Climate Change Level of Awareness Among Grade 9 Students: A Research Paper Presented To Mrs. Catherine B. Cacharo
Climate Change Level of Awareness Among Grade 9 Students: A Research Paper Presented To Mrs. Catherine B. Cacharo
Climate Change Level of Awareness Among Grade 9 Students: A Research Paper Presented To Mrs. Catherine B. Cacharo
STUDENTS
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ACKNOWLEDGEMENT
The researcher expresses their heartfelt thanks to all who lent their unselfish help for the
success of this research.
Foremost to our almighty God for his help and guidance and bountiful blessings.
The researchers’ adviser and also subject teacher Mrs. Catherine B. Cacharo for her support and
ideas, suggestion which contribute to improve the idea of the researcher.
The researchers’ family for their endless love and support.
The researchers’ friends and classmates for cheering the researcher for doing their research.
“Thank you so much”
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DEDICATION
“THEIR LAND ALSO IS FULL OF IDOLS; THEY WORSHIP THE WORK OF THEIR OWN HANDS,
(ISAIA 2:8)
This piece of work is dedicated to the researcher’s Loving family,Relatives, classmates, friends
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ABSTRACT
This paper, the researcher aimed to assess the awareness level and attitude of grade 9
students in one academic institution in Lumbia national High School towards in climate change.
Majority of the respondents were 14-17 years old with (30) female and (20) male. Results of the study
revealed moderate to high level of awareness on concerning issues of climate change. Grade 9
students moderately to strongly agree on their role in addressing problems about climate change.
Students became aware of climate change though several sources like television, internet, and from
reading books. The high awareness level and strong positive attitude of grade 9 students towards
issues and concerning about climate change is a good indication that they are more likely to express
willingness to act on this global problem. Raising awareness and promoting positive attitude about
climate change should be one of the basic courses during childhood education. The research finding
provide as an assessment on students awareness and attitude towards climate change that could
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TABLE OF CONTENTS PAGE
Title page 1
Acknowledgement 2
Dedication 3
Abstract 3
Table of contents 4
CHAPTER 1
The problem 5
Introduction
Definition of terms 13
Environmental management 18
Research design 20
Data analysis 21
Problem 1 22
Problem 2 22
Summary of findings 26
Conclusion 26
Recommendation 26
Reference 28
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CHAPTER 1
THE PROBLEM
INTRODUCTION
Climate change has become a new reality (Apkom and Vipene, 2016) and has the potential to
be extremely harmful (Oppenheimer and Hughes, 2016). The impacts of climate change are
beginning to be felt around the world. Primarily this leads to sea-level rise that resulted in severe
weather condition, increased frequency and intensity of storms, floods, and typhoons and
consequently leads to increased poverty, malnutrition and other series of health and socio-economic.
Climate change can be addressed through two main approaches: mitigation and adaption
(Rincon and Vitucion, 2008). These two terms have been used by many however these usually have
misconceptions. Mitigation seeks to reduce greenhouse gas emissions to influence the rate and
magnitude of future climate changes. On the other hand, adaption seeks to adjust human and natural
systems to a new or changing environment due to climate change (Merilo, 2001). Moreover, it is
stipulated in The Agenda 2030 for Sustainable Development, Goal 13: Take urgent action to combat
climate change and its impact. One of its specific objectives is to improve education, awareness
raising and human and institutional capacity on climate change mitigation, adaption, impact reduction,
and early warning. Thus, the education sector has a great influence on the realization of the object of
Agenda 2030. The basic knowledge and awareness of climate change’s impact on the earth has a
huge implication to behavior and attitudes among learners and will eventually radiate throughout.
However, the United Nations projected sustainable development will come to realized when there is
established and implemented rules, policies and with the strong cooperation and partnership with the
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The Philippines is thought to be one of the countries in Southeast Asia that is most at risk to
harm from anthropogenic climate change. It is considered as one of the natural disaster hot-spot.
