GMO Final 1

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Republic of the Philippines

Department of Education
Region III
Aguinaldo J. Santos National High School
Tibagan, Bustos, Bulacan
STUDENTS' LEVEL OF AWARENESS ON GENETICALLY

MODIFIED ORGANISMS (GMOS)
A RESEARCH PROPOSAL
PRESENTED TO: DRA. MARIA JACQUILINE S. MENDOZA
AGUINALDO J. SANTOS NATIONAL HIGH SCHOOL
In Partial Fulfillment of the Requirements
for Inquiries, Investigation, & Immersion (I3)
Senior High School
Mendoza, Kyla B.
Bernardino, Ron Adrian R.
Espiritu, Jhaira P.
Ricafort, Elijah P.
Sabinay, Denise Allyson S.
July 18, 2023

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i
Republic of the Philippines

Department of Education
Region III
APPROVAL SHEET
In partial fulfillment of the requirements for the subject Inquiries, Investigation, &
Immersion (I3), this research study entitled: Students' Perception on Genetically Modified
Organisms (GMOs) has been prepared and submitted by Group 7 of Grade 12- STEM who are
hereby recommended for Oral Presentation.
DRA. MARIA JACQUILINE S. MENDOZA

Inquiries, Investigation, & Immersion (I3) Teacher
Researchers:
Mendoza, Kyla B.
Bernardino, Ron Adrian R.
Espiritu, Jhaira P.
Ricafort, Elijah P.
Sabinay, Denise Allyson S.
Date: __________________________
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ABSTRACT
A survey was conducted at Aguinaldo J. Santos National High School to explore the perception
of Grade 11 students concerning Genetically Modified Organisms (GMOs). The survey,
consisting of 15 comprehensive questions, aimed to gather data and shed light on students'
knowledge and perspectives. The results demonstrated that a majority of participants claimed
prior knowledge about GMOs, with more than half expressing that their awareness positively
influenced their inclination to purchase non-GMO products. The significance of product labeling
was emphasized, with 63.9% of students deeming it highly important, and an overwhelming
91.7% agreeing that food manufacturers should include non-GMO labeling. However, justifying
the higher prices associated with non-GMO products posed a challenge, suggesting a sensitivity
to pricing. The study emphasized the students' preference for healthy food choices and the
importance of purchasing non-GMO products, as well as their strong desire to be informed about
their food. These findings underscore the necessity for comprehensive GMO education,
transparent communication, addressing pricing concerns, and fostering public trust. They
highlight the importance of understanding student perspectives to inform the agricultural sector
and policy development, indicating the need for further research with larger sample sizes to
explore additional factors influencing attitudes towards GMOs for a more nuanced
understanding. The study offers valuable insights into the knowledge and attitudes of Grade 11
students regarding GMOs, contributing to the ongoing discourse and its impact on consumer
decision-making. By comprehending the perspectives of young consumers, stakeholders can
tailor educational initiatives effectively, transparently, and empower individuals to make well-
informed choices.
Keywords: genetically modified organisms, perception, Grade 11

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ACKNOWLEDGEMENT
The researchers express their sincere appreciation to all individuals who participated in this study
and contributed to its realization.
Special thanks are extended to Dra. Maria Jacquiline S. Mendoza, the researchers' I3 Research
teacher, for her invaluable guidance and ethical considerations that enabled the completion of
this study.
Gratitude is also conveyed to the dedicated researchers who collaborated and invested significant
time and effort to bring this study to fruition. Their teamwork, diligence, and commitment were
highly valued.
The authors owe their respondents huge regards and gratefulness for their participation. Without
their honest and sincere answers, the research would not have been possible to be completed.
The researchers are deeply grateful to their friends, families, and teachers for their unwavering
support, love, prayers, encouragement, and for equipping them for the future. Without their
presence, the challenges encountered during this research would have been much harder to
overcome.
Above all, the researchers would like to express their gratitude to the Almighty God for the
blessings bestowed upon them throughout the research process. The authors firmly believe that
without divine assistance, the completion of this research would not have been possible.
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DEDICATION
This research is dedicated with utmost respect to the Almighty God, as He provided us with the
necessary strength to successfully complete this study.
Furthermore, we respectfully dedicate this research to our dear parents and friends, who have
been a constant source of inspiration and unwavering support throughout our research journey.
We also extend our dedication to the teachers, particularly Dra. Maria Jacquiline S. Mendoza,
our research paper adviser, who has been a constant pillar of support throughout the entire
process. We express our gratitude for their valuable insights, which have greatly contributed to
the completion of this study.
Lastly, we dedicate this study to the students and educators who will benefit from the findings, as
well as to the researchers' beloved hometown, Bustos, Bulacan.

