Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
Main Campus, Dapitan City

An Analysis on Climate Change Awareness amongst 1st year College Students in

Jose Rizal Memorial State University Main Campus

In Partial Fulfilment of the Subject

GE-CW
The Contemporary World

MR. JOSE RALPH S. ENOY

INSTRUCTOR
Faculty Member of the College of Arts and Sciences
Jose Rizal Memorial State University, Main
 An Analysis on Climate Change Awareness amongst 1st year College Students in
Jose Rizal Memorial State University Main Campus

Arjhun S. Cayacap1 Christian Dave Soterol2 Emily S. Mejos3 Flordicante C. Quijardo4

French Aleca P. Recamara5 Nuelmar B. Kong6 Paciano Obnimaga7 Regie Gozon8

Renan Jade Guerrero9

Jose Rizal Memorial State University, Main Campus

Dapitan City, Zamboanga del Norte, Philippines

Word Count: 3,402 words

Date Submitted: April 25, 2019

Abstract

Empowering the youth of today to address climate change is an educational priority

(Narksompong & Limjirikan, 2015). Enhancing their level of awareness is necessary because
“they are the future citizens and decision makers that must live with the impacts of climate
change” (Narksompong & Limjirikan, 2015). They are also the future agents of action who
would implement climate change solutions. Therefore, the active participation of youth could
provide an intergenerational viewpoint of present and future citizens (Narksompong &
Limijirikan, 2015). As such, global, national, and local authorities’ response to climate change
should not concentrate only on their role in reducing greenhouse gases but also on actively
empowering young people to prepare them for future climate change adaptive and mitigative
actions (Wilson, 2006). Although adapting to climate change is among the biggest challenge that
humanity faces in the next century (Jones et al., 2012), engaging the youth in decision-making as
well as policy-making process could provide an intergenerational perspective to any climate
change adaptation and mitigation initiatives. Creating an enabling environment for youth could
aid in mitigating climate change drivers in the future especially that climate change is dominated
by human influences, which are now large enough to exceed the bounds of natural variability
(Karl, &Trenberth, 2003).
 This study aimed to know the analysis of the awareness on climate of the 1st year college
students in Jose Rizal Memorial State University Main Campus during the year 2019. It utilized
the descriptive-qualitative method of research. The respondents of the study were the 1st year
college students and were mostly female, and were over 18-19 years old. The statistical treatment
used was the moods median test to test the significant difference between the awareness on
climate change and students’ age and gender.

Keywords: Climate Change Awareness, Education

Introduction

For the past decade, year after year, annual temperature records have been broken with
disturbing regularity (Duarte, 2016). The Intergovernmental Panel on Climate Change’s (IPCC)
Fifth Assessment Report reaffirmed that climate change is unequivocal and human influence is
extremely likely to be the dominant cause (IPCC,2014). Furthermore, the IPCC have reported on
successive irrefutable evidence of increased atmospheric and ocean temperatures, causing
progressive melting of snow and ice resulting the rise in sea levels (IPCC, 2007; IPCC, 2013).

The Philippines is highly vulnerable to the impacts of climate change because it is

heavily dependent on climate-sensitive economic processes such as agriculture and has fewer
resources for adaptation. As UNFCC (2007) indicated, developing countries like the Philippines
are highly vulnerable to climate change impacts because they have fewer resources to adapt
socially, technologically and financially. As such, it is anticipated that developing countries
would suffer far reaching effects of climate change especially on their ability to attain sustainable
development (UNFCC 2007). And among the sectors that would significantly be affected by
these impacts are the youth.