Climate change’s impact on the Philippines is most often associated with extreme weather
disturbances such as typhoons and floods. It has experienced an average of 19-20 tropical cyclones
per year (Cayanan et.al, 2011). This is high risk comes primarily from the country’s high exposure to
extreme weather events, such as tropical cyclones, as well as socioeconomic vulnerability arising
from the poverty rates and overstressed public infrastructure and services. The convergence of
climate change and rapid urbanization is a key development challenge Philippine city face today.
Considering this urgent development issue and the vulnerabilities of towns and cities the Philippine
government sees the need to strengthen the capacities of cities and urban centers to increase their
resilience to climate change impacts and achieve sustainable development and improved quality of
urban living.
Cagayan de Oro is considered the gateway to northern Mindanao, serving as the commercial
and political centre in the Mindanao region. The city has low-lying areas, such as the barangays near
Macajalar Bay and along Cagayan de Oro and Iponan Rivers that frequently experience flooding. In
2011, Cagayan de Oro was hit by tropical cyclone Sendong (international name Washi) and
experienced subsequent flooding. Sendong caused catastrophic damage and displaced large parts of
the city’s population. The barangay of Macasandig in particular was tremendously affected, with
several thousands dead and injured. The city has the most devastating affect such as massive
destruction of properties, infrastructures, and loss of lives. Climate change preparedness and
resilience efforts are currently ongoing in the Philippines. Recently, Cagayan de Oro City was
awarded as one of the most resilient cities in the Philippines. UN habitat initiated the “Building Climate
Resiliency through Urban Plans and Designs” project which aims to demonstrate and build knowledge
on innovative urban adaptation designs that could boost climate resilience. The ability of cities to
thrive as centers of human habitation, production, and cultural development, despite the challenges
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posed by climate change, population growth, and globalization is determined by their resilience
(Grosver, 2014). A resilient city has the capability to withstand any changes occur in the environment
Understanding climate change and its impacts are needed to help decide coping, adaptation
and mitigation measures, actions, and policies (Briones and Silvestre, 2017). Recently, the City
Government of Cagayan de Oro implemented City Ordinance 13378-2018 or the City-Wide Plastic
Regulation starting January 1, 2019.The Department of Environment and Natural Resources (DENR)
gives recognition for sustainable and eco-friendly schools in the Philippines. The national search is
done every other year to be participated by the school in different categories from elementary,
secondary and tertiary. Cagayan de Oro City has various schools both public and private from
preparatory up to tertiary level. Last 2017; there was no reported school in the city qualified for the
regional level and national level. This somehow can notes the level of practices among the education
sector in the city may not meet the standard for the level of sustainability. However, the award given
to the city government as one of the climate change resilient city in the Philippines have a great
impact on the education sector. Thus, the Philippines Disaster Risk Reduction Management (DRRM)
has its counterparts in the regional municipal, city and barangay level so with the school level has
concrete policies that respond to climate change. Ensuring emergency preparedness and manage
The education sectors’ level of awareness of the climate change resiliency in terms of
education and advocacy, community safety, climate change mitigation, climate change adaptation,
and environmental management be the baseline information to help improve programs and strategies
on climate change mitigation and adaptation. This study is city-wide information data collections which
also help in reinforcing gaps, planning, designing and implementing the programs and mechanism in
Theoretical framework
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Education is as important as health: a well-educated population is better equipped to recognize
in advance the threats posed by a changing climate and to make preparations (Bangay and Blum,
2010) for the possible effects of the climate change. This study is anchored of the following
educational theories: conceptual theory of Diut (1999), flexibility of Borg (2009), theory of openness to
new ideas and procedures by Shi,et.al. (2016), theory of reasoned actions developed by Martin
Fishbien and IcekAizen (1967) and Experiential Learning Theory of Kolb (1984). These theories
emphasize learning of the teacher, school administrators, learners, and community partners as well
as the leadership skills of the school administrators into climate change matters.
The first theory is Duit’s conceptual change theory (1999). The conceptual change can happen
at a number of levels but the most common analysis is that there are two types of conceptual change,
variously called weak knowledge restructuring, assimilation or conceptual capture and strong/radical
change concepts about climate change when they learned from the adult or from the teacher. This
Second, according to Borg (2009) the more flexible a teacher’s teaching approach, the better
they would adapt the room. This leads to higher chances to increase learners’ participation and
engagement to any task given. This also ensures that no child is left behind under a teacher’s watch.
