Republic of the Philippines

Western Philippines
University

KNOWLEDGE, ATTITUDE AND PRACTICES TOWARDS MICROPLASTICS: IMPLICATION IN TEACHING… ii

KNOWLEDGE, ATTITUDE AND PRACTICES TOWARDS

MICROPLASTICS:IMPLICATION IN TEACHING SCIENCE

JUILA JEAN A. MANAGAYTAY

AGAPE LOVE G. ARTANA

A UNDERGRADUATE RESEARCH PROPOSAL PRESENTED TO

COLLEGE OF EDUCATION,
WESTERN PHILIPPINES UNIVERSITY,
PUERTO PRINCESA CITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

RES101A
RESEARCH IN TEACHING SCIENCE

MARCH 2025
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KNOWLEDGE, ATTITUDE AND PRACTICES TOWARDS MICROPLASTICS: IMPLICATION IN TEACHING… ii

CHAPTER 1
INTRODUCTION

Background of the Study

Microplastic has emerged as a significant environmental concern, affecting ecosystems and
human health on a global scale. Microplastics are defined as plastic particles smaller than 5
millimeters in size, which are either intentionally manufactured at a microscopic scale
(primary microplastics) or formed from the degradation of larger plastic materials (secondary
microplastics) (Andrady, 2011). Their pervasive presence in the environment, including
oceans, rivers, soil, and even the atmosphere, has raised alarm among scientists and
environmentalists due to their potential to cause harm to both living organisms and
ecosystems (Cole et al., 2011).
Generally, microplastics (MPs) in the environment come from two main types of sources,
which lead to different sizes of plastic particles: one is the primary source, and another is the
secondary source. However, it is not easy or even impossible to identify the exact source of
MPs detected in the environment. Primary sources of environmental MPs include plastic
pellets, personal care products containing microbeads, paint, washing wastewater, sewage
sludge, plastic running tracks in schools, artificial turf, rubber road in cities, and vehicle tire
wear. Meanwhile, secondary sources include municipal debris such as plastic bags and
bottles, fishing wastes, farming film, and other large size plastic wastes. (Li-hui An's Lab
2020)
The study is grounded in the broader context of global efforts to reduce plastic pollution and
promote environmental sustainability. International agreements such as the Basel Convention
and the United Nations Sustainable Development Goals (SDGs) underscore the importance of
addressing plastic pollution as a global environmental priority (UNEP, 2019).
Since the launch of the United Nations (UN) Sustainable Development Goals (SDGs) in
2015, the SDGs have been widely adopted by governments and corporations to improve their
sustainability. There are 17 SDGs, comprising 169 targets, which are measurable against 247
unique indicators. Reliable reporting and monitoring of 247 SDG indicators present unique
challenges for governments and organizations to implement, which may be further
exacerbated by the pervasive nature of (micro)plastic pollution if not properly monitored
across these indicators. (Tony Robert Walker 2021)
The increasing production and consumption of plastic materials have contributed to the
growing problem of microplastic pollution. According to the United Nations Environment
Programme (UNEP), approximately 300 million tons of plastic are produced each year, with
a large portion ending up in the environment as waste (UNEP, 2018).
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Assessed
KNOWLEDGE,the knowledge,
ATTITUDE perception,
AND PRACTICES andMICROPLASTICS:
TOWARDS behavior of IMPLICATION
science-oriented university students,
IN TEACHING… ii
regarding micro- and nanoplastics (MNPs). Sara Righi and Elisa Bergami (2024). highlight
that greater knowledge does not necessarily lead to better environmental practices,