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Table of Contents
ABSTRACT ............................................................................................................................................... ii
ACKNOWLEDGEMENT ..........................................................................................................................iii
DEDICATION............................................................................................................................................iv
CHAPTER I................................................................................................................................................ 1
THE PROBLEM AND ITS BACKGROUND............................................................................................ 1
Background of the Study......................................................................................................................... 1
Theoretical Framework ........................................................................................................................... 4
Conceptual Framework ........................................................................................................................... 6
Statement of the Problem ........................................................................................................................ 7
Scope and Limitations of the Study ........................................................................................................ 7
Significance of the Study ........................................................................................................................ 8
Definition of Terms ................................................................................................................................ 9
CHAPTER II ............................................................................................................................................ 10
REVIEW OF RELATED LITERATURE AND STUDIES ...................................................................... 10
CHAPTER III ........................................................................................................................................... 23
RESEARCH METHODOLOGY .............................................................................................................. 23
Research Design ................................................................................................................................... 23
Research Locale .................................................................................................................................... 23
Population and Sample Size .................................................................................................................. 24
Research Instrument ............................................................................................................................. 24
Data Gathering Procedure ..................................................................................................................... 28
Statistical Treatment of Data ................................................................................................................. 29
CHAPTER IV ........................................................................................................................................... 31
PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA ...................................................... 31
Data Description ....................................................................................................................................... 31
CHAPTER V ............................................................................................................................................ 41
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS ................................... 41
Summary of Findings............................................................................................................................ 41
Conclusion ............................................................................................................................................ 42
Recommendations................................................................................................................................. 43
REFERENCES ......................................................................................................................................... 46
APPENDICES .......................................................................................................................................... 51
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Appendix A........................................................................................................................................... 51
CURRICULUM VITAE ........................................................................................................................... 54
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GENETICALLY MODIFIED ORGANISMS
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Background of the Study
Genetically Modified Organisms (GMOs) refer to organisms whose genetic material has
been altered through genetic engineering techniques. These are done to enhance and attain
desirable traits such as pest resistance, increased nutritional value, and improved crop yields.
This has become a topic of debate and scrutiny in recent years not only because of its beneficial
factors, but also its potential implications on human health and environment.
The debate about GMOs has resulted in a diverse range of perspectives. People
emphasizes the potential of GMOs to tackle issues about the global food security, productivity in
agricultural sector, increased health and well-being of crops, and decreased usage of pesticides
that harms not only the plants but also the consumers (Zilberman et al., 2018). On the contrary,
people raise concerns about the long-term consequences of Genetic Engineering (GE): harm to
human health; environmental deterioration; drawbacks on traditional farming practice; excessive
corporate dominance; and the “unnatural” factors of technology (Weale, 2010). These arguments
tend to raise questions on whose perspective matters the most, and what is the role of students
and their viewpoints in crucial scientific decision-making.
The citizens’ viewpoints on issues like integration of GMOs in the agricultural sector
could also be affected by policies and resolutions enacted by the state. The Philippines is one of
the first Asian nations to authorize and commercialize Genetically Modified (GM) crops.
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Although being one of the early adopters, its current regulations falls short – it fails to adequately
safeguard the environmental effects of GMOs due to the lack of enforcement power and gaps in
coverage (Richmond, 2006). To address gaps on regulations, it is necessary to pass resolutions
that establishes a more efficient regulatory process and grants agencies stronger enforcement
authority. This could only be done if enough research is done – especially regarding the
viewpoints of the Filipino people about GMOs – as this will create a more comprehensive
understanding, leading to a legislation suited for the agricultural and economic sectors.
Many studies have explored the experiences and viewpoints of farmers in accordance to
the integration of GMOs in the agricultural sector. In one study by Pangilinan & Bagunu (2015),
farmers in Magalang, Pampanga had positive perception of GM crops. Despite the inadequate
information about the impact of such crops on human health, environment, and economy, they
considered these crops as safe for human consumption and a feasible solution for food security.
These findings not only can serve as a basis for intervention programs in addressing farmers’
perception about GMOs and its integration in the agricultural sector, it could also influence the
perception of the citizens, specifically students.
Although many studies already explored the attitude of the general public towards
produces that are genetically modified, one even stating that those people who are more aware of
GMO products are more likely to accept GMO-labeled products (Zhao et al., 2019). The public’s
perspective matters just as much as students’ viewpoints are, considering that they are the future
decision-makers of our society. Yet, there has been a lack of comprehensive research that
specifically targets the viewpoints of students about GMOs. Students plays a crucial role in
decision-making as a demographic because they are at the stage of forming their beliefs, values,
and comprehension of scientific, ethical, and social manners. Examining their views on GMOs
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can offer significant insights that can potentially lead to the acceptance or rejection of genetically
modified products in the future.
Moreover, educational institutions have a crucial role in influencing students’
understanding and perspective regarding diverse and intricate scientific subjects, including
GMOs. Due to this, attaining an extensive comprehension of students’ viewpoints on GMOs can
aid educators and administration to craft a science curriculum that successfully tackles the issue
which would foster critical thinking and would deliver a holistic comprehension of the scientific,
environmental, and societal aspects linked to GMOs. Another thing is peer-teaching that could
help students gain vital information about GMOs. The administrative could assess on how these
teachings contributed to the information acquisition of students, and how they can integrate this
into the curriculum to provide comprehension about the topic. (Chrispeels et al., 2019)
The purpose of this quantitative research study is to fill the research gap by investigating
the viewpoints of students on Genetically Modified Organisms (GMOs) and products that are
GMO-labeled. Using a survey-based method, the study seeks to gather information about the
students’ comprehension of GMOs, their attitude towards products that are genetically modified,
concerns, and factors affecting their perception of it. The findings will add to the existing body
of knowledge about the public’s opinion on GMOs, with a particular emphasis on the
distinguished viewpoint of students.
Comprehending students’ perspectives on GMOs is vital for expediting informed
decision-making not only for their own sake but also for the agricultural sector of the society.
These viewpoints also play a crucial role in shaping policies related to genetically modified
products in the market. The insights attained from this research are expected to inform
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educational institutions, provide communication strategies, and promote the betterment of policy
discussions surrounding GMOs. Ultimately, this would lead to a more nuanced, evidence-based,
and comprehensive discussions about GMOs and their agricultural, environmental, and societal
implications.
Theoretical Framework
According to the Health Belief Model of Rosenstock (1974), individuals' health-related
behavior is impacted by various elements. These factors consist of their perception of their
susceptibility to specific health risks, their evaluation of the seriousness of those risks, their
assessment of the advantages of preventive measures, and the barriers they perceive in
implementing those measures. In the study's context, the students' viewpoints on genetically
modified organisms (GMOs) may be molded by their perspectives regarding the potential health
benefits and risks associated with GMO consumption. Moreover, their decision to accept or
reject GMOs might be affected by the obstacles they perceive in reaching that conclusion.
Elaboration Likelihood Model (ELM) of Petty & Cacioppo (1986) is a highly influential
model in the field of persuasion. According to the model, when people encounter a persuasive
message, their natural inclination is to assess the claim's validity. This can be achieved through a
systematic evaluation of the supporting arguments, which is considered the most reliable
approach. However, individuals may not always possess the motivation or ability to engage in
such thorough evaluation. In such instances, they may rely on heuristics or shortcuts to judge the
claim's validity. For example, they might trust the claim if it is presented by an expert.
Additional factors like the quantity of arguments or superficial characteristics such as layout or
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attractive colors can also influence their assessment. The model emphasizes that the way
individuals process the message determines whether the arguments presented will impact their
judgment. Only when individuals are motivated and capable of systematically evaluating the
arguments will the quality of those arguments affect their assessment of the claim's validity.
The rational choice theory of Adam Smith (1779) offers a framework for comprehending
economic and social behavior based on the principles of this renowned political economist and
philosopher. According to this theory, individuals engage in rational calculations to make
choices that align with their personal objectives. These choices are aimed at maximizing self-
interest and obtaining outcomes that bring the greatest benefit and satisfaction within the
constraints of available options. One aspect of rationality within this theory is instrumental
rationality, which involves pursuing a goal using the most efficient means without necessarily
evaluating the value or worthiness of that goal, including goals related to others, altruism, norms,
or ideas.
The Prospect Theory, introduced by Daniel Kahneman and Amos Tversky (1979),
suggests that decision-making involves selecting from options that are influenced by biased
judgments. The theory is based on the idea of judgmental heuristics and the biases that can affect
assessments of probability and frequency. It consists of two main phases: the editing phase and
the evaluation phase. During the editing phase, individuals define and categorize the available
options for decision-making. In the evaluation phase, outcomes are assessed and weighted based
on their perceived certainty. These judgments involve evaluating the external world, while
decisions involve making internal choices that involve trade-offs between values. Thus, at the
core of decision-making lies the process of weighing different values against each other.
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The Expectancy-Disconfirmation Theory, proposed by Oliver (1977; 1980), is a widely
accepted theory in the field of customer satisfaction. According to this theory, customers form
expectations about the performance of a product or service before making a purchase. These
expectations serve as a benchmark against which the actual performance is evaluated. If the
outcome matches the expectations, it results in confirmation. However, if there is a difference
between expectations and outcomes, it leads to disconfirmation. Positive disconfirmation occurs
when the performance exceeds expectations, resulting in satisfaction. On the other hand,
negative disconfirmation happens when the performance falls short of expectations, leading to
dissatisfaction. When the performance matches the expectations without exceeding them, it
results in zero disconfirmation. The theory suggests that customer satisfaction is influenced by
the extent to which the actual performance aligns with their expectations.
Conceptual Framework
Exposure to information and

Students’ perception
materials related to GMOs
(Dependent Variable)
(Independent Variable)
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Statement of the Problem
The researchers seek to understand and investigate the prior knowledge of students and
how they perceive Genetically Modified Organisms (GMOs). Thus, this study aims to analyse
the following:
1. Do students have sufficient knowledge regarding Genetically Modified Organisms
(GMOs)?
2. Does students' knowledge about GMOs increase their likelihood of buying them?
3. Is the desire to eat "healthier" products enough to justify the high prices of non-GMO
products, as perceived by students?
Scope and Limitations of the Study
The research investigated the prior understanding of senior high school students about
Genetically Modified Organisms and their view about it. The participants of this descriptive
quantitative research were grade 11 students enrolled at Aguinaldo J. Santos National High
School, with a total population of 292. The study was conducted during the second semester of
the school year 2022-2023, and the school served as the locale of the investigation.
The participants of the study were given survey questionnaires through Google form
containing 15 comprehensive questions. The combined responses are a huge factor in fully
understanding their perception and knowledge of Genetically Modified Organisms (GMOs).

