INDICATORS OF ENVIRONMENTAL CONSERVATION AT THE SAN

LORENZO RUIZ COLLEGE OF ORMOC, ORMOC CITY, LEYTE : BASIS OF A

PROPOSED PROGRAM FOR AN ENVIRONMENTALLY SUSTAINABLE

SCHOOL COMMUNITY

A Thesis Presented to the General

Education Head, College of Medical Technology

San Lorenzo Ruiz College

Ormoc, City

In Partial Fulfillment of the

Requirement for the Environmental

Science: Bachelor of Medical Laboratory Science

BACHELOR OF SCIENCE IN MEDICAL LABORATORY SCIENCES II- B,

BATCH YERSINIA

SECOND SEMESTER S.Y. 2022-2023

FEBRUARY – JUNE 2023

1
 INDICATORS OF ENVIRONMENTAL CONSERVATION AT THE SAN

LORENZO RUIZ COLLEGE OF ORMOC, ORMOC CITY, LEYTE : BASIS OF A

PROPOSED PROGRAM FOR AN ENVIRONMENTALLY SUSTAINABLE

SCHOOL COMMUNITY

A Thesis Presented to the General

Education Head, College of Medical Technology

San Lorenzo Ruiz College

Ormoc, City

In Partial Fulfillment of the

Requirement for the Environmental

Science: Bachelor of Medical Laboratory Science

BACHELOR OF SCIENCE IN MEDICAL LABORATORY SCIENCES II- B,

BATCH YERSINIA

SECOND SEMESTER S.Y. 2022-2023

FEBRUARY – JUNE 2023

1
 San Lorenzo Ruiz College of Ormoc

College of Medical Technology

Brgy. San Pablo, Ormoc City

CERTIFICATE OF APPROVAL

This thesis entitled “INDICATORS OF ENVIRONMENTAL CONSERVATION AT

THE SAN LORENZO RUIZ COLLEGE OF ORMOC, ORMOC CITY, LEYTE :

BASIS OF A PROPOSED PROGRAM FOR AN ENVIRONMENTALLY

SUSTAINABLE SCHOOL COMMUNITY” prepared and submitted by the

Bachelor of Medical Laboratory Science II - B, Batch Yersinia of the School Year

2023-2025 has been approved and accepted as a partial fulfillment of the

requirement for the subject in PEE: Environmental Science

FR. FELIX C. FORTUNA, OSM, MAED

Research/Thesis Adviser

June 20, 2023

Miss Mary Jean Aseo

Head, General Education Department

Mrs. Maria Lythinda Palomino, MPH

Dean, College of Medical Technology

2
 ACKNOWLEDGEMENT

Conducting a research study is really a challenging work for anyone. The research

had been presented with difficulties emotionally and financially. But despite all of that,

the researchers managed to pursue the study and finally completed the partial fulfillment

for the Degree of Bachelor of Science in Pharmacy.

Sincere gratitude is therefore extended to the Almighty God for giving the

wisdom and knowledge to finish this research despite the sleepless nights and hardships

encountered from the day that this study was started.

To the beloved parents who supported financially and the constant encouragement

and inspirations to do better.

To all who extended help but whose names have not been mentioned.

Finally, to Saint Francis of Assisi, the patron of Ecology, whose spiritual

inspiration helped generate and accomplish this study to make this dream come true.

God bless all of you!

Bachelor of Medical Laboratory Science

II -B Batch Yersinia 2023-2025

 TABLE OF CONTENTS

PAGE

Title Page ……………………………………………………….. i

Approval Sheet ……………………………………………………... ii

Acknoledgement ……………………………………………………….. iii

Bibliographical Date ……………………………………………………….. vii

Table of Contents ……………………………………………………….. x

List of Figures ………………………………………………………... xi

Appendices ………………………………………………………… xii

Abstract ………………………………………………………… xiii

CHAPTER I. INTRODUCTION ……………………………………………

Background of the Study ………………………………………….. 1

Statement of the Problem and Objectives

of the Study …………………………………………………… 2
Scope and Limitation ……………………………………………… 3

CHAPTER II. METHODOLOGY

Research Design …………………… ………………………………. 22

Research Local …………………………………………………….. 22

Sampling Procedure ………………………………………………… 23

Physical Feature of Ormoc …….. …………………………………. 27

CHAPTER III PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA …………………………………………………………………… 37

CHAPTER IV SUMMARY, CONCLUSION AND RECOMMENDATION

 LIST OF FIGURES

FIGURE NUMBER

1. Leopold Land Pyramid …………………………………………………..

2. Conceptual Framework of the Study ……………………………………

3. Provincial Delineation Map of Leyte Island ……………………………

4. Segment of the San Lorenzo Ruiz College of Ormoc Inc. …………….

5. Map of Ormoc ……………………………………………………………….

6. Zonal Map of Ormoc City …………………………………………………

LIST OF TABLES

TABLE NUMBER

1. Frequency and Percentage Distribution of the Respondents (Refer Chapter 2)

2. Likert Scale Instrument and Translate Interpretation …………………..

3. A. On Waste Disposal ……………………………………………………… 1

3. B. On Clean and Green …………………………………………………….. 2

3. C. On Air Pollution Control ……………………………………………….. 3

3. D. On Water Conservation ………………………………………………… 4

3. E. On Energy Conservation ……………………………………………….. 5

4. The Level of Environmental Program Implementation as Rated by Respondents

Based on a Rating Scale ……………………………………….. 6

5. Frequency and Mean Distribution of Administrators’ Support as Rated by the

Respondents

6. Rank Distribution of Environmental Problems Existing in the School Campus

7. Involvement Level in the Overall Involvement of Activities among Employees and

Students

LIST OF APPENDICES

APPENDIX

A. Brief History of San Lorenzo Ruiz College of Ormoc

B. Brief History of Ormoc

C. Zonal Map of Ormoc

D. Map of Ormoc

E. Cover Letter A

F. Cover Letter B

G. Cover Letter C

G1. Cover Letter D

H. Questionnaire. Environmental Conservation Audit (ECA)

I. Directory of Respondents

J. List of Respondents: BSPh I, II, and III

K. Detailed Inventory of Environmental Indicators

K1. Rank Distribution of Environmental Problems Existing in the School Campus

K2. Action Plan of a Proposed Program for an Environmentally Sustainable SLRC

Community

K3. Descriptive Budget Allocation of a Proposed Program for an Environmentally

Sustainable School Community (One School Year)

