CLIMATE CHANGE LEVEL OF AWARENESS AMONG GRADE 9

STUDENTS

A RESEARCH PAPER PRESENTED TO

MRS. CATHERINE B. CACHARO

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR ENGLISH -10

MIKE ANGELO L. ARNOZA

VINCE B. JARAULA
2020

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 ACKNOWLEDGEMENT

The researcher expresses their heartfelt thanks to all who lent their unselfish help for the
success of this research.
Foremost to our almighty God for his help and guidance and bountiful blessings.
The researchers’ adviser and also subject teacher Mrs. Catherine B. Cacharo for her support and
ideas, suggestion which contribute to improve the idea of the researcher.
The researchers’ family for their endless love and support.
The researchers’ friends and classmates for cheering the researcher for doing their research.
“Thank you so much”

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 DEDICATION

“THEIR LAND ALSO IS FULL OF IDOLS; THEY WORSHIP THE WORK OF THEIR OWN HANDS,

THAT WHICH THEIR OWN FINGERS HAVE MADE.”

(ISAIA 2:8)

This piece of work is dedicated to the researcher’s Loving family,Relatives, classmates, friends

And above all to our Almighty God

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 ABSTRACT

This paper, the researcher aimed to assess the awareness level and attitude of grade 9

students in one academic institution in Lumbia national High School towards in climate change.

Majority of the respondents were 14-17 years old with (30) female and (20) male. Results of the study

revealed moderate to high level of awareness on concerning issues of climate change. Grade 9

students moderately to strongly agree on their role in addressing problems about climate change.

Students became aware of climate change though several sources like television, internet, and from

reading books. The high awareness level and strong positive attitude of grade 9 students towards

issues and concerning about climate change is a good indication that they are more likely to express

willingness to act on this global problem. Raising awareness and promoting positive attitude about

climate change should be one of the basic courses during childhood education. The research finding

provide as an assessment on students awareness and attitude towards climate change that could

help curriculum designers integrate environmental education.

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TABLE OF CONTENTS PAGE

Title page 1

Acknowledgement 2

Dedication 3

Abstract 3

Table of contents 4

CHAPTER 1

The problem 5

Introduction

Theoretical and conceptual framework 10

Statement of the problem 11

Significance of the study 11

Scope and delimitation of the study 12

Definition of terms 13

CHAPTER 2 REVIEW OF LERATED LITERATURE AND STUDIES 15

Contain related studies 15

Environmental management 18

CHAPTER 3 RESEARCH METHOD

Research design 20

Subject of the study 20

Data gathering procedure 20

Data analysis 21

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Problem 1 22

Problem 2 22

CHAPTER 5 SUMMARY, CONVLUSION AND RECOMMENDATION

Summary of findings 26

Conclusion 26

Recommendation 26

Reference 28

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 CHAPTER 1

THE PROBLEM

INTRODUCTION

Climate change has become a new reality (Apkom and Vipene, 2016) and has the potential to

be extremely harmful (Oppenheimer and Hughes, 2016). The impacts of climate change are

beginning to be felt around the world. Primarily this leads to sea-level rise that resulted in severe

weather condition, increased frequency and intensity of storms, floods, and typhoons and

consequently leads to increased poverty, malnutrition and other series of health and socio-economic.

It has a huge effect on natural resources and the balance of nature.

Climate change can be addressed through two main approaches: mitigation and adaption

(Rincon and Vitucion, 2008). These two terms have been used by many however these usually have

misconceptions. Mitigation seeks to reduce greenhouse gas emissions to influence the rate and

magnitude of future climate changes. On the other hand, adaption seeks to adjust human and natural

systems to a new or changing environment due to climate change (Merilo, 2001). Moreover, it is

stipulated in The Agenda 2030 for Sustainable Development, Goal 13: Take urgent action to combat

climate change and its impact. One of its specific objectives is to improve education, awareness

raising and human and institutional capacity on climate change mitigation, adaption, impact reduction,

and early warning. Thus, the education sector has a great influence on the realization of the object of

Agenda 2030. The basic knowledge and awareness of climate change’s impact on the earth has a

huge implication to behavior and attitudes among learners and will eventually radiate throughout.

