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AWARENESS OF CARBON FOOTPRINT MITIGATION AT HOME AMONG THE

BACHELOR OF ELEMENTARY EDUCATION STUDENTS

An Undergraduate Thesis Presented to

The Faculty of the College of Teacher Education
University of Mindanao
Matina, Davao City

In Partial Fulfillment of the

Requirements in EEDRES1 (Research in Elementary Education 1)
1st Term, 1st Semester, S.Y 2024 – 2025

CUYAG, JEE-AN S.
DE CASTRO, ALTHEA MHAXIN S.
FRONES, ALTEYA C.

October 2024
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INTRODUCTION

One of the countries that is at risk from climate change is the Philippines,

which frequently experiences abrupt weather changes. In result, there is an urgent

need for unified efforts to mitigate the risks that climate change poses to both the

environment and humanity (Bordallo, 2023). A significant factor impacting climate

change, which individuals are mostly unaware of, is carbon footprint. People,

products and industries have carbon footprints. Our personal footprint includes

emissions from a variety of sources – your daily commute, the food you eat, the

clothes you buy, everything you throw away and more. All types of human activities

have a great impact in climate change thus, the bigger your footprint, the greater

the strain on the environment (Evseeva, Evseeva, & Dudarenko, 2021).

Future environmental issues can be avoided and addressed with the support

of appropriate environmental education and awareness. Awareness can be referred

to as the ability of a person to perceive, feel, or be directly aware of events we are

surrounded by (Nifa, Lin, Rani, & Wei, 2018). Relatively, assessing students'

awareness on environmental issues can aid in determining their level of scientific

literacy, which is a valuable asset for producing responsible decision-makers who

will support sustainable development in the future (Lopez & Malay, 2019).

The consequences of humanity’s unpredictable and accelerating

environmental imprint is the global climate change (Raimi, Vivien, & Oluwatoyin,

2021; Kucukvar et al., 2015). Human activities from pollution to overpopulation are

driving up the Earth’s temperature and fundamentally changing the world around

us. The main cause is a phenomenon known as the greenhouse effect. The

increase in the Earth’s temperature is due to intensified greenhouse effect, driven

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by elevated concentrations of greenhouse gases in the atmosphere (Denchak &

Turrentine, 2021). Intensified greenhouse gas emissions, particularly CO2 (carbon

dioxide), is a massive threat to human life, environment, development and

sustainability as it results in climate change (Raihan, 2023). The fast-changing

development occurring all over the world has significantly increased greenhouse

gas (CHGs) emissions resulting in climate change being influenced by human

activities (Mikhaylov, Moiseev, Aleshin, & Burkhardt, 2020).

One of the several factors that gradually disrupts our world and among the

most pressing issues today is the carbon footprint. Thus, researchers have been

interested in conducting investigations towards reducing carbon footprint as it is

evident that humans exceeded the planet’s ecological limits and carrying capacity

(Sala, Crenna, Secchi, & Sanyé-Mengual, 2020; Akten & Akyol, 2018). While carbon

footprint has become a topic of discussion, Sapuan, Ilyas, and Asyraf (2021)

indicated that there is a lack of academic paper showcasing the effects of carbon

footprint on Earth and its inhabitants. Nonetheless, in the study of Cabalida (2024)

entitled “Carbon Footprint and Climate Change Awareness: Implications for Climate

Change Education in a Junior High School”, conducted in a prestigious university in

Cebu City, revealed the low level of knowledge and engagement in carbon footprint

reduction among Junior High School students. In relation, the need for climate

change literacy and understanding to put into practice, efficient adaptation and

mitigation strategies is highlighted by the fact that climate change is a global issue

with wide-ranging consequences on ecological, social, and economic systems

(Dela-Cruz, et al., 2024).

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This study is anchored on Martin and McCurdy (2009) theory which is the

Theory of Planned Behavior, a framework that aimed at understanding and

predicting human actions, to enhance an individual’s comprehension in relation to

food, electricity, appliances and waste management. Relatively, the theory about

situated cognition developed by Duguid, et al. (1989) is also relevant to the study.