L. Respondents’ Assessment on the Level of Implementation

M. Support/Involvement among Students and Employees

N. The Researchers: Bachelor of Medical Laboratory Science Level II BATCH

Yersinia School Year: 2021 - 2025

 ABSTRACT

The Bachelor of Science in Medical Laboratory Sciences II, Block B, San

Lorenzo Ruiz College of Ormoc, Ormoc City, Leyte, February - June 2023 undergoes this
research.
Major Adviser: Fr. Fortuna, Felix Maria Castulo, O.S.M., MAEd / Master of Arts
in Education, Major in Natural Science.
A study on "Indicators of Environmental Conservation at the San Lorenzo Ruiz
College of Ormoc, Ormoc City, Leyte: Basis of a Proposed Program for an
Environmentally Sustainable School Community" was conducted at SLRC, Ormoc City,
Leyte, from February to June 2023. Seventy-eight SLRCians served as respondents of the
study from the Pharmacy Department; BSPh I, BSPh II, BSPh III, employees and
administrators who have had at least four years' residence at SLRC. The study sought to
answer the following questions: (1) What environmental conservation activities exist in
SLRC in terms of the following: waste disposal, clean and green, air pollution control,
water conservation, and energy conservation? (2) How do the respondents assess the
implementation level of specific practices on environmental conservation within SLRC?
(3) What problems do the respondents encounter in the implementation of the
environmental conservation practices in terms of the degree of administrative support?
(4) What specific environmental conservation, practices should be included in the
proposed SLRC program on environmental conservation?
The study adopted the Environmental Conservation Audit wherein respondents
identified existing and non-existing environmental practices in the SLRC community. In
addition, they assessed the implementation level of specific environmental conservation
practices, rated the degree of administrative support, and ranked the predominance of
environmental conservation problems at SLRC. Finally, respondents pointed out what
specific environmental conservation practices should be included in the SLRC
Environmental Conservation Program.
Descriptive statistics was used in the analysis and interpretation of the data. The
Likert Scale was used in the assessment of environmental practices, implementation
level, degree of administrative support, and employee and student involvement in
environmental activities.
 Problems related to the support given by the school administrators in the
implementation of the Environmental Conservation Program (ECP), were negligible.
Support coming from the administrators was highly satisfactory. In the case of
cooperation or involvement of employees and students, the respondents also gave
themselves a highly satisfactory rating. It shows employees and students were involved in
the environmental activities at SLRC. Dominant environmental problems existing on
campus were:poor ventilation in classrooms, poor waste management, flooding, poor
sewage system, poor sanitary practice, and contaminated drinking water
Conclusions of the study are as follows:
1. Environmental conservation practices that exist in SLRC are waste disposal, clean
and green, air pollution control, water conservation, and energy conservation.
Some SLRCians are not aware of such existence.
2. The implementation level of the practices varies from slightly to moderately to
fully implemented. Fully implemented are no smoking on campus, separating
biodegradable from non-biodegradable materials, regular cleaning of the school
campus, and turning off faucets when not in use.
3. Administrative support in the implementation of environmental conservation
ranges from satisfactory to highly satisfactory. However, support for the proposed
program must be in the near future more specific translations of involvement,
concern, readiness and assistance. The first five problems ranked by respondents
were poor ventilation of classroom, poor waste management, flooding during
rainy season, poor sewage system, poor sanitary practice.
4. Employees and students consider themselves to be involved in environmental
practices, cooperative and interested in the implementation process, and models in
the use of environmentally-friendly materials.
5. Suggested environmental practices for inclusion in the SLRC Environmental
Conservation Program are those slightly to moderately implemented, namely:
composting of yard wastes, throwing litter in garbage containers, practicing
segregation of waste or separating biodegradable from non-biodegradable
materials, selling of old newspapers, magazines and books, utilization of used
paper for notes, growing seeds for tree planting, regular schedule for tree planting,
 6. regular cleaning of the school campus, throwing of wastes in designated places,
keeping school furniture free from vandalism, no burning of waste materials, no
smoking on the entire campus, using a bicycle or a pedal driven cab as a means
of transport, using environmentally-friendly materials, walking on foot, repairing
leaking faucets and pipes, reducing water wastage, recycling used water

It is recommended that environmental practices that are identified as existing and

non-existing as well as implemented satisfactorily or not must be included in the
envisioned environmental conservation program. This could assure sustainability in
program operations and goal accomplishments. However, SLRC must create a committee
or task force to undertake the program, monitor and periodically review and promote it to
all constituents of the school. Results of this study can be used as input to the refinement
and operationality of the appended Action Plan of the Proposed Program on an
Environmentally Sustainable SLRC Community.
 CHAPTER I

