Mindanao State University

Tawi-Tawi College of Technology and Oceanography

Sanga-Sanga, Bongao, Tawi-Tawi

COLLEGE OF EDUCATION

Environmental Values & Attitudes of the K-3 Learner: An Input to

Environmental Education

__________________________________________________

In Partial Fulfillment of the

Requirements for the Degree Bachelor of Elementary Education
Major in Early Childhood Education

__________________________________________________

Norzaina A. Siung
Norwima K. Kimson

October 24, 2022

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 Table of Content

Page No

Tittle page ……………………………………………………………................................... 01

Table of content …………………………………………………...…................................... 02
Introduction
Rationale of the study ..................................................................................................... 03 - 04
Review of Related Literature ………………………………………………......……… 05 - 06

Theoretical Framework …………………………………………………......…............. 06 - 08

Discussion of Concepts ………………………………………………………............….…. 09

Conceptual Framework …………………………………………………….......................... 09

Statement of the problem …………………………………………………….............…….. 10

Null Hypotheses ……………………………………………………………..............… 11

Significance of the Study …………………………………………………………............... 11

Scope and Limitations ……………………………………………………………................ 12

Definition of Term …………………………………………………………………............. 12

Research Methodology
Research design …………………………………………………………………….............. 13
Research locale ……………………………………………………………………............... 13
Research respondent ………………………………………………………………............... 13
Research instrument ………………………………………………………………............... 13
Data collection …………………………………………………………………….................14
Treatment of data ………………………………………………………......................…….. 14

References ………………………………………………………….........................………. 15

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 INTRODUCTION

This chapter discusses the rationale of the study, review of related literature,

theoretical framework, discussion of concepts, conceptual framework, statement of the problem,

null hypothesis, significance of the study, scope and limitation and definition of term.

Rationale of the study

Since the mid-1980s, scientists and the media have tried to communicate the dangers

of man-made climate change to the public. Human beings in a constant interaction with other

living and inanimate beings in historical context are an element of the environment but both

affect the environment and are affected by the environment. Because, human is constantly within

the environment. While the effects of the environment on human are generally positive (Van Den

Berg et al., 2015) the effects of human on the environment have recently started to be negative.

In short, the main factor of environmental problems is becoming human. Therefore education is

the process of changing individuals, gaining the desired behaviour, thought, value judgment,

knowledge and skills in the individual in the solution of environmental problems.

Environmentally aware and empowered youths are potentially the greatest agent of

change for the long-term protection and stewardship of the environment. Thus environmental

education which promotes such change will enable these youths to have a greater voice on

environmental issue if effectively observed and implemented. Attitudes towards environment

that help every living thing to set a values and feelings of concern for the environment and the

motivation for effectively participating in environmental improvement and protection.

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 Diversity in human traditions, religious and spiritual approaches, and philosophical

directions may lead to different views of nature and the environment, and consequently to

diverse motivation and attitudes towards the environment (Cooper & Palmer, 1998).Only after

understanding the relationships between the attitudes that people have towards the environment

and the factors that influence these attitudes, will we be able to propose a way of teaching that

could have a chance of improving the public’s attitudes towards nature. Environmentally aware

and empowered youths are potentially the greatest agent of change for the long-term protection

and stewardship of the environment. Developing students’ knowledge and awareness of

environmental issues has never been such an important goal of science education as now. But

this teaching must be based on knowledge of students’ attitudes to the issue of environmental

protection (Schreiner & Sjoberg, 2005).

Review of Related Literature

The history of life on Earth is actually the history of living things interaction with

their environment (Carson, 2011). Human beings in a constant interaction with other living and

inanimate beings in historical context are an element of the environment but both affect the

environment and are affected by the environment. Because, human is constantly within the

environment. While the effects of the environment on human are generally positive (Van Den

Berg et al., 2015) the effects of human on the environment have recently started to be negative.

In short, the main factor of environmental problems is becoming human. Therefore, we can use

education as a process of changing individuals, gaining the desired behaviour, thought, value

judgment, knowledge and skills in the individual in the solution of environmental problems.

Environmental education is a learning process that aims to gain behaviours in individuals by

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including information, awareness, awareness raising, stimulation, balancing, development,

protection (Güler, 2009; Vaughan et al., 2003).

Environmental Attitudes

Environmental attitudes have been defined as “the collection of beliefs, affect, and

behavioural intentions a person holds regarding environmentally related activities or issues”

(Schultz et al., 2004). Although, this three-component model remains the traditional view of

attitude structure, new theoretical approaches prefer to conceptualise attitudes as evaluative

tendencies that can both be inferred from and have an influence on beliefs, affect, and behaviour

(Milfont & Duckitt, 2010). There are hundreds of EA (and the related ideas of concern, beliefs,

worldviews, values, perception, awareness, etc.) measures available based on different

conceptual and theoretical frameworks (see review in Milfont & Duckitt, 2010). The first

psychometrically and conceptually sophisticated instrument to assess pro environmental

worldviews is the New Ecological Paradigm (NEP) scale developed and revised by Dunlap et al.