However, the United Nations projected sustainable development will come to realized when there is

established and implemented rules, policies and with the strong cooperation and partnership with the

people and the government.

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 The Philippines is thought to be one of the countries in Southeast Asia that is most at risk to

harm from anthropogenic climate change. It is considered as one of the natural disaster hot-spot.

Climate change’s impact on the Philippines is most often associated with extreme weather

disturbances such as typhoons and floods. It has experienced an average of 19-20 tropical cyclones

per year (Cayanan et.al, 2011). This is high risk comes primarily from the country’s high exposure to

extreme weather events, such as tropical cyclones, as well as socioeconomic vulnerability arising

from the poverty rates and overstressed public infrastructure and services. The convergence of

climate change and rapid urbanization is a key development challenge Philippine city face today.

Considering this urgent development issue and the vulnerabilities of towns and cities the Philippine

government sees the need to strengthen the capacities of cities and urban centers to increase their

resilience to climate change impacts and achieve sustainable development and improved quality of

urban living.

Cagayan de Oro is considered the gateway to northern Mindanao, serving as the commercial

and political centre in the Mindanao region. The city has low-lying areas, such as the barangays near

Macajalar Bay and along Cagayan de Oro and Iponan Rivers that frequently experience flooding. In

2011, Cagayan de Oro was hit by tropical cyclone Sendong (international name Washi) and

experienced subsequent flooding. Sendong caused catastrophic damage and displaced large parts of

the city’s population. The barangay of Macasandig in particular was tremendously affected, with

several thousands dead and injured. The city has the most devastating affect such as massive

destruction of properties, infrastructures, and loss of lives. Climate change preparedness and

resilience efforts are currently ongoing in the Philippines. Recently, Cagayan de Oro City was

awarded as one of the most resilient cities in the Philippines. UN habitat initiated the “Building Climate

Resiliency through Urban Plans and Designs” project which aims to demonstrate and build knowledge

on innovative urban adaptation designs that could boost climate resilience. The ability of cities to

thrive as centers of human habitation, production, and cultural development, despite the challenges

7
posed by climate change, population growth, and globalization is determined by their resilience

(Grosver, 2014). A resilient city has the capability to withstand any changes occur in the environment

that could natural calamities and human errors negligence.

Understanding climate change and its impacts are needed to help decide coping, adaptation

and mitigation measures, actions, and policies (Briones and Silvestre, 2017). Recently, the City

Government of Cagayan de Oro implemented City Ordinance 13378-2018 or the City-Wide Plastic

Regulation starting January 1, 2019.The Department of Environment and Natural Resources (DENR)

gives recognition for sustainable and eco-friendly schools in the Philippines. The national search is

done every other year to be participated by the school in different categories from elementary,

secondary and tertiary. Cagayan de Oro City has various schools both public and private from

preparatory up to tertiary level. Last 2017; there was no reported school in the city qualified for the

regional level and national level. This somehow can notes the level of practices among the education

sector in the city may not meet the standard for the level of sustainability. However, the award given

to the city government as one of the climate change resilient city in the Philippines have a great

impact on the education sector. Thus, the Philippines Disaster Risk Reduction Management (DRRM)

has its counterparts in the regional municipal, city and barangay level so with the school level has

concrete policies that respond to climate change. Ensuring emergency preparedness and manage

emergency situations and disaster in order to reduce their impact risk.

The education sectors’ level of awareness of the climate change resiliency in terms of

education and advocacy, community safety, climate change mitigation, climate change adaptation,

and environmental management be the baseline information to help improve programs and strategies

on climate change mitigation and adaptation. This study is city-wide information data collections which

also help in reinforcing gaps, planning, designing and implementing the programs and mechanism in

order to attain sustainable development goals.

Theoretical framework
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 Education is as important as health: a well-educated population is better equipped to recognize

in advance the threats posed by a changing climate and to make preparations (Bangay and Blum,

2010) for the possible effects of the climate change. This study is anchored of the following

educational theories: conceptual theory of Diut (1999), flexibility of Borg (2009), theory of openness to

new ideas and procedures by Shi,et.al. (2016), theory of reasoned actions developed by Martin

Fishbien and IcekAizen (1967) and Experiential Learning Theory of Kolb (1984). These theories

emphasize learning of the teacher, school administrators, learners, and community partners as well

as the leadership skills of the school administrators into climate change matters.

