Environmental Awareness - Pmomhs

8/19/2019 Environmental Awareness - Pmomhs

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ENVIRONMENTAL AWARENESS OF STUDENTS OF PASCUAL M. OSUYOS

MEMORIAL HIGH SCHOOL


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CHAPTER I

Introduction

Environment is a vital component of society. Nature is capable of

providing man everything that he needs, not only for self-sustenance but also

for making his life more comfortable. Nature has five elements: air, land, water,

flora and fauna which are interconnected and interrelated. If there is

deterioration in any of the elements, it affects the other elements and natural

environment as a whole. Nature allows man to access freely to his valuable

resources. However, as people desire for joy and comfortable life, they tend to

exploit natural resources to the extent of reducing its natural capacities for

self-stabilization.


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With the global acceleration of industrialization, use of technology and

deforestation, environmental problems and resources storage is reaching at a

critical point. The damage caused to our natural resources has grim

consequences. We have exploited the natural environment as per our will,

which resulted to several environmental crises. Pollution is making the earth

unsuitable for life forms to thrive. The natural resources we have are being

depleted. The drastic increase in carbon dioxide emission has been identified as

the major reason for the global climate change and intense global warming

(Giddings, 2009).

Moreover, people at present are not living with environmentally friendly

lifestyles due to lack of knowledge and awareness on the ill-effects of various

environmental problems.

Hansen (2010) noted that the lack of continuous and comprehensive

environmental education in learning institution has caused youth to overlook

the importance of environmental protection in their daily life. This is because,

they do not have continuous exposure on environmental issues and awareness

by means of exposure through formal or informal education.

In recent years, all efforts of the government were directed towards

sustainable development of institutions, industries and the society. Our


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attitude towards the use of environmental resources must be changed. We

must re-educate the people to treat the environment with caution and control.

So, there is a need to give prime importance to environmental awareness

especially the students as future leaders of our society.

The existing problem in our present society about the crucial role of

people to its environment are observed and assumed ideas and it is for this

opportunity that this study will be conducted regarding the environmental

awareness of pupils of Jose Rizal Memorial School towards various factors.

Hence, this study.

Statement of the Problem

This study aims to determine the level of environmental awareness of

students of Pascual Osuyos Memorial High School for school year 2015-2016.

Specifically, it would like to find answer on the following questions:

1. What is the level of environmental awareness of students of Pascual Osuyos

Memorial High School when they are taken as an entire group and when they

are classified as to sex, parent’s occupation and religion?


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2. Is there a significant difference in the level of environmental awareness of

Pascual Osuyos Memorial High School when they are classified as to sex,

parents’ occupation and religion?

Hypothesis of the Study

In view of the preceding problem, this study will advance the following

hypothesis:

1.There is no significant difference in the level of environmental awareness

of students as to sex, parents’ occupation and religion.

Theoretical Framework of the Study

This study is anchored on the theory of Ajzen and Fishbein (1980) called

the Theory of Planned Behavior (TPB) which asserts that what an individual

does is determined by attitude, social support and perceived behavioral control.

These factors are grounded by the persons’ perception of social, personal and


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situational consequences of the specified action. TPB allows for a better

evaluation of human behavior when participation decisions are voluntary and

under an individual control. The theory of Planned Behavior has been widely

used in environmental behavior research to predict a person’s intent to

participate in a specified behavior (Grodzinska-Jurczak and Agata, 2008). TPB

has been used successfully, empirically and conceptually by many researchers

in environmental behavior toe explore attitudes that trace the correlations of

beliefs to behavior.