underscoring the need for enhanced environmental education to promote more responsible
behaviors.
The problem of microplastic pollution is not only an environmental issue but also a social and
educational challenge. The increasing use of single-use plastics and improper waste
management practices contribute to the proliferation of microplastics in the environment
(Geyer et al., 2017). Educating future teachers and students about the impacts of
microplastics and promoting sustainable practices are critical steps toward addressing this
global issue.
Studies have shown that educational interventions can influence environmental behavior and
promote sustainable practices. For instance, a study by Pooley and O’Connor (2000) found
that environmental education programs that focus on experiential learning and personal
relevance are more effective in changing attitudes and behavior. This underscores the
importance of integrating microplastic into science curricula and promoting active
engagement with environmental issues.
One of the key challenges in addressing microplastic pollution is the complexity of the issue.
Microplastics originate from various sources, including synthetic fibers from clothing,
microbeads in personal care products, and plastic packaging waste (GESAMP, 2015).
Developing a comprehensive understanding of these sources and pathways is essential for
designing effective mitigation strategies.
The study also aims to explore the relationship between knowledge and behavior regarding
microplastic. Research has shown that increased environmental knowledge does not always
translate into pro-environmental behavior (Kollmuss & Agyeman, 2002). By examining the
specific factors that influence behavior, such as social norms, personal values, and perceived
efficacy, the study seeks to identify effective strategies for promoting sustainable practices.
Ismaeil Alizadeh and Zahra Sabok Khiz (2024). study suggests targeted educational
campaigns and policy-driven initiatives to enhance public awareness and encourage
sustainable practices. They lacked detailed understanding and showed inconsistent practices,
with 41% admitting to leaving plastic waste in the environment.
The main purpose of this study is to assess the knowledge, attitudes, and practices of students
and teachers toward microplastic pollution and to determine how these factors influence
environmental behavior. Specifically, the study aims to investigate the level of awareness
regarding microplastic pollution, the perception of its environmental and health impacts, and
the practices related to plastic use and disposal among students and teachers at the College of
Education at Western Philippines University.
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KNOWLEDGE, ATTITUDE AND PRACTICES TOWARDS MICROPLASTICS: IMPLICATION IN TEACHING… ii

STATEMENT OF THE PROBLEM

Microplastic has become a growing Environmental and Health concern, Yet Educational
Knowledge, attitude and Practices regarding this issue remain inconsistent. Understanding
how knowledge, attitudes and practices influences each other is crucial in shaping effective
Science Education strategies to address microplastics.
Studies suggest that while awareness of microplastics is increasing, many individuals still
lack a deep understanding of microplastics sources, impacts, and ways to reduce their
presence. Furthermore, attitudes toward environmental responsibility do not always translate
into sustainable practices. This gap in knowledge and behavior raises concerns about how
science education can foster environmental stewardship among learners.
This study seeks to investigate the relationship between student knowledge, attitude and
Practices towards microplastics and how Science Education can mediate these Factors to
promote Environmental awareness and sustainable action. This study aims to answer the
following question:
1.What is the level of knowledge among student of the College of Education at Western
Philippine University regarding Microplastics?
2.What is the level of students' attitudes toward microplastics and their environmental
impact?
3.What is the level of action of student engagement that help to reduce microplastics?
4.What challenges do students and education encounter in incorporating microplastics related
topics into Science Education?
5.What teaching strategies and resources can be developed to enhance awareness and action
on microplastics in Science Education?

OBJECTIVE OF THE STUDY

This study is to assess the knowledge, attitudes, and practices of students and teachers toward
microplastic pollution and its implications in teaching science.
Specific Objectives:
1. To assess the level of knowledge of students and teachers about microplastic and its
environmental and health effects.
2. To analyze the attitudes of students and teachers toward microplastic and its
consequences.
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3. To identify
KNOWLEDGE, the practices
ATTITUDE of students
AND PRACTICES and
TOWARDS teachers in managing
MICROPLASTICS: IMPLICATIONplastic waste and reducing
IN TEACHING… ii
exposure to microplastics.
4. To determine the relationship between knowledge levels and behavioral practices related
to microplastic.