The first theory is Duit’s conceptual change theory (1999). The conceptual change can happen

at a number of levels but the most common analysis is that there are two types of conceptual change,

variously called weak knowledge restructuring, assimilation or conceptual capture and strong/radical

knowledge restructuring, accommodation or conceptual exchange. It denotes learning pathways from

students’ pre-instructional conceptions to the science concepts to be learned. Students’ eventually

change concepts about climate change when they learned from the adult or from the teacher. This

aimed for the improvement of students’ concept of climate change.

Second, according to Borg (2009) the more flexible a teacher’s teaching approach, the better

they would adapt the room. This leads to higher chances to increase learners’ participation and

engagement to any task given. This also ensures that no child is left behind under a teacher’s watch.

Basically, flexibility accommodates curiosity among individuals. This was awaken their mind to any

changes and stimulates their mind’s set.

The third theory is openness to new ideas and procedures. Shi, et.al (2016) reveals that an

individual have a high level of experience are interested in new things, especially new knowledge and

unconventional ideas. It is characterized as adventurous, imaginative, knowledgeable and creative

and actively seek and appreciate different experiences. Everyone is encouraged to share their ideas

and accept new concepts from the teacher as well as from their classmate and other individuals.
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 Fourth, the theory of reasoned actions developed by Martin Fishbien and IcekAizen (1967)

which was derived from research in social psychology that focuses on persuasion models and attitude

theories. This theory aims to explain the relationship between attitudes and behaviors within human

action. In relation to climate change awareness, although people are sensitive to what they think are

beneficial or detrimental choices, most behaviors seem to be driven repetition and habit. Despite the

clear implication of climate change mitigation and adaptation for individual values, choices, and

behaviors, public engagement with climate change is currently limited (Verplaken, 2011). This mainly

used to predict how individuals will behave based on their pre-existing attitudes and behavioral

intentions. An individual’s decision to engage in a particular behavior is based on the outcome the

individual expects will come as a result of performing the behavior.

Fifth, David Kolb’s experiential learning theory is good for helping people explore their own

strengths when learning new things. Kolb’s experiential model is described in two ways grasping

experience: concrete experience and abstract conceptualization. It also has two different ways of

transforming experience; these are reflective observation and active experimentation. In connection

with this, knowing the potential impact of climate change to human every individual and/or group of an

organization has their own coping up a mechanism to address environmental issues. It is said that

experience is the best teacher. As to the school administrators, one way or another they have the

authority to implement activities in the school that is benefited by everyone.

Lumbia National High

Lumbia National
School Climate Change:
Conceptual framework High School Grade

 Education/Advocacy 9 learners climate

INDEPENDENT VARIABLES DEPENDENT VARIABLES
change:
 Public resources

 Personal

experiences  Awareness

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 Government actions  Perception
 CLIMATE CHANGE

LEVEL OFAWARENESS

AMONG GRADE 9

SUDENTS

Statement of problem

This study aims to determine the level of awareness of Lumbia National High School Cagayan

de Oro City climate change resiliency. It seeks to answer the following questions:

1. What is the level of awareness of Grade 9 learners of Lumbia National High School Cagayan

de Oro City climate change in terms of the following areas:

a. Education and Knowledge?

b. Personal experiences?

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 2. What is the Lumbia National High School grade 9 learners’ perception in climate change and

sustainable development?

Significance of the study

This study provides meaningful insights about the implication of climate change resiliency of

Lumbia National High School Cagayan de Oro City in reducing climate change impact to the following

components of the institution:

School community. The result of the study will provide important empirical information to

institutions involved in DRR that could be useful in integrating youth’s perspective in the process. The

information could provide useful insights on how to engage the youth in any climate change

adaptation activities. The educational institutions establish a mechanism to sustain and/or improve

programs and strategies on climate change resiliency. Climate change is influenced by several

factors. It is essential that the school community that includes students, teachers, parents, and other

stakeholders clearly understand climate change resiliency program and take responsibility in

designing and implementing the programs. Every member of the institution will do his/her part in

establishing a healthy learning environment and to become a climate change resilient school. To the

students, to be aware and take part in the climate change resiliency program that have an implication

towards their future. To the teachers, they help facilitate in implementing the programs and to

establish awareness among their students. Moreover, to the parents and other stakeholders, for them

to realize that they are part of sustainable development of our school community and our country to

instill the environmental knowledge, attitudes and awareness to the students’ youthful mind.