(1978, 2000).

Factors Influencing Environmental Attitudes

Some theoretical approaches try to explain the origins of individual as well as cross-

national differences in environmental attitudes (see review in Franzen & Meyer, 2010), but there

is still, for instance, an unresolved debate in environmental sociology as to how a nation’s wealth

as well as individual prosperity is related to environmental concern. Some research focuses on

sociodemographic effects such as age and gender. Empirical studies find that women display

higher environmental concern than men even after controlling for their income or educational

background (e.g. Zelezny et al., 2000).

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Theoretical Framework
Culture and attitudes and behaviour
This study is anchored on anthropologists who argue that the behaviour of a person

can tell many hidden things because through his/her behaviour people can see what his culture is.

The behaviour is a manifestation of culture. People who are coming from different cultural

background will have different views about things around them and definitely will have different

reactions toward the same event. That is the power of culture. Culture is a means of explaining

how one group of people behaves and another doesn’t. Culture shapes the mind and the way how

we think. Therefore, culture does matter quite a bit on how we behave and how we think.

According to Donald (2002) that culture has a significant influence on our brain

functioning and even brain structure. Merlin holds that language has the biggest impact on brain

structure but that culture influences brain functioning to a great extent as she writes: The social

environment includes many factors that impinge on development, from bonding and competitive

stress to the social facilitation of learning. These can affect brain functioning in many ways, but

usually they have no direct influence on functional brain architecture. However, symbolizing

cultures own a direct path into our brains and affect the way major parts of the executive brain

become wired up during development. This is the key idea behind the notion of deep

enculturation… This process entails setting up the very complex hierarchies of cognitive demons

(automatic programs) that ultimately establish the possibility of new forms of thought. Culture

effectively wires up functional subsystems in the brain that would not otherwise exist.

Donald’s view is somehow related to what Geert Hofstede as cited by Brown (1995).

Geert Hofstede argued that culture is the collective programming of the human mind that

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distinguishes the members of one human group from those of another. Hofstede points out that

culture is reflected in how people think, how people view things or attitude. We can distinguish

people and their culture by just simply reading their attitude. Amstrong (1996) in his

examination of the cultural variables suggests that there is a relationship between cultural

dimensions such as Uncertainty Avoidance and Individualism as prescribed by Hofstede’s

cultural dimensions and ethical perceptions. In other words, ethical perceptions of people vary

depending on their cultural background. This finding supports the hypothetical linkage between

the cultural environment and the perceived ethical problem variables posited in Hunt and Vitell’s

General Theory of Marketing Ethics (1986). Their theory indicates that that there is relationship

between culture and ethical problems. The views and the values of people are formed by their

cultural background. Example, one may say that bribery is immoral but another say that bribery

is good. In functionalist thinking, culture is considered a component of an integrated social

system which promotes the effectiveness of the organization and the well-being of all its

stakeholders. It refers culture as assumptions, beliefs, goals, knowledge and values that are

shared by members of the society.

British anthropologist Edward Burnett Tylor (1874 as cited by Racelis (2009)

attempted to define culture as inclusively as possible. Heescrybed culture in the following way

that “Culture or civilization, taken in its wide ethnographic sense, is that complex whole which

includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits

acquired by man as a member of society”. Culture represents the high information “ideal factors”

in a system that exerts significant and partly independent influence on human events or human

behaviours. When an individual is faced with an ethical dilemma, his or her value system will

colour the perception of the ethical ramification of the situation.

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Kortenkamp and Moore (2001) a manipulative behaviour toward environment. Both call humans

to see nature in its intrinsic value, in the sense that nature has its own intrinsic value. Nature is

good in itself.

The behavioural theory, though very simplistic, provides a basis for the

consideration of possible relationship existing between environmental knowledge, environmental

awareness and attitude, and how these connections translate to action or inaction. A good

knowledge of environmental variables may not necessarily imply good and sustainable

environmental behaviour. On the other hand, lack of environmental knowledge or awareness

may also not necessary imply in poor environmental practice (Akintunde, 2017).

Discussion of Concepts
Environmental issues are everybody’s concern regardless of one’s status, gender or

age. This impelled researchers to utilize community-based learning approach in enhancing the

learner’s knowledge about water pollution as an important environmental issue, as well as in

developing learners’ positive environmental attitudes.

Lisowski and Disinger, reported that the exposure to community-based activities can

enhance learners conceptual understanding in ecology, based on the statistically significant post-

test gains. The realm of waste management, noted that environmental behaviours are broadly

attributes to three groups of independent variables: situational variable; environmental values

and psychological factors (Barr, 2007).