5. To identify gaps and misconceptions about microplastic.

6. To propose strategies for integrating microplastic awareness and sustainable practices into
science education.

SIGNIFICANCE OF THE STUDY

This study on Knowledge, Attitude, and Practices (KAP) Towards Microplastics: Implication
in Teaching Science holds substantial significance for various sectors of society, especially in
the field of education and environmental awareness. The growing problem of plastic
pollution, particularly microplastics, poses a threat to ecosystems and human health.
Understanding how people perceive and respond to this issue is essential for developing
effective educational strategies and environmental policies.
STUDENTS
Students stand to benefit significantly from this study as it will enhance their awareness and
understanding of microplastics and their impact on the environment. By gaining deeper
insight into the sources, effects, and solutions to microplastic pollution, students will develop
a stronger sense of environmental responsibility. This increased awareness can translate into
changes in personal behavior, such as reducing single-use plastics, participating in waste
reduction programs, and adopting more sustainable lifestyle choices. Integrating
microplastic-related topics into science education will also equip students with critical
thinking and problem-solving skills essential for addressing environmental challenges.
TEACHERS
For teachers, the study will provide valuable insights into the current level of knowledge and
understanding among students regarding microplastics. This information will help educators
develop more effective instructional strategies to address gaps in knowledge and
misconceptions. The study can guide the creation of innovative teaching materials and
methods, encouraging more engaging and interactive learning experiences. Teachers will be
better equipped to foster environmental consciousness among students and motivate them to
adopt responsible consumption and waste management practices.
EDUCATIONAL INSTITUTIONS
Educational institutions will benefit from this study by gaining a clearer understanding of the
importance of integrating environmental issues into the curriculum. The findings can support
the enhancement of science programs, and the introduction of school-wide initiatives focused
on reducing plastic waste and promoting environmental sustainability. Schools can
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implement
KNOWLEDGE,more effective
ATTITUDE waste management
AND PRACTICES practices and
TOWARDS MICROPLASTICS: organize
IMPLICATION awareness campaigns
IN TEACHING… ii to
encourage responsible plastic use among students and staff. The study's results can also guide
school administrators in developing policies that promote sustainable practices within the
campus.

ENVIRONMENTAL ORGANIZATION
Environmental organizations and advocates will benefit from the study's insights into the
public's knowledge and attitudes toward microplastics. The data collected can help
environmental groups design more effective outreach programs and educational materials
aimed at raising awareness about plastic pollution. Collaboration between schools,
environmental organizations, and local communities can be strengthened to address plastic
pollution more effectively. This study can serve as a foundation for launching community-
based initiatives, such as beach cleanups, recycling programs, and plastic waste reduction
campaigns.
LOCAL COMMUNITY
The local community will benefit from increased awareness and understanding of
microplastic pollution. As students and teachers become more knowledgeable about the issue,
they can influence their families and communities to adopt more environmentally conscious
behaviors. Community-based programs aimed at reducing plastic waste and improving waste
management can be developed based on the study's findings. Strengthening partnerships
between schools, local governments, and environmental organizations will foster a more
coordinated effort to address plastic pollution at the community level.
FUTURE RESEARCHERS
Future researchers will find this study valuable as a reference point for further exploration of
microplastic pollution and environmental education. The data and insights generated by this
study can support comparative studies on environmental awareness and behavioral change
across different regions and populations. Researchers can build upon the study's findings to
explore new approaches for promoting environmental responsibility and reducing plastic
waste. The study's results can also guide the development of more effective educational
materials and strategies for raising awareness about plastic pollution.
Increased understanding of microplastic pollution can lead to more effective waste
management practices and a reduction in plastic entering the oceans and natural
environments. The study’s outcomes can support global efforts to protect marine life,
preserve biodiversity, and promote a healthier and more sustainable planet.