INTRODUCTION

Background of the Study

The San Lorenzo Ruiz College of Ormoc City, Leyte, Philippines has added to its
school mission statement- "structured and distinctive learning environment", which
emphasized the true charisma of Saint Francis of Assisi, the titular Patron of those who
promote Ecology as declared by Pope John Paul II. The Pope once said that, "Francis
offers to all Christians an example of genuine and deep respect for the integrity of
creation" (John Paul II, 1992).
Results of the survey conducted by the Society of Jesus showed that the youth of
today are worried about the environment. Eighty-seven percent of them have actually
shown great concern about the environment when asked for some possible issue that
would worry them in the future (Society of Jesus, 2001). Moreover, much awareness
coupled with action has been generated to solve massive ecological problems today
which need strong faith and commitment for the younger generations. The future of
tomorrow depends on how people of today manipulate the environment. Hence protecting
the environment becomes everyone’s' responsibility.
Environmental concern appears to be global. Scientists have evolved instruments
to measure gas emissions, water pollution and sedimentation, smog and fog levels, soil
run-off from hillsides and riverbanks, and biodiversity and forest density. However,
citizens of a local community, especially an academic community like SLRC, should
learn by themselves to search for implementable indicators of a friendly environment.
This means that they can put their action together to help clean, green and protect their
nearby environment to begin with.
This study is therefore conducted to identify observable indicators of a healthy
environment jointly protected and conserved by members of the SLRCian community.
Such indicators drawn from and confirmed by the respondents will serve as basis of a
proposed program for an environmentally sustainable community. Research results will
provide a functional inventory of indicators to be practiced by the SLRCian community
in its response to the call for environmental conservation. This will also serve as an index
 of students' environmental attitudes and values which they demonstrate in
concerted action to clean, green and preserve the environment. Furthermore, the study
will also develop an SLRC program for an environmentally sustainable community. In
effect, the concern for the dignity of the environment would be truly actualized in
SRLC’s vision-mission. Thereby, results would perpetuate the real life of Saint Francis of
Assisi, the Patron of Ecology, as well as looking at the roots of all the environmental
problems which ultimately lie within the values of every individual (Berry, 1992).
We are confronted with the universal vision and slogan on Environmental Science
Ecology.
An act locally and think globally. Hence, environmental problems today is
threatening the life on earth like Global Warming, Pollution, Indiscriminate Management
of Solid Waste, etc.
We, researchers are challenge in our way as to mitigate if not to eradicate and
bring healing to the planet Earth through this environmental conservation thesis research
with San Lorenzo Ruiz College, Ormoc City, Leyte, Philippines (Region VIII).
See page XVI, the study adopted the Environmental Conservation Audit wherein
respondents identified existing and non-existing environmental practices in the San
Lorenzo community. In addition, they assessed the implementation level of specific
environmental conservation practices, rated the degree of administrative support, and
rank the predominance of environmental conservation problems at San Lorenzo Ruiz
College. Finally, respondents pointed out what specific environmental conservation
practices should be included in the San Lorenzo Environmental Conservation Program.

2
Statement of the Problem and Objectives of the Study

The study aimed to identify indicators of environmental conservation that exist

and need to be introduced at the San Lorenzo Ruiz College of Ormoc City which will
serve as basis of a proposed program for an environmentally sustainable community.

The specific objectives of the study sought to answer the following questions:

1. What environmental conservation activities are existing in SLRC in terms of the

following?

a. waste disposal,

b. clean and green,

c. air pollution control,

d. water conservation, and

e. energy conservation?

2. How do the respondents assess the level of implementation of specific practices

on environmental conservation within SLRC?

3. What problems do the respondents encounter in the implementation of the

environmental conservation practices in terms of the degree of administrative
support?

4. What is the level of overall involvement in the environmental conservation

activities among employees and students?

5. What specific environmental conservation activities should be included in the

Proposed SLRC Program on Environmental Conservation?

3
Scope and Limitation

This study was conducted in the three college department levels of SLRC,
including employees and administrators who have learning or working experiences of at
least four years. It dealt primarily with the inventory and identification of indicators that
have been practiced by SLRCians as a result of the school's environmental conservation
program. Both recall and direct observations characterize the response of respondents to
the items in the questionnaire. The environmental conservation audit therefore does not
demand exactness as the term audit is used in institutional agencies. The implementation
level of indicators as assessed by respondents is perceptions. Due to the urgent need to
identify existing and non-existing indicators of environmental conservation, adequate
understanding of environmental conservation and the grasp of specific items that should
exist at certain levels of implementation, especially among the pupils and students, have
not been determined. One characteristic of the data as analyzed and interpreted is the
consolidation of respondents' reaction regardless of stratum. Stratified sampling however
gave assurance that SLRC constituents were well represented, however the Bachelor of
Science in Pharmacy the level 4 were excluded since they are out of school for the
internship and the employees of the college were included in the respondents.

4
REVIEW OF RELATED LITERATURE

This chapter presents literature related to the study taken from books, journals,
and other publications. The literature helped conceptualize the study. A good number of
publications, studies, symposia, and conferences published about environmental science
particularly on human awareness and its practices have them rooted in societal and
environmental attitudes and values.

Ecology is a complex field of the study. It helps everyone to understand the

natural process that operates in the world and the role of science and technology in
society. Understand nature leads mankind to the full appreciation of the role of human
beings in the natural world. Examining the turmoil of social and environmental crisis
over the world, one may conclude that man has betrayed the mandate of God as stewards
of His creation. The awareness of the relationship between God and humankind brings a
fuller sense of the importance of the relationship between human beings and the natural
environment the treasure which God has entrusted to man with great wisdom and love
(Genesis 1:28).

Respect for creation stems from human respect for human life and dignity. This is
one of the bases on which God has created the world and established the foundation of
moral order within which to articulate a code of environmental ethics. In this perspective,
Christians and all other believers have a specific role in proclaiming moral values and
educating people on ecological awareness which calls for responsibility toward self,
others and creation (John Paul II, 2002).

One is painfully aware of the fundamental obstacle that confronts the world today.
This has something to do with how individuals move from theory to action, from words
to deeds, from attitudes to values. Humans are fully equipped with technical and
scientific information about the nature of the present ecological crisis, the necessary
action to be done and how to do it. However, despite all this information, little has been
actually done. It is a long journey from the head to the heart, and an even longer journey
from the heart to the hands. The problem lies on how to bridge this tragic gap between
theory and practice, between ideas and actuality. One speaks of environmental crisis; but

5
real crisis lies not in the environment but in the human heart that treats the Earth as not a
home to man. The fundamental problem lies not outside but inside the heart of people,
not in the ecosystem but in the way we think (John Paull II, 2002).