On the other hand, the Theory of Reasoned Action (TRA) as the extension

of the Theory of Planned Behavior served also as a framework for researchers

in raising both the levels of knowledge and in improving attitudes toward

environmental management. The theory is based on the assumption that

individual behavioral intentions are directly related to their attitudes. The TRA

views a person’s intention to perform (or not to perform) as the immediate

determinant of the action. This behavioral intention, in turn, has two

determinants. One is the attitude towards the behavior-a person who believes

that performing a given behavior will lead to mostly positive outcomes will hold

a favorable attitude toward performing the behavior. The other is the subjective

norm-a person who believes that most referants with whom s/he is motivated

to comply to think s/he should perform the behavior will perceive the social


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pressure to do so. The beliefs that underlie the subjective norm are termed

normative beliefs (Azjen & Fishbein, 1980).

Another theory explaining people’s want or need to be involved with

nature and its upkeep is the biophilia hypothesis. Kellert (2000) in his theory,

believed that the existence of a biologically based, inherent human need to

affiliate with life and lifelike processes (Wilson, 2000). This proposition suggests

that human identity and personal fulfillment somehow depend on our

relationship to nature. Kellert believes that people are naturally inclined. They

need to have affiliation with nature in order to succeed and obtain the

optimum level of self-value. John Barry (2001) in his Environmental Social

Theory supports the biophilia hypothesis asserting that we have a relationship

to the natural environment due to our genetic and evolutionary history.

Biophilia is a sociological attempt to explain why we seek to have a relationship

with nature and why we drive to conserve it.

Contemporary environmentalism began in the 1960s and 1970s as

public awareness of environmental problems was broadened by environmental

events. Environmental problems were increasingly viewed as being more

complex in origin, often stemming from new technologies; having consequences

for human health and well-being as well as for natural systems as Charles

Harper claims in his book Environment and Society. People were finally


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realizing that these problems not affected the natural environment but also

could potentially negative effects to humanity thus causing a burst of support

for environmentalism.

Furthermore, environmental education aims to equip the individuals

with knowledge, attitudes and skills in order to raise concern for the

environment and to work towards solutions of environmental problems and the

prevention of new ones(UNESCO, 1977). So far, environmental education

programmers have mainly focused in increasing environmental knowledge to

change environmental behavior (Barazza & Walford, 2010).

Currently, environmental problems is rampant in our country and less

are given priority to control and lessen its effects to the public. It is then

important to identify first the level of environmental awareness of students to

ascertain if they are concern or not to their environment.

Based on the theoretical framework and empirical evidence, the present

study asserts to find out the level pf environmental awareness of the students

Pascual Osuyos Memorial High School as a whole and when classified as to

sex, religion and parents’ occupation.


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Conceptual Framework of the Study

Environmental awareness is a key factor to consider in determining

actions to be done to gradually lessen the adverse effects of environmental

problems. The determination of the students’ level of environmental awareness

is crucial in the identification of solutions to be implemented in the mitigation

of the ill effects of environmental problems. However, it is also important to

consider to recognize what possible factors could influence the environmental

awareness of students.

The ways that students exhibit towards their environment is not solely

affected by the extent in which they value their environment and give priority

in the protection and conservation of their environment. But, a lot of factors

should be considered to fully understand how students think and value their

environment.

The environmental awareness of students can be possibly affected by

certain variables such as sex, religion and parents’ occupation. When these

variables are taken together may contribute in the way students behave and act

towards their environment. Furthermore, these factors which are not within


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the control of the students can influence their patterned behavior with respect

to environmental awareness.

The paradigm of the study is shown in Figure1 which will provide visual

presentation of the relationship of the variables that will be used in the study.

Independent Variables Dependent Variable

Figure 1. The Environmental Awareness of students of Pascual Osuyos

Memorial High School and Other Related Variables

Environmental

Awareness of the

students Pascual

Osuyos Memorial

High School

Sex

Parents’ Occupation

Religion


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Significance of the Study

This study will be useful to the following persons or authorities:

School Administrators. The results of this study will help them to obtain

information on the level of awareness of the students. With that, they will be

informed about how pupils value the environment. It will give them information

in assisting teachers as they provide access to students in involving into

environment protection and conservation activities and programs.

Consequently, the students will become pro-active members of programs on

environmental conservation. They too will become more exposed to the real

scenario to the present condition of our environment hence, environmental

awareness will be strengthened.