This theory aims to explain how the brain, body and environment interact to shape

cognitive development. Moreover, this theory posits that it is important to place the

learning process in the context of daily life in order to help students apply and fully

synthesize new knowledge.

One factor that contributes to the rise in global carbon emissions— of which

half originates from developing nations— is household consumption relative to

carbon footprint (Goldstein, Gounaridis, & Newell, 2020; Seriño & Klasen, 2015). As

stated by Burgui-Burgui and Chuvieco (2020); Csutora (2012), consumers with high

environmental awareness may not act sustainably as people are still not familiar

with the said emissions. Another in line with carbon footprint is food consumption,

in the food packaging system, plastics, cardboard, glass and metal tin bottles has

closely related measurements of CO2 eq contributing to carbon emissions (Otto et

al., 2021).

Lowering carbon emissions from waste requires alterations in consumer

behavior and heightened environmental awareness. Such changes including opting

for products with minimal packaging, recycling, sorting waste and discontinuing the

practice of burning garbage, which releases toxic substances into the air. Moreover,

the demand for electricity to power households contributes to greenhouse gas

emissions, further increasing global electricity consumption (Kamaludin et al.,

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2021). Furthermore, appliances, now a primary driver of global consumption, also

contribute significantly to carbon emissions. The increased use of digital technology

leads to higher global carbon dioxide emissions, which play a substantial role in

global warming. Consequently, purchasing and using energy-efficient products is

essential in mitigating carbon emissions (Stolz & Jungblut, 2019).

People should know how to reduce their carbon footprint and should be

cognizant of this matter. According to Bülbül, et al. (2020), despite being well

informed, people often do not engage in environmentally friendly behaviors and that

households are encouraged to reduce their carbon footprint. However, their actions

tend to have little impact on overall emissions. Thus, this study will be the basis on

how we could equip and broaden the knowledge of the students in the University of

Mindanao in terms of the awareness of carbon footprint mitigation at home.

Furthermore, safeguarding the people of the country is also the reason why we need

to pursue this study.

A comprehensive grasp of carbon footprint reduction can increase

awareness among the people and reduce the environmental effects that contribute

to global climate change, however, in-depth discussion about carbon footprint

mitigation is seldom addressed resulting to no efforts in decreasing their carbon

footprint. Hence, Tolppanen, Claudelin, and Kang (2020) suggested that in order for

people to take action, they should first be made aware of the impacts of at-home

mitigations regarding carbon footprint emissions. Accordingly, the researchers

incorporated the Sustainable Development Goals, specifically Quality Education (4)

and Sustainable Cities and Communities (11), in conducting the study and found
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the situation a great opportunity to educate the students about carbon footprint

mitigation at home.

The study intends to identify the students’ level of awareness on carbon

footprint mitigation in order to minimize their engagement in carbon emissions. The

study aims to help the Bachelor of Elementary Education students at the University

of Mindanao to reduce their carbon footprint through at-home mitigation.

Furthermore, the study wants to determine the students’ level of awareness on

carbon footprint mitigation in their households in terms of food, electricity,

appliances and waste regardless of age, gender, year level and their community.

Additionally, there is no significant difference between the level of awareness and

carbon footprint mitigation of the Bachelor of Elementary Education students at the

University of Mindanao.

METHOD

Research Participants

The study’s respondents will be the students of the College of Teacher

Education (CTE), Bachelor of Elementary Education (BEED) Generalist of all year

levels from the University of Mindanao, Matina Campus in Davao City. The number

of respondents will be based on the Raosoft Calculator’s estimated sample size of

the total population of the BEED students (297) resulting to 168. These respondents

are enrolled in the academic year 2024 – 2025 regardless of age, gender, year level,

and their community. However, students who have dropped out of class will be

excluded. The respondent’s participation will be based on their willingness and may

opt not to continue to participate during the data gathering.

