the respondent are grade 11 students who are supposed to be already in
college level now. The researchers are looking forward that the result will be positive and
can help for the public support of using Renewable Energy in the country.
All throughout this study, knowledge, perceptions and attitudes of every individual is
essential for the development of an individual’s knowledge and the ability to have bright
future. In order to gather data, the researchers formulated problems and start to find
solutions until it come up with the survey questionnaire. The approach of this research is
descriptive cross-sectional survey quantitative research. Thequestionnaires were distributed
randomly to the respondents who also randomly selected using a specific random sampling
technique. In order to get the result, researchers solve the frequency percentage and the
modal outcome of the survey consisting specific research categories in every questions.
At the end of the study, the researchers are expecting to know the knowledge,
perceptions and attitudes of grade 11 senior high school students to assess if certain
development and enhancements of the Environment Education (EE) through Renewable
Energy (RE) in the field of education to assure high possibility of next generations full of
environment literate and energy conscious individuals armed with EE and RE knowledge
that can serve also as a stepping stone for the innovation.

TABLE OF CONTENTS
Acknowledgements………………………………........................…
Abstract………………………………........................……………..
Chapter I: INTRODUCTION…………………………………………
Introduction…………………………………………………..
Statement of the Problem………………………………….....
Purpose of the Study…………………………………………
Significance of the Study…………………………………....
Scope and Delimitations of the Study……………………….
Definition of Operational Operations……………………….
Chapter II: REVIEW OF RELATED
LITERATURE AND STUDIES……………………………………
Foreign Literature……………………………………………
Local Literature……………………………………………...
Framework of the Study…………………………………….
Chapter III: METHODOLOGY…………………………………….
Research Design…………………………………………….
Research Locale……………………………………………..
Sample or Respondents……………………………………...
Research Instruments…………………………………………
Statistical Treatment…………………………………………
Data Collection Procedure……………………………………
Data Analysis Procedure…………...…………………………
Chapter IV: PRESENTATION, ANALYSIS
AND INTERPRETATIONS OF DATA……………………………...
Chapter V: SUMMARY OF THE FINDINGS
CONCLUSIONS AND RECOMMENDATIONS……………………
Summary of the Findings………………………………………
Conclusions…………………………………………………….
Recommendations………………………………………………
BIBLIOGRAPHY………………………………………………...……
REFERENCES…………………………………………………………
APPENDICES………………………………………………………….
Appendix A: Survey Questionnaires and Respondents’
Responses …………………………….…………………………
Appendix B: Letters of Permission to Conduct
and Response to the Survey Questionnaires ……………………
CURRICULUM VITAE………………………………………………..
CHAPTER ONE: INTRODUCTION/BACKGROUND OF THE
STUDY
Introduction
About 12 billion tons of fossil fuels are consumed in the world in 2007 (OECD 2010)
and these fuels influence the production of acid rain, photochemical smog, and the increase
of atmospheric carbon dioxide (CO2). Researchers warn that the rise in the Earth’s
temperature resulting from increasing atmospheric concentrations of CO2 is likely to be at
least 1°C and perhaps as much as 4°C if the CO2 concentration doubles from pre-industrial
levels during the 21st century (Brown et al. 2000).
A second global problem is the likely depletion of fossil fuels in several decades even
though new oil resources are being discovered. To address these issues, the students or the
leaders of the next generations need to know about alternative energy resources especially
renewable energy that is environmental-friendly that can assists also the issue in climate
change and global warming.
In this context, increasing public awareness in energy consumption often results in
lower energy (mainly electricity) use. For instance, aDutch study concluded that “the more
respondents thought theywere capable of saving energy, the more energy they tended to
save”. Moreover, it was found that a 7.4% reduction in the nationalcarbon emissions of the
U.S. seems achievable throughhousehold actions without jeopardizing well-being. In
arecently published report by the European Energy Agency (EEA),the potential energy
savings due to measures targeting behaviour may reach up to 20% if certain interventions
7|Page
such as feedback and energy audits are deployed. The aforementioned trends inenergy
consumption place greater emphasis on the role of educationas a pre-requisite to successful
energy policy through knowledgedissemination, community participation, and
understandingthe relationship between technology and human behaviour in the leaders of
the future generation.
In this regard, the importance of Environmental Education (EE) is gaining
prominence around the world. It is regarded as an imperative tool with which to galvanize
Renewable Energy (ER) development and cultivate public awareness of contemporary
environmental issues. Environmental Education is a kind of discipline. It seeks to
contribute to environmental sustainability through a diversity of practices from information
dissemination to capacity building. It targets young people and adults in formal and
informal educational settings and strives to engage people in new ways of thinking and
acting that ultimately create environmentally literate citizens. Advancing education for
sustainable development to empower people was a key recommendation of a high level
panel report addressed to the UN Secretary-General on Global Sustainability.
This quantitative research study aims to know the levels of knowledge, perceptions
and attitudes of certain students in order to assess what is needed and what is already there
in order to strengthen the role of education in creating environmentally literate and energy
conscious generations. Global warming and climate change is continuously approaching
worse and worse each day and the need of environmental-friendly energy resources
specifically renewable energy is in demand in the current generation so this research study
8|Page
will be significant in ensuring a generation of future leaders to alleviate environmental and
energy issues in the future.
The outcomes of this study will assist the education authorities in finding suitable
means to integrate Renewable Energy education into the schooling process. This study will
also provide policy makers in the Philippines specifically the locals where the study had
taken place with insights and recommendations for future planning. Due to some
socioeconomic, cultural, and demographic similarities, the research tool of this study can
assist researchers in some other places to conduct similar studies.
Statement of the Problem
In order to arrive with this kind of research about a problem, questions are the roots
and the foundation of this work. This research aims to find out the levels of knowledge,
perceptions and attitudes of certain students in Bulacan Standard Academy and also to
strengthen the education about Environmental Education (EE) specifically on Renewable
Energy Education (REE).
The questions that guided the study are the following:
1. What is the level of the general Renewable Energy (RE) knowledge of students and
their capability to distinguish between renewable and non-renewable energy
sources?
9|Page
2. What are the perceptions of the students regarding the Renewable Energy (RE)
implementation at the local level including any other constraints?
3. What are the personal attitudes of students about Renewable Energy (RE)?
4. What did the education system might need to do or to implement to ensure the
knowledge of the students regarding Renewable Energy (RE) aspects through
education and other relevant educational programs?
5. How did the result of the study will be significant in protecting the environment and
addressing the issues on the search of environmental-friendly energy sources?
By this research study, all of these problems and questions will be answered and
can take the researchers and readers on the understanding of the knowledge, perceptions
and attitudes toward Renewable Energy of the students and what kind of generation will
have with the leaders of the new generations after the effect of this research study had
taken place on their hands.
Purpose/Objectives of the Study
The purpose of this study was to research the knowledge, perceptions and attitudes
of students toward the Renewable Energy use and production. This study provides the
researchers and the readers gathered information that was guided by the objectives or
purpose of the study.
10 | P a g e
First, to know and assess the levels of students’ general knowledge regarding
Renewable Energy (RE) sources. The levels of students’ knowledge about renewable
energy is important to know in order to assess the factors that can affect the awareness of
the next generation leaders and also to give information about the readers especially the
government about the issues regarding the awareness about renewable energy that can also
be a platform for the formulation of solutions before the bad effects on the issue about the
awareness problem happen;
Second, to know the students’ perceptions regarding the Renewable Energy (RE)
implementation at the local level including any other constraints. Knowing the students’
perceptions is also one of the fundamental elements to be considered in order to assess the
awareness and formulate solutions if this issue can be a cause to a bigger problem. By
meeting this objective, the researchers and also the research study can assist and inform the
readers especially the government to think of the solutions suggesting good perceptions
about Renewable Energy (RE) to the people;
Third, to investigate the students’ personal attitudes about Renewable Energy (RE).
Having sufficient knowledge and good perceptions is useless if an individual do not have
wise attitudes about the topic or a subject. By meeting this objective, the research study can
inform readers about the another factor affecting the awareness of students about
Renewable Energy (RE);
Next, another purpose of the research study after knowing the level of knowledge,
perceptions and attitudes of the students about the subject is to inform the government,
especially the education department, to make enhancements specifically on the
11 | P a g e
Environment Education (EE) and the Renewable Energy (RE) education to ensure the
awareness of the students regarding Renewable Energy (RE) aspects through education and
other relevant educational programs;
And lastly, the purpose of this study is for the sake of the environment. Results of
the study will be significant in protecting the environment and addressing the issues on the
search of environmental-friendly energy sources. One of the most important aspects in
protecting the environment is through awareness. Anyone cannot help the environment if
they are not aware of what is happening to it. The main focus of the information consisted
of the research study is the students. Students are the next leaders of the next generations
and of course, they are the hope of the environment. The messages and information that the
research study wants to convey will open the minds of the readers, especially the students
and the government, to think of the solutions on conserving the environment specifically by
discovering environmental-friendly energy sources specially the renewable ones.
Significance of the Study
The research aims to an ultimate purpose of informing every reader’s mind with the
knowledge, perceptions and attitudes of the students or the future leaders of the next
generations about the use and production of Renewable Energy (RE) and also to the
Environment Education (EE). It will point out on a precise overlook on what kind of future
do the students have regarding with the environmental condition and energy usage and
12 | P a g e
production. Moreover, giving the information and ideas that students should acquire to be
environment literate and energy conscious may inform the educators to enhance the
education in the field of Environment Education (EE).
The research will be significant for the government, school, teachers, parents,
students and to the future researchers:
For the government, this research study will be significant in many ways. The first
one is to make the government informed on one of the effective ways to conserve the
environment, the use of renewable energy. Second, to make the government aware on the
levels of knowledge, perceptions and attitudes of students regarding the renewable energy
sources in order for the government to have the platform to enhance the awareness of the
students about the renewable energy by using specifically education and other activities;
For the school, this research study will be significant to open the minds of every
individual consisted in the educational department to also help in conserving the
environment and development of another energy source by enhancing and developing the
educational system by integrating it to the Environment Education (EE) focusing on the
field of Renewable Energy (RE);
For the teachers, as the guide and educators of the leaders of the next generations,
this research study will be significant. By this research study, even teachers will be more
informed about the renewable energy that can serve as an open door to effectively educate
the students to ensure a generation full of environment literate and energy conscious
inhabitants;
13 | P a g e
For the parents, this research study will also be significant in the awareness of this
particular group of people. As the parents of the students, after reading this research study,
they will have a chance and way to pass their knowledge to the next generation individuals
in order to help to conserve the environment especially in and for the future generations;
For the students, who are the focus of this research study, this study will be very
significant helping them in reaching the requirements the world is expecting to them. As
the inhabitants and the leaders of the next generations, conserving the environment is one
of their duties that must be done by initially having the sufficient environment education
and awareness to the environmental-friendly sources of energy specifically the renewable
energy; and
For the future researchers, who will conduct the same study or related studies, this
research may serve as reference for base line data. This study will also provide them ideas
that facilitate their study more relevant for the beneficiaries of their study.
Scope and Delimitation of the Study
The research focuses on the general knowledge, perceptions and attitudes regarding
renewable energy of Senior High School students in Bulacan Standard Academy. The
respondents are the grade 11 Senior High School students presently enrolled in School
Year 2019-2020 who are now taking the Science, Technology, Engineering and
Mathematics (STEM) strand, Accountancy, Business and Management (ABM) strand,
14 | P a g e
