Statement of the Problem

The goal of this research is to describe the implementation of environmental

activities and environmental practices of public elementary pupils.

It specifically seeks to answer the following questions:

1. What are the environmental activities of the school?

2. What is the level of environmental knowledge of the students?

3. What is the level of environmental attitude of the students?

4. What is the level of environmental practices of the students?

5. Is there a significant relationship between the environmental activities and

environmental practices of the students?

 Appendix A

Questionnaire on the Student’s Profile

Part I. Student’s Profile

Name: _________________________________________Grade& Section:_____

School: ________________________________________

Part II. Student’s Background Information

Please check with the appropriate box.

1. Gender Male Female

2. Education Primary Secondary Tertiary

3. Age 9-10 11-12 13- 15

4. Location Poblacion Kabatiol Bales

Others pls. specify:______________________________

5. Tribe Christian Muslim B’laan

Others pls. specify:_____________________________

 Appendix B

Questionnaire on the Environmental Activities of the School

Rate the following school environmental activities implementation by placing a check (/)

in the box. Please answer completely. Do not leave any item unanswered.

Legend (5-point Likert scale)

5- Completely evident

4 – Mostly evident

3 - Evident

2 -Slightly evident

1 -Not evident

Organizational Descriptions
Implementation Completely Mostly Evident Slightly Not
of Activities evident evident evident evident
DO no. 52,s. 2011
The school has…
1. Greening
Program (e.g.
tree planting &
growing)
2. Fire
prevention and
other disaster risk
management.
3. Anti-pollution
4. Water
conservation
5. Power and
energy
conservation.

6. Waste disposal
Organizational Descriptions
Implementation of Completely Mostly Evident Slightly Not evident
Activities evident evident evident

7.Other Analogous
Programs, Projects,
or Activities
7.1 Conducted the
awareness
campaigns &
Symposium on
Environmental
Issues and Actions.
7.2 An outreach
Program(e.g.
campus , coastal
and road clean up
drive)
7.3 Established a
school-based award
system for students’
exemplary
environmental
actions.
7.4.Conducted the
Yes-O Camp.
7.5 Environmental
Activity
Implementation
Plan to encourage
sustainability in
school.
 Appendix C

Questionnaire on the Environmental Knowledge of the Students

These questions ask about what you know about the following activities. Read

each question carefully. Encircle the correct answer.

A. Greening Program

1. What need often competes when cutting down forests for lumber?

a. creation jobs

b. different kinds of plant and animal life

c. building homes for people

d. open land for roads

2. Why does grassland or forestland become a problem when it turns quickly into a

desert?

a. many people don’t want to live in the desert.

b. the land no longer produces as much food or other products.

c. the world already has enough dessert.

d. Deserts are hot.

3. Which of the following produces oxygen being supplied to the atmosphere and on

which animals depend?

a. insects b. the soil c. plants d. the sun

4. Which of the environmental activities contribute to the cleanliness of the school?

a. fire prevention c. clean-up drive

b. water conservation d. power conservation

5. What are the effects of clean-up drive activity in your school & community?

To secure a clean
a.

environment, pollution free

surroundings, promoting and
adopting an
environmentally friendly
a. to secure a clean environment and pollution-free surroundings, promoting and

adopting an environmentally friendly school

b. to secure a dirty environment and promote diseases.

c. to bring a happy lifestyle.

d. to showcase talents and skills in cleaning.

B. Fire Prevention and Other Disaster risk management

1. Which of these is a serious disruption of the functioning community or widespread

human, material, economic, or environmental losses?

a. Vulnerability

b. Disaster risk

c. Disaster

d. Hazard

2. What do you call the chance or likelihood of suffering harm and loss as a result

of a hazardous event, economic, or environmental losses?

a. Hazard
 b. Disaster risk

c. Disaster

d. Vulnerability

3. Which of these is a set of prevailing or consequential conditions, that adversely

affect the community stability to prevent, mitigate, prepare for, and respond to

hazardous events?

a. Management

b. Vulnerability

c. Prevention

d. Disaster risk

4. Disaster is frequently described as a result of various conditions except_________?

a. exposure to hazard

b. conditions of vulnerability

c. having enough physical, social, and attitudinal capabilities

d. insufficient capacity or measure to cope with disasters.