Theoretical and Conceptual Framework

This section presents the review of literature related to the focus of the study. It presents
literature on the role of youth in climate change adaptation, role of higher education institutions
in enhancing the level of awareness of youth on climate change, and the importance of increasing
the level of awareness of youth on climate change adaptation and disaster risk reduction.
 Pandve et. Al (2009) emphasized that youth plays a crucial role in combating climate
change. The young people who have the skills of spreading new habits and technologies could
contribute to the fight against climate change (Ki-moon, 2008 in Pandve et al., 2009). United
Nations International Strategy for Disaster Reduction, UNISDR (2000) purported that youth can
help in the successful implementation of disaster prevention and risk management strategies
because they can promote the necessary change in behaviors and a shift in mentalities. This is
possible because they are adaptable as well as able to quickly make low-carbon lifestyles and
career choice (Pandve et al., 2009). Further, they can share and apply what they learned specially
within their households, families, and the wider community (Shaw et al., 2009). In essence, the
youth can easily and actively support state’s initiatives that could lead to the formulation of far-
reaching legislations ( Pandve et al., 2009).
Through literature, it pointed out that youth is crucial in climate change adaptation, there
is a need to empower them. Empowerment is essential in equipping them with the necessary
competencies and resources needed to make an impact in climate change adaptation. In addition,
improving education can give people the skills and knowledge to better prepare for and recover
from natural disasters. For instances, the people in Cuba were able to respond quickly to
hurricane alerts and recover from the impacts of storms because of their improving education (Al
Yousuf, 2016). Likewise, the higher rate of literacy and higher people’s level of awareness in
Japan had helped them respond properly to acts of tsunamis and earthquake.
A Yale University research paper cited in Al Yousuf (2016) had indicated that education
and awareness on climate change are strongly linked. As presented in the paper, a survey of
residents of 119 countries found that 40% of adults worldwide reported never having heard of
climate change (Al Yousuf 2016). This value rises to more than 65% in some countries like India
and Egypt. From the survey, it was concluded that education tends to be the single strongest
predictor of awareness of climate change. It is here where the role of higher education
institutions on increasing societal awareness of climate change is highlighted.
Although adapting to climate change is among the biggest challenge the humanity faces
in the next century(Jones et al.,2012),engaging the youth in decision-making as well policy-
making process could provide and intergenerational perspective to any climate change adaptation
and mitigation initiatives. Creating an enabling environment for youth could aid in mitigating
climate change drivers in the future especially that climate change is dominated by human
influences, which are now large enough to exceed the bounds of natural variability (Karl,&
Trenberth,2003).

 Students Knowledge on Weather

and Climate
 Students knowledge on the
causes of Climate Change
 Analysis of 1st Year College
 Students knowledge on the
Students on Climate Change
effects of Climate Change
Awareness
 Students knowledge on methods
of mitigation and adaptation to
Climate Change
 Students knowledge on Ocean
Science

 Age
 Gender

Fig. 1Schematic Diagram of the Study

Objectives
This study aims to consider student’s analysis on climate change awareness amongst 1st
year college students, Philippines during School Year 2018-2019.
Specifically, it sought to answer the following:
1. Determine the profile of the respondents in terms of age, gender, and course.
2. Determine the awareness on climate change amongst 1st year college students.
3. Determine the significant difference in the analysis of students’ awareness on climate
change when data are analyzed in terms of:
3.1 Age
3.2 Gender
Hypothesis
Ho: There is no significant difference between Age and Gender in the awareness of
students on climate change in the Philippines.
Research Method and Design
The descriptive-qualitative method of research was used in the study with the aid of
standardized questionnaire in finding out the profile, analysis, and awareness of the respondents
about climate change of JRMSU-Main 1st Year College students during the Second Semester of
SY 2018-2019. The survey utilized for this study was developed based on a broad range of
previously used and researched awareness surveys (Brown et al, 2012; CEED, 2011; Maponya et
al, 2013; Mwalukasa, 2013; Whitmarsh, 2003). The survey instrument was developed initially in
English, the “official” language of instruction at the university. The delivery of the surveys was
accompanied by an explanatory briefing for the students and took approximately 10 minutes to
complete.

The final survey consisted of thirty-one “tick box” questions, including the use of likert scales
and split into three sections:

 Respondents profile (Q1-4);

 Climate Change Awareness (Q5-26)
 Identification of Greenhouse Gases (Q27-31)

Results and Discussion

Table 1. Profile of 1st Year College students in JRMSU Main Campus in terms of Age
Age Frequency Percentage
18 and 19 Years 92 72.4%
20 and 21 Years 34 26.8%
22 Years and above 1 0.8%
Total 127 100%

Table 2. Profile of 1st Year College students in JRMSU Main Campus in terms of Sex
 Sex Frequency Percentage
Female 80 63%
Male 47 37%
Total 127 100%

Table 3. Profile of 1st Year College students in JRMSU Main Campus in terms of
Course

Course Frequency Percentage

BS Electrical Engineering 22 17.3%
BS Civil Engineering 10 7.9%
BS Electronics 4 3.1%
Communications
Engineering
BS Nursing 14 11%
BS Accountancy 9 7.1%
BSBA Marketing 10 7.9%
Management
BSBA Financial 2 1.6%
Management
BSBA Entrepreneurial 4 3.1%
Management
BS Hotel Management 18 14.2%
BS Tourism Management 2 1.6%
BSED Elementary 4 3.1%
BSED Social Studies 5 3.9%
BSED English 7 5.5%
BS Marine Biology 9 7.1%
 BS Criminology 3 2.4%
BS Marine Transportation 4 3.1%
Total 127 100%