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Significance of the Study
AGRICULTURAL SECTOR. This study provides valuable insights into how GMOs can
potentially enhance crop yields, increase resistance to pests and diseases, and improve the
overall sustainability and productivity of the agricultural sector, thereby addressing food security
challenges and promoting economic growth.
FARMERS. This research holds significant potential for improving agricultural productivity,
increasing crop resilience to environmental challenges, and enhancing farmers' livelihoods
through higher yields and reduced reliance on costly pesticides.
CONSUMERS. This study assesses the potential impact and benefits they can offer to
consumers, including improved agricultural practices, increased crop yields, enhanced
nutritional content, and potentially addressing food security concerns.
STUDENTS. This study will provide the students an idea on what are the Genetically Modified
Organisms (GMOs). This will help them decide between GMOs and non-GMO products on their
future purchases.
PARENTS. This study will help parents assess how much the younger generation knows about
the Genetically Modified Organisms (GMOs) and they may contribute in educating the younger
generation on what GMOs are.
EDUCATORS. The result of this study may be used by the educators as basis on how much
students know about Genetically Modified Organisms, hence, will provide students with
accurate and an in-depth learning about the topic.
FUTURE RESEARCHERS. The researchers can be motivated to make similar studies that
treat other variables not mentioned in the study. This can be used as a reference to their study.
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Definition of Terms
ALTERED. To change or cause to change in composition, typically in a comparatively small
but significant way.
COMPREHENSION. The action or capability of understanding something.
GENETIC ENGINEERING. The deliberate modification of the characteristics of an
organism by manipulating its genetic material.
GENETIC MATERIAL. Any material of plant, animal, microbial or other origin that carries
genetic information and that passes it from one generation to the next.
GENETICALLY MODIFIED/GENETIC MODIFICATION. A technology that involves
inserting DNA into the genome of an organism; the process of altering the genes of a living
thing.
GENETICALLY MODIFIED ORGANISMS. Organism whose genome has been engineered
in the laboratory in order to favor the expression of desired physiological traits or the
generation of desired biological products.
PERSPECTIVE. A particular attitude toward or way of regarding something; a point of view.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various related literature and studies on Genetically Modified
Organisms (GMOs), students’ knowledge about GMOs, and GMOs as seen by consumers.
Genetically Modified Organisms (GMOs)
Recent studies related to Genetically Modified Organisms (GMOs) have been reviewed
by the researchers with comprehension and understanding. These studies encompasses GMOs’
development, impacts, regulations, and societal viewpoints. The objective of this literature
review is to enhance the comprehension about GMOs, investigating their potential advantages
and drawbacks, as well as its future implications.
A study entitled “Genetically Modified Organisms (GMOs) and Their Potential in
Environmental Management: Constraints, Prospects, and Challenges” by Saxena et al. (2019)
stated the rising contamination of the environment with harmful chemicals underscores the
necessity for sustainable technologies that safeguard both the environment and human health.
Currently, various physicochemical methods are employed to decontaminate the environment.
However, these methods are expensive, reliant on chemicals, and can result in secondary
pollution, making them environmentally unfavorable. As an alternative, bioremediation
technologies utilizing microbes, plants, and their enzymes are regarded as eco-friendly and
sustainable due to their ability to sustain themselves and their low cost. Nonetheless, the
effectiveness of bioremediation may be limited by the reduced degradability or capacity of
microbes and plants to accumulate pollutants, respectively. To overcome these limitations,
genetic engineering techniques offer a promising solution by creating transgenic microbes and
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plants that possess improved capabilities for breaking down and detoxifying environmental
pollutants, thereby promoting sustainable development. Genetically modified organisms (GMOs)
hold significant potential for remediating the environment. This chapter concentrates on the
applications of GMOs in environmental management, discussing the associated risks, limitations,
and challenges that researchers face when implementing GMOs in the field.
The objective of a study entitled “Myths and Realities about Genetically Modified Food:
A Risk-Benefit Analysis” by Rodriguez et al. (2022) is to investigate the effects of genetically
modified (GM) products on human, animal, and environmental health, aiming to comprehend the
controversies surrounding their development and consumption. Supporters argue that GM crops,
which utilize molecular biology and genetic engineering tools, offer practical solutions to food
shortages for the growing global population. However, concerns regarding safety and moral
objections contribute to the rejection of GM crops. Potential issues include toxicity, allergies,
and the possibility of transferring modified genes to the environment or other species.
Furthermore, opponents expressed apprehension due to the limited data available on the long-
term consequences of using GM crops. Nevertheless, scientific research conducted thus far has
not identified any harm associated with GM crops, but has instead highlighted various benefits,
such as economic, environmental, and health advantages for the general public. The study also
emphasizes the ongoing discussions surrounding legislation and policies concerning the labeling
standards for GM products. To effectively address emerging food security challenges, it is vital
to base decisions on reliable scientific information rather than solely engaging in moral debates.
Thus, conducting a risk-benefit analysis becomes essential.
A study by Kumar et al. (2017) titled “Genetically Modified Organisms and Its Impact on
the Enhancement of Bioremediation” discussed how GMOs are utilized in bioremediation.

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Bioremediation is a process that utilizes microorganisms to break down environmental
contaminants into less harmful forms. Unlike traditional methods, bioremediation can be directly
implemented at the contaminated site, offering several advantages. While certain bacteria and
fungi can decompose chemical compounds, their ability to metabolize hydrocarbons is limited.
To address this, genetically modified organisms (GMOs) are now being employed in
bioremediation, effectively targeting contaminants that indigenous microbes cannot degrade.
GMOs have demonstrated their effectiveness in remediating industrial waste, reducing the
toxicity of hazardous compounds, and eliminating pollution caused by hydrocarbons and petrol
discharges. Various molecular tools, such as molecular cloning and DNA transfer methods,
facilitate the creation of GMOs. These genetically modified bacteria become unique strains
capable of swiftly eliminating hydrocarbon contaminants from the environment. Bacterial
plasmids carry the genetic instructions for degrading specific compounds, such as xylene,
toluene, octane, naphthalene, and salicylate, further enhancing environmental cleanup efforts.
A paper by Bruetschy (2019) entitled “The EU regulatory framework on genetically
modified organisms (GMOs)” stated that the European Union (EU) has implemented legislation
to regulate genetically modified organisms (GMOs) to protect human, animal, and environmental
health while facilitating a functioning internal market. This framework covers the release of
GMOs into the environment and their use in food and feed, emphasizing pre-market
authorization, traceability, and labeling. Currently, the EU has granted approval for 118 GMOs
to be sold in the market, with traditional genetic modification techniques such as transgenesis
being predominantly utilized. However, the emergence of new genetic modification methods,
including mutagenesis techniques, has raised questions regarding the applicability of existing
GMO regulations. This has sparked considerable interest and concern among stakeholders and
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the general public. This article provides an overview of the EU's GMO legislation and discusses
the implementation of the EU Court of Justice's ruling on organisms obtained through
mutagenesis techniques, issued in July 2018.
The Philippines has recently authorized the use of Golden Rice, a genetically modified
type of rice, as a solution to malnutrition and vitamin A deficiency. However, GMOs in the
country remain a contentious issue, with worries surrounding their impact on the environment,
the risk of "genetic pollution," and their safety for human consumption. More than 110 Nobel
laureates and over 3,500 scientists worldwide have written a letter urging Greenpeace
International to reconsider their opposition to GMOs, emphasizing the positive experiences of
farmers and consumers with biotech-enhanced crops and the support from reputable scientific
bodies and regulatory agencies. Nonetheless, critics persist in expressing concerns about GMO
approval in the Philippines, emphasizing potential drawbacks (BusinessMirror, 2022).
According to an article entitled “Philippines Approves GMO Rice to Fight Malnutrition”
by Baragona (2019), Golden Rice is a genetically modified rice breed created to combat vitamin
A deficiency, has received regulatory approval in the Philippines. By genetically engineering the
rice to produce beta carotene, a precursor to vitamin A, this variety shows promise in addressing
a critical public health issue that leads to the deaths of numerous children and widespread
blindness. Despite facing opposition from safety-conscious critics, Golden Rice has been deemed
safe by regulatory bodies in several countries, including the United States, Canada, Australia,
and New Zealand. This approval signifies a significant milestone following two decades of
development and brings hope for mitigating vitamin A deficiency in children, potentially
fulfilling up to half of their daily nutritional requirements.

