LEAD

PROPONENT EFRELL M. DEMETILLO

TITLE OF INTEGRATING VIDEO CLIPS IN PROMOTING CLIMATE

RESEARCH CHANGE AWARENESS TO KINDERGARTEN PUPILS

SCHOOL VALENCIA CITY ELEMENTARY SCHOOL

Acknowledgment

The researcher would like to express her sincerest gratitude to the following:

DR. EMELITA F. REY, Public Schools District Supervisor, for his wisdom and

support;

MRS. ETHEL JANE L. LOSDOC, Principal of Valencia City Central School,

for the understanding and support in collecting the important data needed;

TEACHERS of Valencia City Central School for sharing their precious time

in answering the questionnaire patiently;

Her Family, Relatives, and Friends, for their prayers, love and untiring

support to them all the time;

And most of all, the LORD ALMIGHTY, for all the blessings He showered

upon them. To Him she offers this and gives back the glory.

The Researcher
I. Content and Rationale

When someone thinks about schools, he/he fist comes up with the subjects

such as science, math, writing, reading and the like. These subjects are indeed

essential to success but the schools should also teach the students how to be

responsible, not only for themselves, but for the entire society.

Being knowledgeable in different subjects is good but if the students are

irresponsible in the world they are living with, if they are the ones who are degrading

the environment and nature, still, their learning is useless.

In reality, teachers face numerous challenges in teaching the students. Their

works are overwhelming including the unending paperwork and dealing with the

different behaviours of the students. It is therefore not surprising that some may be

hesitant to teach about climate change.

Nevertheless, teachers should still teach climate change awareness in school.

Students should be aware on how do their actions affect the environment and why

ought they care about sustainability and recycling.

Integrating the climate change awareness into school curriculum brings the

students closer to their communities. Since every student is a resident of particular

community, he/she should be responsible living in it.

Teaching about science behind climate change to the students will never be

enough. Students should realize how to deal with the problems in the society and

how to promote solutions. Application of the knowledge learned is the most important

aspect of climate change awareness.

 Promoting climate change awareness to the students is a very important thing

to do. That is why the researcher is prompted to conduct this study in order to

awaken the students on their responsibilities in their society.

Students’ awareness on climate change must be one of the top priorities in

the country. According to Fernandez and Shaw (2013), youth’s awareness on

climate change must be integrated even in the formulation of disaster risk reduction

plan.

Though youth could be regarded as potential partners in conducting DRR

activities in the country (Fernandez, 2012), there appears to have paucity of

information on youth’s level of awareness of climate change.

According to Pandve et. al (2009), the youth play a significant role in fighting

climate change. They are the ones who possess the abilities of sharing latest

routines and technologies that could contribute to the combat against the change in

climate.

Also, the United Nations International Strategy for Disaster Reduction

UNISDR (2000) claimed that the youth could aid in the victorious implementation of

disaster risk management not only in the school but also in their community because

they have a chance to promote the needed changes in the behaviors of their

colleagues (Pandve et al., 2009).

Moreover, the youth can possibly implement the things that they have

obtained within their families and friends (Shaw et al. 2009).

 Sampeiand Aoyagi-Usui (2009) in Burckin, et al. (2014) affirmed that very few

people know the negative impact of climate change in each and everyone not only in

this generation but also on the next generations. Therefore, each institution should

promote awareness even to the students.

Undeniably, the youth plays a very important role in the improvement of

climate change. That is why their awareness in climate change should be enhanced.

There is a rise in the population all over the world and this generation because of the

globalization lead to the development of a low carbon emission country (Wibby,

2013).

Furthermore, the youth can be inspired to be active in different activities in

their community and even to the international level. Being aware is very crucial for

them to be involved in the correct decision-making and policy making that are related

to climate change.

According to Narksompong & Limjirikan, (2015), the educational institution

and the government should empower the youth to address the impact of climate

change. Since they are the future citizens of the country, their actions and decisions

have a direct impacts to the climate change.

Moreover, Agboola and Emmanuel (2016) highlighted that through proper

education, the youth can be an agents of survival of mankind.

Nath (2009) claimed that all students regardless of age and year level should

be aware on the issues of climate change in order to have sustainable development

that will lead to better future.

 Calvo and Apilado (2014) emphasized the significance of the media in

developing the awareness of every youth in the society regarding the climate

change.

According to Ojomo et al. (2015) that the personal experience of the youth

can provide necessary actions to address the climate change.

