RESEARCH PAPERS

ENVIRONMENTAL AWARENESS OF SELECTED URBAN AND

RURAL HIGH SCHOOL STUDENTS IN THE PHILIPPINES

By

CHRISTOPHER H. PUNZALAN * CHERRY MAE C. SIGNO **

MA. TERESA C. SIGNO *** ARLYNE C. MARASIGAN ****

*,**** Philippine Normal University, Manila, Philippines.
** Cavite National Science High School, Philippines.
*** Grace Christian College, Quezon City, Philippines.

Date Received: .../.../...... Date Revised: .../.../...... Date Accepted: .../.../......

ABSTRACT
Global advocacy on environmental sustainability strongly sheds light to illumine the ever pressing issue on exponential
environmental degradation. In line with this, educating pro environmental 21st century learners with the vision of a
sustainable future indeed serves as a crucial yet significant step toward the goal. Hence, the purpose of this study was to
identify the level of awareness of the grade 8 Filipino students in urban and rural school contexts based on the seven
environmental themes. It aimed also to determine its implications in teaching science. This descriptive quantitative study
used purposive sampling. An Environmental Awareness Questionnaire (EAQ) was deployed using a sample of 150
students from two urban private schools and 150 students from one rural public school. From the conducted research,
the analysis revealed that the students from urban schools have high level of environmental awareness while the students
rural schools expressed very high level of using descriptive statistics. However, no significant difference was identified
between the students' environmental awareness using z-test statistical analysis which was then further supported by the
values of standard deviation from two sample groups. Students situated in urban area manifested environmental
awareness are greatly influenced by the fact that they are directly benefitting from the environment they live in.
Keywords: Environmental Awareness, Environmental Sustainability, Sustainable Development Goals, SDGs.

INTRODUCTION problems and alarms leading the environment be subject

Environmental Awareness of Filipino Grade 8 Students in to how well students appreciate and know the environment
Rural and Urban School Settings and its composite processes. The students' attitudes and
observations toward the environment could significantly
The interconnection of the child with his environment can
affect sustainability of the future life. Students can be better
build assistance for him to learn its realities and withhold
stewards in the future by being aware of the environment
good attitude towards it. According to the Belgrade
and also being able to comprehend it.
Charter which specified the goal of environmental
education, the world population should be developed Promoting Environmental Sustainability across the Globe
based on proper awareness and concern about the Education plays an important role in raising the
environment and the associated problems in terms of environmental awareness of students. Considering that
people's knowledge, skills, attitude, commitment, and large part of students' time is spend in school. It is
motivations by working individually and holistically to solve recommended that investment in environmental
current problems and prevent the new ones (Singh, 1999). education should be as early as possible in children's
Glenn (2008) explained that the success of defining the schooling (Adejoke, Mji, & Mukhola, 2014). To educate the