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A study by Gujar, et al. (2021) entitled “Genetically Modified Crops in Asia Pacific”
stated that corn is an important crop in the Philippines, particularly yellow corn consumed by the
poultry and livestock industry. However, corn production is hindered by insect pests, with the
Asian corn borer being a major threat. The introduction of Bacillus thuringiensis (Bt) corn
provided an effective solution to control the corn borer, as traditional methods resulted in
significant yield losses. The establishment of biosafety guidelines by a joint committee on
biosafety from the University of Philippines Los Baños and the International Rice Research
Institute in Los Baños and the adoption of administrative orders paved the way for the regulation
of genetically modified organisms (GMOs) in the country. To address resistance development,
the use of pyramided Bt corn varieties and the conservation of alternate hosts are favored.
Monitoring for resistance development and conducting empirical studies, including genetic
analysis and computer modeling, are crucial for informed decision-making and effective insect
resistance management (IRM).
The study entitled “Genetically modified organisms and food security in Southern Africa:
conundrum and discourse” by Muzhinji & Ntuli (2020) examined the issues surrounding GMO
adoption in Southern Africa, the ongoing discourse, and the potential of GMOs to contribute to
food security for present and future generations. Food security and nourishment are crucial issues
in Southern Africa and many global communities. However, various factors, including adverse
environmental conditions, pests, and diseases, hinder the achievement of food security in
Southern African countries. Scientists have been actively seeking innovative strategies to
optimize crop production and overcome these challenges. In agriculture, methods to increase
crop production include improved crop varieties, farming practices, extension services,
irrigation, mechanization, information technology, and the use of fertilizers and agrochemicals.
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Genetic modification (GM) technology, which offers new possibilities in addressing food
security problems, is also important. However, the introduction of genetically modified crops
(GMOs) three decades ago has sparked public debate, particularly in the Southern African
region. This is despite evidence showing that planting GMOs has had positive impacts on
farmers' incomes, economic access to food, and crop tolerance to various stresses.
Students’ Knowledge About GMOs
The objective of this part of the literature review is to evaluate students' comprehension
of Genetically Modified Organisms (GMOs). Recognizing the significance of students'
understanding of GMOs in their roles as future consumers and decision-makers within the
biotechnology domain, this review examines existing literature to uncover gaps and patterns. The
findings will inform educational strategies aimed at improving students' knowledge and decision-
making abilities concerning GMOs.
A study entitled “University Students' Views about Genetically Modified Organisms: A
Case Study” of Özel & Gökmen (2020) examined the views of university students regarding
Genetically Modified Organisms (GMOs). The research involved 200 students from various
faculties of a state university. The findings indicate that the primary sources of information for
students on GMOs were news, social media, and school courses. However, they expressed
limited trust in news and social media. The students associated GMOs mainly with genetically
modified plants in food products. However, they displayed confusion about certain aspects, such
as the cultivation of these products outside of their typical seasons and the use of hormones and
additives in genetic modification. The content analysis identified five key themes: Genetically
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Modified Products, Purposes of GMO Use, Distinctions of GMOs from other products,
Advantages of GMOs, and Harms of GMOs.
The study conducted by Marcus & Velardi (2022) titled "Perceptions of genetically
modified and bioengineered organisms and corresponding food labels among undergraduate
students at Binghamton University" discussed the implementation of a federal bioengineered
labeling standard for genetically modified food products in the United States in January 2020,
which would take effect in January 2022. This labeling standard identifies the presence of
genetically modified material that has been modified through laboratory techniques not
achievable in nature. As an alternative, the Non-GMO Project verified label has been available
since 2007 and indicates products that are free of genetically modified material. The researchers
surveyed 153 undergraduate students studying biology and environmental studies at Binghamton
University to explore their awareness and understanding of these labels. The findings revealed
that participants had less familiarity with the bioengineered label compared to the Non-GMO
Project verified label. The term 'bioengineered' was often associated with scientific concepts,
while 'genetically modified' was linked to agricultural aspects. Interestingly, there was a
discrepancy between participants' reported influence of these labels on their purchasing decisions
and their actual choices in experimental scenarios. Although many participants claimed that the
labels did not affect their purchasing decisions, the majority selected products with the Non-
GMO Project verified label in the choice experiments.
Research entitled “Assessment of Knowledge and Attitudes on Genetically Modified
Foods Among Students Studying Life Sciences” by Rathod & Hedaoo (2022) conducted a cross-
sectional observational survey among life-sciences university students (203 participants) to
evaluate their knowledge and attitudes towards genetically modified (GM) foods. The study used
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a structured questionnaire and included students from Biotechnology, Food Technology, and
Nutrition disciplines, encompassing undergraduates, postgraduates, and post-graduate diploma
students. Knowledge and attitude scores were categorized as high, moderate, and low. Overall,
the life-sciences students demonstrated a fundamental understanding of GMOs and GM foods,
with higher knowledge levels observed among food technology and biotechnology majors
compared to nutrition majors. The study identified a positive association between knowledge and
attitude scores, emphasizing the significance of comprehensive science education in fostering a
better comprehension of the subject. The findings recommend the integration of a GM-focused
curriculum in nutrition programs to enhance students' understanding of transgenic technology,
food safety, and nutrition-related aspects.
A research study by Castro (2022) entitled “Awareness of Grade 9 Students in
Genetically Modified Organisms (GMO) Food Products: A Survey Study” examined the level of
awareness and perception of genetically modified organisms (GMOs) among Grade 9 students at
a state laboratory high school. The focus is on their understanding of GMO products and their
impact on human health. The study involved 23 participants from the 2021-2022 batch, with
females accounting for 69.57% and males representing 30.43% of the respondents. The age
range of the participants ranged from 13 to 16 years old. Using a qualitative approach, the
researchers distributed survey questionnaires via Google Forms on December 22, 2021. The
results reveal a lack of awareness among the students regarding fundamental knowledge about
GMOs and the potential consequences of GMO products on human health.
The study of Ruth et al. (2016) entitled “The Importance of Source: A Mixed Methods
Analysis of Undergraduate Students' Attitudes toward Genetically Modified Food” stated that
despite scientific consensus on the safety of genetically modified (GM) foods, public skepticism
18
remains and effective communication between scientists and consumers is challenging.
Understanding the attitudes of the Millennial Generation, who wield significant purchasing
power, is crucial. This study, guided by the elaboration likelihood model, aimed to examine the
factors influencing undergraduate students' attitudes toward GM food after receiving information
about it. Employing a mixed methods approach, the findings indicated that the message source
had limited impact on students' attitudes, while risk perception, knowledge, and source
credibility significantly influenced attitude change. Participants expressed a desire for more
information about GM technology. The study recommends improving GM food knowledge
among university students to encourage critical evaluation of information and proposes further
investigation into the factors that shape attitude change among students.
GMOs as Perceived by Consumers
In this part of the literature review, the focus is on examining how consumers perceive
Genetically Modified Organisms (GMOs) and the effects of these perceptions on decision-
making, communication strategies, and public concerns. By analyzing existing literature
concerning consumer knowledge, attitudes, beliefs, and acceptance of genetically modified
products, this review contributes to enhancing our understanding of the complex dynamics that
shape consumer perspectives on GMOs.
The research study of Hwang & Nam (2020) with the title “The influence of consumers’
knowledge on their responses to genetically modified foods” aimed to explore how consumers'
knowledge impacts their perceptions and purchase intentions of genetically modified foods (GM
foods) and the implications for sustainable development in the food industry. The research
19
distinguished between objective and subjective knowledge and investigated how an imbalance
between these knowledge types influenced consumers' attitudes and intentions to purchase GM
foods. The results, obtained through multinomial regression analysis, indicated that consumers
with higher levels of education, income, and food involvement, along with exposure to negative
information about GM foods, tended to overestimate their actual knowledge. This overestimation
group demonstrated higher risk perception, lower benefit perception, and reduced intention to
purchase GM foods compared to other participants. Conversely, consumers with lower education
and higher income were more inclined to underestimate their knowledge.
A study conducted by Wunderlich & Gatto (2015) entitled “Consumer Perception of
Genetically Modified Organisms and Sources of Information” stated that since the 1990s, the
availability and acceptance of genetically modified organisms (GMOs) have grown, allowing
farmers to improve crop yields by developing varieties that resist herbicides and insects.
However, consumer awareness and comprehension of GMOs have not kept up with their
widespread usage. People worldwide demonstrate limited knowledge, misconceptions, and even
unfamiliarity with GMO food products. Many consumers rely on media, the Internet, and other
news sources for GMO information, which may be less reliable than scientific experts. Although
there is backing for compulsory GMO labeling in the United States, consumers have low
awareness of existing labeling practices. It is crucial to distinguish between familiarity with
GMOs and scientific understanding, as those more acquainted with GMOs tend to be more
skeptical about genetic engineering, whereas individuals with higher scientific knowledge have
less negative attitudes towards GMOs. This prompts inquiries about the correlation between
scientific literacy, information sources, and consumers' overall knowledge and perception of
GMO foods.
20
A study titled "Attitudes toward genetically modified organisms in Poland: to GMO or
not to GMO?" conducted by Rzymski & Królczyk (2016) highlights the ongoing debates in the
European Union (EU) about the use, benefits, risks, safety, and limitations of genetically
modified organisms (GMOs). Despite the right to substantive information and biotechnology
education, EU societies often find themselves misinformed due to conflicting views and
sensationalism. The study focused on 1,021 Polish citizens to assess their knowledge and
attitudes towards GMOs. The findings revealed that the use of GMOs in medicine and pharmacy
received mild approval among the respondents and was seen as the greatest advantage of GMOs.
On the other hand, most participants were against the production and distribution of GM food
products in Poland or at least favored clear labeling for products containing GM ingredients.
Those willing to accept GM foods also insisted on labeling. Concerns were raised regarding the
safety of GM foods, particularly their potential impact on health and the environment. Farmers,
medical workers, and school teachers expressed the highest levels of skepticism towards GMOs
and GM foods, while students in medical and life sciences, as well as researchers/academicians,
exhibited more enthusiasm. Importantly, a majority of the participants admitted their inadequate
knowledge about GMOs, expressed a desire to improve it, and expected active involvement from
school teachers, academicians, and researchers in the educational process. The study concludes
by emphasizing the urgent need for evidence-based educational programs to enhance public
understanding of the current possibilities and limitations of GMO-based technology in Poland.
Research conducted by López Montesinos et al. (2016) entitled “Perceptions and attitudes
of the Mexican urban population towards genetically modified organisms” investigated how
people living in urban areas of Mexico perceive and feel about genetically modified organisms
(GMOs). The results revealed that the participants lacked adequate knowledge and information
21
about GMOs, leading to a high level of skepticism and perceiving GMOs as risky. Most of the
respondents expressed the need for clear labeling of genetically modified products. Furthermore,
they did not recognize the social benefits or positive health impacts of GMOs beyond their
contribution to agricultural productivity. Interestingly, the study also found that individuals with
higher education levels tended to be less accepting of GMOs. Based on these findings, the
authors emphasized the importance of providing accurate scientific information about GMOs to
enable people to make informed decisions. This research offers valuable insights to the Mexican
government, particularly in relation to the cultivation of crops like maize, which holds significant
cultural importance in the country. Nevertheless, the overall perception of GMOs within
Mexican society remains uncertain.
The study titled “Consumer perceptions of genetically modified foods: a mixed-method
approach” of Lefebvre et al. (2019) examined consumers' attitudes and behaviors towards foods
labeled as containing genetically modified (GM) ingredients, focusing on both plant-based and
animal-based categories. With the introduction of labeling requirements, the study explores how
different labeling options affect consumer behavior. The findings reveal that consumers
generally hold negative associations with GM products compared to non-GM products and are
more likely to purchase unlabeled GM products. While GM products can offer economic,
societal, and environmental benefits, the importance of labeling outweighs these benefits, leading
to increased avoidance of GM-labeled products. Changes in product opinion play a mediating
role in influencing consumers' purchase intentions and willingness to pay. The presence of GM
labeling has a negative impact on consumers' opinions and behavioral intentions. Ongoing
debates revolve around the effectiveness of labeling, disclosure of ingredient inclusion, short-
term risks, and long-term implications, which are of global concern. To change consumer
22
reception and purchase intentions, it is crucial for governments and corporations to prioritize
transparency. Widespread misinformation about GM foods, their presence in the food supply,
and their impact on health, the economy, the environment, and the marketplace still persist. The
study's findings reflect consumer responses to the changes proposed by the 2016 National
Bioengineered Food Disclosure Standard legislation.
The literature review highlights the potential advantages associated with genetically
modified organisms (GMOs) in discussing environmental and food security issues, all while
recognizing the persistent concerns relating to safety, health, and ethical considerations. To
ensure informed decision-making and a comprehensive understanding of GMOs, it is crucial to
prioritize the enhancement of students' knowledge, the implementation of effective
communication strategies, and the consideration of consumer perspectives. By improving
educational programs and providing accurate information, students can develop the necessary
skills to actively engage with GMO-related subjects. Similarly, addressing consumer viewpoints
becomes vital in order to make well-informed choices and develop a thorough comprehension of
GMO applications. Employing open communication channels, alongside meaningful dialogues,
emerges as valuable means to address misconceptions and foster public trust. Additionally,
adopting a balanced approach that integrates scientific evidence and rigorous risk-benefit
analyses is of utmost significance when evaluating the use of GMOs, taking into account ethical
implications and societal impacts.