SCOPE AND DELIMITATIONS

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This study ATTITUDE

KNOWLEDGE, exploresAND
thePRACTICES
knowledge, attitudes,
TOWARDS and practices
MICROPLASTICS: (KAP)
IMPLICATION towards microplastics
IN TEACHING… ii
among students and teachers at the College of Education at Western Philippines University
and its impact on teaching science. It assesses participants’ understanding of microplastic
pollution, their perception of its environmental impact, and their plastic-related behaviors.
The study also examines how microplastic-related content is integrated into science education
and suggests

improvements for better environmental awareness. The study focuses on data collection
through surveys, interviews, and focus group discussions within a specific academic period.
Itcovers three key areas: knowledge (understanding microplastics), attitudes (perceptions
about plastic pollution), and practices (behaviors related to plastic use and waste).
The study is limited to microplastic pollution and the College of Education, which may
restrict the generalizability of the findings. It will not measure long-term changes in behavior,
and self-reported data may introduce bias. Despite these limitations, the study aims to
enhance science education and promote more sustainable practices.
Definition of Terms
To ensure clarity and consistency, the following key terms are defined as they apply to this
study:
Microplastics – Small plastic particles measuring less than 5 millimeters in size, often
resulting from the breakdown of larger plastic items or directly manufactured for industrial
use (Andrady, 2011).
Knowledge – The level of understanding among students and teachers regarding the sources,
composition, environmental impact, and health risks associated with microplastics (Eriksen et
al., 2014).
Attitudes – The perceptions, beliefs, and emotional responses of students and teachers
toward microplastic pollution, including their sense of responsibility and motivation to
address the issue (Gall & Zarski, 2020).
Practices – The actions and behaviors of students and teachers related to plastic use,
recycling, and waste management, including efforts to reduce plastic consumption and
prevent pollution (Plastic Pollution Coalition, 2019).
Environmental Education – A process of teaching about environmental issues, including the
causes, effects, and solutions to plastic pollution, with the goal of promoting sustainable
behaviors (Tilbury, 1995).
Marine Microplastics – Microplastic particles found in oceans and other bodies of water,
often ingested by marine organisms, leading to ecological harm (Cole et al., 2011).
Ecological Impact – The effect of microplastic pollution on ecosystems, including harm to
marine and terrestrial species, disruption of food chains, and contamination of natural
resources (Browne et al., 2013).
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Science Curriculum
KNOWLEDGE, – PRACTICES
ATTITUDE AND The content and structure
TOWARDS of science
MICROPLASTICS: education,
IMPLICATION including topics
IN TEACHING… ii on
environmental issues and plastic pollution, aimed at developing students’ scientific literacy
(National Research Council, 2012).
Synthetic Polymers – Human-made materials composed of long chains of molecules,
forming the basis of plastic products (Andrady & Neal, 2009).

Educational Strategies – Methods and approaches used by teachers to integrate

environmental issues, such as microplastic pollution, into science lessons (Tilbury, 1995).
Environmental Literacy – The ability to understand environmental issues and apply
knowledge to make informed decisions and take responsible actions (Roth, 1992).

CHAPTER 2
REVIEW RELATED LITERATURE

Microplastic pollution is a growing global concern, affecting both marine ecosystems and
human health. Studies show that while awareness of microplastic contamination exists, there
are gaps in understanding its sources, health risks, and proper waste management practices.
Educational programs have been effective in increasing knowledge and encouraging
responsible behavior, especially among younger populations. Strengthening environmental
education and improving waste management strategies are essential to address the challenges
posed by microplastic pollution
Environmental Impact
Microplastics are widely distributed in marine and freshwater environments, often
accumulating in river mouths and ocean sediments.
In the Philippines, major rivers draining into Manila Bay have been identified as significant
sources of microplastic pollution (Osorio et al., 2021).
These particles threaten marine life by being mistaken for food, leading to ingestion and
bioaccumulation in aquatic organisms (Matthew Cole & Penelope Kate Lindeque, 2011).
Microplastics carry toxic chemicals, which can be transferred through the food web, posing
risks to both wildlife and humans.
Human Exposure and Health Risks
Microplastics have been detected in human stool samples, confirming that people
inadvertently ingest them from food, water, and air (Schwabl et al., 2018).
Common types of microplastics found in human samples include polypropylene and
polyethylene terephthalate (PET), which are widely used in food packaging.
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The long-term
KNOWLEDGE, health
ATTITUDE ANDeffects remain
PRACTICES uncertain,
TOWARDS but researchers
MICROPLASTICS: IMPLICATION suggest potential links
IN TEACHING… ii to
inflammation, endocrine disruption, and metabolic disorders (Andrady, 2011).

