METHODS OF RESEARCH

WORKSHEET on Proposal Matrix

____________________________________________________
Working Title/Topic

Statement of the Problem Review of Related Literature Type of Research Design Statistical Analysis / Data Gathering
(at least one for each SOP) Qualitative Analysis Methodology
 METHODS OF RESEARCH

WORKSHEET No. 2 Significance of the Study

____________________________________________________
Working Title/Topic
Guide

METHODS OF RESEARCH

WORKSHEET

Climate Change Knowledge, Adaptation, and Practices of Junior High School Students
Working Title/Topic

Statement of the Problem Review of Related Literature Type of Research Design Statistical Analysis / Data Gathering
(at least one for each SOP) Qualitative Analysis Methodology
(Refer to Statistical Methods of
Research Class)

This study aimed to

determine the extent of
climate change knowledge,
awareness and practices of
Junior High school Students
in the Division of Sipalay
City. Furthermore, this study
will provide a basis for a
recommendation with
regards to Climate Change
Adaptation among schools
in the Division of the Sipalay
City.
Furthermore, this study
sought to answer the
following:
1. What These environmental Qualitative Research Design Not applicable Survey Questionnaire
environmental programs adhere to the
programs are “Makakalikasan” core
being value. Strengthening the
implemented that environmental programs as
 will support climate stipulated in DO 52, S. 2011
change released July 5, 2011 in view
adaptation? of the pressing global
concerns and issues on the
environment, the
Department of Education
(DepEd) urges all public
and private schools to lead
the role on environmental
awareness by enhancing
environmental education
and by pursuing effective
school-based activities that
seek to preserve and
protect the environment.
2. What is the extent of
Knowledge, Awareness and According to Wachholz, Survey Research Design Mean Survey Questionnaire
Practices on Climate Artz, Chene (2014) strong
Change Adaptation among majority of respondents
Junior High School Students believe that climate
in the Division of the Sipalay change is real and largely
City when grouped as a human-induced; a majority
whole and when express concern about
categorized into: climate change. Yet,
a. sex students in the sample hold
b. Family Income misconceptions about the
c. School Location basic causes and
consequences of climate
change. A study of
Sulistyawati, Mulasari, and
Sukesi (2018) revealed that
participants had a low and
inconsistent understanding
regarding climate change.
It affirms in the study of Carr,
Buggy, Conor, and

3. Is there a significant
difference in the extent of
Knowledge, Awareness and
Practices on Climate
Change Adaptation among
Junior High School Students
in the Division of the Sipalay
City when categorized into:
a. Sex
b. Family Income
c. School Location
McGlynn, (2015) which
identifies that students'
knowledge of climate
change is rife with
misunderstandings,
inaccuracies and in some
cases a general lack of
knowledge. Findings also
suggest that it does not
appear any pattern in
differences between the
sexes in the knowledge of
climate change or on
personal attitudes and
opinions towards the topic.
In the survey conducted by Comparative Research Independent samples t-test Survey Questionnaire
Hope (2016) in Guyana she Design and One Way ANOVA
found out that most of the
surveyed student
population had heard
about the term ‘climate
change.’ However, when
asked whether they
understood what it meant,
only 12% stated ‘yes’,
whereas almost half of the
respondents indicated that
they understood climate
change ‘to some extent
(49%). Significantly, there
was no large variance
between male and
female’s understandings.
4. How do Grade 10
Junior High school students
manifest Knowledge,
Awareness and Practices on
Climate Change
Adaptation?
According to Fernandez Qualitative Research Design Thematic Analysis Interview
and Shaw (2013), youth’s
awareness on climate
change must be integrated
even in the formulation of
disaster risk reduction plan.
Therefore, eliminating them
from the disaster risk
reduction processes would
threaten their safety from
disasters and neglects a
valuable resource for risk
communication, education,
advocacy, and action-
oriented risk reduction
activities (Anderson, 2005).
Likewise, they possess
significant qualities which
when tapped could serve
as important resources for
households and
communities in preparing
for, responding to, and
recovering from disasters
(Fernandez & Shaw, 2013).
According to Peek (2008),
youth’s knowledge,
creativity, energy,
enthusiasm, and social
networks could be tapped
in various phases of disaster
risk reduction (DRR)
processes to help
themselves and others.
Guide

METHODS OF RESEARCH

WORKSHEET

Climate Change Knowledge, Adaptation, and Practices of Junior High School Students
Working Title/Topic

The findings of the study would be helpful in providing recommendation for improving Climate Change Adaptation (CCA) through strengthening
knowledge, awareness and practices.

Department of Education Secretary. As a head of the agency, this study can provide input for strategic plans and effective policy-making in Disaster
Risk Reduction and Management and Climate Change Adaptation.
Schools Division Superintendent. As with direct supervision among schools, this study can provide effective capacity buildin g strategies towards
school heads and can it can be the basis for further developmental plans in the area of Disaster Risk Reduction and Managemen t.
Disaster Risk Reduction Management Office in the Division. This study can provide a basis for enhancing pr ograms and projects about CCA and
DRRM in the Division. Through the results, it can offer baseline data regarding awareness, knowledge, and practices, which ca n provide immediate
actions and advocacies.
School Administrators. As leaders of the schools, it is vital to have an effective Climate Change Adaptation plan for the school, which can be
included in the School Improvement Plan (SIP). As School Heads, a well-prepared school is a well-managed school.
Science Department Chairs. Climate Change Adaptation (CCA) Education can be understood in Science perspective. As head of the team, this
study can provide an avenue to assess how CCA is incorporated into the curriculum. Using their supervisory function, they can evaluate, suggest and
recommend CCA to be incorporated and enhanced regarding knowledge, awareness, and practices. Practices such as tree planting, observance
to proper waste segregation, awareness dissemination and other pertinent activities related to CCA can be put into action such as in YES-O or Youth
for Environment in Schools Organization.
Teachers. As facilitators of learning and with direct supervision among learners, climate change adaptation plan provides a b lueprint for CCA
Education and most importantly awareness towards disaster resilience. In this study, teachers will be able to realize what areas of awareness,
knowledge, and practices towards climate change requires further enhancement and which needs to strengthen.
Students. Awareness is the key to enhance practices and understanding the climate change effect and provide solutions for addressing Climate
Change issues.
Future Researchers. This study can be the basis for future reference for improvement specifically on variables of the study. Results can be verified
further through quantitative and qualitative designs.