23
CHAPTER III
RESEARCH METHODOLOGY
This chapter includes the research design, population, and sampling, along with data
collecting and instrumentation. This will be utilized to analyse critical data needed to answer the
problem. Encompasses research design, research topic, research instrument, data collection, and
data analysis.
Research Design
The method utilized in this study was a descriptive-quantitative type of research which
attempts to demonstrate and narrate the students’ prior knowledge and how they perceive
Genetically Modified Organisms (GMOs).
Quantitative Descriptive research is a non-experimental type of research whereby the
variables and data are measured using numerical values. The said variables under interrogation
are not manipulated by the researcher (Mbuva, 2023). It is descriptive in nature; it aims at
describing or giving a narration of the character of the subject matter.
Research Locale
This study was conducted in Aguinaldo J. Santos National High School, which belongs to
District 2 in the Division of Bulacan. The school is situated in Brgy. Tibagan, Bustos, Bulacan.
The study was done during the second semester of the school year 2022-2023.
24
Population and Sample Size
The respondents of the study are the Grade 11 students from Aguinaldo J. Santos High
School. The population of the respondents is 292. The sample size that the researchers used
was 169, as calculated using the Slovin’s formula, with 5% margin of error.
The sampling technique that was used in the study was random sampling technique. A
subset of a population is chosen at random in a basic random sampling. Each person in the
population has an exact equal probability of getting chosen using this sampling technique. The
random sampling technique makes sure that the findings you get from your sample should be
close to what you would have gotten if you measured the complete population (Shadish et al.,
2002).
Research Instrument
The researchers utilized survey questionnaire through Google form that provided
comprehensive questions that will answer the query of the prior knowledge of students and
how they perceive Genetically Modified Organisms (GMOs). The survey consisted of 15
questions adopted from a study by Leary (2016) entitled Quantitative Research Study:
Genetically Modified Organisms: A College Studentas Perspective.