Views about the nature of evidence, the magnitude of environmental issues and the

acceptability of solution are all affected by framework of values and beliefs held by individuals

(Kahan 2010; Kahan et al. 2012)

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Conceptual Framework

Environmental Values Environmental

K-3 Learners
& Attitudes Education

The figure above illustrates the conceptual framework of the study. The study will
commence on identifying the target respondents who are the K-3 learners. After identifying the
respondents, the extent of their environmental values and attitudes shall be assesses from which
result will be the basis of environmental education.

Statement of the problem

The main purpose of this study is to identify the environmental values and attitudes

of the K-3 learners in MSU TCTO, INTAGRATED LABORETORY SCHOOL as input to

environmental education specifically, its sought to answer the following question.

1. What are the environmental values and attitudes of the K-3 learners on solid waste

management?

2. Is there a significant difference in the environmental values and attitudes of K-3 learners

by gender?

Null Hypothesis
There is no significant different in the environmental values and attitudes of the K-3
learners by gender.

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Significance of the Study

This study is conducted to encourage the pupils to take into account of diversity of

views towards the environment of others, and to position themselves in this diversity of attitudes.

They could be aware that for instance, individuals can support environmental issues for different

reasons, and consequently may respond to different appeals. And maybe useful to the following;

To school heads, this study may help him/her to promotes environmental awareness

and give him/her an idea about attitudes and values of the K-3 learners by gender or cultures and

also give him idea on what to do in the field of environmental education.

To teachers, this study will help them to manage the learners by gender and on how

he/she assigned the learners by genders in environmental cleanliness, and also give them an idea

on the significance difference of learners by gender on what their attitudes and values towards

environment.

To learners, it helps them promotes creative and critical thinking and have idea

about waste management, water pollution and air pollution. And also inspire them become more

engaged with communities and implement the eco-friendly environment and sustainable live.

To future researchers, this study serves us their related literature.

Scope and Limitations

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 This study is limited is to measure the attitudes and values of K-3 learners of

Integrated Laboratory school regarding environment. Another limitation is the difference in the

environmental values and attitudes of K-3 learners by genders.

Definition of Term

Environmental Attitude – Environmental attitudes have been defined as “the collection of

beliefs, affect, and behavioural intentions a person holds regarding environmentally related

activities or issues.

Environmental Education – acts as a necessary tool in the battle against the degradation of

living environment.

Environmental values - Environmental value systems embrace such issues as defence of

amenity, conservation of resources, prevention of risk and concern for survival which are

fundamental aspects of both the material and spiritual quality of life.

Values – the standard of the subject towards environment, either they practice or either what

influence them towards the awareness of environment.

Waste management – the awareness of environment waste by reducing the waste, recycling,

reusing, reducing and separating are the good option for managing waste.

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 RESEARCH METHODOLOGY
Research Design
This research study will use descriptive quantitative. The researcher will describe

and quantify the environmental attitudes and values of the K-3 learners as basis for

environmental education in the primary schools. Further, it will use a narrative inquiry approach

of qualitative method to determine their reason of their differences values and attitudes about

environment in terms of waste management.

Research Locale
This study will be conducted at Mindanao State University, Tawi-Tawi College of

Technology and Oceanography, Integrated Laboratory School.

Research Respondents or Participants

The participants of this study will be the K-3 learners of the Mindanao State

University, Tawi-Tawi College of Technology and Oceanography, Integrated Laboratory School

Research Instruments
To elicit the needed information for this study, the researcher used a researcher made

questionnaire on Environmental Values and Attitudes of the K-3 Learners. There are two parts of

the questionnaire. The first part will identify the general profile of the learner. The second part of

the questionnaire will be a fifteen (15)-item statement to show their level of attitudes towards

environmental values.

Data Collection Procedures

A letter of request to conduct the study will be sought from the Office of the Dean of

College of Education which shall be presented to the principal of Integrated Laboratory School

for approval. After the approval has been granted, the consent form will be prepared and given to

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the respondents so that the research objectives are clearly understood and the willingness of

participation of the respondents shall be determined. The respondents will be oriented on the

study's requirements and the confidentiality of the information to be collected among them as

respondents of the study. Upon approval, the researcher appropriately consulted the class adviser

for the schedule of the administration of the questionnaire. After the questionnaire has been

retrieved, it shall be checked, tallied, scored, and treated through weighted mean.

Treatment of the Data

To determine the environmental values and attitudes of K-3 learners of Integrated
Elementary school the weighted mean scores of respondents will be computed using mean.

To interpret the weighted mean scores of the respondent, a five point scale
hypothetical mean range with corresponding interpretation below was used.