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student about the environment, acquiring information is people in reflecting on the meaning, problems and
vital. Without cognition nothing can be learned (Sharma, possibilities of their relationship to the environment, and on
2004). The term environmental awareness has a broad the role of education in this regard. It also carried light and
meaning. It not only implies knowledge about environment celebrated the richness of the environmental education
but also values and necessary skills to solve environmental field, thereby paying homage to the pedagogical
problems. creativity of its designers over the course of the last thirty
Moreover, the teacher should put emphasis in the affective years.
and psychomotor domains of teaching. In cognitive Moreover, Esa (2010) persuaded that in order for the
domain, we are merely concerned with the fact that a educational institutions to educate their students for a
student knows and understands a task and can perform it sustainable future they should also increase their purposes.
satisfactorily but it does not mean that he is interested in the Teachers were mentioned as the most leading role in
task and feels positively about it and will do it (Sharma, educating learners to be frontrunners of the future in
2004). Students' emotions should be stirred to be interested, protecting the environment. Hence, teacher aspirants
to be favorable about it, and motivated to act. To do this, should know how to establish pro-environmental behavior
presentation of facts is not enough. and attitudes if they want to incorporate ESD effectively in
Another reason why it is important to promote their instruction upon completion of the degree.
environmental sustainability in education worldwide is Conversely, earlier studies expressed that many students
because of the need to produce twenty-first century and teachers exhibit positive attitudes towards the
learners. The incorporation of environmental education environment but lack enough environmental awareness.
into the curriculum is one way to encourage the Education for sustainable development according to
educational institutions across the globe to consider the UNESCO (2017) comprises the incorporation of key
environmental changes. sustainable development disputes into classroom
As concluded by Gupta (2017) in the study about the strategies. This includes teaching about biodiversity,
environmental awareness of urban and rural school climate change, disaster risk reduction, ecological
students, there was no significant difference in consumption, andpoverty fall. These ideas endorse
environmental awareness of urban and rural students at capabilities like critical thinking, imagining future scenarios
Raipur City of Chhattisgarh, India. It was mentioned in the and making decisions in a cooperative approach.
study that teacher is an effective tool in this to strengthen Environmental Awareness, Attitude and Practice
the literacy of the students in terms of the environmental An implication study conducted by Sindhu and Singh
connection. The teachers were recommended to explore (2014) stated its significance through educational
environmental issues and their solutions; they can also use inferences for the teachers, educational planners, parent's
the information technology by doing a lot of readings to educators and educational administrators. It suggested
increase their knowledge about global and local undertakings for environment teachers, students, parents
environmental concepts. and also the community like special awareness programs
The pedagogical trends and issues pertaining to in the form of seminars symposium, camps and
environmental education were addressed by those studies community visits. Specifically, the formal system of
locally and internationally but the continuous problems education should provide environmental awareness to the
facing by the present academic community is still a youths and young children and develop the introductory
concern that should be analyzed. course of environmental education in teacher education
Sauvé (2005) studied the Currents in Environmental programs and their teaching subjects for teachers. The
Education: Mapping a Complex and Evolving study also established that environmental education can
Pedagogical Field which indicated the contribution of play an important role in reducing and avoiding the

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 RESEARCH PAPERS

present and future environmental inequities. Environmental nature.

education can be conveyed in the four stages of formal Teachers can have the students watch videos not only
education like primary education stage, lower secondary showing the present condition of the environment that
education stage, high secondary education stage, and some are accustomed to see but to let them feel how it
college education stage. affects humans in reality. They can show videos that
It is a great help for the students to discriminate evidence contain interviews of people who experience the
on how to practice environmental sustainability and devastating effects of flood, climate change and others.
conservation through suitable environmental teaching. Stories from classmates who experienced it first-hand are
The inordinate influence in the knowledge, skills and also a better way to do so. Past experiences can
attitude of students towards environmental protection can permanently change the behavior of a person. For the
be achieved by integrating the environmental education same reason psychomotor objectives acquire primacy
in the curriculum of all school levels (Raman, 2016). because their attainment enables students to participate
One of the literatures by Grant (2012) illustrated the nine in environmental activities using their own hands, activities
principles of environmental education which provides such as planting of saplings, maintaining a nursery, caring
suggestions on the implications of the level of for a sick animal, keeping home and neighborhood and
environmental awareness to the education system. The school clean, spreading environmental awareness in their
nine principles included; 1) Education should highlight our community and so on (Sharma, 2004).
interdependence with other people, other species and the A similar study on environmental awareness level of
planet as a whole. 2) Education should support students secondary school students: a case study in Balıkesir (Türkiye)
move from awareness to knowledge to action. Teachers, by Altin, Tecer, Tecer, Altin, & Kahraman (2014) showed a
students, and schools in the world's richer countries should high level of environmental awareness among student
decrease their consumption of the world's resources. 3) participants. Though, it was agreed that environmental
Students must have prospects to improve a personal admissions in schools were inadequate and the
association with nature. 4) Education should be future- contribution level of students to environmental actions was
oriented. 5) We must relearn "old wisdoms" from native low. Thus, students received environmental experiences
peoples to re-connect to the planet. 6) Teachers should from mass media (i.e. audio, printed and visual media).
integrate media literacy into every school subject. 7) The study revealed that female students have a higher level
Teachers should be facilitators. 8) Teachers should be good of environmental awareness and active participation level.
role models for their students and "walk their talk". 9) An In addition, there was a significant relationship between the
environmental assessment is an important tool for family income with family education level and
measuring performance, assessing progress, and setting environmental awareness with active participation level of
goals with respect to environmental practices. students.
Grimmette (2014) proposed recommendations to Alexandar and Poyyamoli (2014)evaluated the
enlighten the youth with the concept of environmental effectiveness of environmental education for sustainable
education programs by identifying its effects on youth such development based on active teaching and learning at
as forming environmental awareness, constructing an high school level-a case study from Puducherry and
association to the environment, and shifting the views and Cuddalore regions in India. Environmental education for
opinions of youth on the environment. There was significant sustainable development (EESD) is emerging as an
positive effect in the three areas associated with camp important methodology to inspire students to conserve
curriculum based on the results of the study including the and protect the natural environment in their schools and in
human's effect on the water cycle, the meaning of animals their community. It determined that the active teaching
to humans, and outlaying time to fix harms present in learning approach was more active in enabling