All of the greenhouse gases (GHGs) were correctly identified by more than 50% (Figure
1). 76% of the students identified carbon dioxide as GHG while the other greenhouse gas,
chlorofluorocarbons (CFCs), was only identified by 61% of students. A further 57% and 56%
respectively of the students correctly identified Ozone and nitrous oxide as a GHG, while
methane and water vapor obtain the smallest with only 52% and 51% respectively. Oxygen was
the most frequently identified non GHG (45%), followed by nitrogen (39%), helium (31%), and
argon (18%).
Figure 1. Students’ identification of Greenhouse Gases (GHGs)

120

100

80

60

40

20

Note: Greenhouse gases are identified by an asterisk *

Note: Students were asked to choose as many options as they wished

Students were presented with a list of 24 questions related to climate change, and were
asked to answer Extremely Aware, Moderately Aware, Somewhat Aware, Slightly Aware, and
lastly, Not All Aware to each question. The statements were a mixture of extremely aware,
moderately aware, slightly aware, and not all aware statements and were designed to test
students’ awareness in the following areas:

 3 statements related to awareness on weather and climate. (Q1-3)

 5 statements related to the causes of climate change. (Q4-8)
 7 statements related to the effects of climate change. (Q9-15)
 6 statements related to methods of mitigation and adaptation to climate change. (Q16-21)
 3 statements related to an awareness of basic ocean science. (Q22-24)

Table 5 shows the Analysis of Climate Change Awareness amongst 1st year college students
in Jose Rizal Memorial State University Main Campus. The table revealed that the knowledge of
students on Weather and Climate is generally rated by the student of JRMSU-Main Campus as
“Moderately Aware” with an average weighed mean of (3.776903). Student’s awareness on the
causes of Climate Change reveals that the student’s awareness is “Extremely Aware” with an
average weighted mean of (4.565354). The Students awareness on the effects of Climate Change
is “Extremely Aware” with the average weighed mean of (4.231721). Student’s awareness on
methods of mitigation and adaptation to Climate Change shows that the awareness of the student
is “Moderately Aware” with an average weighted mean of (4.170604). Lastly, the student’s
awareness about Ocean Science shows that the student awareness is “Moderately Aware” given
the average weighed mean of (2.388451). Therefore, we concluded that the awareness of the
students about the climate change is “Moderately Aware” given the total weighed mean of
(3.826662).

On the other hand, Ojomo et al. (2015) argued that youth’s personal experience could
provide the impetus to address climate change. They believed that personal experience plays an
important role in knowledge building and attitude formation of students. In fact, an enrich
knowledge of climate change could possibly be created due to the varied experiences of the
youth with climate change.
Aside from education as a channel and source of information about climate change,
Calvo and Apilado (2014) indicated the importance of mass media in improving youth’s level of
awareness. They reported that mass media such as radio and television improved students’
awareness by regularly broadcasting information on climate change. Improved awareness could
create a favorable attitude towards the phenomenon. Thus, the development of an information
communication material may help improve their level of awareness and provide additional
knowledge that will likely promote better attitude in them.

Table 4. Students awareness on Climate Change

Students awareness on Weather and Climate

Weighted St Dev VD
Mean
1. Weather often changes from year 4.5511811 0.81365978 Extremely
to year. Aware
2. Climate means average weather. 3.2047244 0.8759447 Somewhat
Aware
3. The earth’s average temperature 3.57480315 1.35997015 Moderately
has risen in the last 100 years. Aware
Average Weighted Mean 3.776903 0.592509 Moderately
Aware
Students awareness on the causes of Climate Change
4. Burning fossil fuels causes 4.748031 0.689703 Extremely
climate change. Aware
5. Cutting down trees causes climate 4.874016 0.454119 Extremely
change. Aware
6. Erupting volcanoes can cause 4.57480315 0.930264385 Extremely
climate change. Aware
7. Acid rain causes climate change. 4.511811024 0.907343425 Extremely
Aware
8. More industry helps to stop 4.118110236 0.956300521 Moderately
climate change. Aware
Average Weighted Mean 4.565354 0.409486 Extremely
Aware
Students awareness on the effects of Climate Change
 9. Climate change can cause a 4.866142 0.460542 Extremely
change in weather. Aware
10. Climate change can cause sea 4.433071 1.004676 Extremely
levels to rise. Aware
11. Climate change can lead to more 3.708661 0.976796 Moderately
plant and animal species. Aware
12. Climate change can cause more 4.732283 0.728652 Extremely
flooding and droughts. Aware
13. Climate change can help to stop 4.031496 0.641637 Moderately
diseases. Aware
14. Climate change can cause polar 4.338582677 1.001748253 Extremely
ice caps and glaciers to melt. Aware
15. Climate change can cause deserts 3.511811024 1.104580231 Moderately
to get smaller. Aware
Average Weighted Mean 4.231721 0.421687 Extremely
Aware
Students awareness on methods of mitigation and adaptation to Climate Change
16. People can help stop climate change 4.204724409 1.177423759 Moderately
by using more land to grow food. Aware
17. People can help stop climate change 3.929133858 0.910094207 Moderately
by using cars instead of public transport. Aware
18. People can help stop climate change 4.196850394 1.046834761 Moderately
by using more renewable sources of Aware
energy.
19. People can help stop climate change 4.362204724 1.145517775 Extremely
by growing more organic fruit and Aware
vegetables.
20. People can help stop climate change 4.362204724 0.989382454 Extremely
by planting more trees. Aware
21. People can help stop climate change 3.968504 1.26577 Moderately
by buying more local goods. Aware
Average Weighted Mean 4.170604 0.617379 Moderately
Aware
Students Awareness on Ocean Science
22. Lower sea temperatures cause sea 2.25984252 0.985712203 Slightly Aware
level to rise.
23. More acid in the ocean can cause sea 2.251968504 1.023288381 Slightly Aware
levels to rise.
24. Melting ice caps and glaciers can 2.653543307 0.978968949 Somewhat
cause sea level to rise. Aware
Average Weighted Mean 2.388451 0.750971 Slightly Aware