Teachers. The findings of this study will help teachers in choosing and

utilizing appropriate learning activities that will promote environmental


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awareness among students. They will be informed also that teaching issues

and problems about the environment is crucial in building commitment among

pupils to the environment in which they live. With that, pupils will have a

greater picture of what their roles are in the society they belong with.

Parents. The result of the study will help enlighten the parents on why

children are taught about topics related to their environment and on how they

are being prepared to meet the demands of the changing time. Through the

findings of the study, they will realize their respective role also in raising

awareness among their children about the dilemma brought by the various

environmental problems prevalent today not only in our country but all over

the world. With that, environmental awareness in their family will be raised

and they will now be informed individuals ready and prepared to involve in

restoring balance in our nature.

Pupils. The result of this study will be very helpful for pupils to realize

about the big role they will carry out as future leaders in protecting and

conserving the environment. As educated citizens, they will allow now be

agents of change in which these students will become volunteers in their

respective communities in keeping their environment pollution-free, clean and

green with healthy lifestyle. The findings of the study will give them the idea


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that young as they are could be of great factor in lessening the drastic effects

caused by different forms of environmental problems.

Religious Leaders. The findings of this study will help our religious

leaders to integrate in their preaching the importance of care and commitment

towards environmental protection. This will give them the opportunity to

strengthen the beliefs of their group as devotees in doing what is good and

proper for this world especially our environment. They will also be guided to

emphasize in their teachings the role we play for saving our environment from

deterioration and collapse.

Other Researchers. The findings of this study will serve as a guide for

future researchers to further investigate on the level of environmental

awareness of people or students in their village or community. They too will be

informed that research on environmental awareness among people is important

so that they will be given the chance also to assess the care of their people to

their environment. Also, they can suggest lone-term solutions to the problems

eminent in our environment at present.

Scope and Limitations of the Study


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This study aims to determine the level of environmental awareness of

students of Pascual Osuyos Memorial High School. This study will be

conducted on January 2016. The respondents of the study will be the 200

students of Pascual Osuyos Memorial High School officially enrolled for the

school year 2015-2016. Respondents’ will be categorized as to sex, religion and

parents’ occupation.

Data will be gathered with the sue of researcher-made questionnaire-

checklist composed of 30 questions subject for validation by seven (7) validators

and will be conducted to 10 pupils to determine its reliability index. An

accompanying information sheet will be used to gather data on students’ profile

or background information.

The mean, percentage, frequency will be employed as descriptive

statistics. T-test and One-way Analysis of Variance (ANOVA) set at .05 alpha be

processed through the Special Package for the Social Sciences (SPSS) software

version 17.0.

Definition of Terms

For clarity and understanding of this study, the following terms will be

defined:


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“Environmental awareness” refers to the extent or level of knowledge of

the Grade VI pupils about environmental issues and problems categorized as

very high, high, moderate, low, very low.

“Parents’ Occupation” refers to the work of the mother and father of the

Grade VI pupils categorized as professional and non-professional.

“Religion” refers to the religious affiliation of the Grade VI pupils

indicated in their baptismal certificate categorized as Catholic, Iglesia ni Cristo,

Aglipayans, Protestants and others.

“Sex” refers to the male and female Grade VI pupils of Jose Rizal

Memorial School during the school year 2015-2016.

CHAPTER II


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Review of Related Literature

Chapter II will present the review of related literature and studies which

are related to the present investigation.

Environmental Education

In 1977, delegates to the United Nations Intergovernmental Conference

on Environmental in Tbilisi, Georgia, in the former USSR, developed a series of

fundamental concepts which environmental education (EE) organizations and

institutions have accepted as their definition of EE. A single goal statement

written in Belgrade, Yugoslavia in 1975 has been adopted as a widely accepted

goal statement for EE according to the North American Association for

Environmental Education (NAAEE, 1996).