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environmental education for sustainable development on Higher Education (CHED), the Technical Education and
among students. Skills Development Authority (TESDA), the Department of
Ghosh (2014) studied the environmental awareness Social Welfare and Development (DSWD), in coordination
among secondary school students of Golaghat district with the Department of Environment and Natural Resources
in the state of Assam and their attitude towards (DENR), the Department of Science and Technology (DOST)
environmental education and it was found not significant; and other relevant agencies, shall integrate environmental
but in case of rural and urban student the attitude towards education in its school curricula at all levels, whether public
environmental education was found significant. The or private, including in barangay day care, preschool, non-
relationship between environmental awareness and formal, technical vocational, professional level, indigenous
attitudes towards environmental education among the learning and out-of-school youth courses or programs.” (RA
students was found strong and positive. 9512, 2008, p.2).

Integration of Environmental Sustainability in the An investigation about the environmental awareness,

Philippine Education System practices, and attitudes of the Tingguians of Abra by
Balmaceda (2008) concluded a high level of awareness
Hinojosa (1996) stated the absolute list of unifying themes
on the entire environmental themes. The research samples
of environmental education as distinguished by the
showed a very high level of awareness along stewardship,
Department of Environment and Natural Resources –
finiteness of resources, materials cycle, and balance of
Environment Management Bureau (DENR-EMB). These
nature. On the other hand, they were only at high level of
themes pronounced by the agency that protects the
awareness along diversity and stability, change, and
environment happened to be the basis of research
interdependence. The results also showed a relationship
problems solved by various professionals in the field. The list
between the extent of practice of the respondents and the
includes the following themes:1) Interdependence -
level of awareness.
Everything is related to everything; 2) Change - Everything
changes. Some changes enhance the natural state of the Another study on the topic by Pardo (2012) identified that
environment, others degrade it; 3) Diversity and stability - the depraved effect of environmental demolition is
Diversity is essential. It promotes stability; 4) Finiteness of obvious and its future possibilities are enormous. It is a good
Resources - Most of the earth's resources are finite. concern that the youth who endure the future
Therefore, they must be used prudently and wisely; 5) accountability for the stewardship of the environment can
Materials cycle - Everything must go somewhere and ends pass on their knowledge to future generations. The study
somewhere; 6) Balance of nature - Nature has its own laws showed a very high level of environmental awareness and
and processes to maintain it; and 7) Stewardship - Humans good practices on the general environmental themes of
are part of nature. They are not masters, but stewards of the the respondents. Activities such as cutting of trees, forest
earth. burning/forest fires, quarrying, hunting, road widening,
squatting, mining, river drilling, use of inorganic fertilizer, and
In an article about environmental awareness and action,
industrialization were not preferred by the respondents. The
Ramos (2016) emphasized that education is crucial to
outcome of the study suggested a development of an
awareness and action to defend our dying Earth. The
environmental education program and firm execution of
Republic Act No. 9512, known as the “National
the laws and ordinances protecting the environment in the
Environmental Awareness and Education Act of 2008”
University to increase further the environmental awareness,
which required the incorporation of environmental
practices, and attitudes of the learners.
education in all courses and in all academic institutions,
both formal and non-formal was also highlighted. Section 3 In the same way, Ejem and Bello (2013) studied the
of the law provides that: environmental awareness, literacy and biodiversity
conservation practices of freshmen students in Bukidnon
“The Department of Education (DepEd), the Commission