25
The following are the questions included on the electronic survey questionnaire:
1. Prior to your participation in this survey, did you have any knowledge of GMOs?
a. Yes
b. No
2. Even if you knew information about GMOs beforehand, would this knowledge increase your
likelihood of purchasing non-GMO products?
a. Yes
b. No
3. Have you ever given much consideration to product labeling?
a. Yes
b. No
4. Have you ever seen non-GMO labeling on food packaging?
a. Yes
b. No
5. Do you think food manufacturers should include non-GMO labeling on packaging?
a. Yes
b. No
26
6. Choosing healthy foods for consumption is of major importance to me.
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree
7. Although I know healthy choices are smart, I have a hard time justifying paying higher prices
for non-GMO products.
b. Disagree
c. Agree
d. Strongly Agree
8. I would buy non-GMO products if the prices were lower than GMO products.
b. Disagree
c. Agree
d. Strongly Agree
9. How many times per week, on average, do you buy meals from fast food restaurants?
a. 0-3
b. 4-5
c. 6-7
27
10. How many times per week, on average, do you prepare your own meals?
a. 0-3
b. 4-5
c. 6-7
11. Buying non-GMO products is of no importance to me.
b. Disagree
c. Agree
d. Strongly Agree
12. I do not read product packaging, even when the items I choose appear to be healthy.
b. Disagree
c. Agree
d. Strongly Agree
13. I always look for non-GMO product labeling on items I buy from the grocery store.
b. Disagree
c. Agree
d. Strongly Agree
28
14. I never think about asking if my fast food choices contain GMOs.
b. Disagree
c. Agree
d. Strongly Agree
15. I think fast food chains should let consumers know if their products contain GMOs.
b. Disagree
c. Agree
d. Strongly Agree
Data Gathering Procedure
All data needed in the study were collected by the researchers online. The medium
utilized by the researchers in disseminating the survey questionnaire was Google form. The link
to the said form was sent to the group chats of the sections in Grade 11.
All personal information about the respondents are strictly confidential and all data
acquired will be utilized only for this study and are gathered only through the Google form that
was sent online to the respective group chats of the respondents of the study.
29
Statistical Treatment of Data
The statistical treatment of data involves transforming raw data and information into a
form that can be understood and utilized for decision-making purposes (Vishak, 2023).
Descriptive statistics are employed in this quantitative research study to portray the
general properties of a dataset. These encompass measures of central tendency or the mean.
Utilizing descriptive statistics enables the creation of concise summaries of survey data.
In this study, the researchers determined the students' knowledge and perception on
Genetically Modified Organisms (GMOs). Specifically, the study focused on the Grade 11
population in Aguinaldo J. Santos National High School. The researchers used the Slovin's
formula alongside with the random sampling technique to gather the following number of sample
size.
30
Table 1.
Formulas used for the statistical treatment of the data gathered.
Slovin’s formula Mean formula
n= N/1+N(e²)
n= 292/1+292(0.05²) x̄ = ( Σ xi ) / n
n= 168.7
n= 169
n = sample size
N = population size
e = margin of error
x̄ = sample mean
Σ = summation
xi = x-values
n = number of items in the data set

31
CHAPTER IV
PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA
This chapter addresses the analysis and interpretation of data acquired from Grade 11
students at Aguinaldo J. Santos National High School, assessing their knowledge and perspective
on Genetically Modified Organisms (GMOs).
Data Description
In this chapter, the researchers wanted to know the prior knowledge of students about
GMOs and how they perceive it. The results are as follow:
Figure 2.
Age Demographic
Age
below 16
3.6% 16
8.3% 17
19.5% 18
above 18
68%
32
The 68% or the 115 of the respondents were 17 years of age, 19.5% or 33 of them were
16 years old, 8.3% or 14 respondents were 18 years old, 3.6% or 6 of them were above 18, and
0.6% or 1 respondent was below 16.
Figure 3.
A question asking about the prior knowledge of students on GMOs.
1. Prior to your participation in this survey, did you have any

knowledge of GMOs?
Yes No
17.2%
82.8%
The graph above indicates that 82.8% of the respondents already have prior knowledge
about GMOs, while the remaining 17.2% have no prior knowledge about the said topic.
33
Figure 4.
A question asking about the likelihood of them availing non-GMO products, regardless of them
having information about GMOs.
2. Even if you knew information about GMOs beforehand, would this

knowledge increase your likelihood of purchasing non-GMO products?
Yes No
42.6% 57.4%
According to the data above, 57.4% of the respondents would increase their likelihood of
purchasing non-GMO products if they knew about GMOs beforehand. The remaining 42.6%
stated otherwise.
34
Figure 5.
A question asking about the consideration that students have given on product labeling.
3. Have you ever given much consideration to product labeling?
Yes No
36.1%
63.9%
In question number 3, 63.9% of the respondents said that they have given much
consideration to product labeling, while the other 36.1% stated that they have not done much
consideration.
35
Figure 6.
A question asking the students about seeing non-GMO labeling on products.
4. Have you ever seen non-GMO labeling on food packaging?
Yes No
34.9%
65.1%
The graph above shows that 65.1 of the respondents have not seen non-GMO labeling on
food packaging. The remaining respondents, which is 34.9% of the total subject, stated that they
have seen non-GMO labeling on food packaging.