Humanities and Social Sciences (HUMSS) and Information and Communications
Technology (ICT) strand in Bulacan Standard Academy.
Bulacan Standard Academy (BSA) is a private school located in the Province of
Bulacan, Central Luzon, Philippines. It is said to be the first private school in the City of
San Jose Del Monte, Bulacan that educating San Joseños for about 64 years and beyond.
This is the school where the respondents are studying and it is also the location of the
study.
The respondents were randomly selected from among the grade 11 senior high
school students based on the following criteria:(1) She/he is an enrolled grade 11 student in
school year 2019-2020 in BSA; (2) She/he can articulate his/her ideas freely in the form of
answering the survey questionnaire; and (3) She/he must be willing to participate and to the
process of the research study.
The research paper was handed by a team of determined researchers consisting of
students originated from the class of Grade 12-STEM leaded by a team leader who is
familiar with the topic featured in the Survey Research specifically a descriptive cross-
sectional survey quantitative research as the method and approach in the study. There are
128 proponents handled which are the randomly selected grade 11 senior high school
students. Serious analysis based from the answers in the survey questionnaires were
collectively analyzed and interpreted with became the basis of the framework for this
research about the awareness measured by the knowledge, perceptions and attitudes about
the Renewable Energy (RE) of certain students in Bulacan Standard Academy.
15 | P a g e
The researchers conducted survey with the respondents in able to arrive in much
information that can help the research. The research study only focuses on the knowledge,
perceptions and attitudes of the respondents and not further focused on the certain factors
that can affect the results. The results of the study does not claim any generalizability to
other population in other parts of the country. However, relatability, self-assessments and
reflections may uphold its truthfulness to other people especially students in across the
country.
The researcher imposed the following delimitations: The bias of therespondents, as
well as the interpretation of the data, may produce potentiallimitations.
In summary, the researcher made the following limitations and clarifications: (a) the
survey instrument is an accurate measure of knowledge, perceptions and attitudes of the
students about the topic. (b)Subjects responded accurately and honestly to the survey. (c)
Data received from thesurvey are an accurate representation of students’ perceptions. (d)
This research was aquantitative study of students in Bulacan Standard Academy (BSA),
from grade 11 senior high school students. (e) Only students within the said school
arerepresented within the study. (f) This study was specifically limited to the general
knowledge, perceptions and attitudes within the randomly selected grade 11 senior high
school students and is not necessarily representsthe other people specifically other
students’ knowledge, perceptions, and awareness of Renewable Energy (RE). (g) Data
were collected from one survey instrument guided by the research ethics. And (h) the only
variables studied dealt with awareness measured by the knowledge, perceptions and
attitudes on the Environmental Education (EE) focused on the Renewable Energy (RE) to
16 | P a g e
analyze the results and serve as a baseline data in order to make enhancements and
development for the sake of the natural environment and also to ensure the leaders and
inhabitants of the next generations as environment literate and energy conscious
individuals.
Definition of Operational Operations
Environment Education (EE)
- is a process that allows individuals to explore environmental issues, engage in problem
solving, and take action to improve the environment.
Renewable Energy (RE)
- is energy that is collected from renewable resources, which are naturally replenished on a
human timescale, such as sunlight, wind, rain, tides, waves, and geothermal heat.
Renewable energy often provides energy in four important areas: electricity generation, air
and water heating/cooling, transportation, and rural (off-grid) energy services.
17 | P a g e
Students
- in this research study, students are known and characterized as the leaders and inhabitants
of the next generations.
- is primarily a person enrolled in a school or other educational institution who attends
classes in a course to attain the appropriate level of mastery of a subject under the guidance
of an instructor and who devotes time outside class to do whatever activities the instructor
assigns that are necessary either for class preparation or to submit evidence of progress
towards that mastery.
Environmental-friendly Energy Sources
- is the practice of using energy in a way that meets the needs of the present without
compromising the ability of future generations to meet their own needs. Unlike fossil fuels,
and other types of energy sources, retrieving renewable energy is not environmentally
damaging. Technologies that are being used in harnessing the Earth’s renewable energy
create no negative impact to the environment.
Climate Change
- occurs when changes in Earth's climate system result in new weather patterns that remain
in place for an extended period of time.
Global Warming
- a gradual increase in the overall temperature of the earth's atmosphere generally
attributed to the greenhouse effect caused by increased levels of carbon dioxide,
chlorofluorocarbons and other pollutants.
18 | P a g e
Environment Literate
- An individual's understanding, skills and motivation to make responsible decisions that
considers his or her relationships to natural systems, communities and future. Environment
literacy is the desired outcome of environmental education which strives to provide
learners with: Sound scientific information.
Energy Conscious
- the measure of how important the energy consumption and minimizing the carbon
footprint is to a person. Not only is it good for the planet, but it can benefit our wallets, too,
as energy bills sky-rocket with heat waves, droughts, record-breaking snowfall and arctic
temperatures.
Knowledge
- is a familiarity, awareness, or understanding of someone or something, such as facts,
information, descriptions, or skills, which is acquired through experience or education by
perceiving, discovering, or learning.
Perception
- is the organization, identification, and interpretation of sensory information in order to
represent and understand the presented information, or the environment.
Attitude
– is complex and are an acquired state through experiences. It is an individual's predisposed
state of mind regarding a value [disambiguation needed] and it is precipitated through a
19 | P a g e
responsive expression towards a person, place, thing, or event (the attitude object) which in
turn influences the individual's thought and action.
20 | P a g e
CHAPTER TWO: REVIEW OF RELATED LITERATURE
AND STUDIES
Foreign Literature and Studies
According to Susser et al., (2017), community renewable energy emerged as a
grassroots-based innovation and is thus of increasing interest to the public and politicians,
actual interwoven community benefits and challenges of renewable-energy projects are not
well understood yet. Recent studies mainly consider potential community benefits and not
experienced benefits and hardly address challenges which affected communities face. Their
results lead to two important insights: First, community renewables provide interwoven and
offsetting physical, environmental, social, economic, planning and political benefits and
challenges for communities. Second, a local participatory process and a fair distribution of
revenues are essential for the success of community benefits, holding the potential for a
sustainable development in rural areas. Thus, multifaceted and interlinked local benefits
but also challenges of local energy transition need to be addressed more by developers and
political decision-makers in order to enable and retain positive, sustainable outcomes of
community renewable-energy projects.
Renewable energy is that which is derived from naturally-replenishing sources.
Globally, the five most developed and recognized sources of renewable energy are:
hydroelectric, geothermal, wind, solar, and biomass. As of 2010, ten percent of power
generation in the United States was produced using renewable energy sources (USEIA,
2011). Globally, China uses more energy than any country in the world (BP, 2011);
21 | P a g e
accordingly, China is the leading manufacturer of renewable energy technologies
(Bradsher, 2010) and the largest generator of renewable energy (Jha, 2008).
Renewable energy (RE) sources are often locally available and have the potential to
lessen the rural dependence on the national power grid, reducing disruptions in power
supplies and the heavy dependence on coal combustion. Poland faces an EU mandate of a
15% share of renewables in energy generation by 2020. However, the installations intended
to supply several types of RE encountered local opposition, forcing a cancellation of the
planned investments and stressing a need for understanding rural residents’ attitudes
towards RE in general. The probability of attaching importance to RE by rural residents
increases most if a respondent displayed an energy-saving behavior, has certain
demographic characteristics, and links health to environmental pollution caused by coal
combustion. The graphic depiction of the effects of selected variables succinctly
communicates possible future programs aimed at strengthening the rural population support
of RE. (Ntanos et al. 2019)
A research by Keramitsoglou, K.M (2016), conducted a survey to the adolescents’
knowledge, perceptions and attitudes towards Renewable Energy Sources (RES) in order to
detect their particular educational needs. The analysis points out that the curriculum should
be developed on the basis of four main strategic directions: equity, flexibility, enhancement
of the participatory approach and creativity, so as to meet students’ indifference, neutrality
and confusion about energy issues and RES technologies but also help them explore new
potential career paths and grow into active citizens. In light of the limitations in RES
education, the results could be generalized and contribute to effective policy making.
22 | P a g e
The development and implementation of renewable energy technology is becoming
increasingly important as the world’s energy usage continues to rise. The shift in focus
from fossil fuels to sustainable energy sources requires the addition of educational
opportunities designed to support the growing need for renewable energy professionals. A
result for conducting, suggests that the students have a basic understanding of renewable
energy technologies but various misconceptions about the role these technologies currently
play on a global scale. (Ebersohl, 2011)
Public opinion about energy issues is widely supportive of expanding both solar and
wind power but more closely divided when it comes to expanding fossil fuel energies such
as coal mining, offshore oil and gas drilling, and hydraulic fracturing for oil and natural
gas. While there are substantial party and ideological divides over increasing fossil fuel and
nuclear energy sources, strong majorities of all party and ideology groups support more
solar and wind production. Most Americans are aware of America’s ongoing energy boom.
The country is producing more energy from fossil fuels and has ticked up production of
renewable sources such as wind and solar. Majorities across demographic, educational and
political groups say the U.S. is producing more energy today. (Pew Research Center, 2016)
SangatJohar and Kevin Norton (2011) describe the need for increasing renewable
and alternative energy in the global energy mix has been well recognized by Governments
and major scientific forums to reduce climate change impact for this living planet.
Biodiesel has very high potential for GHG emission reduction. An innovative process
developed in Canada provides a solution to mitigate the feedstock, yield and quality issues
impacting the industry. The BIOX process uses a continuous process which reduces
23 | P a g e
reaction times, provides > 99% yield of high quality biodiesel product. The process is
feedstock flexible and can use cheaper higher FFA non-edible feedstock providing a
sustainable approach for biodiesel production.
Several studies have been carried out (including Morone et al., 2009; Jensen et al.,
2011) to assess public acceptance, biofuels producers’ opinions and challenges, as well as
youth knowledge regarding biofuels. Halder et al. (2010) investigated know-ledge and
perceptions of bio-energy among pupils in North Karelia, Finland. Data was drawn from
495 grade nine students who mostly revealed a lack of in-depth knowledge about different
renewable energy sources, including bioenergy. Only a small percentage had a ‘high’ level
of knowledge about bioenergy, while the majority indicated critical perceptions of it.
Statistically significant gender differences were not apparent, though girls appeared to be
more knowledgeable than boys. Results also showed a clear urban and rural difference in
perceptions of bioenergy, with urban respondents more positive than their rural
counterparts.
Observing and studying of application of renewable energy sources in the
residential sector in Western countries revealed that social, cultural and behavioral aspects
of renewable energy source application is at least as important as other aspects. Woolskin
(2007) found out that citizen in European countries show high public support for renewable
energy, which can be explained by the people’s concern about the dependence of European
economies on imported fossil fuels and their willingness to pay more for the benefit of
environmental sustainability. It is obvious that the opinion of the people in developing
countries, where there is a low national income and environmental awareness is less
24 | P a g e
developed, is expected to be different. However, there may also be some other factors
furthering renewable energy penetration in the developing countries.
As the study of Natural Marketing Institute (2011) which they explore consumer
awareness, concerns, perceived benefits, knowledge of purchase options and usage of
renewable energy as well as provide regional comparisons and trends over time said to be
that the majority of consumers (80%) indicated that they care about the use of renewable
energy. However, concern has diminished slightly over time, which is consistent with other
broad environmental consumer attitudes. Consumers primarily associate renewable energy
with environmental benefits, despite the other potential benefits renewable energy has to
offer and the recent efforts to broaden its appeal. Overall, consumers have a high degree of
awareness and concern for renewable energy, but few are aware of their purchase options
or follow through on their stated concern.
25 | P a g e
Local Literature and Studies