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State University, Philippines. BukSU college freshmen existed since the origin of humankind.
students were generally “very much aware” of the green The fact that there are inadequate studies involving the
ideas on balance of nature, pollution, stewardship, environmental awareness of students in rural and urban
finiteness of resources, change, interdependence, diversity school settings and its implications in teaching Sciences,
and stability. The students are “moving on the way to this research would like to address this specific trend and
mastery” on environmental knowledge, environmental issue in pedagogy. The aim of this study was to determine
attitudes and values and environmental actions and the level of awareness on environmental issues among
decision making skills. At home, in school and in the Filipino grade 8 students in rural and urban school settings
community, the students “often” practice biodiversity during the year 2018 and its implications in teaching
conservation measures. Sciences. Specifically, this study attempted to answer the
Medallon and Gallardo (2014) considered environmental following research questions; what is the level of awareness
awareness campaign and the change it brings. The study of selected Filipino grade 8 students in rural school setting
specified that global warming was the usual issue in the on environmental issues in terms of seven environmental
environment. After the environmental awareness themes; namely steward, finiteness of resources, diversity
campaign was made, a significant increase in the level of and stability, change, material, cycle, balance nature, and
knowledge was determined. Specifically, the right interdependence?, what is the level of awareness of
discarding and segregation of wastes was the highest level selected Filipino grade 8 students in urban school setting
of action recommended by the students. on environmental issues in terms of seven environmental
A similar approach by Cruz (2016) on the topic “Students' themes; namely steward, finiteness of resources, diversity
Environmental Awareness and Practices: Basis for and stability, change, material, cycle, balance nature, and
Development of Advocacy Program” was directed through interdependence?, is there a significant difference
the joint effort of the participating school's organization to between the environmental awareness levels of selected
encourage the environmental awareness of the students rural and urban Filipino grade 8 students?, and what are the
by active contribution in the implementation of different implications of the difference between the environmental
environmental activities and programs. awareness levels of selected Filipino grade 8 students in
teaching Sciences?
As mentioned by Cosico (2012) in the book “Philippine
Environmental Laws: An Overview and Assessment”, the Methodology
Philippines which is situated right in the typhoon belt of the Participants
Pacific and more vulnerable to natural calamities and This research was carried out with 300Filipino grade 8
catastrophes should have an urgent necessity to regulate students from three junior secondary schools in the
human activities aside from elevating the awareness of Philippines. In order to obtain the significant difference
Filipinos. It was enlightened that the Philippine between their levels of environmental awareness, 150
Environmental Laws should be incorporated in grade 8 students came from two urban private schools
environmental education programs as it seeks to address a and the other 150 grade 8 students derived from one rural
great number of environmental problems ranging from public school. The study group was made up through
deforestation, biodiversity loss and pollution types. This idea purposive-judgemental sampling as the group could
will give provisions for the students to become correspond to the objectives of the study with appropriate
knowledgeable of environmental policies implemented in knowledge and characteristics.
the Philippines by taking actions in disseminating these
Research Design
significant laws. The literature emphasized that the rights to
This quantitative research study used a descriptive survey to
the environment is necessar y for each person
determine the difference between the environmental
acknowledged in the international community as it has
awareness levels of Filipino grade 8 students in rural and

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N = 300 Age (years old) Sex participants have been informed about the aim of the
12 13 14 15 17 Male Female study before completing the measure. To test the
Urban 6 (4%) 89 (59%) 50 (33%) 4 (3%) 1 (1%) 68 (45%) 82 (55%)
difference between the environmental awareness levels of
Rural 2 (1%) 67 (45%) 78 (52%) 3 (2%) 0 72 (48%) 78 (52%)
urban and rural students, the measure was provided to
Table 1. Demographic profile of urban and rural school students
equal number of participants from rural and urban schools.
urban school settings. This study suggested implications of The frequency, percentage, mean and standard deviation
these results in teaching science courses in order to values of the collected data were calculated from the
propose recommendations on how to integrate responses of the participants both in rural and urban
environmental education topics in sciences and other schools. The z-test statistical treatment was utilized in this
courses. study in order to measure the significant difference
Measures between the levels of environmental awareness of urban

The Environmental Awareness Questionnaire (EAQ) and rural schools students. The result of the analysis was

adopted from Pardo (2012) in a study concerning employed as a basis for its implications in teaching science

Environmental Awareness, Practices and Attitudes of course with the support of the background literature.