Environmental education is a process of developing a world population

that is aware of concerned about the total environment and its associated

problems, and which has the knowledge , skills, attitudes, motivations and

commitment to work individually and collectively toward solutions of current

problems and the prevention of new ones (UNESCO-UNEP, 1976 in Athman

and Monroe, 2000 p. 38).


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According to Gough (1997), the work done by the Gary Harvey (1976)

synthesizing a definition from many professional papers, defined the term EE

as the process of developing environmentally literate, competent, and dedicated

citizenry which actively strives to resolve values conflicts in the man-

environment relationship, in a manner which is ecologically and humanistically

sound, in order to reach the superordinate goal of a homeostasis between

quality of life and quality of environment (Gough, 1997, p.14). This definition

ultimately formed the basis for the declaration at Tbilisi and was the ultimate

goal for curriculum development in EE proposed by Hungerford, Peyton and

Wilke (1980) in the landmark publication goals for curriculum development in

environmental education.

In more simplistic terms, environmental education (EE) has been

characterized as a process that prepares citizens to prevent and solve

environmental problems (Day & Monroe, 2000). The Tbilisi Declaration stated

that EE should involve the individual in an active problem-solving process

within the context of specific realities, and it should encourage initiative, a

sense of responsibility and commitment to build a better tomorrow (Hungerford

& Peyton, 1994). Therefore by its very nature, EE can make a powerful

contribution to the renovation of the educational process (Courtenay-Hall

&Rogers, 2002).


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The goals and objectives of EE recommended at the UNESCO-UNEP

Tbilisi intergovernmental conference on EE were the following: (1) the goals of

environmental education are : a. to foster clear awareness of, and concern

about economic, social, political and ecological interdependence in urban and

rural areas; b. to provide every person with opportunities to acquire knowledge,

values, attitudes, commitment and skills needed to protect and improve the

environment; c. to create new patterns of behavior of individuals, groups, and

society as whole towards the environment. (2) The categories of environmental

education objectives are : awareness; to help social groups and individuals

acquire an awareness of and sensitivity to the total environment and its applied

problems. Knowledge: to help social groups and individuals gain a variety of

experience in and acquire a basic understanding of the environment and its

associate problems. Attitude: to help social groups and individuals acquire a

set of values and feelings of concern for the environment, and the motivation

for actively participating in environmental improvement and protection. Skills:

to help social groups and individuals acquire the skills for identifying and

solving environmental problems. Participation: to provide social groups and

individuals with an opportunity to be actively involved at all levels in working

toward resolution of environmental problems (UNESCO, 1978 pp. 26-27).


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According to Gough (1997), many authors continue to argue about the

relationship between science education and EE, and or , the similarities and

differences between them. Consensus has been reached by the North American

Association for Environmental Education (NAAEE), the National Council for

Science and the Environment (NCSE), and the National Environmental

Education Advisory Council (NEEAC), to focus on the main educational

objectives and goals agreed at the Tbilisi Declaration (Athman &Monroe, 2000)

and most recently towards sustainability in higher education (Calder &

Clungston, 2003).

Sex and Environmental Awareness

In Raudsepp’s (2010) study , he examined the relationship between the

sex and environmental consciousness. The respondents of his study were 200

randomly selected secondary school students in Ogun State, Nigeria. Survey on

environmental awareness of the students were utilized to collect data among

the respondents.t-test and ANOVA were sued to treat the collected data. Te

findings of the study revealed that women were significantly more likely than

men to be concerned with the environmental problems. Females have been


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consistently shown to have higher environmentally conscious attitudes than

men.

Cabuk and Karacaoglu (2010) in their about environmental knowledge

and awareness levels of elementary and secondary students in Turkey revealed

that females students had more positive attitudes towards the environment in

terms of environmental awareness and sensitivity, however they lacked of

environmentally responsible behavior in their daily life. The respondents of the

study were 200 university students in Ankara, Turkey.