Environmental issues have their environmental interrelationships: the cause and

effect from resource use to protection of nature, to government action, to ethical, moral,
and spiritual consideration to profit operation, to social concerns, to job protection and to
legal considerations to profit operation, to social concerns, to job protection and to legal
consideration (Enger and Smith, 2000). Thus, environmental inter-relationships
encompass all the surrounding conditions.

Presidential Decree 1152 also known as the Philippine Environment Code of 1997
states: “The Department of Education and Culture shall integrate subjects on
Environmental Education in its curriculum at all levels.” (DECS, 1997). Its basic concept,
such as interconnectedness where everything is connected to everything else; diversity
and stability in which all forms of life are important and that everything changes; balance
of nature that nature knows best; materials cycle in which is finite; and stewardship
where man acts as overseer of God’s creation.”

The best possible way of saving Mother Earth may start from what the school can
do in using the green index in finding indicators that cater to the environmental education
awareness among the members of the school community (Soriano, 1995). The
transmission of environmental attitudes and values is possible when these values are
integrated in the curriculum (Sevilla, 1999).

Integration of value is also a mandate of the 1987 Philippine Constitution Article

XIV Section 3 which states: “that all educational institution shall inculcate... and develop
personal discipline, strengthen ethical and moral values.” Furthermore, these values are
absolute truth which are based on standard of morality that guides people throughout life.
They inspire individuals to struggles towards immediate and long-term goals which affect
their thoughts, decisions, and actions. These behavioral societal values are actual modes
of conduct that shape personal attitudes. To a greater extent, values may be subjective
situational and considered as accepted practices and way of acting during a given period

6
of time (Esteban, 1987). Values are derived from the natural and moral laws and not from
opinions and feelings.

Ethical issues dealing with environment ethics emphasize the moral foundation of
ecological responsibilities, and how far these responsibilities are extended (Enger and
Smith, 1999). Values and norms of social ethics can be applied to an ecological context.
However, these are not valued as an end in themselves since ecological ethics cannot be
separated from social ethics. Ecological ethics stretches beyond moral values and norms
which can be interpreted as moral issues that have something to do with the way human
beings relate with one another and to the other creatures as well as the non-living
components of the environment.

The most profound and serious indication of moral implications underlying

ecological problems is the lack of respect for life evident in many patterns of the
environment degradation. As published by the Panorama magazine dated October 21,
2001, one can only look with deep concern at the indifference and public apathy,
ignorance of the people about the environment in relation to fundamental ethical norms,
compounded with the anomalous use of the law in the exploitation of one’s natural
resources, like the National Power Corporation – Leyte Bohol Interconnection Councils.
The said resolution favors the project without proper barangay council sessions (Ormoc
City Profile, 2006).

The Earth is ultimately a common heritage, the fruits of which are for the benefit
of all. In the other words, “God destined the earth and all it contains for the use of every
individual and all peoples” (Gaudium et Spes, 1996 edition). Theology, philosophy, and
science all speak of a harmonious universe, of a “cosmos” endowed with integrity, its
own internal dynamic balance. This order must be respected. The human race is called to
explore this natural order, to examine it with due care and to make use of it while
safeguarding its integrity. Today, the dramatic threat of an ecological breakdown speaks
of man’s greed and selfishness which may be both individual and collective – contrary to
the order of creation, an order that is characterized by mutual interdependence
interaction.

7
 Modern society will find no solution to these ecological problems unless people
take a serious look at their own lifestyle: the consumeristic lifestyle. Simplicity,
moderation, and discipline, as well as spirit of sacrifice, must become a part of everyday
life, lest all suffer the negative consequences of the careless habits of the few, (John Paul
II, 1992).

The Constitution of the Philippine Republic Article II Section 16 provides that,

“The State shall protect and advance the right of the people to a balanced and healthful
ecology in accord with the rhythm and harmony of nature.” Thus, Section 16 mandates
local authorities to enhance the right of the people to a balanced ecology, among other
equally significant responsibilities. Toward this end, and in support of overall public-
private sector efforts to protect the integrity of the environment shall be given equal
importance for sustainable development (Memorandum Circular, DILG, 1996).

Human culture integrated with a true Christian culture must be built upon a
profound respect for a nature, a sense of being one with nature. Furthermore, M.J. Fox
(1980) reiterated that creation and spiritually are needed by everyone in order to have a
balanced outlook about himself and his interactions with the environment. Likewise, J.
Arnold, (1995) proposed that the schools’ programs should be planned for a longer period
of time in order to adopt measures that may address problems concerning the
environment.

Aldo Leopold (1981) advocated man’s responsibility to the nature world valuing
nature in itself. He stressed mankind’s symbiotic relationship to earth in time and space
which needs to be inculcated in every person’s heart and mind so that human beings may
be able to value the biotic community for its own sake.

Ecological consciousness is founded on deep ecology (Naess, 1992). It calls for a

transformation of the fundamental principles guiding a long-term relationship with the
environment. Naess laid down the six points which are basic to deep ecology and should
be approached with a critical mind. They are as follows:

8
 1. The well-being and flourishing of human and non-human life. Earth have values
in themselves. These values are independent of the usefulness of the non-human
world (abiotic) for human purpose.
2. Richness and diversity of life forms contribute to the realization of these values
which are all values in themselves.
3. Humans have no right to reduce the richness and diversity except to satisfy vital
needs.
4. Present human interference with the non-human world is excessive and the
situation is rapidly worsening.
5. Government policies must therefore be changed. These policies involve an
understanding of scientific principles, economic influences, technologies and
ideological or political structure and actions.
6. The ideological change will be mainly that of appreciating the quality of life
rather than adhering to an increasingly higher standard of living while the earth is
going to its disastrous end.

Deanna and Dorado (1999) revealed some approaches in solving environmental

problems, namely: the top-down approach which involves the creation of laws that
regulate behavior and human activities. This approach includes changes in attitudes and
values as well as lifestyle of the people. One away developing positive attitudes and
values is treating the earth’s resources as limited, understanding the interdependence of
man and nature and the acknowledgement that man depends on nature for survival.