In the Philippines, public awareness plays a very important role in influencing the
political commitments, decisions and orientation of public policies. For a country with the
second highest electricity tariffs in the region, the economic benefits of adopting
renewables are of great interest to the public. This is especially the case in rural areas and
islands, where fuel costs are prohibitively high, and is one of the important economic
factors explaining electricity service provision disruption. The renewable energy sources
have proved the most cost-effective options in these settings thanks to the near-zero
marginal production costs of electricity. Costs of certain renewable energy technologies,
especially solar PV, have fallen dramatically. If capital costs could be bought down with
support from the government, affordability could be significantly improved. Different
stakeholders should launch a series of public campaigns with the assistance and
participation of the development partners allocating resources to the endeavour.
Educational programmes could be set up to provide real examples to the public and can
also be used to provide practitioners with hands-on experience. (IRENA, 2017)
In its quest for energy security and sustainability, the Philippine government sees
tremendous potential in RE. Dependency on imported fossil fuels has become an impetus
for the country to implement policies that will help facilitate the further development of
RE. Among the laws enacted include the Biofuels Act of 2006 or Republic Act 9367 and
the Renewable Energy Act of 2008 or Republic Act 9513. Considered milestones, these
laws seek to strengthen the RE sector by addressing barriers such as high upfront and
technology costs, non-competitiveness, non-viable markets, inaccessible financial
packages, and social acceptability. The Biofuels Act of 2006, for instance, provides fiscal
26 | P a g e
incentives and mandates the use of biofuel-blended gasoline and diesel fuels while the
Renewable Energy Act of 2008 provides fiscal and non-fiscal incentives to private sector
investors and equipment manufacturers and suppliers. Fiscal incentives include, among
others, income tax holiday (ITH) and low income tax rate, reduced government share, duty-
free importation of equipment and value-added tax (VAT)-zero rating, tax credit on
domestic capital equipment, special realty tax rate on equipment and machinery, cash
incentive for missionary electrification, exemption from universal charge, payment of
transmission charges, and tax exemption on carbon credits. Non-fiscal incentives include
renewable portfolio standard (RPS) and feed-in-tariff (FIT) (Congress of the Philippines,
2006).
With fluctuating fuel prices in the global market, the Department of Energy (DOE)
is pushing for renewable energy (RE) to make up a significant portion of the Philippines'
energy mix. The Philippines can rely on RE for a stable source of energy whenever oil
prices go up or if there is a shortage in supply in Global Market. Because RE is indigenous,
which means it is locally available; we can depend on it for energy security even if there
are political issues such as war in other countries. Those private users can stand to save up
to P3 per kilowatt hour (kWh) by using solar panels installed on rooftops. While the cost of
electricity from a coal plant can amount to P12.00 per kilowatt hour (kWh), including costs
for distribution and transmission, using solar panels can run to about P9.00 per kWh for
generation, with no costs for distribution or transmission. (Tocmo, 2014)
The study of O’Connor (2017) states that one of the perceptions about renewable
energy and the transition to a low-carbon economy is that this technology will impose costs
27 | P a g e
on the Philippines that it cannot afford, particularly in the generation of electricity where
coal will have to be replaced by wind and solar power. In fact, renewable energy will save
the Philippines money, make its economy more competitive, and boost living standards and
consumer purchasing power. At the conference the chairman of the National Renewable
Energy Board presented a study by the Philippine Electricity Market Corporation that
showed that far from being a burden on the country, the existing renewable energy
programme has reduced the overall cost of electricity. This is because unlike coal or gas
power, the variable cost of production for wind or solar energy is zero. This happens
because the fuel – the wind and the sun – is free. This electricity is used first to satisfy
customer demand, before the system operator brings on more expensive coal power. The
overall effect is to depress the wholesale cost of electricity on the spot market. By using
this wind and solar power, the grid operator avoids the cost of operating the more
expensive coal and oil plant. Over the three years of the PEMC study from 2014-2017 this
avoided cost was 18.7billion pesos; a very significant sum.
Although there has been strong growth in renewable energy project applications
and installations, the majority of private renewable energy projects is funded by corporate
balance sheets rather than project finance. Local commercial banks are recognizing the
business potential of renewable energy and are becoming more open to lending to
renewable energy projects. Nevertheless, the high-risk perception associated with
renewables means lending terms for renewable energy projects are still conservative,
especially for new renewable energy players still establishing their financial track record
(Mario, 2013).
28 | P a g e
Brahim, Sahara (2014) examined the status of renewable energy in the Philippines
and discussed the opportunities and challenges in the further development and deployment
of renewable energy. Among the major findings are: (1) renewable energy will account for
an increasingly significant share of the Philippine energy mix for power generation in the
foreseeable future and (2) fossil fuels, oil in particular, however, will remain the dominant
energy source. Whether or not the Philippine government will achieve its renewable energy
targets largely depends on how efficient and fast it will be in addressing the related issues.
The study builds on the existing knowledge base on Philippine renewable energy.
Renewable energy resources — which include geothermal, hydropower, biomass,
solar and wind — accounted for 25% of the country’s power generation mix in 2017.
Renewable energy-based facilities generated 23.19 million megawatt-hours (MWh) in
2017, up by 5.5% from 2016’s 21.98 million MWh. As the study was conducted,
geothermal is the used renewable energy next to hydro. (Castañeda, 2018)
29 | P a g e
Framework of the Study
Conceptual Framework
The figure below provides a schematic representation of the proposed conceptual
framework for students’ knowledge, perceptions and attitudes. The aim of the framework is
to demonstrate the linkages between the key elements that are proposed as important for
improved environmental-friendly energy source. The understanding of the study is based
from the Grade 11 Senior High School Students, the leaders of the next generation. The
concepts that will be examined are the knowledge, perceptions and attitudes of the students
on to the environmental-friendly energy source. It will have two reflections: (1) includes
the research methodologies and the first understanding of responses from the students. (2)
Includes the analysis, process of the data and responses obtained leading to the results and
discussions. The results and discussion yields to the understanding of the research study.
30 | P a g e
CHAPTER THREE: METHODOLOGY
Research Design
The research design that the research team had chosen addresses the needs of the
entire research to know students’ knowledge, perceptions and attitudes about renewable
energy. The research conducted utilizing Descriptive cross-sectional survey quantitative
research design. This type of research design is where the researcher collects data at one
point in time. This design also has the advantage of measuring current attitudes or practices
of the respondents. It also provides information in a short amount of time, such as the time
required for administering the survey and collecting the information. It would involve
several types of data determining all information that is relevant to the topic providing
basic understanding and help to the research study. The researchers provided a list of steps
for conducting descriptive case quantitative research. These steps were formulated and
planned with great thinking and planning.These steps include the following:
1. The development of survey questions;
2. The selection of particular cases/respondents to the study;
3. The selection of data collection and analysis methods;
4. The gathering of data from participants;
5. The analysis and evaluation of data; and
6. The development of the research report/presentation.
31 | P a g e
Research Locale
The selection of particular cases/ respondents differentiates the descriptive case
survey quantitative research method from qualitative methods. During this selection, it is
important for the researcher to select samples randomly to effectively reflect the intention
of the study and satisfy the data gathering process in terms of reliability and validity
quantitatively. The potential to utilize valid and reliable information from the certain
randomly selected respondents come with the quantitatively collected, planned and
analyzed data multiple sources. Quantitative collection and analysis methods can also be
incorporated. Generally the tools used in collecting data using descriptive case survey
quantitative research includes: researchers’ formulated survey questionnaires and snowball
sampling technique.
In this particular study, a descriptive cross-sectional quantitative survey research
was utilized to identify the students’ knowledge, perceptions and attitudes about renewable
energy in the school of Bulacan Standard Academy located at City of San Jose del Monte
Bulacan, Luzon, Philippines. Specifically, the researchers randomly selected 128
respondents or the 83.66% of the population in order to quantitatively and reliably measure
and identify the levels of knowledge, perceptions of attitudes of students through frequency
identification/percentage distribution and modal analysis came from the survey
questionnaires responded by the respondents of the study.
32 | P a g e
Sample or Respondents
The respondents were randomly selected based on their connection and levels of
expected knowledge with the study’s overreaching focus, which was to gather the leanings
regarding our study and information based from the responses about the respondents on the
survey questionnaires. The actors of the study represented a collection of individuals who
generally expected to have knowledge or even background about the topic of the study
based on their current level of the education system nowadays.
The respondents of the study is comprising of 128 individuals or the 83.66% of the
whole population were randomly selected among the grade 11 senior high school students
in the Bulacan Standard Academy specifically from the Science, Technology, Engineering
and Mathematics (STEM) strand, Accountancy, Business and Management (ABM) strand,
Humanities and Social Sciences (HUMSS) and Information and Communications
Technology (ICT) strand. The grade 11 senior high school students were the selected group
in the outsourcing of the respondents of the study because they are the expected individuals
to have the knowledge or background about the topic regarding renewable energy. Because
they are the ones who are expected to have the accurate characteristics in order to have next
generations full of environmental-friendly and energy conscious people, they are also the
control group that will be tested if the expectations are correct and accurate based on the
current education nowadays. The results of the study will be significant to know if the
expectations about the students nowadays were effectively and accurately reached or
enhancements and development on certain things especially the education system are
needed.
33 | P a g e
Research Instruments
In order make the research successful, effective and successful, sampling
techniques are used for the sake of validity, reliability and also the prevention of having
bias on the selected respondents of the study. In this research, the researchers decided to
use a non-probability type of sampling called the snowball sampling. This type of sampling
technique was used by the researchers in selecting and knowing exactly what individuals
will be in your sample to make the research study successful. It also eliminates the
possibility of identifying individuals who did not return the survey, and those responding
may not be representative of the population you seek to study.
The instruments used were researcher-formulated survey questionnaires which
studied comprehensively and systematically in order to make the survey an effective one.
The survey questionnaires also consisted of balanced information and statements (falsified
statements and actually correct statements, negative and positive statements) to prevent
having bias regarding the statements written in the survey questionnaires. The mixed-type
survey questionnaire was used by the researchers to effectively know the knowledge,
perceptions and attitudes of the respondents. This mixed-type survey questionnaire was
consisting of dichotomous survey questionnaires, multiple choice survey questionnaires
and Likert scale-based survey questionnaires. Frequency, modal analysis and descriptive
statistics were used to analyze the obtained data of the study. The draft of the survey
questionnaire was drawn out based on the researchers readings, previous study,
professional literatures that is related and relevant to the study and also science-related
people whom the researchers gathered information that can be a great help to the study. In
34 | P a g e
the preparation of instruments, the requirement in designing good data collection was
considered. Close-ended questions associated with various options were provided for the
respondents to accommodate free formatted views that are related to the topic. In this way,
the instruments are authorized to obtain valid responses from the students. In addition the
instruments were validated by some authorities before it was put down in the study.
The main research instrument used by the researchers to make the study possible
and successful is the mixed-formatted survey questionnaires consisting of dichotomous
survey questions, multiple-choice research questions and also a Likert scale format or style
was used.
Before data collection began with administration of the data collection techniques,
research approval was acquired through the consultants and mentors of this research study.
The survey sessions were prefaced with a presentation of basic knowledge pertaining to the
study and an inquiry for participant consent. Surveyed participants provided consent by
signing a consent form prior to the interview session. No survey sessions were
administered without prior consent from participants.
Statistical Treatment
In order to get the result of the study, the researchers have a statistical way to get
the data. The statistical approach of frequency identification/distribution, modal analysis
that is the method to formulate general solution from the gathered data from the
respondents through modes of the responses and also descriptive statistics was used.
35 | P a g e
Getting the percentage of the result in every part of the questionnaire categories and the
modal analysis is the way of summarizing the final result. But in order to organize the
collected data, table was used in order to systematically record number of responses in each
specific choice. In getting the percentage of each responses, first thing that must to do is to
total the sum of its choices then divide it to the total of over all frequency of the
questionnaires. When the frequencies are obtained, putting it in a table was done order to
easily recognize the highest frequency of each responds. As what stated, the final result of
the study depends on the modal analysis. In order to conclude in this study, the collected
data or the responses of the selected respondents showed higher frequency in the positive
result. All of the results come up are then described and analyzed by using descriptive
statistics aligned with the research study’s research design process.
Data Collection Procedure
The preparation of gathering data in a descriptive cross-sectional survey
quantitative research was especially crucial to the overall success of the study. Before
gathering the data, the researchers formulated questionnaires that consists by parts which to
know the knowledge, perceptions and the attitude of the respondents which is the Grade 11
Senior High School of Bulacan Standard Academy. Creating a plan for collection before
beginning the actual data collection can be helpful for researchers to maintain clarity and
focus during the collection process, as well as during the data analysis phase.
Before the researchers get the data in the respondents, the researchers made a letter
asking for permissions of to conduct a survey. The authorized signatory will be the
36 | P a g e
advisory of the class and the class president or the class officer that they are willing to
conduct the survey. The researchers use a snowball sampling technique which is a non-
probability sampling technique where existing study subjects recruit future subjects among
their acquaintances. In this kind of technique, the researchers gave the survey
questionnaires to the class president or the class officer and explained the content of survey
questionnaires on what the chosen respondents will do. The class president or the class
officer distributes the survey questionnaires randomly to the students.
The survey questionnaire consists of three parts to know the knowledge, perception
and the attitudes of the students towards renewable energy to collect valid and reliable
information. The collected data will be the basis and then be used as proof for the
conducted research.
Data Analysis Procedure
Analyzing and evaluating the data gathered from the research field can be executed
by using numerous methods. The researchers analyses what tools and methods to be used
in order to get the results. Every detail that they have gathered must be on focus, it is
because all of the information is very valuable to complete the analyses.
To formally start, researchers separated the questionnaires by strand in order to be
organized and there are procedures that the researchers need to follow in order to analyze
the information. Scoring the data is the first thing the researchers do to get each response
category for each question on the instruments used to collect data.
37 | P a g e
Since the study is a kind of descriptive survey research, the researchers used the
frequency identification and modal analysis. Since the study is descriptive cross-sectional
survey research, the researchers used the nonprobability sampling. In order to get the
results the researchers will be using frequency identification/distribution through
percentage and modal analysis to get the total result of the survey. For the elaboration,
frequency identification is the method of getting the percentage of the result in every
questionnaires category while the modal analysis is the way of concluding the final result
based on the most frequent response/item. It is also the study of the dynamic properties in
the frequency domain. In order to conclude the result of the study modal analysis is the
process where the general results are based on the result of the most frequent or have the
highest percentage of choices. Also researchers use tables to analyze the data gathered.
Through illustrating the data, it is easy to find out which categories or answer of the
questionnaires has high level of result/responses regarding knowledge, perceptions and
attitudes of the students.
In this study, the researchers are looking forward to obtain the aim of the study
which is to know the level of the perceptions, knowledge and attitudes of the students
towards renewable energy sources as environmental-friendly energy source. Even though
there are misperceptions and lack of knowledge, the student still showed that they are
willing to adapt the new knowledge, also willing to learn more and to be environmental
literate and energy conscious for the sake of future generation and for the country's
innovation based on enough evidences and data obtained.
38 | P a g e
CHAPTER FOUR: PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
A total of 128 individuals (83.66% of the population) who completed survey
questionnaires were collected and used to obtain data and responses from the respondents
of the study. The survey questionnaires’ participants comprised of a sample group
containing 128 students randomly selected from grade 11 senior high school students
currently enrolled in Bulacan Standard Academy (BSA), A.Y 2019-2020. The respondents
came from the different strands of the Academic Track such as the Science, Technology,
Engineering and Mathematics (STEM) strand, Accountancy, Business and Management
(ABM) strand, Humanities and Social Sciences (HUMSS) and Information and
Communications Technology (ICT) strands but the results of the study will be based from
the general understanding of all the randomly selected participants of the study from the
population of grade 11 students in the Bulacan Standard Academy (BSA).
Drawn from the students’ responses on the researcher-formulated survey
questionnaires, the students’ knowledge, perceptions and attitudes regarding the use and
production of Renewable Energy (RE) revealed as the data analysis take place. Below are
analysis and understanding of data based on the respondents’ responses drawn from the
completed survey questionnaires.
39 | P a g e
1.The students’ general knowledge about Renewable Energy (RE)
This section is divided into two sub-sections. The first investigates the data
obtained about the Renewable Energy (RE) use and availability in the Philippines and the
degree to which students can determine the nature of Renewable Energy (RE) resources.
The second subsection examines the general knowledge about Renewable Energy (RE),
presenting various aspects of RE and two prominent global issues (energy demand and
climate change).
1.1. Renewable Energy (RE) nature, use and availability in the Philippines
Energy Source Use in the Philippines Available in the Philippines Renewability of Energy Sources
Yes No Mode Yes No Mode Yes No Not Sure Mode
Solar 121 8 Yes- 94.53% 119 9 Yes-92.96% 103 5 20 Yes-80.46%
Nuclear 54 74 No- 57.81% 49 79 Yes-61.71% 44 21 63 Not Sure-49.21%
Wind 116 12 Yes- 90.62% 114 14 Yes-89.06% 102 5 21 Yes-79.68%
Coal 103 25 Yes- 80.46% 103 25 Yes-80.46% 65 18 45 Yes-50.78%
Firewood 92 36 Yes- 71.87% 105 23 Yes-82.02% 74 18 36 Yes-57.81%
Hydro 111 17 Yes-86.71% 107 21 Yes-83.59% 92 5 31 Yes-71.87%
Natural Gas 107 21 Yes-83.59% 107 21 Yes-83.59% 74 12 42 Yes-57.81%
Oil 112 16 Yes-87.5% 119 9 Yes-92.96% 64 23 41 Yes-50%
Geothermal 99 29 Yes-77.34% 99 29 Yes-77.34% 73 6 49 Yes-57.03%
Table 1. The students’ knowledge of the use and availability of various energy sources in
the Philippines.
Table 1 demonstrates that even if almost all know and aware of the use and
availability of various energy sources, some misconceptions regarding the use and
availability of energy sources in the Philippines can happen between the randomly selected
students from grade 11 students of Bulacan Standard Academy (BSA). 42.18% of students
said that nuclear energy is used in the Philippines, while in reality; the nuclear energy is not
being allowed to operate by the government because of the harmful effects and the risks
attached to it when it will be operated. It seems that the students are correctly aware of
many energy sources put in the survey questionnaires such the solar, wind, coal, firewood,
40 | P a g e
hydro, natural gas, oil, and geothermal energy, since these types of energy sources is
widely used in many parts of the country and also being thought in the school and other
seminars in the Philippines. Students also hold misconceptions regarding the availability of
energy sources in local level. For example, solar, wind, hydro power is technically the only
available resources for commercial use. Students’ perceptions of the state of inavailability
of nuclear power were probably based on the background knowledge and lessons learned in
the Science subjects they took on their previous grade levels regarding the harms and risks
attached to it that’s why it was not allowed to operate by the government. Similar
misconceptions were found regarding the availability of fossil fuelresources (oil, natural
gas (NG), and coal), since these resources, sofar, are not available on commercial scale,
although the fossil fuels in the country was only imported from Arabian countries. The
conception of the renewability of the energy sources is also an insightful indicator
ofknowledge. Some 16%-23% of students appeared confused as to thenature of nuclear,
coal, firewood, natural gas and oil energy. Students appearedto be aware of the nature of
the common renewable sources like solar, wind, and hydro and geothermal energy. On the
other hand, the researchers found misconceptionsregarding the nature of hydrocarbons,
especially coal. These misconceptions were likely expected because students receive
enough RE education since the teachers also receive no RE education atthe graduate level,
the school curricula do not sufficiently coverthese issues, and teachers receive no external
training assistance.
Generally, according to the modal analysis of the responses drawn from the certain
randomly selected respondents from the population of grade 11 senior high school students,
the samples are 70.37% knowledgeable and aware on the use, availability and type of
41 | P a g e
various energy sources in the country likewise, the remaining 29.63% of the sample can
nearly have not sufficient knowledge about the renewable energy and can also be not sure
of their knowledge and need to have more RE education to enhance and develop their
knowledge about it.
1.2. The students’ knowledge of technical aspects of Renewable Energy (RE)
Knowledge Statement TRUE FALSE Not Sure Mode