Furthermore, Dietz, Stern and Guagnano (2010) study focused on the

relationship between sex and environmental concern of 120 secondary

students in Canada selected randomly. The findings of the study showed that

women are more concerned about environment than men because women are

more environmentalist than men due to bispheric orientation.

However in the study of McEvoy (2007), he examined the environmental

concern of secondary students in India. Respondents were selected randomly

who were 75 secondary students. The result of the study showed that men are

more concerned about the environment than women due to their higher level of

education and involvement with the communities and political issues.


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Paramjit (2008) conducted a study on “Environmental Awareness among

the student of different socio-economic status.” The finding revealed that

environmental awareness was more among boys of better socio-economic

status whereas among girls, it was observed that the girls of lower socio-

economic status had more environmental awareness as compared with boys.

On the other hand, Kellert (2009) found no gender difference in the

ecological attitudes for US children in the 2nd grade. His study focused on the

ecological attitude of 100 children in Alaska chosen randomly.

In the study of Bharambe (2010), he examined on the extent of

environmental awareness among ninth standard students and to compare the

environmental awareness among them and the sample comprised 304 students

which were selected using multistage sampling method , four randomly selected

high schools in Jalgaon District. The data was collected through the

environmental test prepared by the investigator. T-test was used for analyzing

the collected data. The results revealed that there is no significant sex

difference in their environmental awareness.

Parents’ Occupation and Environmental Awareness


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Schmidt (2009) study focused on the role of environmental awareness on

college students. The respondents were 115 college students of Oklahoma

University selected randomly. Surveys were used to verify the impact of an

introductory environmental course on respondents’ environmental awareness.

Two independent groups were divided by the characteristics of enrollment in

the course. The result revealed that there is no significant difference on their

parents’ occupation and their level of awareness.

Also, in the study of Kavas (2009), he examined the environmental

awareness of university students in Ankara, Turkey. The study aimed to present

environmental sensitivity and awareness of university students. The first and

fourth year students of landscape architecture, town and regional planning and

environmental engineering undergraduate programs at universities throughout

Ankara, Turkey were selected as participants since these programs’ curricula

focus on environment. A questionnaire survey was applied to 212 students face

to face. Research findings showed that the occupation off their parents do not

necessarily affect the level of environmental awareness of students.

The mother and father’s occupation according to Blocker and Eckgberg

(2009) affect the level of awareness of students. Mothers are more concerned

about local environmental problems than fathers. The reasons based on role in

the society: mothers prioritize welfare and health of family (which closely


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associates with the local environment quality such as water, air and solid

waste), while fathers prioritize economic and material well-being of the family.

On the other hand, Bharambe (2010) studies examined on the extent of

environmental awareness among ninth standard students and to compare the

environmental awareness among them and the sample comprised of 304

students which were selected using multistage sampling method for randomly

selected high schools in Jalgaon District. The data was collected through the

environmental awareness test prepared by the investigator. t-test was used for

analyzing the collected data. The results revealed that there is a significant

difference in the environmental awareness of the students and the occupation

of their parents.

Religion and Environmental Awareness

Ibrahim and Asmawi (2009) study examined the level of awareness

towards environmental issues and concern among students in tertiary level.

The study selected randomly the 451 respondents from various universities in

Malaysia namely International Islamic University Malaysia (IIUM), University of

Putra Malaysia (UPM), University Malaya (UM), University Kebangsaan Malaysia

(UKM) and University Institute Technology Mara (UiTM). The students have


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been assessed through a series of questionnaire which have been distributed in

order to capture their levels of exposure on environmental issues and the

sources of these exposures. The result revealed that the level of awareness

towards environmental issues and protection among students in tertiary level

is at moderate level and when grouped as to their religion, the findings showed

no significant difference in the religion of the respondents.