Wendell Berry (1992) emphasized the environmental problems resulted when

apathetic and self-centered attitudes and values set in the mind of every individual
person. Apathy is an attitude of being indifferent to the present condition of the
environment while self-centeredness is an attitude and value whose main concern is profit
and material benefit that one gets from the environment. The feeling of insignificance
refers to persons whose attitude does not give value to their actions toward the
environment. Thus, the role of individual values in the society is ultimately the root of all
environmental problems.

9
Hypothetical Framework

This research is anchored on eco-centrism, the theory of moral responsibility to

the environment postulated by Aldo Leopold (1981). The eco-centric theory is a radical
approach to environmental responsibility. Defenders of this theory advocate that the
environment is entitled to a direct moral standing and not merely a standing derived from
human interests. The main premise of morality is that the individual organism is a
member of a community of interdependent parts. To develop a proper ecological
conscience, Leopold discusses the theory of a land pyramid (Figure 1). This pyramid is
composed of a class of all food chains, where the higher levels depend on everything
beneath it. Soil, water, plants, herbivores, carnivores, and omnivores constitute the basic
layers of the pyramid. Leopold explains that a continuous and upward flow of food
energy in the pyramid and obstruction to the flow of energy at any level will damage the
whole. If people expect to survive on planet Earth they need to develop a less dominating
and aggressive posture towards the earth.

10
 OMNIVORES

CARNIVORES

INSECTS
EATING ANIMALS
HERBIVORES

INSECTS

PLANTS

SOIL/WATER

Figure 1. Leopold’s Land Pyramid

As Leopold puts it: “A thing is right when it tends to preserve the integrity,
stability, and beauty of the biotic community. It is wrong when it tends otherwise”
(Fieser, 1992).

11
 From the very simple interaction of the components in Leopold’s pyramid ladder,
one can formulate an informal set of guiding principles about the ecosphere on how to
shape a community in harmony with nature on the following basis:

1. Everything is connected to everything else. The food chain and food web have
always been used to illustrate the relationship of the different living
components in the ecosystem. The type and distribution of soil, for example,
affects the distribution of organisms. Applying this concept to human society
teaches us how to care not only for ourselves but also for others, and for the
next generation. This concept should remind everyone that no progress can
occur without considering that everything is connected to everything else.
2. Consumption must not exceed production. Any ecosystem has the capacity to
sustain life. For an ecosystem to exist, the ability to provide for the necessities
of life should not be exceeded by consumption. In this way, the balance of
nature is maintained. This is the concept of limits. The earth is not infinite. Its
resources are limited and in the face of an increasing population, one’s
acquisition of resources beyond that which is required to satisfy one’s basic
needs is equal to stealing from others (Santiago, et al., 1999).

The ecosystem theoretically has spatial boundaries. In the concept of the ecosystem,
the biological and physical components of the environment are a single interactive
system. The spatial boundaries are difficult to define. Hence, the ecosystem can be
viewed in the context of its surrounding environment.
The primary focus of ecosystem ecology in relation to Leopold’s ecocentrism is the
exchange of energy and matter. Exchanges from the inside ecosystem to the surrounding
environment are outputs. Every ecosystem has three basic components whether aquatic,
terrestrial or abiotic. These are the following:

1. The autotrophs or producers are largely green plants which are sources of
food among animals and man.
2. The consumers are heterotrophs, the users of organic compounds
produced by the autotrophs.

12
 3. The abiotic matter consists of the soil, sediments, particulates, dissolved
organic matter in the aquatic ecosystem, and litter in the terrestrial
ecosystem. The driving force of the system is the energy of the sun. This
energy, harnessed by the producers, flows from producers to consumers to
decomposers and eventually dissipates as heat energy (Smith, et al.,
1998).

Assessing the indicators of the environmental conservation program of the SLRC

community determines the practices designed to conserve the environment of the school
and gives implications on SLRCians’ moral responsibility to preserve their own
environment. It makes ecologically-conscious individuals internalize their role in
bringing about an environmentally sustainable school community. To some extent the
concerted activities would lead to the prospect of expecting indicators of an
environmentally healthy SLRC community to exist and become sustainably observable.

13
Conceptual Framework

This research is a pioneering ecological study pertaining to the earth’s biosphere

within the SLRC school campus in relation to its mission statement on -- “structured and
distinctive learning environment”. The framework is based in the concept of the “green
audit” on the environmental conservation practices that should be used as baseline
information for pointing out indicators that should be included in the proposed program
for an environmentally sustainable school community. This “green audit” serves as a
determining factor where SLRC stands in terms of environmental concerns and
environmental education consciousness among administrators, employees and selected
students. The findings of the study serve as input to the Proposed Programs for an
environmentally Sustainable School Community.

The schematic diagram in Figure 2 presents the environmental conservation

activities of SLRC which eventually evolves into an institutionalized program. The first
box comprises the independent variables of environmental practices or indicators
expected to be intensified in the program. Currently, some practices on campus can
already be felt. The identification of environmental practices or indicators is an
assessment process by which the respondent determine whether the practices are existing
and satisfactory. The second box encloses the intervening variables expected to tie up the
independent variable with the dependent variable. The third box with two subsections
gives the primary and secondary dependent variables based on the result of the survey.
Consequently, results expect the existence and strengthening of environmentally
sustainable indicators in the SLRC community. These are to be revitalized if not
introduced in the Proposed Program for an Environmentally Sustainable School
Community. The arrow at the very bottom operates as feedback mechanism to find out
whether the program has been fully satisfactory as determined by the constituents of
SLRC.