1. CO2 emissions from burning of fossil fuel are one cause of 97 8 23 TRUE- 75.78%
climate change
2. The global energy demand is projected to decrease in the 69 21 38 TRUE- 53.9%
future.
3. Municipal sewage wastes can be processed to produce 70 13 45 TRUE- 54.68%
bio-gas.
4. Wind turbine is an example of converting wind energy to 93 12 23 TRUE- 72.65%
electricity.
5. Hot spring are form of geothermal energy. 80 19 29 TRUE- 62.5%
6. Renewable energy sources of energy are the ones that can 83 16 29 TRUE- 64.84%
never be exhausted as they are provided by nature.
7. Hydro energy comes from splitting atoms in a reactor to 84 7 37 TRUE- 65.62%
heat water into steam, turn a turbine and generate electricity.
8. Producing renewable energy will cost largely than 62 25 41 TRUE- 48.43%
producing fuel from fossils.
9. Biodiesel is produced using an oil feedstock derived from 61 14 53 TRUE- 47.65%
crops and other organic material.
10. Renewable energy can help to conserve and protect the 92 7 29 TRUE- 71.87%
environment specially from air pollution.
Table 2. The students’ general knowledge of renewable energy and contemporary issues:
descriptive statistics
Table 2 demonstrates the frequency of responses to the ten statements contained in
the survey questionnaire, of which three statements were intentionally falsified (items 2, 7,
and 8). Apparently, students appeared well acquainted with the aspects of the common RE
sources; namely, wind and geothermal energy (items4 and 5). However, a clear uncertainty
about nuclear energy and biodiesel was found (items 7 and 9). Although 22.66% or some
42 | P a g e
of the students was not sure, they showed considerable knowledge of processing municipal
waste to bio-gas (item6). Statements one, two, six and ten are very crucial indicator that the
students are aware and have knowledge about the effects of the use and production of RE
although some students are still not sure about their knowledge about certain topics aligned
to the said items in the survey questionnaire. A misconception on the cost of the use and
production of renewable energy is evident based on the responses of the students in item
number eight showing misconception reflecting that the use and production of RE will
largely cost more money than using the current energy sources such as fossil fuels.
Even if there are high percentages on some items in the survey fell on the not sure
area, drawn from the analysis of the responses, students’ general knowledge of technical
aspects of Renewable Energy (RE) calculated and analyze using the frequency
identification/distribution and modal analysis have the percentage of 70% while the
remaining 30% of the sample is not sure or not knowledgeable enough about the technical
aspects of RE and needs some enhancements and development regarding RE education.
The table 3 below shows the students’ self-assessment of their levels of knowledge and
according to the modal analysis, generally, the students surveyed is most likely to have the
confidence to say that they have sufficient knowledge about Renewable Energy (RE).
Level of Knowledge
Good 21
Sufficient 52 Table 3.The students’ self-assessment of their RE
Weak 16
I am not sure 30 knowledge: frequencies
Mode: Sufficient- 40.62%
43 | P a g e
2. The students’ perceptions of Renewable Energy (RE)
Statements Strongly Agree Not Sure Disagree Strongly Mode