36
Figure 7.
A question asking about their view on food manufacturers including non-GMO labels.
5. Do you think food manufacturers should include non-GMO

labeling on packaging?
8.3%
Yes No
91.7%
The data given shows that 91.7% of the respondents think that food manufacturing should
include non-GMO labeling on packaging, while the 8.3% of them stated otherwise.
37
Table 2.
Statements concerning the prices of GMO non-GMO products.
No. Questions Strongly Agree Disagree Strongly Mean
Agree (4) (3) (2) Disagree (1)
6 Choosing healthy foods 55 103 5 6 3.22
for consumption is of Agree

major importance to me.
7 Although I know healthy 16 124 28 1 2.92
choices are smart, I have Agree

a hard time justifying
paying higher prices for
non-GMO products.
8 I would buy non-GMO 16 69 75 9 2.54
products if the prices Agree

were lower than GMO
products.
Legend:
1.00-1.75 – Strongly Disagree
1.76-2.50 – Disagree
2.51-3.25 – Agree
3.26-4.00 – Strongly Agree

38
Table 3.
Questions analyzing the food choices of students.
No. Questions 0-3 a week 4-5 a week 6-7 a week Mean
(3) (2) (1)
9 How many times per week, 148 20 1 2.87
on average, do you buy Rarely

meals from fast food
restaurants?
10 How many times per week, 54 56 59 1.97
on average, do you prepare Sometimes

your own meals?
Legend:
1.00-1.67 – Frequent
1.68-2.34 – Sometimes
2.35-3.00 – Rarely
39
Table 4.
Statements concerning the desire of students to eat healthy and to be made aware about their
food.
No. Statements Strongly Agree Disagree Strongly Mean
11 Buying non-GMO 3 48 108 10 2.26
products is of no Disagree
importance to me.
12 I do not read product 9 57 91 12 2.37
packaging, even when Disagree

the items I choose
appear to be healthy.
13 I always look for non- 5 49 101 14 2.27
GMO product labeling Disagree

on items I buy from the
grocery store.
14 I never think about 13 116 36 4 2.82
asking if my fast food Agree

choices contain GMOs.
15 I think fast food chains 55 100 11 3 3.22
should let consumers Agree

know if their products
contain GMOs.
40
Legend:
1.00-1.75 – Strongly Disagree
1.76-2.50 – Disagree
2.51-3.25 – Agree
3.26-4.00 Strongly Agree

41
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
The following chapter presents a comprehensive summary of findings, conclusions, and
recommendations derived from the research study.
Summary of Findings
The analysis and interpretation of data obtained from Grade 11 students at Aguinaldo J.
Santos National High School revealed several significant findings regarding their knowledge and
perspective on Genetically Modified Organisms (GMOs).
The largest portion of participants in the study consisted of 115 students, accounting for
68% of the total sample. A significant majority of them, specifically 82.8%, claimed to possess
previous knowledge regarding Genetically Modified Organisms (GMOs). Furthermore, 57.4% of
the respondents expressed that their awareness of GMOs would positively influence their
inclination to purchase non-GMO products. In terms of product labeling, 63.9% of the
participants indicated that they highly consider it. Interestingly, the majority, which is 65.1%,
reported not having encountered non-GMO labeling on products, while a substantial 91.7% of
them agreed that food manufacturers should incorporate non-GMO labeling on packaging.
Moreover, the data reveals that the respondents, on average, strongly value the
importance of selecting healthy foods for their consumption, as indicated by a mean score of
3.22. However, the results also indicate that despite recognizing the wisdom of healthy choices,
42
they struggle to justify paying higher prices for non-GMO products, as reflected by a mean of
2.92. Additionally, the respondents, with a mean of 2.54, agree that they would be inclined to
purchase non-GMO products if they were priced lower than GMO alternatives.
According to the average score of 2.87, it can be inferred that the respondents do not
frequently purchase meals from fast food restaurants on a weekly basis. Additionally, the results
suggest that they sometimes prepare their own meals during the week.
Moreover, based on a mean score of 2.26, it can be inferred that the participants do not
believe that buying non-GMO products holds no importance for them. They also disagree with
the notion that they do not read product packaging, especially when the products appear to be
healthy (mean score of 2.37). Additionally, they disagree that they always seek out non-GMO
product labeling when making purchases, as indicated by a mean score of 2.27. With a mean
score of 2.82, it is evident that they rarely consider inquiring about the presence of GMOs in
their fast food choices. However, they believe that fast food chains should inform consumers if
their products contain GMOs, as reflected by a mean score of 3.22.
Conclusion
As Genetically Modified Organisms (GMOs) slowly makes it way to the agricultural
sector, it is worth noting that it also affects the economic sector and society as a whole. With
this, it is important to understand and comprehend the viewpoints of not only the farmers
themselves, but also citizens, specifically students.
The findings in this study contribute to the better understanding of knowledge and
perspective of Grade 11 students in Aguinaldo J. Santos National High School. By gathering data
43
from students through survey questionnaires, this study established that although knowledge is
prevalent in students, there are still who have an insufficient knowledge about GMOs. The
likelihood of students buying GMO products would always depend on their preference. The data
the researchers gathered lead them into concluding that students are willing to buy GMO
products, as long as they are made aware. Furthermore, the researchers also took note of the
“healthy” aspect that could be one of the moving factors for students and citizens’ decision of
consuming either GMO or non-GMO products. Analyzing the students’ responses, it was clear
that they are into healthy foods – it was evident because most of them preferred to make their
own meals, signifying that students eat healthy yet cheap food. However, although given that
they would want their foods to be nutritious, they have a hard time justifying higher prices of
non-GMO labeled products.
Further research into students’ perception on GMOs should focus on establishing a
clearer picture of how they would be informed efficiently. The insights drawn from this study
can guide future interventions and educational initiatives aimed at promoting informed choices
and a better understanding of GMOs among students.
Recommendations
After thorough assessment and considering the foregoing findings and conclusions of the
study, the following recommendation are presented:
1. The learners from Aguinaldo J. Santos National High School with insufficient
knowledge about Genetically Modified Organisms (GMOs) may be taught through a course or
44
intervention that focuses on such topic. Educational institutions and agencies should incorporate
comprehensive and balanced information about GMOs into their curriculum.
2. There is still a debate about the safety of GMO products in human health and the
environment. This is why citizens tend to purchase non-GMO products if given the chance –
regardless of the price – just to not consume GMO products. Creating an open communication is
crucial for dispelling misconception, which would lead to the foster of public trust. Consumer
engagement programs like forums and groups, should be established for individuals to raise
questions and concerns. This would give birth to meaningful dialogues about GMOs.
Encouraging students to participate in these discussions can empower them as significant
contributors to the discourse.
3. Given the concern of students about the prices of non-GMO products, strategies should
be developed to address the price concerns – focused on improving the affordability and
accessibility of these options. This can be achieved through an array of approaches, such as
government initiatives, subsidies, or establishment of cooperative alliances. The primary aim of
these interventions is to stimulate the production and distribution of reasonably priced non-GMO
products, making it more accessible to customers.
4. The future researchers in the same field could subject college students or higher levels,
as they have more knowledge about GMOs and its implications. The researchers could also
expand the scope of the study by including a larger and more diverse sample population, leading
to a more diverse yet accurate results.
5. Additionally, it is advised for future researchers to delve deeper into the potential
factors that shape students' attitudes and decision-making processes concerning GMOs. Factors
45
such as socio-economic status, media exposure, etc. can have a substantial influence on
individuals' viewpoints. Conducting a more extensive examination of these variables in relation
to GMO knowledge and perceptions would contribute to a more thorough and holistic
comprehension of the topic.