14
 SLRC’s MISSION STATEMENT
… STRUCTURED AND DISTINCTIVE LEARNING ENVIRONMENT

Identification of
Environmental
Practices or
Indicators Existing/ Not Proposed
Saint Francis: Existing Program
Patron of P
Ecology
Waste R
Environmen-
Disposal tally
A
S
Ecological C
Feedback U
Awareness
S
Sermons: On SLRC T
Clean T
Holy Masses
And Green A
I
I
N
C
A
Bulletin Board B
E
Display: L
Air Pollution Ecological Issues E
Control Feedback S
SCHOOL

Home C
Environment of O
Water M
Conservation Respondents
M
U
And
N
I
Level
T
Y
Energy Respondents Of
Conservation Accuracy of ECA
Answers Implementation

INTERVENING PRIMARY SECONDARY

INDEPENDENT VARIABLE
VARIABLE

DEPENDENT VARIABLES

Feedback Mechanism

Figure 2. Conceptual Framework of the Study

15
 Figure 2 implies that the independent variable or practices have been not only
identified as existing but also according to the level of implementation. Eventually, the
dependent variable which includes what respondents have identified as existing and not
existing environmental practices surfaced. At the same time, existing practices have been
assessed as to their level of implementation. Being an action research, result of the study
served as the basis in the secondary dependent variable propose program for an
environmentally sustainable school community of SLRC - the secondary variable which
could be made functional on the school campus.

16
Definition of Terms

The following terms are defined operationally within the context of the research.

Air Pollution Control. A method of keeping the atmosphere free from chemical
wastes coming from smoke-belching vehicles and the burning of garbage.

Clean and Green. The up keeping and greening of the school surroundings.

Energy Conservation. A description of environment-friendly ways of utilizing

light and electrical energy.

Environmental Attitudes and Values. The spiritual and moral responsibility of

every individual towards creation.

Environmental Conservation. A description of using everything in nature the best

possible way for a long-term benefit to humanity.

Environmental Conservation Practices. Used interchangeable with activities that

create a friendly environment.

Environmentally Sustainable Community. A community where natural resources

are properly utilized or managed for the benefit of the present and future generations.

Indicator. Used interchangeably with practice that points out some measures on
how the individual performs his or her responsibility to conserve the environment.

Waste Disposal. The systematic disposal of biodegradable and non-biodegradable

waste.

Water Conservation. The efficient use of water resources.

17
 BIBLIOGRAPHY

Aldo, Leopold, (1981). The Land Almanac in Sand Country Almanac, Oxford

University Press, New York, USA.

Arnold, J. (1995). Environmental Ethics, Falls Brook Center, CIDA, New Brunswick,

Canada.

Berry, Wendell, (1992). Conservation Biology, Chapman and Hall Printers, USA.

Christian Community Bible, (1995). “Genesis”, Catholic Pastoral Edition, Claritian

Publication, Quezon City.

Deanna, Melecio D. and Dorado, Salvacion L. (1996). Environmental Science for

Philippine High Schools, Phoenix Publishing House, Inc., Quezon City,

Philippines.

Downie, N.M. and Heath, R.W. (1984). Basic Statistical Methods, Harper and Row

Publishers, New York.

Enger, Eldon D. and Smith, Bradley F.(2001). Connection in Environmental Science,

A Case Study Approach, Mc Graw Hill Book Companies, USA.

Esteban, Esther J. (1987). Values Education, Educators Journal, Manila.

SLRC, (2023). Student Manual Handbook, SLRC, Ormoc City, Leyte.

Fieser, James (1992). “Leopold and the Compatibility of Ecocentric Morality",

International Journal of Applied Philosophy, Vol. 7, w. Freeman and Company,

California, USA.

Fox, Matthew, (1980). Breakthrough: Meister Eckhart's Creation Spirituality,

Doubleday Publication, New York, USA.

18
Gajes, Bernardo, et.al.,(2002). A Local Government Agency-Based Manual of Operation

of the City Planning and Development Council of Ormoc Comprehensive Land

Use Plan, Ormoc City, Leyte.

Memorandum Circular no. 96-119, (1996). 'A Comprehensive Solid Waste no.

Management”, Department of Interior and Local Government, Republic of the

Philippines.

City Data Profile (2002). Sangguniang Bayan of Ormoc Session.

City Development Profile (1995). Ormoc City, Leyte.

City Ordinance 001-2000, (2000). “Solid Waste Management Disposal System",

Sangguniang Bayan, Municipality of Ormoc City, Leyte.

Naess, Arne, (1992). The deep ecological movement: Some philosophical aspects.

Philosophical Inquiry, 8, Nos. 1-2. 1986. Don Kehmer (ed), Creation Spirituality, Fall,

USA.

Neter, J., Wasserman W., and Whitmore, G.A., (1993). Chapter 9: Statistical Sampling,

Applied Statistics, Fourth Edition, Allynand Bacon, USA.

Ortiz, Juanito S., (1996). The Barangays of the Philippines, Hiyas Press, Quezon City.

Pastoral Constitution on the Church in the Modern World, Gaudium et Spes, No. 16,

Vatican II, ed. Austin Flannery (1996). inclusive language, ed. Costello,

Northport, New York,USA.

Philippine Panorama (2001). Editorial: “Help Preserve and Protect Our Planet Earth”,

Manila Bulletin Publishing Corporation, Manila.

Pope John Paul II, (1979). Apostolic Letter: Inter Sanctus,Vatican Publication, Rome,

Italy.

19
Pope John Paul II (1992). Christians and the Ecological Crisis, Forging the Christian

Sense of Ecology Documentation Service, Vol.V, Number 9, Published by

Theological Centrum, Studium Theologiae Foundation, Inc.,

Mandaluyong, Metro Manila.

Pope John Paul II, (2002). Youth International Symposium: Religion, Science and

Environment, Vatican Press Office, Rome.

Presidential Decree 1152, (1997). Also known as the Philippine Environment Code of

1997, DECs shall integrate subjects on Environmental Education in its school

curriculum at all levels. (Section 53, Title VI, PG 1152).

Santiago, Robert L., Dorado, S.L., Retondo E.P. and Lamonera, M.B. (1992).

Environmental Science-Contreras, L.E. Aquino, M.S.G., A Shared Responsibilities

Towards the Earth, Rex Book Store, Manila.