Students was utilized in this study. It included matters on Results and Discussion
environmental awareness based on the different The questions raised in this study were answered based on
environmental themes, namely: stewardship, finiteness of the responses of the participants according to the self-
resources, diversity and stability, change, material cycle, assessment survey concerning their levels of environmental
balance nature, and interdependence. The survey awareness. These research questions would like to describe
questionnaire on environmental awareness was distinctly the level of environmental awareness among selected
validated by three university professionals in the Philippines secondary school students, to measure the significant
in environmental education practice who are in the fields difference between the level of environmental awareness
of environmental management, botany and ecology, and of participants in rural and urban school settings and to
physical sciences. One of the items, production of provide the teaching implications of the awareness levels
cosmetics destroys the ozone layer under the theme of the students in science subject.
Balance of Nature was suggested to be removed by one of The researchers utilized different statistical analyses in order
the reviewers since that the issue is already outdated. to obtain valid results from the participants' responses. The
Procedure measure of central tendency which obtained the mean
The participants of this research were grade 8 students from values of the awareness levels of the respondents from rural
two urban schools and one rural school in the Philippines. and urban school settings on the seven environmental
The researchers administered the self-report measures to themes was used in order to descriptively showcase their
the students inside the classroom environment with the differences based from the reference table of descriptive
permission of the school administrators. Students interpretation. The standard deviation values among the
volunteered to fill the instruments out using the average responses of the participants were also
Environmental Awareness Questionnaire (EAQ). All calculated to show the range of eccentricity of the values
from the mean. Lastly, the z-test statistical analysis was
Descriptive Interpretation
adopted using the standard alpha level of 0.05 to measure
4.21-5.00 Strongly Agree (SA) Very High (VH)
the significant difference of the awareness levels between
3.41-4.20 Agree (A) High (H)
2.61-3.40 Fairly Agree (FA) Average (A) the selected rural and urban grade 8 students. The levels of
1.81-2.60 Disagree (D) Low (L) environmental awareness of selected grade 8 students
1.00-1.80 Strongly Disagree (SD) Very Low (VL)
from rural and urban schools are presented in Table 3.
Table 2. Descriptive interpretation of
In the first environmental theme which pertains to the
environmental awareness scale

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Level of environmental awareness on the seven environmental themes Rural (n = 150) Urban (n=150)
Mean SD DI Mean SD DI
A. Man: God’s caretaker (Stewardship) 4.20 0.86 H 3.78 1.08 H
B. The Earth - for the future generations too (Finiteness of Resources) 4.66 0.68 VH 4.24 1.05 VH
C. The Earth is rich with natural resources (Diversity and Stability) 4.36 0.82 VH 3.84 1.20 H
D. Most of the Earth’s resources are now depleting (Change) 4.16 0.93 H 3.48 1.22 H
E. Everything must go somewhere and ends somewhere (Materials Cycle) 4.51 1.18 VH 3.94 1.1 H
F. The world is very beautiful - it’s God’s gift to us (Balance of Nature) 4.78 0.50 VH 4.58 0.74 VH
G. The earth is fragile and dying. I must have to take care of it, heal and save it the best way I can. 4.52 0.77 VH 3.98 1.15 H
I can do a lot (Interdependence) at home, in public places and in the community where I belong
Overall 4.47 0.86 VH 3.96 1.15 H

