An Undergraduate Thesis Presented to

Science, Technology, Engineering, and Mathematics Student

Arellano University

In Partial Fulfillment of the

Requirements for Senior High School

Leader: San Andres, Helena Sofia E.

Assistant Leader: Peñamayor, Franxine louieza

Members: Flores, Layka B.

Birco, Althea Mae.

Mancera, Renan

Cajurao, Robin

Castañeda, Jovielyn

Caheles, Jhon Alfred

 Concept Paper # 1

THE IMPACT OF YOUTH INVOLVEMENT IN TAKING IMMEDIATE RESPONSE

TOWARDS CLIMATE CHANGE

I. Objectives

The research paper seeks to achieve the goal to determine what is the impact of youth
involvement in taking immediate response towards climate change, also to determine
the importance and effectiveness of youth involvement in taking response to climate
change, by focusing on this specific objectives:

1. To spread awareness about Climate change

2. To determine how youth involvement helps in terms of immediate response

to climate change

3. To suggest ways on how to improve response to climate change

II. Introduction

Decisions made today will have a significant impact on our climate in the coming
generations. We, the youth, will undoubtedly have a large stake in our future if we
continue to express our opposition to economic, social, and environmental policies that
contribute to climate change. (O'Brien, K., Selboe, E., Hayward, B.M. (Oct. 2018)
Exploring youth activism on climate change: dutiful, disruptive, and dangerous dissent.)
Furthermore, it is clear that these changes are being caused by human activities, most
notably the introduction of ozone depleting substances (Blair, T., Pachauri, R.K., (2006)
Avoiding dangerous climate change). Though, we have no choice left but to adapt to
this crisis. Not just children but to we, humans, in general. However, a study confirmed
that we are not adapting, but rather assessing vulnerability and natural systems;
 intentions to act against the crisis. (Berrang-Ford, L., Paterson, J. (Feb. 2011) Are we
adapting to climate change?)

Children are more vulnerable to these Impacts than adults. They have disturbing
psychological reactions to their awareness of the climate crisis. (Sanson, A., Hoorn,
J.V., Burke, S.E.L. (30 Sept. 2019) Responding to the Impacts of the Climate Crisis on
Children and Youth). Despite this, they have been identified as one of the nine major
civil society groups with the right and responsibility to participate in long-term
development. (Narksompong, J., Limjirakan, S. (25 Aug. 2015) Youth Participation in
Climate Change for Sustainable Engagement). Collective action of youth has been
successful in problematizing global climate inaction and inertia, as well as framing
climate change from a justice perspective, but activists have encountered challenges in
converting their moral legitimacy into the power required for profound change. (Han, H.,
Ahn, S.W. (18 May 2020) Youth Mobilization to Stop Global Climate Change: Narratives
and Impact)

III. Project Description

A. Goals and objectives/ Research Question

This is a project entitled Impact of youth involvement in taking immediate response to

Climate Change as it has the goal of knowing or determining what is youth involvement
impact towards taking immediate response to Climate Change.

The research sought to specifically address the following issues:

1. How does youth involvement help in taking action/response to climate

change?

2. What is the impact of youth involvement with taking immediate action to

climate change?

3. What will the improvement this research can suggest to improve the
affected field?

B. Methodologies and Timelines

The main goal of the researcher in conducting this research is to know how Youth
involvement will impact in taking immediate responses to Climate Change. The
researchers will conduct qualitative research in order to attain the needed information
for the research. According to Tenny et al. (2021) Qualitative research is a form of
research to examine and offers deeper insights into real-world problems. Rather than
collecting numerical data points or intervening or introducing treatments, as in
quantitative research, qualitative research supports the creation of hypotheses as well
as the further investigation and comprehension of quantitative data. The researcher will
gather information and comprehend. The gathered data will serve as a support to the
research.

On the other hand, the research will be conducted for one month; the given time will be
used for drafting questions, gathering data and comprehension of data.

Research Section Duration

1.Title 1 Day

2.Introduction 2 Days

3.Project Description 5 Days

4.Making of Permission Letters 4 Days

1 Week
5.Gathering Data

6.Comprehending Data 1 Week

7. Conclusion 5 Days

C. Benefits/Anticipated Outcomes
The benefit of this study is that it will help us identify and understand how to prevent
climate change from having a negative impact on our future through youth involvement.
It will benefit everyone, not only the youth.