Sevilla, Aleli, N. Ph.D (1999). “Transmission of Environmental Attitudes and Values in

Selected Public Elementary Schools: Integrating Environmental Values in the

Curriculum", U. P. Quezon City, Faculty Research Journal, Vol.

16, SY 1998 - 1999.

Sevilla, Consuelo G., Ochave, Jesus A., Punsalan, Twila G., Regala, Bella P., and

Uriarte, Gabriel G. (2001). Sampling Techniques, Research Methods, Revised

Edition. Rex Book Publishers, Manila.

Smith, Robert L. and Smith, Thomas M. (1998). Elements of Ecology, 4th Edition,

Addrison Wisley Longman, Inc. California, USA.

Soriano, Luz Emmanuel, R.A. Sr. (1995). Save Mother Earth: What School Can Do.

Phoenix Publishing House, Inc. Quezon City, Philippines.

20
Vitale, Louis, OFM (1990). Caring for all Creation, Our Christian Calling, Franciscan

Communication, Los Angeles, California, USA.

Youth Study (2001). Campus Ministry, Archdiocese of Manila, the Philippine Province

of the Society of Jesus, Ateneo de Manila University.

21
 CHAPTER II

METHODOLOGY

Research Design

         This study utilized the descriptive survey method. The survey questionnaire
gathered from the data from respondents. The survey questionnaires gathered the data
from respondents. Experiences, direct observation, actual practice, environmental
concepts, comments, and reactions of respondents constituted the main source of data.
The information that was gathered serves as the basis of a proposed program for an
Environmentally Sustainable School Community Program. 

A pretest was given to the administrator/staff respondents to test functionality and

comprehension of the instrument. Copies of the survey questionnaires were personally
delivered and administered with assistance from school administrators. A cover letter to
seek permission to conduct the research, which included the nature and objectives of the
study, was approved by the Vice President of SLRC. A copy of the questionnaires was
attached to the cover letter for cursory perusal. The list of the students was obtained from
the Registrar's Office and the list of employees and administrators/staff is obtained from
the SLRC HRD Office. (Appendices D, E, G, and H were obtained from the Registrar's
Office).

Research Locale

The study was based at the San Lorenzo Ruiz College of Ormoc. For information,
Appendix A traces briefly the history of SLRC. The City of Ormoc, Leyte (Figure 3)
originated as a little pagan tribe with natives scattered from the seashore and over the
hills before the Spaniards came. The Ormoc City Profile 2006 from the Ormoc City
Planning & Development Office, Ormoc City, Leyte, Philippines estimated that the
bounding came about in the later part of the 16th century when Christianity was spread in
Leyte. Juan Pagpag, a Catholic priest from Palompon, Leyte founded the
settlement. Ormoc covers an area of 46430 hectares, and it is classified as a third-class
municipality. It is situated in the northwestern part of Leyte.

The San Lorenzo College of Ormoc is located in Ormoc City, Leyte (Appendices
B and C). Figure 4 captures some pictorial segments of the SLRC campus, Figure 5 gives
the map of the SLRC School Campus, and Figure 6 gives the Physical Features of
Ormoc.

Sampling Procedure

The sample size included in the study was 72 or 36% of the total number of the
SLRCian community who have stayed in SLRC for at least four years (Appendix I).
Table 1 consolidates the frequency and percentage of the respondents.

Table 1. Frequency and Percentage Distribution of the Respondents (see Appendix

J).

Total No. of No. of

Category % %
Population frequency

College of Pharmacy
50
73 56 69
(BSPH 1, 2, and 3)

Employees and 22
58 44 31
Administrators

Total 131 100 72 100

23
Figure 3. PROVINCIAL DELINEATION MAP

LEYTE ISLAND

24
Figure 4. Segments of the San Lorenzo Ruiz College of Ormoc Campus

25
Figure 5. The SLRC School Campus

26
Physical Features of Ormoc

A. Boundaries

Ormoc City is situated in the northwestern part of Leyte. It is a coastal city

and on its west is the Ormoc Bay. It is bounded on the northwest by the towns of
Matag-ob and Merida, in the north by Kananga, in the northeast by the towns of
Jaro, Pastrana and Dagami, and in the south by the town of Albuera. High
mountain ranges, notably Mt. Mindwin, separate Ormoc from the eastern portion
of Leyte. 

The plains of the city usually referred to as the Ormoc Valley runs from
north-northeast to south-southeast. Numerous rivers and streams traverse these
plains thus supplying them with water vital for agricultural production. Among
the potable waterways are the Bao River in the north, Pagsangaan River in the
east, the Bagong-bong River in the south, the Panilahan River also in the south
and the Anilao and Maibasag Rivers which border the eastern and western flanks
of Ormoc City Proper. 

B. Location

The city is located at Lat. 11° 00' 26.59" N, long. 124° 36' 28.46" E, in an
enclave fronting the Ormoc Bay. This location serves to make the city an ideal
and popular jump off point for Cebu, the rest of the Visayas, and the northern
portion of Mindanao. It is situated 109 kilometers from Tacloban City, the capital
of Leyte and the eastern Visayas Region and about 62 nautical miles from Cebu
City. Thus, it has a great advantage over the nearby municipalities in terms of
commercial, transport and recreational facilities. It is a popular convergence point
for businessmen, traders, civic groups, and industrialists.

C. Land Area and Topography

Ormoc City has a total land area of 464.30 square kilometers (see
Appendix 1 for Land Area, Distance from City Proper and Elevation per

27
 Barangay). In terms of land area, it is the largest local government subdivision in
the province of Leyte. Approximately one-half of Ormoc is mountainous and
hilly. The largest mountain range is east of the city where the Tongonan Hot
Springs and Lake Danao are located. This mountain range reaches a peak of 1,000
meters in several places.

D. Climate

The city experiences intense rain period that usually occurs during the
months of June to February. 

Mean monthly temperature for the western section of Leyte range between
21.1 °C to 34 °C felt during the months of January and May.