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This study will utilize purposive sampling technique, selecting respondents

based on specific characteristics aligned with the study’s objectives (Andrade,

2021). In addition, purposive sampling technique is ideal to researchers who wants

to choose a sample that is typical of the qualities they are interested in investigating

(Heath, 2023) and intends to purposefully recruit respondents who provides more

information about the goals and objectives of the study (Campbell, et al., 2020).

Research Instrument

A survey questionnaire will be the main instrument for collecting data. The

researchers will adapt and modify the questionnaire from the study of Bayani, et al.

(2022) regarding the Awareness of Student’s Carbon Footprint Mitigation at Home.

The first part of the questionnaire describes the demographic profile of the students,

such as age, gender, year level, and type of community they live in. The second

part of the questionnaire focuses on determining the level of student’s awareness

on carbon footprint mitigation within their everyday use of electricity, appliances,

food consumptions and waste disposal.

The study will use the following scale and parameters to identify the student’s

awareness level about carbon footprint mitigation: Range of Means, Descriptive

Equivalent, and Interpretation. For the equivalent range of 4.20 - 5.00 (Very much

aware), this implies that the students are fully knowledgeable about carbon footprint

mitigation and actively implement practices in their daily lives. With 3.40 – 4.19

(Much aware), this implies that the students are well-informed about carbon footprint

mitigation and practice multiple strategies in their daily lives. For 2.60 – 3.39

(Moderately aware), this implies that the students have general understanding of
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various carbon footprint mitigation practices in their daily lives. With 1.80 – 2.59

(Less aware), this implies that the students have heard of some carbon footprint

mitigation practices but don’t fully understand them. Finally, 1.0 – 1.79 (Not aware),

which implies that the students have no knowledge of carbon footprint mitigation

practices. The questionnaire will be submitted to the more knowledgeable validators

to ensure that the questionnaires possessed content validity concerning the

research objectives. The mean score will indicate the appropriateness of items.

After validation, the researchers will proceed with the pilot testing and will compute

the Cronbach alpha value implying item consistency.

Research Design and Procedures

The study will be a quantitative research study, regarded as an organized

inquiry about a phenomenon through which numerical data is collected and

executed using statistical, mathematical, or computational techniques (Adedoyin,

2020). The researchers will use descriptive method of research design to gather

significant details from the respondents. As defined by Creswell (1994), the

descriptive method of research gathers information about the present or existing

condition. In addition, this method is suitable when there is variability among the

subjects and the aim is to explore the extent to which different conditions are

obtained among these subjects (Calmorin, 2016). Moreover, this type of research

is appropriate since the study intends to determine the level of awareness on carbon

footprint mitigation at home among Bachelor of Elementary Education students and

their demographic profile.

As the primary step in the study, the researchers will write a letter of request

to the college Dean, signed by the adviser, asking permission to conduct the study.
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Upon approval, the researchers will administer the question to the identified

respondents through face-to-face setting. The data will be collected, tabulated, and

submitted for statistical treatment using mean, standard deviation, and t-test. After

the data is treated statistically, a discussion of findings and formulation of its

conclusion and recommendations will follow.

The following statistical tools will be employed in this study to determine the

respondent’s level of awareness on carbon footprint mitigation at home: Mean. It is

also called the average and is calculated by dividing the entire sum of the values in

the data set by the total number of values in the entire sample (Hurley and Tenny,

2022). It will assess the level of awareness on carbon footprint mitigation at home

of the BEED students at the University of Mindanao. Standard deviation. The square

root of the variance is a statistic that expresses how widely distributed a dataset is

about its mean (Hargrave, 2023). It will assess the spread of the sample data based

on the BEED students’ answers to the survey questions relative to the mean. T-test.

It is a hypothesis testing tool that will enable the researchers to take two group

samples and check if there is a significant difference between them (Shevnin, 2022).

It will help the researches in determining the significant difference between the

BEED students’ level of awareness and carbon footprint mitigation.