Agree Disagree
1. RE utilization in the Philippines will be an expensive 17 63 41 6 1 Agree- 49.21%
economic strategy in the Philippines.
2. The production of biofuels (such as bioethanol) from 19 54 52 3 0 Agree- 42.18%
agricultural crops may create food crisis in some
developing countries.
3. RE using in the Philippines will not be a practical and 22 49 38 6 0 Agree- 38.28%
sustainable way to fulfil the needs of the people about
energy sources.
4. The currently discovered methane from the sources 29 55 38 6 0 Agree- 42.96%
of water (e.g. well, traditional water pump) will be future
of energy production in the Philippines.
5. Growth in RE sector can enhance economic growth 33 66 24 5 0 Agree- 51.56%
in Philippines.
6. The lack of local experts may hinder the large scale 23 62 38 1 1 Agree- 48.43%
development of RE in the Philippines.
7. In some developed countries, part of energy is 23 57 44 1 3 Agree- 44.53%
commercially produced from forest biomass incineration.
This type of energy production is enviromentally friendly.
8. RE development require large land area. 38 53 30 7 0 Agree- 41.4%
9. Developing RE in the Philippines will create energy 29 55 43 1 0 Agree- 42.96%
independence in the long-run.
10. The production of biomethanol from wood and other 27 36 48 15 2 Not Sure-37.5%
lignocellulosic biomass may worsen the deforestation in
the countries around the globe.
Table 4.The students’ perception of RE from socio-economic and global perspectives:
Frequencies of responses.
Table 4 shows the results of the responses drawn from the respondents of the study
in the form of frequency identification of the choices in the Likert scale type of survey
questionnaire used. After analysis and discussions, the researchers can therefore assume
with enough evidences and supporting details from the survey questionnaires that the
students generally have both good and bad perceptions about the use and production of
renewable energy in the Philippines. It is very evident in the items 1, 2, 3 and 8 that
students have bad perceptions about the renewable energy. According to the results of the
responses from the said items in the survey questionnaire, the students have insights that
the use and production of RE is an expensive way to conserve the environment and to
develop an energy source. It can be also drawn from the responses that students have bad
44 | P a g e
perceptions regarding the production of biofuels such as bioethanol have bad effects on the
food industry and cause food crisis in the future and also it was also described as a not
practical and sustainable way to fulfill the needs of the people about energy resources.
On the other side, students’ responses also resulted to the idea of their good
perceptions about renewable energy. Items 5, 6, 7, and 9 can evidently reflect the good
perceptions of the students about renewable energy. According to the responses of these
items on the questionnaire, it can be drawn that the use and production of renewable energy
will be economic and also environmental-friendly. Even though some energy source use
resources from the natural environment, the respondents still have the good perception of
being environmental-friendly of it and they also believe that the process of using,
producing and also development of renewable energy sources will make the country energy
independent from other countries.
Even though some items in the questionnaire generally showed the respondents’
responses as not sure, the idea of the knowledge and awareness of the grade 11 senior high
school students are evident and the said uncertainty can be an open door for the
enhancements and development of RE knowledge and awareness across the country.
45 | P a g e
3. The students’ personal attitudes toward RE
Statement Strongly Agree Not Sure Disagree Strongly Mode