46
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51
APPENDICES
Appendix A
No. Questions Strongly Agree Disagree Strongly Mean
1 Prior to your participation
in this survey, did you
have any knowledge of
GMOs?.
2 Even if you knew
information about GMOs
beforehand, would this
knowledge increase your
likelihood of purchasing
non-GMO products?
3 Have you ever given
much consideration to
product labeling?
4 Have you ever seen non-
GMO labeling on food
packaging?
5 Do you think food
manufacturers should
include non-GMO labeling
on packaging?
52
6 Choosing healthy foods
for consumption is of
major importance to me.
7 Although I know healthy
choices are smart, I have
a hard time justifying
paying higher prices for
non-GMO products.
8 I would buy non-GMO
products if the prices
were lower than GMO
products.
9 How many times per
week, on average, do you
buy meals from fast
food restaurants?
10 How many times per
week, on average, do you
prepare your own
meals?
53
11 Buying non-GMO
products is of no
importance to me.
12 I do not read product
packaging, even when
the items I choose
appear to be healthy.
13 I always look for non-
GMO product labeling
on items I buy from the
grocery store.
14 I never think about
asking if my fast food
choices contain GMOs.
15 I think fast food chains
should let consumers
know if their products
contain GMOs.
54
CURRICULUM VITAE
KYLA B. MENDOZA
1140 Tibagan, Bustos, Bulacan
Contact No.: 09656321349
Email: kylamendoza26@gmail.com
Personal Data:
Date of Birth: May 26, 2005

Citizenship: Filipino
Sex: Female
Civil Status: Single
Height: 5’0
Weight: 45kg
Religion: Roman Catholic
Name of Father: Arnold J. Mendoza
Occupation: Driver
Name of Mother: Luzviminda B. Mendoza
Occupation: Lady Guard
Educational Attainment:
Secondary
Senior High School
Academic Track
Science, Technology Engineering and
Mathematics
2021-Present
Junior High School
2017-2021
55
RON ADRIAN R. BERNARDINO

0363 Niugan, Angat, Bulacan
Contact No.: 09062738615
Email: bernardinoron24@gmail.com
Personal Data:
Date of Birth: October 24, 2005

Sex: Male
Height: 5’8
Weight: 67kg
Religion: Iglesia Ni Cristo
Name of Father: Romeo R. Bernardino
Occupation: Driver
Name of Mother: Angelina R. Bernardino
Occupation: Sewer
Secondary
Senior High School

Academic Track
Mathematics
2021-Present
Junior High School

2017-2021
56
JHAIRA P. ESPIRITU
107-A Tibagan, Bustos, Bulacan
Contact No.: 09270044034
Email: jhairaespiritu2004@gmail.com
Personal Data:
Date of Birth: December 09, 2004

Sex: Female
Height: 5’4
Weight: 43kg
Name of Father: Dennis A. Espiritu
Occupation: Driver
Name of Mother: Maria Jasmin P. Espiritu
Occupation: Self-Employed
Secondary
Senior High School
Academic Track
Mathematics
2021-Present
Junior High School
2017-2021
57
ELIJAH P. RICAFORT
Bonga Mayor, Bustos, Bulacan
Contact No.: 09984207442
Email: ricafortelijah17@gmail.com
Personal Data:
Date of Birth: November 17, 2005

Sex: Male
Height: 5’7
Weight: 45kg
Name of Father: Michael S. Ricafort
Occupation: Businessman
Name of Mother: Jocelyn P. Ricafort
Occupation: Businesswoman
Secondary
Senior High School
Academic Track
Mathematics
2021-Present
Junior High School
Mary and Jesus School Inc.
Tanawan, Bustos, Bulacan
2017-2019

2019-2021
58
DENISE ALLYSON S. SABINAY

222 Tibagan, Bustos, Bulacan
Contact No.: 09455825239
Email: deniseallysonsabinay28@gmail.com
Personal Data:
Date of Birth: June 28, 2005

Sex: Female
Height: 5’4
Weight: 50kg
Name of Father: Diosdado P. Sabinay
Occupation: Seaman
Name of Mother: Alona S. Sabinay
Occupation: Teacher
Secondary
Senior High School
Academic Track
Mathematics
2021-Present
Junior High School
Assemblywoman Felicita G. Bernardino
Memorial Trade School
Lias, Marilao, Bulacan
2017-2018
Jesus Is Lord Colleges Foundation
Bunlo, Bocaue, Bulacan
2018-2019
2019-2021

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1

Republic of the Philippines

STUDENTS' LEVEL OF AWARENESS ON GENETICALLY

July 18, 2023

Republic of the Philippines

DRA. MARIA JACQUILINE S. MENDOZA

of Grade 11 students concerning Genetically Modified Organisms (GMOs). The survey,

decision-making. By comprehending the perspectives of young consumers, stakeholders can

Keywords: genetically modified organisms, perception, Grade 11

and contributed to its realization.

necessary strength to successfully complete this study.

the completion of this study.

well as to the researchers' beloved hometown, Bustos, Bulacan.

THE PROBLEM AND ITS BACKGROUND

Background of the Study

human health; environmental deterioration; drawbacks on traditional farming practice; excessive

and their viewpoints in crucial scientific decision-making.

coverage (Richmond, 2006). To address gaps on regulations, it is necessary to pass resolutions

perception of the citizens, specifically students.

modified products in the future.

Moreover, educational institutions have a crucial role in influencing students’

distinguished viewpoint of students.

Comprehending students’ perspectives on GMOs is vital for expediting informed

According to the Health Belief Model of Rosenstock (1974), individuals' health-related

philosopher. According to this theory, individuals engage in rational calculations to make

outcome matches the expectations, it results in confirmation. However, if there is a difference

between expectations and outcomes, it leads to disconfirmation. Positive disconfirmation occurs

Exposure to information and

1. Do students have sufficient knowledge regarding Genetically Modified Organisms

products, as perceived by students?

Scope and Limitations of the Study

understanding their perception and knowledge of Genetically Modified Organisms (GMOs).

challenges and promoting economic growth.

increasing crop resilience to environmental challenges, and enhancing farmers' livelihoods

through higher yields and reduced reliance on costly pesticides.

consumers, including improved agricultural practices, increased crop yields, enhanced

nutritional content, and potentially addressing food security concerns.

generation on what GMOs are.

accurate and an in-depth learning about the topic.

ALTERED. To change or cause to change in composition, typically in a comparatively small

but significant way.

COMPREHENSION. The action or capability of understanding something.

GENETIC ENGINEERING. The deliberate modification of the characteristics of an

organism by manipulating its genetic material.

GENETICALLY MODIFIED/GENETIC MODIFICATION. A technology that involves

GENETICALLY MODIFIED ORGANISMS. Organism whose genome has been engineered

generation of desired biological products.

PERSPECTIVE. A particular attitude toward or way of regarding something; a point of view.

REVIEW OF RELATED LITERATURE AND STUDIES

Genetically Modified Organisms (GMOs)

and drawbacks, as well as its future implications.

A study entitled “Genetically Modified Organisms (GMOs) and Their Potential in

Environmental Management: Constraints, Prospects, and Challenges” by Saxena et al. (2019)

Currently, various physicochemical methods are employed to decontaminate the environment.

pollution, making them environmentally unfavorable. As an alternative, bioremediation

effectiveness of bioremediation may be limited by the reduced degradability or capacity of

microbes and plants to accumulate pollutants, respectively. To overcome these limitations,

pollutants, thereby promoting sustainable development. Genetically modified organisms (GMOs)

applications of GMOs in environmental management, discussing the associated risks, limitations,

A Risk-Benefit Analysis” by Rodriguez et al. (2022) is to investigate the effects of genetically

Thus, conducting a risk-benefit analysis becomes essential.

the Enhancement of Bioremediation” discussed how GMOs are utilized in bioremediation.

bioremediation, effectively targeting contaminants that indigenous microbes cannot degrade.