The teacher’s help them to enhance and develop programs, projects, and activities to be able

to sustain the city’s climate change resiliency recognition. Thus, Climate change adaptation practices

begin within a person. This study was baseline information to formulate and integrate policies

12
concerning climate change in the sustainable development plan that will empower the community to

actively participate in the programs.

Everyone is encouraged to do what he preaches, to be always a model in every aspect of life

and be a blessing to others. One continues to observe what the best practice is and learns to adapt

(Briones and Silvestre, 2017)

Future researchers. The result of this research will serve as a benchmark for them who would wish

to expand the scope of this study.

Scope and limitation of the study

This study focused on the assessment of education sectors level of awareness of Lumbia

National High School Cagayan de Oro City climate change resiliency. It is also presumed that schools

have designed programs and projects in promoting climate change resiliency.

The study was conducted in Lumbia National High School Cagayan de Oro City with the

respondent of selected Grade 9 learners. Moreover, this is limited to the assessment of the level of

awareness on climate change resiliency in terms of education and advocacy, community safety,

climate change mitigation, climate change adaption and environmental management among the

components Lumbia National High School Cagayan de Oro City and determining the designed

programs by the school in promoting climate change resiliency among the components of education

sector. This was done on Grade 9 learners. In giving a survey questionnaire to all of the selected

respondents.

Definition of terms
The terms used in this research are defined theoretically and operationally:

Climate change. It refers to a change in a global or regional climate patterns, in particular

a change apparent from the mid to late 20 th century onwards and attributed largely to the increased

levels of atmospheric carbon dioxide produced by the use of fossil fuels.

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 Climate Change Adaptation (CCA). It is adaptation that seek to adjust human and natural

system to a new or changing environment due to climate change (Merilo, 2001).

Climate Change Resilience (CCR). It is the capacities of cities to function, so that the

people living and working in cities- particularly the poor and vulnerable- survive and thrive in the face

of shocks and stresses related to climate change.

Community safety. According to the United Nations Development Program (UNDP), it is a

concept that seeks to operationalize human security, human development and state-building

paradigms at the local level. Safety to potential impacts of global climate change like health hazards,

food and nutrition, and other related impact.

Disaster Risk Reduction Management (DRRM). It is a working group or various

government, non-government, civil sector and private sector organization of the Government of the

Republic of the Philippines. The council is responsible for ensuring the protection and welfare of the

people during disaster emergencies. DRRM plans and leads the guiding activities in the field of

communication, warning signals, emergency, transportation, evacuation, rescue, engineering, health

and rehabilitation, public education and auxiliary services such as firefighting and the police in the

country (NDRRM Council, 2010)

Environmental management. It refers to the planning, organizing and implementing

programs, projects and activities that address environmental issues.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This section contains the related studies of climate change resilience, climate change

adaptation and mitigation in various institutions in local, national and international settings. This

chapter ventured concepts from behavioral sciences as well as draws out analogies to explain the

level of awareness of school administrators, teachers, learners and community partners toward

climate change resilience. It also reviewed other research findings in the area of education and

advocacy, climate change mitigation, climate change adaptation, community safety, and

environmental management.

Climate change impact is likely to be a disproportionately felt in developing countries and

it is one of the key priorities for international sustainability and development. Based on the study of

Stern (2007), developing countries are generally warmer, more prone to rainfall variability, and more

dependent on agriculture (Bangay and Blum, 2010). These countries are most climate-sensitive in

terms of economic sectors and as a result of low income have limited risk mitigation infrastructure,

both physical and financial. The projected impact of climate change in Asia in terms of water

shortage, food production, disease, flooding, fire, and corals and ice are significantly affect and is a

nature climate threat (Walker and King, 2008) and among the six climate threats are drought, flood,

storm, coastal 1m, and agriculture, Philippines is on the list of most at risk countries that is affected by

storm.