Moreover, the study of Prislin and Ouelette (2007) about intentions and

actions and the role of environmental awareness on college students showed

no significant difference in the religion of the respondents. The respondents

consisted of 115 undergraduate university students. Each student completed a

modified version of the New Environmental Paradigm (NEP) survey, designed to

measure the degree to which people view humans as part of nature. Data were

compared and processed using the SPSS software. Chi-square test of

independence, ANOVA, percentage , frequencies and means were used as

statistical tools.

In the study of Balogun and Yusuf (2010), they also examined the

students-teachers’ attitude towards environmental awareness in Nigerian

University. Respondents were 3822 students-teachers categorized as to their

sex, religious affiliation and educational qualification of the parents.

Respondents were from the Faculty of Education, University of Ilorin, Nigeria.


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The data were collected through a questionnaire and analyzed using

percentages, means, and chi-square statistics. Findings of the study revealed

that majority of the student-teachers have positive attitude towards

environmental protection. However, no significant difference was established

between male and female student-teachers and on their religious affiliation.


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CHAPTER III

Methodology

This chapter presents the research design and research method used in

the present study.

Research Design

This study will employ the descriptive method of research. Specifically,

the simple survey type of descriptive research will be used to determine the

level of environmental awareness of the respondents when they will be

categorized as to sex parents’ occupation and religion.

The Respondents


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The respondents of the study will be the 200 officially enrolled Pascual

Osuyos Memorial High School who will be selected randomly. They will be

classified according to sex, parents’ occupation, and religion. The Slovin’s

formula will be used to determine the sample size and samples will be drawn

using simple random sampling employing fishbowl technique.

The respondents of the study will include _____ male and ____ female;

_____ professional mother and _____ non-professional mother; _____

professional father and _____ non-professional father; _____ Catholic,

_____Aglipayan, _____Iglesia ni Cristo, _____ Protestant and _____others.

Data Gathering Instrument

The instrument that will be used in this study will be a questionnaire-

checklist to collect information about sex, parents’ occupation, and religion of

the respondents.

The instrument will consist of two parts; part one (1) will compose of

questions that ask for the background of information of the respondents

specifically about their sex, parents’ occupation, and religion as variables in

the study and part two (2) will compose of 30 questions relevant to

environmental problems, issues and concern. The questionnaire developed in


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thus study will use a five point Likert-type response scale, with 1 as very low

and 5 as very high to determine the level of environmental awareness of the

respondents.

The research instrument will be validated by seven juries who are expert

in research and environmental management/education. A pilot will be

conducted with a selected small group of participants. This representative

group of the target population was used to conduct a trial to observe

consistencies and to refine the survey.

Data Gathering Procedure

Survey method will be used for data collection. The study will be

conducted on January 2016 during the school year 2015-2016. Questionnaire-

checklist will be distributed after the school head of Pascual Osuyos Memorial

High School will permit the conduct of the research instrument. The study will

be conducted by recruiting the randomly selected respondents from the

participant population in a room assigned by the school administrator. Once

seated properly, necessary instructions will be given to be followed to guide the

respondents in answering the questionnaire checklist that will be administered

to them. They will be given 10 minutes to accomplish the instrument and once


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they are through with their work, they will personally submit their answer

sheet to the researcher for compilation, checking and treatment of the data.

Data Analysis Procedure

The statistical tools that will be used in this study will consist of

descriptive statistics of frequency count, percentage, mean and standard

deviation. Other statistical tools that will be employed will include t-test, and

One-way ANOVA to determine the significant difference between some students’

background variables and their environmental awareness. Responses to the

questionnaire will be pooled and scored. Nominal values will be assigned to the

items according to scales. The questions on environmental awareness will have

an assigned score of 1 to 5 for “very low”, “low”, “moderate”, “high” and “very

high”. All data will be keyed in to Special Program for Special Sciences version

17.0 software for analytical process. The mean score obtained by the

respondent will be interpreted using the scale below to indicate their level of

awareness as a whole and when they will be categorized as to sex, parents’

occupation and religion.