5. What do you call a situation or occurrence with a capacity to bring damage to live,

properties, and the environment?

a. Hazard

b. Element at risk

c. Capacity

d. Vulnerability

C. Anti-Pollution

1. What harm does carbon monoxide, also known as CO, air pollution do to people?
 a. it lowers the pH of lakes and forests, making it hard for fish and plants to grow.

b.it reduces the amount of oxygen the blood can carry.

c.it can cause breathing problems, especially for people with asthma.

d. it lowers IQ and causes cruel and impulsive behavior in children.

2. Which of the following activities causes the least air pollution?

a. walking or bicycling c. burning leaves in the fall.

b. riding in a car d. using an air freshener to get rid of a bad smell.

3. Which of these is the reason that oceans are polluted?

a. large animals like whales die in them.

b. currents stir up pollution from the bottom.

c. they are so old.

d. human waste is dumped into them.

4. What individual actions can people take to reduce sulfur dioxide air pollution?

a. switch from coal to natural gas for their electricity

b. reduce their electricity use

c. wears a face mask when the air is really bad

d. reduces car use whenever possible

5. A pollutant is released into an ecosystem and harms insects. How might this?

affect the ecosystem?

a. Plants are not harmed, so it doesn’t affect the ecosystem.

b. It harms part of the ecosystem, so it harms the whole ecosystem.

c. It kills insects, so other animals in the ecosystem stay healthy.

 d. Most animals eat plants, so it doesn’t affect the ecosystem much

D. Water Conservation

1. How much of the water on earth is available for people's everyday use?

a. 10% b. Less than 1% c. More than 25% d. 25 %

2. Which of the following is a way of conserving water?

a. leaves the tap running while brushing your teeth

b. uses a hose to wash the car

c. uses the washing machine at full load

d. leaves the shower running while soaping

3. Why do we need to conserve water?

a. There is a lot of water.

b. There is a shortage of water.

c. There is an unlimited resource.

d. It is a limited resource.

4. Ensuring availability of water for future generations is a__________?

a. strategy of water conservation

b. goal of water conservation

c. key activity of water conservation

d. none of the above

5. To save water while brushing your teeth, it is best to_______?

a. leave the water running the entire time you’re brushing

b. brush your teeth on the toilet

c. wet your toothbrush and turn the water off while you are brushing
 d. just not brush your teeth

E. Power and Energy Conservation

1. Which type of energy will be available for human use for the longest period

of time?

a. Oil c. Coal

b. nuclear energy d. Solar energy

2. Which of these is an example of a renewable energy resource?

a. coal b. oil c. natural gas d. wood

3. What is energy conservation?

a. using no energy at all.

b. using less energy.

c. using more energy than you need.

d. using exactly the same amount of energy as everyone else.

4. Which among the following is the most energy-efficient?

a. Incandescent bulb

b. Fluorescent light

c. Compact fluorescent lamp

d. All is equally efficient

5. Why do people continue using energy sources that cannot be quickly

replaced?

a. They have no other choice.

b. The supply of energy is so large that it won’t run out.

c. When these energy sources run out scientists will have another one for
 people to use.

d. These energy sources seem to cost less than other sources.

F. Waste Disposal Management

1. Which of the following is the best way to make the amount of garbage going

to landfills smaller?

a. Reusing things before we throw them away.

b. Reducing the number of things, we use.

c. Recycling as much as possible.

d. Burning as much garbage as possible.

2. Which of the following is hazardous waste?

a. broken glass. c. laundry detergent.

b. batteries d. All the above.

3. What circumstances make recycling more profitable?

a. having to compete with people that steal the most valuable recyclables.

b. being far away from an industry that will use the recyclables.

c. being close to an industry that will use the recyclables.

d. having a little bit of everything that can be recycled.

4. What is a landfill?

a. It is a site specifically for the disposal of construction waste.

b. It is a site specifically for the disposal of yard waste and grass clippings.

c. It is a site for the disposal of a mixture of waste from towns and cities.

d. It is a site where soil and dirt can be removed to be used to fill low spots in

other areas.
 5. What is the appropriate definition of integrated waste management?

a. A system that combines a variety of strategies for waste control and landfill

management.

b. A system that combines a variety of strategies for environmental renewal.

c. A system that combines a variety of strategies for both waste management

and waste reduction.

d. A system that combines a variety of strategies for the education of

hazardous chemicals.