On the other hand, Bondoc (2015) stated that the government should do

everything in order to increase the level of awareness of the youth in climate change.

Finally, Devkota and Phuyal (2017) recommended that each school should

put into policies the different things of enhancing the awareness of the youth in

climate change since students are in the schools most of their time.

The aforementioned literature prove how crucial is the role of the students in

climate change, therefore empowering them is indeed necessary. Empowerment is

very important in leading and guiding them to be equipped and responsible citizens

of the country.

Through this study, those students who are irresponsible will become

responsible and those students who are responsible already will become more

responsible.

The researcher will integrate video clips in teaching to his Kindergarten Class

in order to promote climate change awareness. This video clips is contextualized in

order to suit the needs of the learners.

II. Action Research Questions

The study aims to integrate video clips in promoting climate change

awareness to Kindergarten Pupils in Valencia City Central School, in the District of

Valencia I, Division of Valencia City during the school year 2019-2020.

Specifically, it will answer the following questions:

1. What is the profile of the student-respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Section?

2. How do the integrating of video clips promote climate change awareness to

the Kindergarten Pupils in terms of:

2.1 Beliefs;

2.2 Cooperation; and

2.3 Lifestyle?

3. Is there a significant difference on the perception of the respondents on

how the integration of video clips promote climate change awareness with respect to

the above mentioned variables?

4. What is the implication of this study based from the findings?

III. Action Research Methods

 This study will make use of the descriptive survey method of research to

attain the main purpose of this study. As stated by Calmorin and Calmorin (2007)

descriptive evaluative method of research judges the goodness of an existing

program. It is directed to whether or not the particular program achieved its goal or

not. It is added that this method has an element of values judgment in terms of

effectiveness. Descriptive method of research is focused on the present condition,

current practice and application, events and characteristics of an individual in a wide

sense in the analysis, classification, measurement and interpretation of the situation.

The descriptive survey is used to achieve the desired output of how the integration of

video clips in promoting climate change awareness to the Kindergarten Pupils.

a. Participants and/or Other Sources of Data and Information

The respondents will be the selected Kindergarten Pupils of Valencia City

Central School.

To determine the respondents, systematic random sampling will be used.

The list of Kindergarten Pupils will be provided by the adviser to the

researcher and each pupils will be given equal chance to be included in

the sample.

In selecting the names of the respondents who will be the part of the

study, the fish bowl technique will be used.

The sources of data will be the tabulated questionnaire of the student-

respondents.
 To measure how the integration of video clips in Kindergarten Class to

promote climate change awareness to the students, the researcher will

use questionnaires, which will cover important categories, namely: beliefs,

cooperation and lifestyle. Open-ended questions will also be given for

students' opinion, ideas and feelings towards the teacher and the subject.

The data that will be collected from this research helps the teacher to

evaluate his strengths and weaknesses so as to improve instruction. The

results of this study could benefit both teachers and students.

b. Data Gathering Methods

The researcher will personally distribute the questionnaires. Each item in

each category ranges from a scale of 5-1 where 5 rated as Strongly Agree

while 1 as Strongly Disagree. The questionnaires will be collected and

data obtained will be tabulated in tables and will be interpreted using the

simple percentage. While the open ended questions, answers that will be

given by the students with the most frequency were noted.

c. Data Analysis Plan

For the analysis and interpretation of data, the following statistical tools will

be considered.

To determine the profile of students as respondents, frequency percentage

distribution will be used.

 To determine the assessment of the respondents on how the integration of

video clips in Kindergarten Class promote climate change awareness in terms of

Beliefs, Cooperation and Lifestyle, weighted mean will be used.

To determine if there a significant relationship between the perceptions of the

respondents on how the integration of video clips promote climate change

awareness with respect to the above-mentioned aspects, T-test will be used.

To determine the implication based on the findings of the study, qualitative

discussion will be used.

IV. Proposed Innovation, Intervention and Strategy

The primary objective of the study is to integrate video clips in Kindergarten

Class in promoting climate change awareness.

This study will be conducted at Valencia City Central School during the school

year 2019-2020. The subjects of the study will be two sections in Kindergarten

Pupils.

A teacher-made questionnaire checklist composed of 10 items for each

variable, which shall be used in order to determine how the integration of video clips

in Kindergarten Class, promote climate change awareness.