Public Awareness and Perceptions

While awareness about microplastic pollution is increasing, there are still gaps in
understanding its full impact, especially among students and the general public.
A study by Marcos Felipe-Rodriguez & Gisela Böhm (2022) found that people recognize
microplastics as harmful but lack knowledge about their sources and proper waste disposal
methods.
Despite efforts to promote recycling, many people still exhibit inconsistent disposal habits,
which contribute to plastic waste accumulation (Angela & Acejo, 2024).
Role of Education and Policy Interventions
Studies have shown that educational interventions can significantly improve knowledge and
foster sustainable practices among students (Shannon Hogan & Juanita Urban-Rich, 2024).
However, knowledge alone does not always lead to action—some individuals remain passive
despite understanding the risks (Sara Righi & Elisa Bergami, 2024).
Government policies on plastic waste management are often inadequate or poorly enforced,
highlighting the need for stronger regulatory frameworks and community participation
(Ismail Alizadeh & Zahra Sabok Khiz, 2024).
Health Effects on Humans
While studies confirm microplastic ingestion in humans, their exact physiological effects
remain unclear (A.S. Mahaliyana & N. P. P. S. Nugawela, 2024). Potential health risks, such
as hormonal disruption, toxicity accumulation, and carcinogenic effects, require further
investigation.
The problem of microplastic pollution is not only an environmental issue but also a social and
educational challenge. The increasing use of single-use plastics and improper waste
management practices contribute to the proliferation of microplastics in the environment
(Geyer et al., 2017). Educating future teachers and students about the impacts of
microplastics and promoting sustainable practices are critical steps toward addressing this
global issue.
Studies have shown that educational interventions can influence environmental behavior and
promote sustainable practices. For instance, a study by Pooley and O’Connor (2000) found
that environmental education programs that focus on experiential learning and personal
relevance are more effective in changing attitudes and behavior. This underscores the
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University

importance of integrating
KNOWLEDGE, ATTITUDE microplastic
AND PRACTICES into scienceIMPLICATION
TOWARDS MICROPLASTICS: curriculaIN TEACHING…
and promoting ii active
engagement with environmental issues.
This study aims to bridge gaps in knowledge, attitude, and practices (KAP) regarding
microplastics, particularly among students and educators. By assessing how awareness
translates into action, the research could provide insights into designing more effective
educational interventions and policy recommendations. Additionally, integrating microplastic
awareness into science curricula (NSTP, Chemistry, Earth Science) may foster long-term

behavioral change and community engagement, ultimately contributing to more sustainable

waste management solutions.
CONCEPTUAL DIAGRAM

PROFILE:
 Age Group
(CED Students)
 Socioeconomic
Background

ATTITUDE

IMPLICATION TO SCIENCE
KNOWLEDGE
(Increased in understanding)
– Curriculum Enhancement
ATTITUDE
(Development of a positive Mindset)
- Environmental awareness

PRACTICES
(Increased and action)
- Community engagement
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CURRICULUM
KNOWLEDGE, ATTITUDE AND INTEGRATION
PRACTICES TOWARDS MICROPLASTICS: IMPLICATION IN TEACHING… ii

- NSTP
- CHEMISTRY
- EARTH SCIENCE

KNOWLEDGE PRACTICES

This conceptual diagram illustrates the Knowledge, Attitude, and Practice (KAP) Model in
the context of microplastics and its implications for science education. It highlights how
students' profile (age group and socioeconomic background) influences their attitude, which
in turn affects their knowledge and practices. Increased knowledge leads to curriculum
enhancement, while a positive attitude fosters environmental awareness. These factors
collectively result in improved practices, such as action and engaging in the community. The
integration of these components into science subjects like NSTP, Chemistry, and Earth
Science ensures a more comprehensive educational approach to addressing microplastic-
related issues.