TOTAL 3.826606 0.560154 Moderately

Aware

Legend: S Dev - Standard Deviation VD - Verbal Description

Continuum Verbal Description

4.21 – 5.00 Extremely Aware
3.41 – 4.20 Moderately Aware
2.61 – 3.40 Somewhat Aware
1.81 – 2.60 Slightly Aware
1.00 – 1.80 Not all Aware

Table 6 shows the Moods Median Test of Significant difference between the age and
gender of the respondents in the awareness on climate change. Since the p-value of the
awareness on ocean science, causes, effects, and weather and climate in terms of age and gender
of the respondents is greater than the 0.05 level of significance, then the null hypothesis is not
rejected. This means that the awareness of the respondents on ocean science in terms of their age
and gender do not significantly differ. On the other hand, since the p-value on the awareness on
mitigation and adaptation and age is less than the level of significance, then the null hypothesis is
rejected. This means that there is a significant difference between the awareness on mitigation
and adaptation of the respondents when it comes to their age.
As youth plays in a crucial role in climate change adaptation, there is a need to enhance
their awareness of climate change. Having a rising population globally, this new generation has
an increasingly strong social and environmental awareness that could lead to the development of
a low carbon emission society (Wibby, 2013). The United Nations (2004) reported that youth
make up 18% of the world’s population with majority (87%) living in developing countries.
Increasing the level of their awareness on climate change could therefore promote the creation of
a climate resilient society especially in developing countries because they have the energy to lead
towards such future.
Table 6.

Variables DF Moods Median Test P-value Decision

Chi-Square Value
Age and Awareness on 1 0.00 0.949 Do not reject Ho
Ocean Science
Gender and Awareness on 1 0.01 0.919 Do not reject Ho
Ocean Science (Climate
Change)
Gender and Awareness on 1 3.06 0.080 Do not reject Ho
Methods of Mitigation and
Adaptation (Climate
Change)
Age and Awareness on 1 3.90 0.048 Reject Ho
Methods of Mitigation and
Adaptation (Climate
Change)
Age and Awareness on 1 2.13 0.144 Do not reject Ho
Causes (Climate Change)
Gender and Awareness on 1 0.29 0.589 Do not reject Ho
 Causes (Climate Change)
Age and Awareness on the 1 2.13 0.144 Do not reject Ho
Effects (Climate Change)
Gender and Awareness on 1 0.29 0.589 Do not reject Ho
the Effects (Climate
Change)
Age and Awareness on 1 0.43 0.514 Do not reject Ho
Weather and Climate
Gender and Awareness on 1 0.50 0.481 Do not reject Ho
Weather and Climate

Summary and Conclusion

The respondents in the study who were 1st year college students in JRMSU-Main
Campus are mostly have ages eighteen (18) and nineteen (19) years old. On the tabulated result
of the respondents, it showed that the respondents were mostly female with a frequency of eighty
(80) out of 127 respondents all in all. Among the respondents, Bachelor of Science in Electrical
Engineering (BSEE) course obtained the highest frequency with twenty-two (22) respondents.
The respondents generally rated their awareness on climate change as “Moderately Aware.”

Recommendations

Empowerment is essential in equipping them with the necessary competencies and

resources needed to make an impact in climate change adaptation. In addition, improving
education can give people the skills and knowledge to better prepare for and recover from natural
disasters. They must engage with local, national, continental and global challenges. The
functions of higher education in the society should however be guided by the pursuit of
excellence in teaching, training, research and institutional performance as well as the perceived
priority needs of the society to address climate changes challenges. Higher education must take a
balance between short term pertinence and service and long range quality, between basic and
applied research and between professional training and general education (Kamba 1991)
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