Scale Descriptive Interpretation

0.01 to 1.00 Very Low


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1.01 to 2.00 Low

2.01 to 3.00 Moderate

3.01 to 4.00 High

4.01 to 5.00 Very High

Republic of the Philippines

Department of Education

Pascual Osuyos Memorial High School

SY 2015-2016

Name (Optional): _____________________________________ Date:__________________


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Grade and Section: ___________________________________

PART I. Student’s Descriptive Questionnaire

INSTRUCTIONS: The Student’s Descriptive Questionnaire is not a test. It

consists of several items on some information you are to give about yourself.

Choose only one from the given choices in each item by putting a check (/) on

the space provided.

A Sex: _____ Male _____Female

B. Parents’ Occupation

1. Mother’s Occupation: _____ Professional ______ Non-Professional

2. Father’s Occupation: _____ Professional _____ Non-Professional

C. Religion:

_____ Aglipayan

_____Catholic

_____ Iglesia ni Cristo

_____Protestant

_____Others (please specify) __________________

Part II. Read each statement carefully. Indicate your awareness level on the

different environmental problems, issues and concern by encircling the

appropriate number in each item which matches your reaction to the

statement.


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Answer all the 30 statements. In the answer sheet encircle the number as

specified below:

1 – Very Low

2 – Low

3 – Moderate

4 – High

5 – Very High

Begin here:

Statement 1 2 3 4 5

1.Humans should live in harmony with the rest of the

nature.

1 2 3 4 5

2.Technology can overcome any environmental

problems.

1 2 3 4 5

3.There are limits to industrial growth. 1 2 3 4 5

4.Ecological balance has been disturbed. 1 2 3 4 5

5.Water pollution has direct negative impacts on plantand animal communities.

1 2 3 4 5

6.Misuse of agricultural products leads to

deterioration of biological balance.

1 2 3 4 5

7.Industrial waste should be treated before releasing

into bodies of water.

1 2 3 4 5

8.Waste management of industrial plants in the

country is well-monitored by the authorities and

those who do not obey the policies are being

punished.

1 2 3 4 5

9.Loss of soil as a result of erosion is a serious

problem.

1 2 3 4 5

10. Air, water, and land are unlimited resurces. 1 2 3 4 5

11. Constructing industrial plants near

settlements is inappropriate.

1 2 3 4 5


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12. Green spaces have positive impact on human

health.

1 2 3 4 5

13. Air pollution causes environmental awareness 1 2 3 4 5

14. Using natural gas for heating reduces air

pollution.

1 2 3 4 5

15. Landfills near human settlements have

negative impact on human health.

1 2 3 4 5

16. Water consumption should be conserved for

conservation.

1 2 3 4 5

17. Noise pollution has negative impact on human

health.

1 2 3 4 5

18. Low visual quality of urban environment is

dangerous to the public.

1 2 3 4 5

19. Waste segregation should be observed every

day.

1 2 3 4 5

20. Burning of plastics and fresh leaves should

not be encouraged.

1 2 3 4 5

21. Participation to Earth-day activities is very

useful and enjoyable.

1 2 3 4 5

22. Endemic species of plants and animals should

be protected.

1 2 3 4 5

23. Seminars/ Symposia should be conducted to

students to campaign for environmental protection

and cleanliness.

1 2 3 4 5

24. Local Government Unit (LGU) should

implement policies directed towards sanitation and

cleanliness.

1 2 3 4 5

25. Planting trees will help lessen the ill-effects of

global warming.

1 2 3 4 5

26. Waste should not be thrown into bodies of

water.

1 2 3 4 5

27. Always turn off the appliances when not in

use.

1 2 3 4 5

28. Conversion of agricultural lands into

industrial sites should be prohibited.

1 2 3 4 5

29. Campaign on clean and green program should 1 2 3 4 5


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be done monthly and intensively.

30. Organic fertilizers should be used in farming. 1 2 3 4 5

____________________________________________

Signature of Pupil

_____________________________

Date

Environmental Awareness - Pmomhs

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