Basically, flexibility accommodates curiosity among individuals. This was awaken their mind to any
The third theory is openness to new ideas and procedures. Shi, et.al (2016) reveals that an
individual have a high level of experience are interested in new things, especially new knowledge and
and actively seek and appreciate different experiences. Everyone is encouraged to share their ideas
and accept new concepts from the teacher as well as from their classmate and other individuals.
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Fourth, the theory of reasoned actions developed by Martin Fishbien and IcekAizen (1967)
which was derived from research in social psychology that focuses on persuasion models and attitude
theories. This theory aims to explain the relationship between attitudes and behaviors within human
action. In relation to climate change awareness, although people are sensitive to what they think are
beneficial or detrimental choices, most behaviors seem to be driven repetition and habit. Despite the
clear implication of climate change mitigation and adaptation for individual values, choices, and
behaviors, public engagement with climate change is currently limited (Verplaken, 2011). This mainly
used to predict how individuals will behave based on their pre-existing attitudes and behavioral
intentions. An individual’s decision to engage in a particular behavior is based on the outcome the
Fifth, David Kolb’s experiential learning theory is good for helping people explore their own
strengths when learning new things. Kolb’s experiential model is described in two ways grasping
experience: concrete experience and abstract conceptualization. It also has two different ways of
transforming experience; these are reflective observation and active experimentation. In connection
with this, knowing the potential impact of climate change to human every individual and/or group of an
organization has their own coping up a mechanism to address environmental issues. It is said that
experience is the best teacher. As to the school administrators, one way or another they have the
Personal
experiences Awareness
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Government actions Perception
CLIMATE CHANGE
LEVEL OFAWARENESS
AMONG GRADE 9
SUDENTS
Statement of problem
This study aims to determine the level of awareness of Lumbia National High School Cagayan
de Oro City climate change resiliency. It seeks to answer the following questions:
1. What is the level of awareness of Grade 9 learners of Lumbia National High School Cagayan
b. Personal experiences?
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2. What is the Lumbia National High School grade 9 learners’ perception in climate change and
sustainable development?
This study provides meaningful insights about the implication of climate change resiliency of
Lumbia National High School Cagayan de Oro City in reducing climate change impact to the following
School community. The result of the study will provide important empirical information to
institutions involved in DRR that could be useful in integrating youth’s perspective in the process. The
information could provide useful insights on how to engage the youth in any climate change
adaptation activities. The educational institutions establish a mechanism to sustain and/or improve
programs and strategies on climate change resiliency. Climate change is influenced by several
factors. It is essential that the school community that includes students, teachers, parents, and other
stakeholders clearly understand climate change resiliency program and take responsibility in
designing and implementing the programs. Every member of the institution will do his/her part in
establishing a healthy learning environment and to become a climate change resilient school. To the
students, to be aware and take part in the climate change resiliency program that have an implication
towards their future. To the teachers, they help facilitate in implementing the programs and to
establish awareness among their students. Moreover, to the parents and other stakeholders, for them
to realize that they are part of sustainable development of our school community and our country to
instill the environmental knowledge, attitudes and awareness to the students’ youthful mind.
The teacher’s help them to enhance and develop programs, projects, and activities to be able
to sustain the city’s climate change resiliency recognition. Thus, Climate change adaptation practices
begin within a person. This study was baseline information to formulate and integrate policies
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concerning climate change in the sustainable development plan that will empower the community to
and be a blessing to others. One continues to observe what the best practice is and learns to adapt
Future researchers. The result of this research will serve as a benchmark for them who would wish
This study focused on the assessment of education sectors level of awareness of Lumbia
National High School Cagayan de Oro City climate change resiliency. It is also presumed that schools
The study was conducted in Lumbia National High School Cagayan de Oro City with the
respondent of selected Grade 9 learners. Moreover, this is limited to the assessment of the level of
awareness on climate change resiliency in terms of education and advocacy, community safety,
climate change mitigation, climate change adaption and environmental management among the
components Lumbia National High School Cagayan de Oro City and determining the designed
programs by the school in promoting climate change resiliency among the components of education
sector. This was done on Grade 9 learners. In giving a survey questionnaire to all of the selected
respondents.