Agree Disagree
11. Renewable energy is, indeed, not of my interset. 12 43 45 22 6 Not Sure- 35.15%
12. I would like to invest my money to by a solar panel 29 52 38 7 2 Agree- 40.62%
to be used in our home.
13. In future, I would like to drive a car that runs by 47 44 29 5 3 Strongly Agree- 36.71%
electricity instead of gasoline.
14. I am willing to pursue education about RE for the 30 57 38 3 0 Agree- 44.53%
sake of the health of our environment.
15. I am willing to pay more to receive clean energy 37 48 36 5 2 Agree- 37.5%
at my home.
Table 5. The students’ attitudes toward renewable energy.
Table 5 shows the personal attitudes drawn from the respondents’ responses in the
survey questionnaires. Although it has been examined that the respondents are generally
have knowledge about the RE, attitude is also an important factor to consider in order to
know the ability and/or possibility of the next generation to environment friendly and at the
same time energy conscious. Based on the results and discussions, it can be generally
conclude that the respondents have good attitudes toward the use and production of
renewable energy. It is mostly evident in the items 12, 13, and 15 in the part 3 of the survey
questionnaire. It can be drawn that the good attitudes of the respondents can result to the
willingness of it to employ or to use the renewable energy itself in the future. Although the
remaining items have mode resulted in the uncertainty of the respondents or they are not
sure, certain enhancements, developments and seminars can be the best solutions in order
to spread the positive attitudes about the use and production of renewable energy.
46 | P a g e
4. Pre-requisites of students for enhancement of Renewable Energy education at
schools
Statement Strongly Agree Not Sure Disagree Strongly Mode

Agree Disagree
16. I want to have a college course specializing 28 43 48 8 1 Not Sure- 37.5%
RE knowledge and practices in order for me to
take it and help to conserve the environment
through energy development.
17. I feel I do not have enough knowledge about 29 53 29 11 6 Agree- 41.40%
RE related topics.
18. I recommend developing RE curricula to be 24 55 37 11 1 Agree- 42.96%
taught separately for students likes me.
19. I would like to learn more about RE. 36 61 28 2 1 Agree- 47.65%
20. Our school need to invite experts from 48 44 31 5 0 Strongly Agree- 37.5%
(university, company etc.) to teach us students
about topic.
21. I think parents are more important than 24 44 51 8 1 Not Sure- 39.84%
teachers in helping students to become energy
concious.
Table 6. Students’ requirements to enhance RE education especially through education
system development
The table 6 shows the students’ responses and also requests in order to make them
aware and knowledgeable to also make themselves good leaders of the next generations as
environment literate and at the same time energy conscious individuals. Even though the
self-assessments of the respondents showed that they are confident that they have sufficient
knowledge about RE, the researchers can obtain results from the respondents’ responses
that they still have more things to know, they want to improve and enhance through the use
of education and a way of the development of education systems, and also they are willing
to conserve the environment and at the same time, develop new energy sources that is not
destructive in the environment. Based from the results and discussions drawn from the data
obtained from the table 6 from the certain randomly selected respondents, the researcher
can say that there is a high possibility that the next generations will be filled by
environment literate and energy conscious individuals.
47 | P a g e
CHAPTER FIVE: SUMMARY OF FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
In general, in can be perceived that the students know and aware that renewable
energy can be used and also available and used presently in the current generation. They
also know how to identify energy sources between renewable and non renewable energy
sources according to the students' responses on the survey questionnaires given. They also
have sufficient knowledge about the Renewable Energy (RE). They have accurately bad
perceptions about the renewable energy regarding socio-economic perspectives but they
also have good perceptions about it focused more on the effects and benefits of Renewable
Energy to the economic status of the country.
Behind the good and bad perceptions, the researchers also conclude that the
students have good attitude or perspective on using and producing Renewable energy based
on the responses gained by the researchers. Even if the students have sufficient knowledge
about Renewable energy, they still need improvements based on the responses analyzed
and the students have a great will to enhance and develop RE knowledge in the present,
until the future. Based on the results out rooted from the research process and survey
questionnaire responses, the researchers conclude that there is a high possibility that there
will be next generations full of environment literate and at the same time, energy conscious
individuals.
48 | P a g e
Conclusions
Students’ knowledge, perceptions and attitudes are very important aspects and
factors that can predict what kind of individuals they will be in the future generations. The
presentation of data comes up with results that answered the statement of the problem of
the study and lead to the understanding of the main problems that guide the study.
The researchers conclude that the students or the respondents of the study have a
generally sufficient level of Renewable Energy (RE) knowledge observed from their
capability to distinguish sources of energy as renewable and non-renewable. Based from
the data obtained, it is very evident that the current generation of students have prior
knowledge and background ideas about Renewable Energy (RE) obtained from the current
education system specifically from their Science subjects that was thought especially on
junior high school level.
The researchers conclude that the students have both bad and good perceptions
regarding renewable energy and the researchers also conclude that these kinds of
perceptions are healthy for the environment. It can reflect that the students are wise in
thinking in many aspects such as the economic and environmental aspects. Practicality of
the students is also evident based on the results and discussions.
The researchers conclude that students have good attitudes regarding the Renewable
energy. Based from their perceptions and knowledge, it can be stated that good attitudes
have relationship between the good and bad perceptions and also the sufficiency or the
level of knowledge a student have. Students are willing to take and to learn more regarding
the environmental-friendly energy sources and wants to integrate the Environmental
49 | P a g e
Education (EE) in their school. Researchers conclude that most of the students knew and
aware that renewable energy can help in the environment. And also they are aware about
the environmental factors and problems caused by the improper used, and because of that,
the students are willing to help for the development and enhancements for the better.
The researchers conclude that the one of the best way an education system can do to
ensure the knowledge of students about the Renewable Energy (RE) is by integrating and
putting focus on it based on the results on the responses of the students on their
requirements in order to enhance their knowledge about RE.
The researchers conclude that this study is very significant in protecting the
environment because with the help of it, the students can think of another ways of
producing and using renewable energy sources which can help to protect the environment.
Also, by this research study, the government will be informed on the importance of
knowledge, perceptions and attitudes of its people in order to have successful activities in
the future. In the case of this research study, it can be helpful to the environment because it
can suggest to the government to enhance education about Renewable Energy to help
conserve and protect the environment by using environmental-friendly energy sources.
Recommendations
As the research aims at an ultimate goal of informing every reader's mind on the
knowledge, perceptions and attitudes of students about Renewable Energy (RE) and to help
50 | P a g e
to know if the students are aware enough about the topic to open the doors of
enhancements and developments especially in the education system, the researchers
decided to accumulate some factors that should be provided for the sake of the entire study
and its beneficiaries.
The researchers recommend to the government to administer seminars to its places
in order to spread out the news about the renewable energy sources and also to help people
to possess their own awareness regarding the study. Also, researchers would like to
broaden this study with the help of the government approval;
The researchers recommend to the school administrator to integrate the
Environmental Education (EE) in order to open up the mind of every individual in
conserving the environment and development of another energy sources.By integrating
Environmental Education (EE) it may help to enhance and develop the educational system.
Also it can also serve as the bridge of awareness in every individual inside the school
premises;
The researchers recommend to the teachers to lead every student to become more
knowledgeable about the renewable environmental-friendly energy sources because it may
help them to be more productive in the near future.Lastly, with the help of the teachers for
ensuring the students awareness, in the next generation this study will be localise and the
people will be more environment literate;
The researchers recommend to the parents to orient their children about the energy
environmental-friendly sources so that when they grow up they will recognize the
51 | P a g e
renewable and non-renewable energy, also they will appreciate the essential of the
environment;
The researchers recommend to the students to study more about the research study
to broaden their knowledge, perceptions and attitudes about renewable energy. The
students are the focus of this research that is why the researchers would like them to
continue engaging in the environment and the importance of it in the production of energy.
Also the researchers recommend the students to level up their knowledge because the
future is in their hands; and
For the future researchers, the researchers recommend to conduct another study
regarding renewable environmental-friendly energy sources using this research as a guide
and also reference to construct another problem that may lead to investigate more and
develop more about the topic of the study. The researchers also recommend to the future
for the improvement of giving exact information within this topic. As the time pass by, this
topic will widen the knowledge of the community about the topic and the future researchers
has the responsibility of progressively raise the knowledge of every significant person
within the research. This study, if it will be used as reference, will be beneficial to make
future researchers more knowledgeable with the knowledge, perceptions and attitudes of
the future generation towards energy sources and the importance of conserving
environment.
52 | P a g e
BIBLIOGRAPHY
53 | P a g e
REFERENCES
BP. June 2011. “BP Statistical Review of World Energy.”
http://www.bp.com/liveassets/bp_internet/globalbp/globalbp_uk_english/reports_and_publi
cations/statistical_energy_review_2011/STAGING/local_assets/pdf/statistical_review_of_
world_energy_full_report_2011.pdf. Accessed October 3, 2011.
Brahim, Sahara. (2014). Renewable Energy and Energy Security in the Philippines.Energy
Procedia.52. 10.1016/j.egypro.2014.07.101.
Castañeda, Christine Joyce S. July 31, 2018. “How Reliant is the Philippines on Renewable
Energy?” https://www.bworldonline.com/how-reliant-is-the-philippines-on-renewable-
energy/
Congress of the Philippines.(2006). “Republic Act No. 9367.” Retrieved 11 January 2013,
from http://www.senate.gov.ph/republic_acts/ra%209367.pdf
Ebersohl, Richard Jr., 2011. Assessment of Undergraduate Perceptions of Renewable
Energy Technologies and Careers http://www.lib.ncsu.edu/resolver/1840.4/4316
Equity and Fairness Instead of Backyard Motives”. Renewable and Sustainable Energy
Reviews, 11 , p.1188–1207.
Green, B.D. and R.G. Nix. November 2006. “Geothermal – The Energy Under Our Feet.”
National Renewable Energy Laboratory.NREL/TP-840-40665.Golden, CO.
IRENA (2017), “Renewables Readiness Assessment: The Philippines”, International
Renewable Energy Agency, Abu Dhabi. ISBN 978-92-9260-004-4 (PDF)
Jha, Alok. July 31, 2008. “China ‘leads the world’ in renewable energy.” The Guardian.
http://www.guardian.co.uk/environment/2008/aug/01/renewableenergy.climatechange.
Accessed September 4, 2011.
Keramitsoglou, Kiriaki M., 2016. "Exploring adolescents’ knowledge, perceptions and
attitudes towards Renewable Energy Sources: A colour choice approach" Renewable and
Sustainable Energy Reviews, Elsevier, vol. 59(C), pages 1159-1169.
Marasigan, Mario. (n.p.).Renewable Energy Development in the Philippines. Retrieved 11
January 2013, from http://www.eria.org/events/6.%20Mr.Mario%20Marasigan%20-
20Renewable%20Energy%20Development%20in%20the%20Philippines.pdf;
Merriam Webster Dictionary
Milo Sjardin, M. K. (2013), “Renewable Energy in the Philippines: Financial Flows and
Barriers for Investment”, presentation made during the interim workshop for the Analysis
and Investment for Low-Emission Growth (AILEG) Project for the Philippine
Government, Manila, Philippines.
54 | P a g e
Natural Marketing Institute. 2002-2010. “Lifestyles of Health and Sustainability (LOHAS)