Environmental Agencies will also benefit, by knowing how big the influence of the
youths in taking actions. Environmental Agencies can give opportunities to the youth in
getting parts in taking action toward Climate Change.

IV. Contact Information (Curriculum vitae)

BIRCO, ALTHEA MAE.

Address:Block 13 Lot 19 Pinagsama Taguig City

Contact Number: +63 965504146

E-mail: maebirco99@gmail.com

Objectives
To gain more knowledge about science and technology, and to assist other people who
are in need to the best that we can as a learner in the field of Science, Technology,
Engineering, and Mathematics.

PERSONAL INFORMATION:

Age: 16 Years Old

Date of Birth: May 09, 2005

Place of Birth: Tuguegarao City

Sex: Female

Civil Status: Single

Nationality: Filipino

Religion: Christian

Language: Tagalog & English

EDUCATIONAL BACKGROUND:

Tertiary Education: Arellano University - Andres Bonifacio Campus

Pag-asa St. Caniogan, Pasig, City

S.Y. 2021–Present

Secondary Education: Tuguegarao City West High School

Pallua Norte, Tuguegarao CIty, Cagayan

Primary Education: Pallua Elementary School

Pallua Sur, Tuguegarao City, Cagayan

FLORES, LAYKA B.

Address: Purok 1, Lontoc St. Brgy. Calzada-Tipas, Taguig City

Contact Number: +639 563866677

E-mail: laykaflores62@gmail.com

Objectives

To gain more knowledge about science and technology, and to assist other people who
are in need to the best that we can as a learner in the field of Science, Technology,
Engineering, and Mathematics.

PERSONAL INFORMATION:

Age: 16 years old

Date of Birth: July 10, 2005

Place of Birth: Taguig City

Sex: Female

Civil Status: Single

Nationality: Filipino

Religion: Roman Catholic

Language: Tagalog & English

EDUCATIONAL BACKGROUND:

Tertiary Education: Arellano University - Andres Bonifacio Campus

Pag-asa St. Caniogan, Pasig, City

S.Y. 2021–Present

Secondary Education: Taguig Integrated School

Liwayway St. Sta. Ana, Taguig City

Primary Education: Taguig Integrated School

Liwayway St. Sta. Ana, Taguig City

Concept Paper #2

The Online Learning Environment for STEM Students

I.Objective

By focusing on these specific objectives, the research paper aims to achieve the goal
of determining the different learning environments that STEM students face in online
learning.

• In order to gain a better understanding of the environment in which stem students

have during online learning.
• Discovering how these STEM students adapt to online learning.
• Aims to identify the difficulties encountered while being in those various types of
environments

II. Introduction

An immediate challenge for the twenty-first century is the integration of

technologies in online and blended learning (BL) strategies to underpin contemporary
pedagogies and teaching practices. Learning environments in higher education are now
reliant on their adaptation into a digital world, and therefore need to utilise the full potential
of learning technologies (Cook & Thompson, 2014; Garrison & Kanuka, 2004). This
process had evolved slowly in the structure of academic courses (Bernard et al., 2014)
prior to the precipitous global shift into online learning environments across all education
sectors that was catalyzed by the response to the COVID-19 pandemic in 2020. A pivot
into emergency response teaching (ERT) occurred as teachers responded in practice
(Bozkurt & Sharma, 2020; Bozkurt et al., 2020), including at our own institution (Slade et
al., 2021), emphasizing the necessity to better understand the ways that students engage
with online learning in relation to their academic outcomes. The transition from secondary
to tertiary learning contexts represents a key focal point for student engagement in terms
of exploring whether additional scaffolding is required to better support students as they
become independent learners in digital learning environments.