E. Land Use

Agriculture is the dominant land use in the city followed by forest areas.
The following are the land area classification (in hectares):

1. Agricultural Areas : 26,298.2900 (56.64%)

2. Forest Areas : 15,034.8700 (32.38%)
3. Built-up Areas : 2,672.8000 (5.76%)
a. Urban Built-up Areas : 1,301.2209
b. Rural Built-up Areas : 1,641.5791
4. Special Land Uses : 2,424.0800 (5.22%)
a. Industrial : 755.0000
b. Airport : 52.0400
c. Mineral Areas : 162.0000
d. Open Grassland : 104.3400
e. PUD (Ormoc/Township) : 415.7000
f. Mangrove/Swamp : 935.0000

28
Brief History of Ormoc

Ormoc City is the pioneer city of Leyte. It is the first non-provincial capital city of
the Philippines.

Before the Portuguese navigator, Ferdinand Magellan, reached Leyte in 1521, a

handful of Malayan families lived in a small settlement called “OGMOK” - an old
Visayan term of lowland or depressed plain. “OGMOK” was also the name of a spring
located between the present barangays of Donghol and Mahayag. The name ORMOC,
evidently, is the variation of the original name and came into use with the coming of the
Spanish Conquistadores and the migration of people from the neighboring towns and
islands to settle in its fertile plains.

The primitive Malayans had well-developed trade and commerce with the
Chinese, Javans and Indonesians who frequented the islands in their junks, vintas and
sailboats. Pigafetta, the Spanish historian, mentioned “OGMOK” in his chronicles as one
place in Leyte where Magellan touched in search of food and water in March 1521.

On February 26,1834, Ormoc was separated from her mother town Palompon and
created into a separate and distinct municipality.

Ormoc became a city through Republic Act No. 179 fathered by Congressman
Domingo Veloso, which was approved on June 21,1947. The first President of the
Philippine Republic Manual A. Roxas proclaimed Ormoc a city on September 4, 1947.
By virtue of Presidential Proclamation No. 42, Ormoc was formally inaugurated as a city
on October 20,1947.

A flashflood on November 5,1991 brought death, destruction of crops and damage

in properties. The severity of the damage was found to be due to massive
deforestation/rapid forest denudation. In response, the government and the private sector
embarked on a concerted effort directed towards full-scale reforestation of the denuded
areas. In addition, Ormoc, through the assistance of the Japan International Cooperation

29
Agency (JICA), has commenced in the implementation of the Flood Mitigation Project to
address the flooding of the city center.

Ormoc has recently been chosen to host the Provincial Industrial Center. Pursuant
to this, the Local Government of Ormoc has sought to optimize this opportunity to propel
the growth of the local economy. The Local government intends to undertake the
establishment of universities and colleges, the provision of critical infrastructure, utilities,
facilities, and other such projects to demonstrate the present administration’s commitment
to the modernization and development of Ormoc.

Today, Ormoc City is a picture of steady progress and stability. With its
continuous modernization program, more investors are coming into the city, which
contributed to it being adjudged as the 2005 Most Business-Friendly City in the Visayas
by the prestigious Philippine Chamber of Commerce and Industry. And though the city
has embarked on modernization, it has also kept attuned its environmental protection
programs as evident in being a consistent Cleanest and Greenest City awardee in Region
VIII and one of the Cleanest and Greenest City in the country. This prestigious award is a
leading tribute to visualize Ormoc as a “beauty by the bay”, a wonderful place to visit
whether for business or pleasure.

30
Research Instrument

The study utilized the Environmental Conservation Audit (ECA) Part I

determined the profile of respondents, Part II dealt with the inventories of environmental
practices/indicators; Part III covered the assessment of the extent of implementation; Part
IV included the support and cooperation given by the administrators, employees, and
students; and Part V elicited the perceptions on environmental problems existing in the
school campus.

The instrument (Appendix F) was subjected to comments from environmentalists.

It underwent further revision after the proposal hearing. The final draft was used in the
gathering of data. The tabulation chart integrated in the data sheet was prepared to
systematize data consolidation and to facilitate the treatment of each set of information in
the questionnaire.

Data Collection and Management

Stratified proportional sampling was employed in the study. This strategy enables
one to determine to what extent each stratum in the population was represented (Sevilla
et. Al, 2001). The research sample was drawn from the population of College of
Pharmacy, SLRC, Ormoc City, Leyte (Appendix I) with three years’ residence, using the
following with a desired margin of error of 5% in statistics (Neter, Wasserman, and
Whitmore, (1993).

N
ŋ= 2
1+ N e

where:

N = size of population

ŋ = sample size

e = margin of error

31
 The sample size drawn from the population was determined using the following
formula:

ŋ
p= ,
N

where:

p = sample proportion

ŋ = desired number of populations

N = total number of populations

After the sample size was determined, the respondents from each group of
population was drawn using a simple random sampling.

1. Descriptive statistics was used to analyze the data using the following formula:
a. Mean

ΣX
X̄ =
N

where:

X̄ = Mean

Σ X = Summation of X

N = total number of cases

2. To translate verbal interpretation of the result of the self-assessment questionnaire

and perceptions regarding the support of administrators and cooperation of
respondents in the implementation of its ecological program, the five-point Likert
Scale (Downie and Heath, 1984) was used. Table 2 gives the measuring scale in
five gradations with 5 highest and 1 lowest value. Verbal interpretation ranges
from “Fully Implemented” or “Very Highly Satisfactory” down to “Not
Implemented” or Unsatisfactory”.

32
Table 2. Likert Scale Instrument to Translate Verbal Interpretation

Scale Verbal Interpretation

4.20-5.00 Fully Implemented/Very High Satisfactory
3.40-4.19 Highly Implemented/High Satisfactory
2.60-3.39 Moderately Implemented/Satisfactory
1.80-2.59 Slightly Implemented/Minimally Satisfactory
1.00-1.79 Not Implemented/Unsatisfactory

33
Figure 6. MAP OF ORMOC

34
Figure 7. ZONAL MAP OF ORMOC

35
36