CHAPTER 3
METHODOLOGY

Research Design
This study employs a Quantitative research design to examine the knowledge, attitude, and
practices (KAP) of College of Education (CED) students at Western Philippines University
towards Microplastics and their implications for teaching science. This study also examines
how demographic profile, such as age group and socioeconomic background, influence these
variables.
This study uses a descriptive-correlational research design to assess the knowledge, attitude,
and practices (KAP) of College of Education (CED) students at Western Philippine
University regarding microplastics and its implications for teaching science. This design is
chosen because it allows for both the description of existing conditions and the identification
of relationships between variables, providing a comprehensive understanding of the topic.
Locale of the Study
This study was conducted at Western Philippine University, College of Education located in
Pajara, Brgy. St Monica. The College of Education plays a crucial role in preparing future
educators who will integrate environmental topics, such as microplastics into their teaching.
Western Philippines University College of Education as the research locale is based on its
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significance in shaping
KNOWLEDGE, ATTITUDE future science
AND PRACTICES TOWARDSeducators and IMPLICATION
MICROPLASTICS: its potential influence in promoting
IN TEACHING… ii
environmental literacy. As microplastic is a growing environmental concern, it is essential to
assess the knowledge, attitudes, and practices (KAP) of College of Education students, their
understanding and perception of microplastics will impact how they educate future learners
on sustainability and environmental conservation.

Respondent of the Study

The respondents of this study are College of Education (CED) students at Western
Philippines University. These students are selected because they are future educators who will

play a crucial role in integrating environmental topics, such as microplastics, into their
teaching. Understanding their knowledge, attitude, and practices (KAP) regarding
microplastics is essential in shaping effective science education and environmental awareness
initiatives.
Research Instrument
The instrument for this study is a structured questionnaire designed to assess the knowledge,
attitudes, and practices (KAP) of College of Education students regarding microplastics and
their implications for teaching science. The questionnaire is developed in alignment with the
conceptual framework and the statement of the problem, ensuring that it effectively captures
data on students' understanding, perceptions, and actions related to microplastics.
The questionnaire consists of four sections, each corresponding to the key research questions.
The first collects demographic information, including age group, year level, and
socioeconomic background, to examine how these factors influence students’ knowledge,
attitudes, and practices. The second evaluates students' knowledge of microplastics through
Yes, No or Maybe questions that cover sources, environmental and health impacts, and
scientific findings. The third is to measures the attitudes toward microplastics assessing
students’ level of concern, willingness to act, and perceptions of microplastics' significance in
science education. The fourth examines students' practices in reducing microplastic pollution,
such as their participation in environmental activities.
Data Collection
The data for this study will be collected using a structured questionnaire, which will be
administered to College of Education students at Western Philippines University. The data
collection process will follow a systematic approach to ensure accuracy and ethical
considerations. The step involves securing the necessary permissions and approvals from
university officials and to conduct the survey among students. Once approved, the researcher
will conduct a small group of students to assess the effectiveness of the questionnaire. The
survey will be distributed in face-to-face. The printed copies will be provided for students
who prefer for questionnaire. During the data collection, the researcher will provide clear
instructions on how to answer the questionnaire and will be available to clarify any concerns.
After all responses are collected, the data will be organized, encoded, and analyzed to identify
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trends and relationships

KNOWLEDGE, ATTITUDE AND among students'
PRACTICES TOWARDSknowledge, attitudes,
MICROPLASTICS: and practices
IMPLICATION regardingii
IN TEACHING…
microplastics.
Data Analysis
The collected survey data will be analyzed using quantitative methods to assess students'
knowledge, attitudes, and practices (KAP) toward microplastics. The first was design to

determine the demographic profile of the participants, including the age, gender and
socioeconomic background. The second and third is focused on the respondent knowledge
and attitude on microplastic. Then the practices of the student related to microplastics will be
analyzed using frequency distributions to determine students' engagement in sustainability
efforts. One point was awarded for each Yes or agree answer, while a score of 0 was given for
“maybe” or “I do not know”. In this study, the researcher used the percentage and frequency
count for descripted presentation of variables.