Students' digital literacy in terms of technical capabilities may have an impact on

their access to digital resources as they enter tertiary blended learning environments.
Given the abundance of online resources available to STEM students, this study employs
learning analytical methods to determine whether students' perceived levels of digital
literacy influence their use of learning management systems (LMS) and overall academic
performance. (Brande Le & Gwendolyn AL, 2022). These findings highlight the fine line
that exists between students' perceived levels of digital literacy, motivation to participate
in online learning environments, and academic performance. (Jack TH Wang, 2022).
STEM (Science, Technology, Engineering, and Math) education delivered entirely online
through a distributed learning environment. Current approaches to online STEM
education are built on a constructivist view of learning and the notion that students are
active participants in the creation of their knowledge. The increased use of online
platforms by non-traditional and adult students to continue their education has presented
new challenges for learning activity design, development, and delivery. (Kleinke and
Yuenlong Lin, 2020). An integrated STEM learning environment may focus on integrating
and learning Science and Mathematics for multiple levels of learners at the same time, or
it may focus on integrating and learning Engineering and Technology for multiple levels
of learners at the same time. A STEM learning environment that is integrated bridges
disciplinary gaps and allows students to apply multidisciplinary knowledge to problem
solving. It also addresses the issues that arise in a STEM learning environment that is
integrated (Dazhi Yang & Sally J Baldwin, 2020)

III. Project Description

When the pandemic began, the number of cases of Covid-19 increased, resulting
in a lockdown. Students continued their education through online learning, where the
instructor and students are physically separated. With the new learning system
introduced, many problems arose. The government tries to resolve this by giving the
students a choice to be taught with modules or by online, sometimes by teaching the
students with both kinds of learning techniques.

In a similar case, Associate Professor Molly Waring and Professor Sherry Pagoto
investigated the effects of the COVID-19 pandemic on STEM students. They're looking
to see if there are any specific types or groups of students who are more affected than
others (Kim Colavito Markesich 2020). Because of the pandemic, STEM students who
study math and science are having difficulty conducting research and group work
activities. Furthermore, the working environment in which they are placed makes it more
difficult for them to complete their projects. This study is working to identify the types of
learners and the problems they face during the pandemic (Kim Colavito Markesich
2020). Having said that, the researchers are also attempting to determine what type of
learning environment will best suit STEM students.

A. Goals and Objectives/Research Questions

 This is a study titled Online Learning Environments for STEM Students. The research
sought to address the following issues in particular:

1. What can be done to gain a better understanding of the environment that STEM
students have during online learning?
2. How can I discover how the STEM students have adapted to online learning?
3. How can I be able to identify the difficulties that have encountered while being in
those various types of environments?

B. Methodology

This study will use a survey questionnaire to learn about the various types of
learning environments that stem students have encountered during the school year
2021-2022. This survey questionnaire will be held on Google Forms and distributed to
students; it will be used to collect data for this study.

C. Timeline

May 2022: Observation of students in their online class (open cam)

June 2022: Making questionnaire
July 2022: Distribution of questionnaire to the participants
August: Gathering the results of the respondents
September: Calculating/checking the final tally of the results.

IV. Benefits/Anticipated Outcomes

The benefit of this study is to identify which types of learners are struggling in
their learning environment during these trying times when we have a new setup of
education, which is online learning, and to seek ways to solve or assist them.

V. Contact Information (Curriculum vitae)

SAN ANDRES, MA. HELENA SOFIA E.

Address: Lot 3-D Polintan Compound Sta. Ana Taguig City
Contact Number: +63 926 644 8078
E-mail: sanandressofia@gmail.com
Objectives: To gain more knowledge and apply what I know about science and
technology in my everyday life. To assist other people who are in need of assistance
and be the best role model for them, as a learner in the field of Science, Technology,
Engineering, and Mathematics.
______________________________________________________________________
Personal Information:
Age: 17 Years Old
Date of Birth: February 26, 2005
Place of Birth: Comembo, Makati
Sex: Female
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Language: English, Tagalog & Spanish
______________________________________________________________________
Educational Background:
Tertiary Education: Arellano University- Andres Bonifacio Campus Pag-asa St.
Caniogan, Pasig, City
S.Y. (2021-Present)
Secondary Education: APEC Schools, San Joaquin, Elisco Rd. Pasig City
S.Y. (2017-2019)
Taguig Integrated School S.Y. (2019-2021)
Primary Education: Santa Ana Learning Center

PENAMAYOR, FRANXINE LOUIEZA P.