Consumer Trends Database”. Harleysville, PA.
Ntanos, Stamatios, Kyriakopoulos, Grigorios, MiltiadisChalikias et al., April 8, 2019.
“Public Perceptions and Willingness to Pay for Renewable Energy: A Case Study from
Greece”
O’Connor, Eddie. December 21,2017. “Renewable energy – the low cost, high-value
option for the Philippines” https://news.mb.com.ph/2017/12/21/renewable-energy-the-low-
cost-high-value-option-for-the-philippines/
Pew Research Center. October 4, 2016. “Public Opinion on Renewables and Other Energy
Sources” https://www.pewresearch.org/science/2016/10/04/public-opinion-on-renewables-
and-other-energy-sources/
Süsser, Diana &Kannen, Andreas. 2017. “Renewables? Yes, please!: Perceptions and
Assessment of Community Transition Induced by Renewable-Energy Projects in North
Frisia. Sustainability Science. 12. 10.1007/s11625-017-0433-5.
Tocmo, Darvin. September 8, 2014. “Renewable Energy as a Stable Power Source in the
Philippines. https://www.optimusenergy.ph/renewable-energy-philippines
U.S. Energy Information Administration [USEIA]. June 2008. World Energy Overview:
1996-2006. http://205.254.135.24/iea/overview.html. Accessed September 30, 2011.
Woolskin, M., 2007.“Wind power implementation: The nature of public attitudes:
https://www.epa.gov/education/what-environmental-education
https://en.m.wikipedia.org/wiki/Renewable_energy
https://ecoviewhomes.com/types-of-eco-friendly-energy-sources/
55 | P a g e
APPENDICES
56 | P a g e
Appendix A
Survey Questionnaires and Respondents’ Responses
Name: Date:
Grade and Section
Directions: Put a check in the box that accurately reflects your perceptions or ideas in
mind about the topic in every statement for all the parts of the survey questionnaire.
PART I.
Energy Use in the Available in Renewability
Source Philippinesa the of Energy
Philippinesb Sources
Yes No Yes No Yes No Not
Sure
Solar
Nuclear
Wind
Coal
Firewood
Hydro
Natural
Gas
Oil
Geothermal
a
Use: refer to the large scale use of the source at the local level.
b
Availability: refer to the local availability of the source raw material and for commercial
use.
PART II.
Knowledge Statements True False Not sure
1. CO2 emissions from burning of fossil fuel are one cause
of climate change.
2. The global energy demand is projected to decrease in the
future.
3. Municipal sewage wastes can be processed to produce
bio-gas.
4. Wind turbine is an example of converting wind energy to
electricity.
57 | P a g e
5. Hot springs are form of geothermal energy.

6. Renewable energy sources of energy are the ones that can
never be exhausted as they are provided by nature.
7. Hydro energy comes from splitting atoms in a reactor to
heat water into steam, turn a turbine and generate electricity.
8. Producing renewable energy will cost largely than
producing fuel from fossils.
9. Biodiesel is produced using an oil feedstock derived from
crops and other organic materials.
10. Renewable energy can help to conserve and protect the
environment specifically from air pollution.
What do you think is your level of Renewable Energy (RE) Knowledge?

Levels of Knowledge
Good
Sufficient
Weak
I am not sure
PART III.
Statements Strongly Agree Not Sure Disagree Strongly
Agree Disagree
1. RE utilization in the Philippines will
be an expensive economic strategy in the
Philippines.
2. The production of biofuels (such as
bioethanol) from agricultural crops may
create food crisis in some developing
countries.
3. RE using in the Philippines will not be
a practical and sustainable way to fulfil
the needs of the people about energy
sources.
4.The currently discovered methane from
the sources of water (e.g. well, traditional
water pump) will be the future of energy
production in the Philippines.
5. Growth in RE sector can enhance
economic growth in Philippines.
6.The lack of local experts may hinder
the large scale development of RE in the
Philippines.
58 | P a g e
7. In some developed countries, part of

energy is commercially produced from
forest biomass incineration. This type of
energy production is environmentally
friendly.
8.RE development require large land
area.
9. Developing RE in Philippines will
create energy independence in the long-
run.
10. The production of biomethanol from
wood and other lignocellulosic biomass
may worsen the deforestation in the
countries around the globe.
11. Renewable energy is, indeed, not of
my interest.
12.I would like to invest money to by a
solar panel to be used in our home.
13. In future, I would like to drive a car
that runs by electricity instead of
gasoline.
14. I am willing to pursue education
about RE for the sake of the health of our
environment.
15. I am willing to pay more to receive
clean energy at my home.
16. I want to have a college course
specializing RE knowledge and practices
in order for me to take it and help to
conserve the environment through energy
development.
17. I feel I do not have enough
knowledge about RE related topics.
18. I recommend developing RE
curricula to be taught separately for
students like me.
19. I would like to learn more about RE.
20. Our school need to invite experts
from (university, company, etc.) to teach
us students about RE.
21. I think parents are more important
than teachers in helping students to
become energy conscious.
59 | P a g e
Appendix B
Letters of Permission to Conduct and Response to the Survey
Questionnaires
REQUEST FOR RESPONSE TO
QUESTIONNAIRE/INTERVIEW
We are a group student researchers from Grade 12 Science, Technology,