Moreover, Philippines as one of the third world country is surely in great challenge in

revitalizing its status as “The Tiger Economy of Asia” (Labog, 2017). As well as installing a unified

society with balance formation on industrialization and environmental preservation. The government

and non-government agencies for environment, agriculture, health and education are working

together to attain the goals of sustainable development in the country. However, most Filipinos

15
focused on their economic status, how to improve living. People have different walks of life which lie

on practical living not idealism.

Education has two effects on the fight against climate change (Yousuf, 2016). Firstly, it

has great impacts individuals’ general awareness of the issue, and secondly, education and advocacy

determines how to develop the necessary solutions and innovations to overcome climate change.

Understanding climate change will lead to other related terms such as climate change adaptation and

mitigation, climate variability, weather and climate and others. The study of Briones and Prima R.

Silvestre (2017) revealed that respondents agreed that it is their responsibility to adapt to climate

change. This is because Our Climate, Our Children, Our Responsibility, it is children who will be

hardest hit by the effects of climate change (Bangay and Blum, 2010). However, the study of

Rahman, et. Al (2014) concluded that the religion, gender, parental education, occupation and

income, etc. could affect students’ climate change awareness in Bangladesh. It is a challenge to

educators as well to the school administrators to cultivate political, social, and moral responsibility of

caring for the environment of the student in order to attain and sustain the benefits of engaging to

sustainable development (Labog, R., 2017).

One of the initiative by UN CC: Learn and UNESCO Office, Jakarta, Indonesia is the

Youth Leadership Camp for Climate Change 2017, this is in collaboration with the climate Reality

Project Indonesia and Youth for Climate Change Indonesia, with support from the Office of the

President of Indonesia’s Special Envoy for Climate Change – contributes to the implementation of the

National Climate Change Learning Strategy (Indonesian, 2017). This camp aims to build the youths’

knowledge and capacity to take action on climate change. Empowering the youth today because they

shall serve as agent in extenuating the effect of climate change and the advocacy needs to be

strengthened so that the future generation shall benefit. Students are more knowledgeable about the

global environment than about the local environment, and that students receive most information from

school, television, and the Internet (Mifsud, 2011). Students’ attitude towards the environment
16
appears to be strongly positive; however, students seemed to perform few positive actions towards

the environment (Coleman, et.al, 2017). Most of the time only those students who were involved in an

organization concerning the environment are motivated to perform action towards environmental

issues. The quality of schools, and grade, major and merit position of students have affected the

Climate Awareness Index values (de la Vega, 2004).

Nonetheless, teachers have the essential function in educating the youth. This can be

done by integrating the environmental awareness specifically on climate change matters in their

lesson. Classroom-based learning and practices help equipped students as an individual with good

habit (Labog, 2017) of conserving and protecting the environment such as proper waste disposal.

Continuous reminder and setting as role model to students are great influence to sustain good

practices. Thus, the famous quotes states that “You cannot teach what you do not know”. On that

notes, the teacher and school administrators as well should have the knowledge and awareness on

the climate change.

Jacob, et.al (2014) states that environmental sector is currently being transformed

through a range of adaptive strategies such as public education campaigns. This is to promote shared

responsibility for climate change adaptation, and ‘how to’ sustainable living education campaigns

increase built environment resilience and amenity. This can be done by increasing community

awareness and preparedness for extreme heat, fire, storm and flood events and reviewing design

standards for public infrastructure to ensure climate change adaptation in considered and introducing

requirements to reduce heat absorption of building surfaces and pedestrian pavements. The Asia

Foundation (2012) revealed that people universally stated that they have heard about the term

‘climate change. However, the perception varies among the respondents. 42% of the respondents

mentioned that climate change means flood/heavy flood, 37% stated that climate change means

storm/cyclone, while 22% interpreted climate change as signifying drought.

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 Researches revealed that the best climate change adaptation scheme that includes going

back to natural farming and or organic farming. As to climate change mitigation practices, some of

these includes proper waste management, reforestation or re-greening of denuded areas, networking

with other agencies that concerns climate change. Every city’s have their city planning team that work

city development plan. The plan is anchored to the sustainability development plan of UNESCO also

known as Agenda 2030.

Further, community safety is one of the prevailing challenges encountered by everyone.