V. Action Research Work Plan and Timelines

Strategies Program Activities/Tasks Resources Timeline

 Persons Involved Materials

1. Seek One on Ask favor to the Researchers, 1 ream 2nd week

approval for one talk immediate heads for the School Head, bond of July

the conduct with the approval of the basic PSDS, Research paper 2019

of the school research Proposal and Coordinator, SDS 3 pcs Clip

research head bring it to the Division 3 pcs

Office. folder
2. Conduct No Printing of the materials Researchers 2 ream 4th week

the cheating Respondents bond of August

questionnaire policy paper 2019

to the Ink

respondents
3. Gather Review the Analyse and interpret the Researchers Statistician Ist week of

data, analyse Research data Statistician September

and interpret method 2020

and

statistics
4.Present the One on Ask favor to the Researchers 1 ream 2nd week of

findings one talk immediate heads for the School head bond September

with the approval of the basic paper 2019

school research and bring it to 3 pcs Clip

head the Division Office. 3 pcs

folder

Travel and

food

expenses
VI. Cost Estimates

Activities Resources/Materials Cost

Preparation and submission of Printing Materials needed for P 500.00

action research proposal Research Proposal

Preparation and reproduction of Questionnaires P 1500.00

questionnaire
Gathering of data, analysing and Printing Materials P 5,000.00

Interpretation Honorarium of Statistician

Completion of the Research Action Research P 1,500.00

Findings
TOTAL P 8,500.00

VII. Plans for Dissemination and Utilization

As preliminary step, a research proposal will be submitted to the principal and

district supervisor requesting permission to conduct this research work using the

Kindergarten Pupils. When the proposal is already approved, the researcher,

through the help of the principal and teachers in the school will conduct the research

program applying all strategies and approaches presented. Questionnaire checklist

result and identity of the respondents will be held with utmost confidentiality.

This action research, when approved and completed will be used and

disseminated through several means:

1. In-Service Trainings - Other teachers within the grade or school will

learn about the results of the action research to help them plan for their

lessons.
 2. Division Research Conference – Teachers from the division whether

researchers or not may also benefit from the results of the action

results in their instructional planning or planning for researches.

3. Publications in Local Newspapers – Teachers, parents and other

members of the educational community will gain a better understanding

about the teaching and learning process in general and the perceived

importance of promoting climate change awareness.

VIII. References

Agboola, O S, and  Emmanuel, M. (2016)Awareness of Climate Change and

Sustainable      Development among Undergraduates from two Selected Universities

in Oyo State, Nigeria.URL: http://dx. doi.org/10.5430/wje.v6n3p70

Bondoc, K.P. (2015)Climate Change Awareness among Students in the Secondary

Level. European Academic Research Vol. III, Impact Factor: 3.4546 (UIF) DRJI

Value: 5.9 (B ISSN 2286-4822 www.euacademic.org

Burckin D.,Nilay O., Umut A., Duygu S.,Aytekin C(2014).An Analysis of the

Teachers’ Climate Change Awareness.Athens Journal of Education XY

Calvo E. D. &Apilado M.S. (2014)Awareness, knowledge & attitude on climate

change of  students: Input for the development of ICM on climate change

.Retrieved http://www.journalcra.com/article/awareness-knowledge-attitude-climate-

change-students-input-development-icm-climate-change?page=1
Devkota, N., Phuyal, R. K. (2017) An Analysis Of Nepalese Youth  Understanding

Level On Climate Change.  Asian Journal of Economic Modeling ,ISSN(e): 2312-

3656, ISSN(p): 2313-2884, DOI: 10.18488/journal.8.2017.53.342.353, Vol. 5, No. 3,

342-353. URL: www.aessweb.com

Fernandez, G. 2012. Youth Participation in Disaster Risk Reduction through Science

Clubs in the Philippines. Unpublished Master’s Thesis. Kyoto: Kyoto University.

Fernandez, G. and Shaw, R. (2013)Youth Council Participation in Disaster Risk

Reduction in Infanta and Makati, Philippines: A Policy Review. Graduate School of

Global Environmental Studies, Kyoto University, Yoshida Honmachi, Sakyo-Ku,

Kyoto 606 8501,   Japan. Article Int. J. Disaster Risk Sci.  4 (3): 126–136

doi:10.1007/s13753-013-0014-x.

Narksompong, J., & Limjirakan, S.  (2015). Youth participation on climate change for

sustainable development . Centre for International Sustainable Development Law.