G. Other analogous programs, projects, or activities.

1. Which of these is an activity that conducts campaigns and symposia that focus

on global warming conservation, watershed protection, deforestation, and

health-related concerns?

a. Awareness Campaigns and Symposia on Environmental Issues and Actions.

b. Awareness Campaigns and Symposia on Weather Issues and Actions.

c. Awareness Campaigns and Symposia on Drug Issues and Actions.

d. Awareness Campaigns and Symposia on Natural Resources Issues and

Actions.

2. What program does Yes-O conduct in nearby communities such as coastal and

road clean-ups and tree planting?

a. Outreach Program

b. Eco Festival Program

c. Science Camps

d. None of the above

3. What kind of award if the Yes-O learners have a very good performance on

safeguarding & protecting the environment?

a. Sports award

b. exemplary award

c. Royal award

d. Conduct award

4. What do you call a place of key biological concepts in the curriculum, encouraging

students to think more deeply about a range of topics?

a. Rizal’s Park

b. Science Garden

c. Math Garden

d. Amusement Park

5. Which of these is a school-based co-curricular organization that serves as a

significant venue for students’ actions and movements toward the environment?

a. Yes-O

b. Journalism

c. Homeroom Association

d. Research
 Appendix D

Questionnaire on the Environmental Attitude of the Students

Please check (/) the corresponding descriptions that describe your attitude towards the

environment.

Legend(5-point Likert scale)

5 Strongly describes me.

4 Slightly describes me.

3 Neither describes me.

2 Rarely describes me.

1 Never describes me.

A. Greening Program Descriptions

5 4 3 2 1

1. I am willing to follow the school policies and

guidelines related to the greening program.
2. I cooperate actively in greening simulation
drills/activities.
3. I volunteered to tree planting at the school
without hesitation.
4. I respond positively to clean and green
activities by throwing my garbage in a proper
place.
5. I find solutions to problems related to a
clean and green environment.

B. Prevention and Other Disaster Risks 5 4 3 2 1

Management

1.. I am willing to follow the school policies and

guidelines related to prevention and disaster risk
management.
2. I cooperate actively in health and disaster risk
simulation drills.
3. I volunteered to do the fire drill and earthquake
drill activities in the school without hesitation.
4. I respond positively to health and disaster risk
management activities through peer learning.
5. I find solutions to problems related to maintaining
disaster preventive measures.
C. Anti -Pollution 5 4 3 2 1

1. I am willing to follow the school policies and

guidelines related to anti-pollution.
2. I cooperate actively in anti-pollution simulation
drills.
3. I volunteered to join the anti-pollution campaigns
and symposia activities in the school without
hesitation.
4. I respond positively to anti-pollution activities
through reusing and recycling.
5. I find solutions to problems related to maintaining
pollution preventive measures.
D. Water Conservation 5 4 3 2 1
1. I am willing to follow the school policies and
guidelines related to water conservation.
2. I cooperate actively in water use simulation drills.

3. I volunteered to join water conservation

campaigns and symposia activities in the school
without hesitation.
4. I respond positively to water conservation
activities/programs by turning off the water faucet
when it is not necessary.
5. I find solutions to problems related to water
conservation.

Descriptions

E. Power and Energy Conservation 5 4 3 2 1

1. I am willing to follow the school policies and

guidelines related to energy and power conservation.
2. I cooperate actively in energy and power simulation
drills.
3. I volunteered to join energy and power conservation
campaigns and symposia activities in the school
without hesitation
4. I respond positively to energy and power
conservation activities/programs by turning off lights
when they are not in use.
5. I find solutions to problems related to energy and
power conservation.
F. Waste Disposal Management 5 4 3 2 1