Definition of terms
The terms used in this research are defined theoretically and operationally:
a change apparent from the mid to late 20 th century onwards and attributed largely to the increased
Climate Change Resilience (CCR). It is the capacities of cities to function, so that the
people living and working in cities- particularly the poor and vulnerable- survive and thrive in the face
concept that seeks to operationalize human security, human development and state-building
paradigms at the local level. Safety to potential impacts of global climate change like health hazards,
government, non-government, civil sector and private sector organization of the Government of the
Republic of the Philippines. The council is responsible for ensuring the protection and welfare of the
people during disaster emergencies. DRRM plans and leads the guiding activities in the field of
and rehabilitation, public education and auxiliary services such as firefighting and the police in the
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CHAPTER 2
This section contains the related studies of climate change resilience, climate change
adaptation and mitigation in various institutions in local, national and international settings. This
chapter ventured concepts from behavioral sciences as well as draws out analogies to explain the
level of awareness of school administrators, teachers, learners and community partners toward
climate change resilience. It also reviewed other research findings in the area of education and
advocacy, climate change mitigation, climate change adaptation, community safety, and
environmental management.
it is one of the key priorities for international sustainability and development. Based on the study of
Stern (2007), developing countries are generally warmer, more prone to rainfall variability, and more
dependent on agriculture (Bangay and Blum, 2010). These countries are most climate-sensitive in
terms of economic sectors and as a result of low income have limited risk mitigation infrastructure,
both physical and financial. The projected impact of climate change in Asia in terms of water
shortage, food production, disease, flooding, fire, and corals and ice are significantly affect and is a
nature climate threat (Walker and King, 2008) and among the six climate threats are drought, flood,
storm, coastal 1m, and agriculture, Philippines is on the list of most at risk countries that is affected by
storm.
Moreover, Philippines as one of the third world country is surely in great challenge in
revitalizing its status as “The Tiger Economy of Asia” (Labog, 2017). As well as installing a unified
society with balance formation on industrialization and environmental preservation. The government
and non-government agencies for environment, agriculture, health and education are working
together to attain the goals of sustainable development in the country. However, most Filipinos
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focused on their economic status, how to improve living. People have different walks of life which lie
Education has two effects on the fight against climate change (Yousuf, 2016). Firstly, it
has great impacts individuals’ general awareness of the issue, and secondly, education and advocacy
determines how to develop the necessary solutions and innovations to overcome climate change.
Understanding climate change will lead to other related terms such as climate change adaptation and
mitigation, climate variability, weather and climate and others. The study of Briones and Prima R.
Silvestre (2017) revealed that respondents agreed that it is their responsibility to adapt to climate
change. This is because Our Climate, Our Children, Our Responsibility, it is children who will be
hardest hit by the effects of climate change (Bangay and Blum, 2010). However, the study of
Rahman, et. Al (2014) concluded that the religion, gender, parental education, occupation and
income, etc. could affect students’ climate change awareness in Bangladesh. It is a challenge to
educators as well to the school administrators to cultivate political, social, and moral responsibility of
caring for the environment of the student in order to attain and sustain the benefits of engaging to
One of the initiative by UN CC: Learn and UNESCO Office, Jakarta, Indonesia is the
Youth Leadership Camp for Climate Change 2017, this is in collaboration with the climate Reality
Project Indonesia and Youth for Climate Change Indonesia, with support from the Office of the
President of Indonesia’s Special Envoy for Climate Change – contributes to the implementation of the
National Climate Change Learning Strategy (Indonesian, 2017). This camp aims to build the youths’
knowledge and capacity to take action on climate change. Empowering the youth today because they
shall serve as agent in extenuating the effect of climate change and the advocacy needs to be
strengthened so that the future generation shall benefit. Students are more knowledgeable about the
global environment than about the local environment, and that students receive most information from
school, television, and the Internet (Mifsud, 2011). Students’ attitude towards the environment
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appears to be strongly positive; however, students seemed to perform few positive actions towards
the environment (Coleman, et.al, 2017). Most of the time only those students who were involved in an
organization concerning the environment are motivated to perform action towards environmental
issues. The quality of schools, and grade, major and merit position of students have affected the
Nonetheless, teachers have the essential function in educating the youth. This can be
done by integrating the environmental awareness specifically on climate change matters in their
lesson. Classroom-based learning and practices help equipped students as an individual with good
habit (Labog, 2017) of conserving and protecting the environment such as proper waste disposal.