Andress: 168 Taal St. Group 2 Post Proper Brgy. Southside Makati City
Contact Number: +63 963 664 3590
E-mail: 04louiezapanerio@gmail.com
Objectives: To gain more knowledge about science and technology, and to assist other
people who are in need to the best that we can as a learner in the field of Science,
Technology, Engineering and Mathematics.

Personal Information
Age: 17 Years Old
Date of Birth: April 13, 2005
Place of Birth: Makati City
Sex: Female
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Language: Tagalog, Kinaray-a & English

Educational Background:
Tertiary Education: Arellano University- Andres Bonifacio Campus Pag-asa St.
Caniogan, Pasig, City
S.Y (2021- Present)
Secondary Education: Palar Integrated School, Scorpion St., Palar Village,
Pinagsama, Taguig City S.Y (2017-2018)
Pavia National High School, Evangelista St. Pavia, Iloilo S.Y (2018-2021)
Primary Education: Palar Integrated School, Scorpion St., Palar Village, Pinagsama,
Taguig City

MANCERA, RENAN G.
Andress: 15 5K, Ramirez St. Tuktukan, Taguig City
Contact Number: +63 950 192 0996
E-mail: mancerarenan@gmail.com
Objectives: To broaden my knowledge in Science, Math, and Technology. This way, I
can help educate the children and students to achieve their own dreams while
decreasing the number of uneducated people in our country.
______________________________________________________________________
Personal Information:
Age: 17 Years Old
Date of Birth: October 1, 2004
Sex: Male
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Language: Tagalog & English
______________________________________________________________________
Educational Background:
Tertiary Education: Arellano University- Andres Bonifacio Campus Pag-asa St.
Caniogan, Pasig, City
S.Y (2021- Present)
Secondary Education: General Ricardo G. Papa St. Memorial High School- Annex,
Gen. Luna St. Ususan City
S.Y (2020-2021)
Primary Education: Ususan Elementary School, Gen Luna St. Tuktukan Taguig City
S.Y (2016-2017)
 Concept Paper # 3

Who is to Blame for Bullying Cases in Schools?

I.Objective

This research paper aims to determine who is to blame for bullying cases
in schools to help gather information and ideas when it comes to learning by also
knowing if poor parenting has bad effects on a student for being a bully. This study
will be focusing on the following objectives:

1. To know if poor parenting is the cause of a student being a bully.

2. To know who is to blame for bullying cases.

II. Introduction

Working environment bullying has drawn expanded consideration during the last
10 years because of its extreme outcomes on wellbeing. Notwithstanding, the
beginning of bullying has, up until this point, been inadequately portrayed
(Margaretha Strandmark et. Al 2007). Bullying at school is a not kidding social
issue that impacts the prosperity of all interested parties, or at least, casualties,
culprits, and onlookers (Marina Camodeca 2020). (Olweus 1973, 1978) bullying
has been described as ‘aggressive, intentional acts carried out by a group or an
individual repeatedly and over time against a victim who cannot easily defend him
or herself’. The effects of bullying attack someone’s emotions and it can cause
depression and other psychological, physical disorders (Eni Hidayati 2021)
Harassing or bullying is classified into four sorts, specifically: physical, verbal,
digital, and social. Actual harassment incorporates all types of actual damage done
on the casualty like kicking, pushing, punching, and such. Verbal bullying is
normally as disparaging comments or put-downs heaved at the objective. This
 might incorporate yet not be restricted to ridiculing, insulting, prodding in a harmful
way, and ridiculing the person. (Berger, 2007; Wang, Iannotti, & Nansel, 2009)

III. Project Description

A. Goals and Objectives/ Research Questions

The project entitled Who is to Blame for Bullying Cases in Schools, aims
to determine who really is the one to blame for bullying in schools. The goal
of this project is to know if poor parenting has an impact on their child to be
a bully or if it is their child’s choice to be a bully. This project will give more
information and knowledge about what are the results of bad parenting to
students. The researchers will also find some suggestions for parents to be
better, and also for the students to be more responsible.