Retrieved from http://cisdl.org/public/docs/NARKSOMPONG.pdf

Nath, K. (2009). Children as Agents of Change for Disaster Risk Reduction: Lessons

from El Salvador and the Philippines. Brighton, UK: Institute of Development Studies.

Ojomo et al.(2015). Climate Change Preparedness: A Knowledge and Attitudes

Study in Southern Nigeria. Received: 30 May 2015 / Accepted: 15 September 2015 /

Published: 25 September 2015. Retrieved from: Orouyne, E. D. (2011) An

assessment of the level of awareness of the effects of climate change    among

students of tertiary institutions in Jalingo Metropolis, Taraba State Nigeria.Retrieved

from; https://www.researchgate.net/publication/268180513

Pandve, H. T., Deshmukh, P. R., Pandve, R. T., &Patil, N. R. (2009).Role of youth in

combating climate change. Indian Journal of Occupational and Environmental

Medicine, 13(2), 105 .http://doi.org/10.4103/0019-5278.55130

Shaw, R., Takeuchi, Y., Shiwaku, K., Gwee, Q., Fernandez, G., and Yang, B.

(2009).1-2-3 of Disaster Education. Kyoto: Kyoto University.

United Nations International Strategy for Disaster Reduction, UNISDR.(2000). United

Nations 2000 World Disaster Reduction Campaign to Focus on Disaster Prevention,

Education and Youth.http://www.unisdr.org/2000/campaign/pa-camp00-kit-eng.htm.

Wibby N. C (2013) Mainstreaming Climate Change Adaptation in the BS Agriculture

Curriculum in Selected Commission on Higher Education Centers of Excellence in

Agriculture; Vol 18 No 2, pp.

Prepared by:

EFRELL M. DEMETILLO
Teacher III/Researcher

Recommending Approval:
 ETHEL JANE L. LOSDOC
Elementary School Principal II
APPROVED:

EMELITA F. REY, PhD.

Public Schools District Supervisor

Conceptual Framework

The foreplay discussion led to the conclusion of the research paradigm as

shown in Figure 1 including the interplay between and among the variables used in

the study.

The first frame refers to Input, which includes the respondents’ profile such as

age, gender and section. Likewise, effectiveness of integrating video clips in

Kindergarten Class in promoting climate change awareness in terms of Beliefs,

Cooperation and Lifestyle. Such variables are the focus of the study whereby it will

be analyzed and accessed to answer the specific problems of this paper.

The second figure is the Process, which pertains to the creation, validation

and administration of questionnaire-checklist and data analysis and interpretation.

These processes will be the tool that will help the researcher to answer the specific

problems of the study.

The third figure is the Output, which is the determined effectiveness of the

integration of video clips in promoting climate change awareness to Kindergarten

Pupils. It is expected that at the end this study, possible solutions and

recommendations shall be given for the sustainability of the said reform.

The arrow between the input, process and output indicating their

interconnection shows the significant relationship of the aforementioned variables.

 The last figure is the feedback, which signifies that the output is open for

modification and validation, and that additional variables may be utilized by other

researchers for the betterment of this study.

INPUT PROCESS OUTPUT

Respondents’
Determined
Profile:
Creation Effectiveness
a. Age of the of Integration
b. Gender Questionnaire- of Video Clips
c. Section Checklist in Promoting
Effectiveness of Validation Climate
of the Change
Integration of
Questionnaire- Awareness to
Video Clips: Checklist Kindergarten
Administration Pupils
of the
Beliefs Questionnaire-
Checklist
Cooperation Analysis and
Interpretation
Lifestyle of the Data
Gathered
Figure 1

FEEDBACK

Figure 1
 The Conceptual Model of the Study on Integrating Video Clips in Promoting

Climate Change Awareness to Kindergarten Pupils

Hypothesis

This study will test the following null hypotheses:

1. There is no significant difference on the perception of the respondents on

how the integration of video clips in promoting climate change awareness

with respect to beliefs, cooperation and lifestyle.

Significance of the Study

The findings of the study will be beneficial to school administrators/heads,

teachers, students, parents and future researchers.

To School Administrators/ Heads. The results will make them aware on how

to have quality education in their respective schools and plan strategies for further

improvements.

To Teachers. This study will help them to adopt new pedagogical practices

and integrate the video clips in effective and meaningful ways.

 To Parents. This study will help them realize the importance of promoting

climate change awareness in dealing with their children.

To Students. The results will engage them in a more fruitful and productive

learning.

SUBMITTED BY:

(Signature over printed

name)