The impact of climate change may appear without any signs or maybe cannot be controlled by

human. The Disaster Risk Reduction Management (DRRM) in particular, this agency outlines the

activities aimed at strengthening the capacity of the national government and the local government

units (LGUs) together with partner stakeholders, to build the disaster resilience of communities and to

institutionalize arrangements and measures for reducing disaster risks, including projected climate

risks and enhancing disaster preparedness and response capabilities at all levels.

Environmental management

In the study of Grosvenor research report on resilient cities by Barkham, et.al (2014),

measuring resilience is a six-stage process. First, decide on the key components of vulnerability and

adaptive capacity. Second, seek accurate independent data, from as many sources as possible, on

each component. Third step is to transform them into ordinal ranking system with the same

distribution and units so that we can add the data sets together and average them. The fourth step is

to rank the cities in each individual component of vulnerability and adaptive capacity, so we know the

relative position of each. The fifth step is, by means of an un-weighted average, to create an overall

ranking of cities for vulnerability and adaptive capacity. The sixth step is to average again and create

an overall ranking of world cities in terms of their resilience.

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 The National Framework Strategy on Climate Change envisions a climate risk-resilient

Philippines with healthy, safe, prosperous and self-reliant communities, and thriving and productive

ecosystems (Climate change commission, 2018-2022). Cagayan de Oro River is among the 18 river

basins in the Philippines that are at risk of vulnerability based on the Strategic Program on Climate

Resilience (2017). The city as well indicates severe stressed in flooding and Geo hazards. The city

has become one of the recipients for climate resilient city project.

Last 2018, Cagayan de Oro city has been awarded as one of the climate resilient city in

the Philippines. Based on the updated comprehensive development plan 2017-2019 of Cagayan de

Oro, the environmental plan focuses on the following: ecological solid waste management, air quality

management, water resources management, forest resources management and land management.

The main goal of this is to provide adaptation and mitigation measures for the anticipated potential

global climate change impacts. Series of projects, programs, and development strategies were

implemented. That includes the implementation of the Republic Act9003 also known as Ecological

Solid Waste Management Act 2000 and the city Ordinance 13378-2018 or the City-Wide Plastic

Regulation. According to Engr. Armen Cuenca, City Local Environment and Natural Resources Office

(CLENRO) officer-in-charge, the ordinance provides for the prohibition on the use of plastic bags or

‘sando’ bags by all commercial establishments including malls, sari-sari stores and public markets

except for plastic roll bags for wet goods such as meat, fish and processed food. The RA 9003 was

mandatorily disseminated in all barangays as well as in the schools.

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 CHAPTER 3

RESEARCH METHODOLOGY

Research design

This study utilized the descriptive design that aims to show current status of Lumbia

National High School Cagayan de Oro City as Climate Change Resilient City in the Philippines and

the education sectors level of awareness, knowledge and attitude towards climate change. A modified

survey questionnaire of Agboola and Emmanuel (2016) and Hope 2016) was used.

Subject of the study

The respondents of the study were the selected Grade 9 learners of Lumbia National High

School.

Data gathering procedure

The teachers approved to the researcher to conduct a survey to the classroom’ of the

students.

Upon the implementation, the survey questionnaire be distributed to the respondents

which included the following: personal information and perception of climate change resiliency in

terms of education and advocacy, community safety, climate change mitigation, climate change

adaptation, and environmental management. The questionnaire is adapted and modified from

Agboola and Emmanuel (2016) and Hope (2016). The modification of the parts of the questionnaire is

to ensure to get the appropriate information needed in the study.

The researcher prepared question related to the practices of the school in climate

change resiliency programs and activities. Then, data gathered analyzed and afterwards concept

development followed.

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Data analysis

The data collected was analyzed descriptively the statistical tool used in this research are

standard deviation.

21
 CHAPTER 4

PRESENTATION, ANALYSIS AND DISCUSSION OF DATA

This section includes the presentation, analysis and interpretation of data on the grade 9

learners’ level of awareness on climate change and the factors that influenceit in terms of education

and advocacy, community, safety, climate change mitigation, climate change adaptation/mitigation

and environmental management.