Table 3. Level of environmental awareness on the seven environmental themes among grade 8 students in rural and urban schools

stewardship or man as God's caretaker, results displayed mean rating of 4.16 and they also strongly agreed that the
that the grade 8 rural students have high level of awareness earth is in the present condition where a lot of changes
with a mean rating of 4.20 and agreed that they are tasked happen most particularly on the climate and environment.
to protect the living things and its environment as stewards As for the result from urban school students, it was also a
of the earth. On the other hand, the grade 8 urban students high level of awareness supported by the mean rating of
have high level of awareness with a mean rating of 3.78 3.48 whereas the students agreed that the use of
and agreed that they should keep and maintain plants in indigenous energy sources help regulate the environment.
their garden by removing pests merely with hands. The Materials Cycle or Everything Must Go Somewhere and
The second environmental theme measured the Ends Somewhere is tackled in the fifth environmental
awareness level of the participants in terms of the finiteness theme. This indicated a very high level of environmental
of resources or the earth as place for the future generations awareness of rural school students with a mean rating of
as well. Results showed that the rural students have very 4.51 and strongly agreed that waste materials that are
high level of awareness with a mean rating of 4.66 and they disposed properly can help save the environment, there is
strongly agreed that the earth and its resources must be cash in trash, and kitchen wastes like fruits and vegetable
sustainably used so that the future generations may still peels can be converted into fertilizers. A mean rating of
have enough sources of means for living. However, the rural 3.94 indicated a high level of environmental awareness
students have very high level of awareness with a mean among urban school students and they agreed that soil
rating of 4.24 and they strongly agreed that cutting of trees degradation occurs due to poor farming methods on the
decreases the volume of potable water. use of inorganic fertilizers and travelers contribute to waste
The third environmental theme encompasses the problem on the streets.
awareness on diversity and stability and it showed that rural The Balance of Nature as sixth environmental theme
school students have very high awareness with a mean obtained a mean rating of 4.78 for rural students which is
rating of 4.36 and strongly agreed that the earth is very high and therefore they strongly agreed with one of the
abundant with the natural resources from living and non- experiential reflections like clean beaches and rivers are
living things. Nevertheless, urban school students have high good place for picnics and recreation and fresh air entails
environmental awareness with a mean rating of 3.84 and good health. The obtained mean rating of 4.58 which is
they agreed that the hobbies such as hunting and fishing very high came from urban students who strongly agreed
contribute to species extinction. that open fields, hills and mountains are manifestation of
The fourth environmental themed covers the changing God's magnificent work of art.
phenomena on earth which disclosed that rural school The last environmental theme about interdependence
students have high level of awareness supported by the explained that the earth is fragile and dying. People must

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have to take care of it, heal and save it the best way they theme Change.
can. People can do a lot. This last theme was divided into The overall level of environmental awareness on the seven
three; at home, in public places, and in the community environmental themes of 150 grade 8 students from rural
where people belong. The overall mean rating of 4.52 for school showed a “very high” interpretation with an overall
interdependence theme which is equivalent to very high mean rating of 4.47 while the 150 grade 8 students from
environmental awareness was obtained by the rural school two urban schools revealed a “high” interpretation with an
students. This means that they strongly agreed with overall mean rating of 3.96. This shows that there is a big
observations such as; a clean house promotes a healthy difference between the level of environmental awareness
family, energy conservation is environment conservation, among the rural and urban grade 8 students using the
smoke belching vehicles can cause diseases, and Clean overall mean values and as supported by the descriptive
and Green Program of the government helps a lot in the interpretations.
maintenance of a clean community and extensive
Meaningfully, the researchers utilized the z-test statistical
deforestation is the chief cause of floods and soil erosion. In
analysis to know if there is a significant difference between
the point of view of urban school students, a high
the levels of environmental awareness among the rural
environmental awareness with a mean rating of 3.98 was
and urban grade 8 students. The analysis indicated a p-
attained. Urban students were knowledgeable that the use
value (two-tail) of 0.72 which is greater than 0.05 level of
of indigenous materials at home helps save environmental
confidence. Hence, the analysis stated that there is no
degradation, non-degradable substances like plastic
significant difference in environmental awareness
bags are the chief land pollutants and noise is a form of
between the rural and urban grade 8 students as
pollution; it does not promote good health, and
presented in Table 4.
maintenance of health in the community is a concerted
Conclusion
effort among the residents.
The researchers concluded that regardless of the
Generally, the Level of Environmental Awareness on the
difference on the descriptive interpretation using the
Seven Environmental Themes among rural school grade 8
overall means of the two sample groups, there is still no
students found to be “very high” with an overall mean rating
significant difference between their levels of environmental
of 4.47 while “high”level from urban school grade 8
awareness. This is evident since that urban school students
students with an overall mean rating of 3.96. Moreover, the
have high level of environmental awareness while the rural
theme with the highest environmental awareness level
school students have very high level of environmental
among the rural school grade 8 students was “Balance of
awareness based on the themes of environmental
Nature” (= 4.78) which is contrary with “Change” as the
education. Urban school students are environmentally
lowest (= 4.16).Furthermore, the theme with the highest
aware as they pursue to live in an environment with
environmental awareness level among the urban school
healthful lifestyle. Likewise, rural school students who are
grade 8 students was also “Balance of Nature” (= 4.57)
commonly linked with nature are environmentally aware as
which is also opposing with “Change” as the lowest (=
they are directly benefitting from it.
3.48).
In connection to its implications in Science teaching,
Comparatively, the urban and rural grade 8 students from
educating the people about the environment is not only
two private schools and one public school have the same
responses on their highest and lowest environmental Level of environmental Rural (n = 150) Urban (n = 150) z-test
awareness on the seven p-value
awareness according to the seven environmental themes. environmental themes Mean SD DI Mean SD DI (two-tail)*