1. I am willing to follow the school policies and

guidelines related to proper waste disposal
2. I cooperate actively in proper waste disposal
simulation activities.
3. I volunteered to join waste segregation campaigns
and symposia activities in the school without hesitation.
4. I respond positively to proper waste disposal
activities through waste segregation.
5. I find solutions to problems related to maintaining
proper waste disposal.
G. Other Analogous Programs, Projects, or 5 4 3 2 1
Activities.
1. I am willing to follow the Science Camp activities in
the school.
2. I cooperate actively in the Science Camp activities in
the school.
3. I volunteered to join the Yes-O initiative
environmental campaigns, symposia, and other
analogous PPA’s in the school.
4. I respond positively to the Yes-O environmental
outreach program in the school and community.
5. I am contented to receive certificates as a sign of
recognition as an active member of the Youth for
Environment in School Organization.

Appendix E

Questionnaire on the Environmental Skills of the Students

Please check (/) the corresponding descriptions that describe your skills towards the
environment.

Legend 5-point scale

5- Always

4- Often

3- Sometimes

2 Rarely

1 Never

A. Greening Program Descriptions

5 4 3 2 1

1. I can perform the tree planting,

seedling and clean-up drive activities
with other students inside the school
to restore a greener environment.
 2. I recycle my garbage to reduce,
reuse, and recycle waste.
3. I write simple articles/poems/songs
in the school publication to encourage
everyone in taking part to respond in
a clean and green environment
activities/program.

4. I know how to create a poster

slogan and signage for greening
activities.
5. I can make a simple project related
to greening activities.

B. Waste Disposal Management 5 4 3 2 1

1. I can perform the proper waste disposal in the school

2. I know how to make a simple plan for the proper

waste disposal activities
3. I write articles/poems/songs in the school publication
to encourage everyone in taking part to respond in
proper waste disposal.
4. I know how to create a poster slogan and signage on
the conduct of proper waste disposal simulation drills.
5. I can make a simple project related to waste disposal
activities
C. Anti-Pollution 5 4 3 2 1

1. I can perform anti-pollution activities in the school by

avoiding burning leaves, trash, and other materials.
2. I know how to make a simple plan for the anti-
pollution activities.
3. I write articles/poems/songs in the school publication
to encourage everyone in taking part to respond in
pollution preventive measures.
4. I know how to create a poster- slogans, and signage
on anti-pollution activities.
5. I can make a simple project related to anti-pollution
activities.
D. Water conservation 5 4 3 2 1
 1. I can perform water conservation practices in the
school.
2. I know how to make a simple plan for the water
conservation activities.
3. I write articles/poems/songs in the school publication
to encourage everyone in taking part to respond in water
conservation.
4. I know how to create a poster- slogan, and signage
on the conduct of water use simulation drills in the
school.
5. I can make a simple project related to water
conservation activities through orientation or
symposiums.

E. Energy and Power Conservation 5 4 3 2 1

1. I can perform energy and power conservation activities in the

school.
2. I know how to make a simple plan for the energy and power
conservation activities.
3. I write articles/poems/songs in the school publication to
encourage everyone in taking part to respond in energy, and
power conservation activities.
4. I know how to create a poster- slogan or signage on the
conduct of energy and power use simulation drills in the school.
5. I can make a simple project related to energy and power
conservation activities.
F. Prevention and Other Disaster risk management 5 4 3 2 1

1. I can perform fire drill & earthquake drill activities in the

school to enhance my skills in preventive measures.
2. I know how to make a simple health plan and disaster risk
management activities plan through peer learning/tutoring
3. I write articles/poems/songs in the school publication to
encourage everyone in taking part to respond in health and
disaster risk reduction activities.
4. I know how to create a poster slogan and signage on health
and disaster management
 5. I can make a simple project related to prevention and
disaster risk management.
G. Other Analogous Programs, Projects, or Activities 5 4 3 2 1

1. I can perform the Yes-O environmental campaigns and

symposia in the school and other analogous programs, projects,
and activities.
2. I know how to make a simple plan for other analogous
programs, projects, or activities.
3. I can create a simple card as a token for an active member of
the Youth for Environment in School Organization.
4. I use the Science Garden/park in the school for exploratory
purposes.
5. I know how to create a poster- slogan on various
environmental PPA’s.
6. I can make a simple project related to other analogous
programs, projects, and activities on the environment.