Table 1. Demographic Profile of Lumbia National High School Grade 9 Level Respondents

COUNTS OF
GENDER RESPONDENTS

T MALEa b l e 20
1 p r e
FEMALE
of
30
TOTAL OF 50

RESPONDENTS

the study. The data show that there were fifty (50) respondents involved in the study. Twenty (20) of

whom are male respondents and thirty (30) are female respondents.

Table 2. The level of awareness of Lumbia National High School grade 9 learners on
climate change based on their knowledge and education.

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EDUCATION/KNOWLEDGE Agree Disagree Total

1. Government response to
climate crises in a way (50) 100% (50) 0% 100%
creates awareness.
2.Climate change is more
harmful than beneficial. (50) 99% (50) 1% 100%

3.Climate change causes

rise in sea level. (50) 99% (50) 1% 100%
4.Climate change leads to
coastal erosion. (50) 97% (50) 3% 100%

5.Climate change poses

threats to food security. (50) 97% (50) 3% 100%

6.Threats to the earth due to

climate change are (50) 94% (50) 6% 100%
noticeable by everyone.
7.Weather forecast failure
on many occasions is due to (50) 93% (50) 7% 100%
climate change.
9.Climate change influence
agricultural yield negatively. (50) 97% (50) 3% 100%
10.Climate change manifest
in diverse ways in the world. (50) 94% (50) 6% 100%

23
Table 2.A present the level of awareness of Lumbia National High School grade 9 learners in

climate change based on their knowledge and education. The data reveal that all (100%) the

learners agree that the government response to climate crises in a way that it creates

awareness. Moreover, most f the learners (99%) agree that climate change is more harmful

than beneficial an it can cause rise in sea level. The learners also agree that climate change

leads to coastal erosion that can influence the agricultural yield negatively and poses threats to

food security. The learners agree that climate change manifest in diverse ways in the world.

Furthermore, the result shows that the grade 9 learners has high level of awareness on climate

change in terms of their knowledge and education.

Table 2.B the level of awareness of Lumbia National High School grade 9 learners in
climate change based on their personal experience.
11.We are already
experiencing the impacts of (50) 99% (50) 1% 100%
climate change.
12.Climate change is a
threats to sustainable (50) 93% (50) 7% 100%
development.

13.The actions of civil rights

movement to protect the
public from climate crises
give awareness. (50) 96% (50) 4% 100%

14. Climate change causes

economic depression. (50) 95% (50) 5% 100%

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 15. Teaching the concept of
climate change in the school
curriculum gives me better
understanding and (50) 97% (50) 3% 100%
awareness of climate
change.

Table 2.B present the level of awareness of Lumbia National High School grade 9

learners in climate change based on their personal experience. they believe that weather forecast

failure on many occasion is due to climate change. They also believe that climate change threats

to the earth due to climate change are noticeable by everyone. That they are already experiencing the

impacts of climate change. It is also a threats t sustainable development. And they also agree that the

action of civil rights movement to protect the public from climate crises gives awareness. they agree

that can cause economic depression. They also agree that the teaching of the concept of climate

change in the school curriculum gives them better understanding and awareness f climate change.

25
 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY OF FINDINGS

In summary, after we conducted the study in grade 9 learners of Lumbia National High School, the

researcher found that the learners have high level of awareness regarding climate change based on

their knowledge/education and personal experiences/observation. Based on their knowledge

/education, the learners are aware that the government response to climate crises in a way that it

creates awareness. They learned that climate change is more harmful than beneficial. It causes rise

in sea level which leads to coastal erosion. The learners are aware that climate change influence

agricultural yield negatively thus poses threats to food security.

CONCLUSIONS

The study on the climate change awareness on grade 9 students in Lumbia National

High School shows a positive thoughts regarding climate change awareness. Based on the study, it is

concluded that the learners have high level of awareness regarding climate change based on their

knowledge/education and personal experiences.

RECOMMENDATION

The study considered the efforts of the school and the government to make learners

aware on climate change. Moreover, the following recommendation are highly suggested to make the

learners more aware on climate change:

 Teach climate change in school curriculum to make learners have a deep understanding about

climate change.

 Make a regular symposium about climate change.

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 Government should give more efforts and respond to create activities about climate change to

make learners understand what is it about

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