Continuous reminder and setting as role model to students are great influence to sustain good
practices. Thus, the famous quotes states that “You cannot teach what you do not know”. On that
notes, the teacher and school administrators as well should have the knowledge and awareness on
Jacob, et.al (2014) states that environmental sector is currently being transformed
through a range of adaptive strategies such as public education campaigns. This is to promote shared
responsibility for climate change adaptation, and ‘how to’ sustainable living education campaigns
increase built environment resilience and amenity. This can be done by increasing community
awareness and preparedness for extreme heat, fire, storm and flood events and reviewing design
standards for public infrastructure to ensure climate change adaptation in considered and introducing
requirements to reduce heat absorption of building surfaces and pedestrian pavements. The Asia
Foundation (2012) revealed that people universally stated that they have heard about the term
‘climate change. However, the perception varies among the respondents. 42% of the respondents
mentioned that climate change means flood/heavy flood, 37% stated that climate change means
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Researches revealed that the best climate change adaptation scheme that includes going
back to natural farming and or organic farming. As to climate change mitigation practices, some of
these includes proper waste management, reforestation or re-greening of denuded areas, networking
with other agencies that concerns climate change. Every city’s have their city planning team that work
city development plan. The plan is anchored to the sustainability development plan of UNESCO also
The impact of climate change may appear without any signs or maybe cannot be controlled by
human. The Disaster Risk Reduction Management (DRRM) in particular, this agency outlines the
activities aimed at strengthening the capacity of the national government and the local government
units (LGUs) together with partner stakeholders, to build the disaster resilience of communities and to
institutionalize arrangements and measures for reducing disaster risks, including projected climate
risks and enhancing disaster preparedness and response capabilities at all levels.
Environmental management
In the study of Grosvenor research report on resilient cities by Barkham, et.al (2014),
measuring resilience is a six-stage process. First, decide on the key components of vulnerability and
adaptive capacity. Second, seek accurate independent data, from as many sources as possible, on
each component. Third step is to transform them into ordinal ranking system with the same
distribution and units so that we can add the data sets together and average them. The fourth step is
to rank the cities in each individual component of vulnerability and adaptive capacity, so we know the
relative position of each. The fifth step is, by means of an un-weighted average, to create an overall
ranking of cities for vulnerability and adaptive capacity. The sixth step is to average again and create
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The National Framework Strategy on Climate Change envisions a climate risk-resilient
Philippines with healthy, safe, prosperous and self-reliant communities, and thriving and productive
ecosystems (Climate change commission, 2018-2022). Cagayan de Oro River is among the 18 river
basins in the Philippines that are at risk of vulnerability based on the Strategic Program on Climate
Resilience (2017). The city as well indicates severe stressed in flooding and Geo hazards. The city
has become one of the recipients for climate resilient city project.
Last 2018, Cagayan de Oro city has been awarded as one of the climate resilient city in
the Philippines. Based on the updated comprehensive development plan 2017-2019 of Cagayan de
Oro, the environmental plan focuses on the following: ecological solid waste management, air quality
management, water resources management, forest resources management and land management.
The main goal of this is to provide adaptation and mitigation measures for the anticipated potential
global climate change impacts. Series of projects, programs, and development strategies were
implemented. That includes the implementation of the Republic Act9003 also known as Ecological
Solid Waste Management Act 2000 and the city Ordinance 13378-2018 or the City-Wide Plastic
Regulation. According to Engr. Armen Cuenca, City Local Environment and Natural Resources Office
(CLENRO) officer-in-charge, the ordinance provides for the prohibition on the use of plastic bags or
‘sando’ bags by all commercial establishments including malls, sari-sari stores and public markets
except for plastic roll bags for wet goods such as meat, fish and processed food. The RA 9003 was
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CHAPTER 3
RESEARCH METHODOLOGY
Research design
This study utilized the descriptive design that aims to show current status of Lumbia
National High School Cagayan de Oro City as Climate Change Resilient City in the Philippines and
the education sectors level of awareness, knowledge and attitude towards climate change. A modified
survey questionnaire of Agboola and Emmanuel (2016) and Hope 2016) was used.