The two groups of students agreed together that they have Overall 4.47 0.86 VH 3.96 1.15 H 0.72
both the highest level of awareness in terms of Balance of *Significant at 0.05 level

Nature and lowest level of environmental awareness in the Table 4. Overall environmental awareness of grade
8 students in rural and urban school settings

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 RESEARCH PAPERS

the task of Science teachers. Every teacher should Conservation Week, etc.) should be celebrated in schools.
incorporate environmental education in multidisciplinary Lastly, the educators from basic education to higher
areas of learning. Education does not only stop in the four education institutions are recommended to become
corners of the classroom, it should cut across not only the involved with professional developments including research
boundaries of the classroom but the school as well. activities, trainings, workshops, environmental exposures and
Field trip is one activity that can bring the students in the graduate education in order to attain supportive and
reality of experiencing and interacting with the substantial ideas in imparting environmental sustainability to
environment that eventually will lead to appreciation. This is the students for the achievement of quality education
recommended especially to urban school students. The leading to sustainable development.
involvement in environmental education is also the task of References
the government. The school and the government officials
[1]. Adejoke, O. C., Mji, A., & Mukhola, M. S. (2014).
should support each other to have collaborative actions in
Students' and Teachers' awareness of and attitude towards
order for the students to participate in programs that will
environmental pollution: A multivariate analysis using
cultivate the commitment to care for the environment.
biographical variables. Journal of human ecology, 45(2),
Recommendation 167-175. https://doi.org/10.1080/09709274.2014.
This research undertaking showcases the present state of 11906690
environmental awareness of the students in secondary [2]. Alexandar, R., & Poyyamoli, G. (2014). The
level and with that it highlights the weak implementation of effectiveness of environmental education for sustainable
the government to practice the approved policies development based on active teaching and learning at
pertaining to environmental legislations. One of these laws high school level-a case study from Puducherry and
which should be well-reinforced is the RA 9512 or the Cuddalore regions, India. Journal of Sustainability
Environmental Awareness and Education Act of 2008 as it Education, 7, 1-20.
seeks to provide the learners and students of the country
[3]. Altin, A., Tecer, S., Tecer, L., Altin, S., & Kahraman, B. F.
the suitable knowledge, attitude and skills in living
(2014). Environmental awareness level of secondary
sustainably and solving problems related to worldwide
school students: A case study in Balıkesir (Türkiye). Procedia-
issues.
Social and Behavioral Sciences, 141, 1208-1214.
Schools can provide a head start by adapting educational https://doi.org/10.1016/j.sbspro.2014.05.207 .
implications. This includes the following suggestions;
[4]. Balmaceda, L. B. (2008). Environmental awareness,
practical exercises and projects should inculcate
practices and attitudes of Tingguians of Abra (Unpublished
environmental awareness, extra burden must not be given
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ABOUT THE AUTHORS