The study seek to specifically address the following:

1. What are the impacts of poor nurturing on kids?

2. Who is to blame for bullying cases in schools? The parent or the
children?

B. Methodology and Timelines

The seminars will tackle different topics every month but all boil down to one
single aim: that is to eradicate bullying. For the first seminar, bullying will be
tackled as a whole and for the next month, the speakers may talk about
another topic, such as the importance of being kind to other people. This
part of the project will happen every first Monday of the month.

For the second part, every first Wednesday of the month, each section of
the schools will be tasked to take turns in saying something positive about
each of their classmates. Since an objective of the project is to raise the
confidence of the students, this will be assumed to be effective.

The last part will heavily involve the teachers, which will happen every
Friday. They will talk to their students one by one and if one student admits
to being bullied, the teacher will talk to the alleged bully and give them a
week to change their actions. If they do not change, they will be given a
suspension of three days. If their actions remain unchanged, the sanctions
will be heavier and heavier.
 C. Benefits/Anticipated Outcomes

It is utterly beneficial for the parents because they will know if the type
of parenting that they are doing is wrong or if they need to change it. This
study will specify if different parenting styles have effects on their childrens.

Teachers are also going to understand their students' behavior too

knowing that every child has a different life experience and how their
students come up with that erroneous attitude.

IV. Contact Information (Curriculum vitae)

CAJURAO, ROBIN DANIEL F.

Address: Brg. San Andres, Cainta Rizal

Contact Number: +63 9128754692

E-mail: cajuraorobin69@gmail.com

Objectives

To gain more knowledge about science and technology, and to assist other people who
are in need to the best that we can as a learner in the field of Science, Technology,
Engineering, and Mathematics.

PERSONAL INFORMATION:
Age: 18 Years Old

Date of Birth: March 22, 2004

Place of Birth: Cainta Rizal

Sex: Male

Civil Status: Single

Nationality: Filipino

Religion: Christian

Language: Tagalog & English

EDUCATIONAL BACKGROUND:

Tertiary Education: Arellano University - Andres Bonifacio Campus

Pag-asa St. Caniogan, Pasig, City

S.Y. 2021–Present

Secondary Education: Francisco P. Felix Memorial National HighSchool

Municipal Compound, Santo Domingo, Cainta, Rizal

Primary Education: Kabisig Elementary School

Kabisig, Blk 19, Cainta Rizal

Castañeda, Jovielyn

Address: Seagull Ave. Brgy. San Miguel Taguig City

Contact Number: +63 915 623 2062

E-mail: jvlyncstndddd@gmail.com
Objectives

To gain more knowledge about science and technology, and to assist other people who
are in need to the best that we can as a learner in the field of Science, Technology,
Engineering, and Mathematics.

PERSONAL INFORMATION:

Age: 17 Years Old

Date of Birth: November 10, 2004

Place of Birth: Sabater Pasig City

Sex: Female

Civil Status: Single

Nationality: Filipino

Religion: Christian

Language: Tagalog & English

EDUCATIONAL BACKGROUND:

Tertiary Education: Arellano University - Andres Bonifacio Campus

Pag-asa St. Caniogan, Pasig, City

S.Y. 2021–Present

Secondary Education: General Ricardo G. Papa Senior Memorial High School

Col. P. Cruz, Tuktukan, Taguig City

Primary Education: Ciriaco P. Tinga Elementary School

M. L. Quezon Avenue, Taguig

 Caheles, Jhon Alfred Lloyd N.

Address: #7 Molave St. Jabson Site Rosario Pasig City

Contact Number: 09273063914

E-mail: jhonalfredlloyd@gmail.com

Objectives

To gain more knowledge about science and technology, and to assist other people who
are in need to the best that we can as a learner in the field of Science, Technology,
Engineering, and Mathematics.

PERSONAL INFORMATION:

Age: 16 Years Old

Date of Birth: June 6, 2005

Place of Birth: Rosario Pasig City

Sex: Male

Civil Status: Single

Nationality: Filipino
Religion: Christian

Language: Tagalog & English

EDUCATIONAL BACKGROUND:

Tertiary Education: Arellano University - Andres Bonifacio Campus

Pag-asa St. Caniogan, Pasig, City

S.Y. 2021–Present

Secondary Education: Rizal High School

DSAA Caniogan, Pasig City

Primary Education: Maybunga Elementary School

DSAA Maybunga, Pasig City