Scale Ranges Interpretation

5 5 – 4.20 Strongly agree
4 4.19 – 3.40 Agree
3 3.39 – 2.60 Moderately agree
2 2.59 – 1.80 Strongly disagree
1 1.79 – 1.00 Disagree

To determine the K-3 learner’s significant difference on environmental values and

attitudes by gender, Turkey Test (t-test) will be used.

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References

Lualhati (2019) Environmental awareness and participation of Filipino pre-service teachers,

JPBI( Jurnal Pendidikan Biologi Indonesia), 5(2) 345-352.
https://doi.org/10.22219/jpbi.v5i2.8524

Jammu and Kashmir (2022) A study of environmental awareness, attitude and participation
among secondary school students of district Kulgam, J&K., India. DOI: Zahid
Bashir, Sofi Umar, Suhail Bashir, Zahid Fazal Kuchey and Mehraj ud din Bhat
http://ijmer.in.doi./2022/11.01.73

Rogayan and Nebrida (2019) Environmental Awareness and Practices of Science Students: Input
for Ecological Management Plan. internationalElectronic Journal of Environmental
Education, vol.9, issue 2019, 106-119

R.Danielraja (2019) B.T Assistant, Government High School, Madurai, Tamil Nadu, India. A
Study of Environmental Awareness of Students at Higher Secondary Level.
https://doi.org/10.34293/education.v7i3.480

Boiyo (2014) Environmental awareness, attitude and participation among secondary school
students: a comparative study of Kasarani and Kibera divisions, Nairobi country,
Kenya. N50/CTY/PT/24585/2010

DiEnno, M., and Hilton, S. (2005) high school students’ knowledge, attitudes and levels of
enjoyment of an environmental education unit on No- native plants. the journal of
environmental education, 37(1), 13-25.

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 Appendix A

MINDANAO STATE UNIVERSITY

TAWI-TAWI COLLEGE OF TECHNOLOGY AND OCEANOGRAPHY
SANGA-SANGA, BONGAO, TAWI-TAWI
COLLEGE OF EDUCATION

May____, 2022
Dear Mr. Principal
Assalamualaykum Warahmatullahi Wal Barakatuhu
May we have the honor to introduce the bearer, Miss Norzaina A. Siung and Norwima K.
Kimson, who is fourth year student of the MSU – TCTO College Of Education and is
presently undertaking a research work entitled, "Environmental Values and Attitudes of
K-3 Learners: An Input to Environmental Education"
In this view, we respectfully seek the permission of your good office to allow us to
administer our research instrument to your teachers of the respective classroom adviser
and to the pupils.

Thank you and more power.

Very Respectfully yours,

Norzaina A. Siung
Norwima K. Kimson

Noted by
_________________
Adviser

_________________
Dean, College of Education

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 Appendix B

Name: ____________________________________ Date accomplish: ________________

Grade level: ________________________________
School: _______________________________________________________________________
In the following table indicate the extent to which you do or participate in the mentioned activity,
using the key given below by checking (√ ) the appropriate box.
5- Strongly Agree
4- Agree
3- Moderately Agree
2 – Strongly Disagree
1- Disagree
Solid waste management 1 2 3 4 5

1. Improper waste disposal is a threat to environment.

2. All children should must be educated on roper waste disposal.
3. There must be public bins near our school and also in our house.
4. Waste disposal method is a problem in our community.
5. There must be waste management center in our barangay.
6. I throw waste paper in the dust bins.
7. I pick litter whenever I find them and throw it properly.
8. I help in cleaning our classroom.
9. I recycle materials at home.
10. I bring reusable bag when shopping
11. I reuse old food containers.
12. I buy fewer disposable products.
13. I reuse shopping bags from a store.
14. I donate unused clothes instead of throwing.
15. I segregate biodegradable from biodegradable waste and put
them in the proper trash bin.

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 Appendix C
Timetable of Activities
Activities Date
Preparing
Revising
Checking
Finalizing
Defensing

Appendix D
Program Budget
Printing 2,500

CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Norzaina A. Siung
Date of birth : March 21, 2000
Gender : Female
Civil Status : Single
Nationality : Filipino
Religion : Islam

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Tribe : Sama
Father’s Name : Marion B. Siung
Mother’s Name : Sarisma A. Siung

EDUCATIONAL ATTAINMENT
Elementary : Lawm Tabawan Central Elementary School
Tabawan, South-Ubian, Tawi-Tawi
(2012-2013)
Secondary : Notre Dame of Tabawan
Tabawan, South-Ubian, Tawi-Tawi
(2016-2017)
Tabawan Integrated Senior High School
Tabawan, South-Ubian, Tawi-Tawi
(2018-2019)
Tertiary Mindanao State University, Tawi-Tawi College of Technology and
Oceanography
Sanga-Sanga, Bongao, Tawi-Tawi
Degree : Bachelor of Early Childhood Education

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