Christopher H. Punzalan currently studies a Graduate Degree, Master of Arts in Science Education with specialization in
Integrated Science, at Philippine Normal University, the Philippines' National Center for Teacher Education. He received his
undergraduate degree in Bachelor of Technical Teacher Education and Diploma in Power Plant Engineering Technology from
Technological University of the Philippines at Cavite, Philippines. Punzalan is a Licensed Professional Teacher and a holder of
Career Service Sub Professional Eligibility in the Philippines. In line with his professional background, he presently teaches
Research and Sciences courses in higher and basic education institutions. He also held position as Science Laboratory
Technician that activated his interests in science areas, especially environmental science. Punzalan has participated and
presented a number of studies in local and international research conferences. Meanwhile, his research interests fall on
Environmental Education (EE), Education for Sustainable Development (ESD) and Green Innovations. He is also a volunteer of non-
profit environmental organizations and disaster response group responsible in ecological and humanitarian.

Cherry Mae C. Signo is Teacher I at Cavite National Science High School, Philippines. She teaches Research I of Grade 7. She
graduated at Philippine Normal University with the degree of Bachelor of Secondary Education major in Biology. She is currently
taking her Master's of Arts in Science Education Education with Specialization in Integrated Science at Philippine Normal
University. Before she joined Cavite National Science High School, she taught at Pace Academy as Grade Six Science Teacher
and Cavite State University-Maragondon Campus as Elementary and Secondary Teacher. Her passion for caring the
environment was cultivated during her undergraduate years as Biology major. This reason led her to choose environmental
science as the subject of her research.

Ma. Teresa C. Signo is a high school teacher at Grace Christian College, Quezon City, Philippines. Currently she is teaching
Science for Grade 7. She obtained her Bachelor of Secondary Education major in Biology from the Philippine Normal University
batch 2013. Last 2017, she started taking up Masters in Science Education major in Integrated Science. Being in the field of
education for 6 years now had not been an easy path for her to take but indeed a worthwhile one. The experiences she gained
inside and outside the four walls of the classroom groomed her to be the educator that she is today. Across the years, she was
given the task to teach interdisciplinary science which enabled her not only to be well – rounded in the subject matter but also to
be tenacious against the challenges that came along her journey as a teacher. Grounded on the perspective of a pragmatic,
she believes that the core of learning is based on how the learners will find practical meaning of academics beyond what books
have to say. She envisions that these realizations from a learner's point of view will lead him to build more useful ideas that will
contribute to the betterment of the society.

Dr. Arlyne C. Marasigan is an Assistant Professor at the Philippine Normal University-Manila, Philippines. She teaches Science
Education and Educational Leadership programs offered by the College of Graduate Studies for Teacher Education and
Research. Dr. Marasigan holds a PhD in Educational Leadership and Policy major in Comparative Education from Beijing Normal
University, under Chinese Government Scholarship (CSC). She obtained her Master of Arts in Education major in Chemistry at the
University of the Philippines-Diliman and her Bachelor of Secondary Education major in Chemistry, under Commission on Higher
Education (CHED) Scholarship, graduated Cum Laude from the Philippine Normal University. Last 2018, she completed her
academic requirements in Doctor of Philosophy in Philippine Studies at the University of the Philippines-Diliman, Tri-College.
Before she joined the Philippine Normal University as a faculty member, she had worked at Diliman Preparatory School (DPS) and
served as Subject Area Coordinator at High School Department for five years. She has been an active country's representative in
the four-country Asian collaboration (i.e., Japan, South Korea, Malaysia and the Philippines) on ESD, Green Chemistry since 2012.
As an environmental advocate, Dr. Marasigan has proposed a framework for teacher education for environmental sustainability
using critical theory in education. As an educationist and academician, she has authored several articles and conducted
researches on teaching and learning in the field of science education. She is a quantitative and qualitative researcher and a
practitioner of Dewey, Freirean and Illichian pedagogies.

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