Engineering and Mathematics (STEM) from Bulacan Standard Academy, undertaking a
research entitled, “Renewables: Students’ Knowledge, Perceptions and Attitudes on
Using and Producing Environmental-Friendly Energy Source ” studying on the general
awareness of grade 11 students about renewable energy sources to know if certain
enhancements of the Environment Education (EE) is needed and to know their capabilities
in creating next generations full of environment literate at the same time energy conscious
individuals . You are kindly requested to assist in providing sincere opinions and responses
to the questions contained in the survey questionnaire that will be given that can help the
success of the research about our topic. All information provided will be treated strictly as
confidential and purely for academic purpose. We are looking forward to your favorable
response and cooperation. By signing this permit, you are allowing us to conduct an
interview with you with your advisory class/ classmates.
APPROVED BY:
MS.PINKY BACONAWA
Research Adviser
SIGNED BY:
(Printed Name and Signature)
60 | P a g e
CURRICULUM
VITAE
61 | P a g e
PERSONAL INFORMATION
Name: Jimuel A. Biacora
Cellphone Number: 09355202313
Address: 831 Feliciano Subdivision, Muzon, City of San Jose del Monte, Bulacan
E-mail Address: jimuelbiacora9@gmail.com
Nationality: Filipino
Date of Birth: February 24, 2002
Marital Status: Single
EDUCATIONAL BACKGROUND
Elementary: MalapadnaParang Elementary School
Junior High school: Parada National High School
Senior High school: Bulacan Standard Academy
Awards: Consistent Honor Student, With Highest Honors (Grade 11-STEM), Mathematics
Quizzer, Academic Excellence Award, Conduct Award
SKILLS AND COMPETENCE

Language: Filipino
Other Language:English
62 | P a g e
Name: Princess Jasmine D. Victoria
Address: Block 6 Lot 30 Phase E-1, Brgy. Mulawin, Francisco Homes, City of San Jose
Del Monte.Bulacan
E-mail Address: iampandaaa0206@gmail.com
Elementary: Stallion Homes Learning Academy
Junior High school: Berlyn Academy
Awards: Consistent Honor Student since primary to senior high school

Language: Filipino
Other Language: English
63 | P a g e
Name: Zeus Immanuel G. Diaz III
Address: Block. 10, Lot 8, Phase 1, Francisco Homes 1, CSJDM, Bulacan
E-mail Address: diazbe101m@gmail.com
Date of Birth: August 28, 2001
Elementary: San Jose Del Monte Central School
Junior High school: Bulacan Standard Academy
Awards: Academic Honor Roll, Leadership Award, Conduct Award, Perfect Attendance
Award

Language: Filipino
Other Language: English, Japanese, Korean
64 | P a g e
Name: Rey Andrew M. Falcutila
Address: Block 17 Lot 1 Carissa 5a, BrgyKaypian, City of San Jose Del Monte, Bulacan
E-mail Address: falcutilareyandrew@gmail.com
Elementary: Holy Family Angels Preparatory School
Awards: Conduct Award, STEM Student

Language: Filipino
65 | P a g e
Name: Christian Andrei Emmanuel L. Lumen
Address: Block 26 Lot 14 Vista Verde, City of San Jose Del Monte, Bulacan
E-mail Address:
Date of Birth: May 11, 2001
Elementary: Power Kids Academy
Junior High school: Prenza National High School
Awards: Perfect Attendance Award, Conduct Award

Language: Filipino
66 | P a g e
Name: Ralph Roel B. Reynaldo
Address: Feliciano Subdivision, Muzon, CSJDM, Bulacan
E-mail Address: ralphreynaldo76@gmail.com
Date of Birth: December 16, 2002
Elementary: San Vicente Hulo Elementary School
Junior High school: Parada National High School
Awards: Consistent honor student

Language: Filipino
67 | P a g e
Name: RovienVester Sola
Address: Block 35 Lot 44 Australia Street Harmony Hills 1, Muzon, City of San Jose Del
Monte, Bulacan
E-mail Address: solarovie@yahoo.com
Date of Birth: May 16, 2002
Elementary: Kalayaan Elementary School Main
Junior High school: Muzon Harmony Hills High School
Awards: Honor Student, With Honors

Language: Filipino
68 | P a g e
Name: Amie Jane B. Aliño
Address: Block 3 Lot 21 Verde Heights Subdivision, Brgy. Gaya-gaya, CSJDM, Bulacan
E-mail Address: amiealino66@gmail.com
Date of Birth: April 5, 2002
Elementary: College of Saint Adela
Awards: Consistent honor student, with high honors

Language: Filipino
69 | P a g e
Name: Nikka Jill R. Cruz
Address: Block 21 Lot 25 P6A, Towerville, Graceville, City of San Jose Del Monte,
Bulacan
E-mail Address: nikka.jill.roble.cruz@gmail.com
Date of Birth: September 9, 2000
Elementary: Kingking Central Elementary School
Junior High school: Pantukan National High School
Awards: Consistent Honor Student, With High Honors

Language: Filipino
70 | P a g e
Name: Rotchel E. Taer
Address: Phase 1 Block 49 Lot 12, San Jose Heights, Muzon, City of San Jose Del Monte,
Bulacan
E-mail Address: Ninitaer59@gmail.com
Date of Birth: October 12, 2001
Elementary: Numancia Central Elementary School
Junior High school: Surigao State College of Technology
Awards: Academic Award

Language: Filipino
Other Language: English, Korean
71 | P a g e
Name: Carlo B. Nitafan
Address: Avanceña 113, City of San Jose Del Monte, Bulacan
E-mail Address: nitafancarlo@yahoo.com
Date of Birth: July 8, 2001
Elementary: Bulacan Standard Academy
Awards: Consistent Honor Student

Language: Filipino
72 | P a g e
Name: JannDaenver R. Santos
Address: 515 St. Jude Street, Area E, Fatima 1, City of San Jose Del Monte, Bulacan
E-mail Address: daenver.jann@gmail.com
Date of Birth: April 8, 2002
Elementary: Mater El Roi School Inc.
Awards: Consistent Honor Student, Conduct Award

Language: Filipino
73 | P a g e
Name: Janine Joyce A. Manalang
Address: Block 3 Lot 12 Sec 20, Phase 2, MuzonPabahay, City of San Jose Del Monte,
Bulacan
E-mail Address: 09655244566
Date of Birth: July 6, 2001
Elementary: MuzonPabahay Elementary School
Junior High school: San Jose Del Monte National High School
Awards: Honor Student, Conduct Award

Language: Filipino
74 | P a g e

Renewables: Students' Knowledge, Perceptions, and Attitudes On Using and Producing Environmental - Friendly Energy Source

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Renewables: Students' Knowledge, Perceptions, and Attitudes On Using and Producing Environmental - Friendly Energy Source

Uploaded by

Copyright:

Available Formats

Bulacan Standard Academy

Poblacion, City of San Jose Del Monte, Bulacan

RENEWABLES: STUDENTS’ KNOWLEDGE,

PERCEPTIONS, AND ATTITUDES ON USING

AND PRODUCING ENVIRONMENTAL-

FRIENDLY ENERGY SOURCE

In Partial Fulfilment of the

Requirements for the Subject of

Research in Daily Life 2

Alino, Amie Jane B. Manalang, Janine Joyce A.

“I can do all things through Christ who strengthens me.”

Keywords: renewable, Renewable Energy Sources, Environmental Education, students’

perceptions, knowledge and attitudes

grade 11 senior high school students towards renewable as environmental-friendly energy

descriptive cross-sectional survey quantitative research. Thequestionnaires were distributed

development and enhancements of the Environment Education (EE) through Renewable

that can serve also as a stepping stone for the innovation.

Statement of the Problem………………………………….....

Purpose of the Study…………………………………………

Significance of the Study…………………………………....

Scope and Delimitations of the Study……………………….

Definition of Operational Operations……………………….

Chapter II: REVIEW OF RELATED

LITERATURE AND STUDIES……………………………………

Framework of the Study…………………………………….

Chapter III: METHODOLOGY…………………………………….

Data Collection Procedure……………………………………

Data Analysis Procedure…………...…………………………

Chapter IV: PRESENTATION, ANALYSIS

AND INTERPRETATIONS OF DATA……………………………...

Chapter V: SUMMARY OF THE FINDINGS

CONCLUSIONS AND RECOMMENDATIONS……………………

Summary of the Findings………………………………………

Appendix A: Survey Questionnaires and Respondents’

Appendix B: Letters of Permission to Conduct

and Response to the Survey Questionnaires ……………………

CHAPTER ONE: INTRODUCTION/BACKGROUND OF THE

temperature resulting from increasing atmospheric concentrations of CO2 is likely to be at

levels during the 21st century (Brown et al. 2000).

change and global warming.

In this context, increasing public awareness in energy consumption often results in

U.S. seems achievable throughhousehold actions without jeopardizing well-being. In

consumption place greater emphasis on the role of educationas a pre-requisite to successful

energy policy through knowledgedissemination, community participation, and

understandingthe relationship between technology and human behaviour in the leaders of

the future generation.

In this regard, the importance of Environmental Education (EE) is gaining

Renewable Energy (ER) development and cultivate public awareness of contemporary

environmental issues. Environmental Education is a kind of discipline. It seeks to

contribute to environmental sustainability through a diversity of practices from information

sustainable development to empower people was a key recommendation of a high level

panel report addressed to the UN Secretary-General on Global Sustainability.

conscious generations. Global warming and climate change is continuously approaching

will be significant in ensuring a generation of future leaders to alleviate environmental and

energy issues in the future.

assist researchers in some other places to conduct similar studies.

Statement of the Problem

strengthen the education about Environmental Education (EE) specifically on Renewable

Energy Education (REE).

The questions that guided the study are the following:

their capability to distinguish between renewable and non-renewable energy

implementation at the local level including any other constraints?

knowledge of the students regarding Renewable Energy (RE) aspects through