The respondents of the study were the selected Grade 9 learners of Lumbia National High
School.
The teachers approved to the researcher to conduct a survey to the classroom’ of the
students.
which included the following: personal information and perception of climate change resiliency in
terms of education and advocacy, community safety, climate change mitigation, climate change
adaptation, and environmental management. The questionnaire is adapted and modified from
Agboola and Emmanuel (2016) and Hope (2016). The modification of the parts of the questionnaire is
The researcher prepared question related to the practices of the school in climate
change resiliency programs and activities. Then, data gathered analyzed and afterwards concept
development followed.
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Data analysis
The data collected was analyzed descriptively the statistical tool used in this research are
standard deviation.
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CHAPTER 4
This section includes the presentation, analysis and interpretation of data on the grade 9
learners’ level of awareness on climate change and the factors that influenceit in terms of education
and advocacy, community, safety, climate change mitigation, climate change adaptation/mitigation
Table 1. Demographic Profile of Lumbia National High School Grade 9 Level Respondents
COUNTS OF
GENDER RESPONDENTS
T MALEa b l e 20
1 p r e
FEMALE
of
30
TOTAL OF 50
RESPONDENTS
the study. The data show that there were fifty (50) respondents involved in the study. Twenty (20) of
whom are male respondents and thirty (30) are female respondents.
Table 2. The level of awareness of Lumbia National High School grade 9 learners on
climate change based on their knowledge and education.
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EDUCATION/KNOWLEDGE Agree Disagree Total
1. Government response to
climate crises in a way (50) 100% (50) 0% 100%
creates awareness.
2.Climate change is more
harmful than beneficial. (50) 99% (50) 1% 100%
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Table 2.A present the level of awareness of Lumbia National High School grade 9 learners in
climate change based on their knowledge and education. The data reveal that all (100%) the
learners agree that the government response to climate crises in a way that it creates
awareness. Moreover, most f the learners (99%) agree that climate change is more harmful
than beneficial an it can cause rise in sea level. The learners also agree that climate change
leads to coastal erosion that can influence the agricultural yield negatively and poses threats to
food security. The learners agree that climate change manifest in diverse ways in the world.
Furthermore, the result shows that the grade 9 learners has high level of awareness on climate
Table 2.B the level of awareness of Lumbia National High School grade 9 learners in
climate change based on their personal experience.
11.We are already
experiencing the impacts of (50) 99% (50) 1% 100%
climate change.
12.Climate change is a
threats to sustainable (50) 93% (50) 7% 100%
development.
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15. Teaching the concept of
climate change in the school
curriculum gives me better
understanding and (50) 97% (50) 3% 100%
awareness of climate
change.
Table 2.B present the level of awareness of Lumbia National High School grade 9
learners in climate change based on their personal experience. they believe that weather forecast
failure on many occasion is due to climate change. They also believe that climate change threats
to the earth due to climate change are noticeable by everyone. That they are already experiencing the
impacts of climate change. It is also a threats t sustainable development. And they also agree that the
action of civil rights movement to protect the public from climate crises gives awareness. they agree
that can cause economic depression. They also agree that the teaching of the concept of climate
change in the school curriculum gives them better understanding and awareness f climate change.
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CHAPTER 5
SUMMARY OF FINDINGS
In summary, after we conducted the study in grade 9 learners of Lumbia National High School, the
researcher found that the learners have high level of awareness regarding climate change based on
/education, the learners are aware that the government response to climate crises in a way that it
creates awareness. They learned that climate change is more harmful than beneficial. It causes rise
in sea level which leads to coastal erosion. The learners are aware that climate change influence
CONCLUSIONS
The study on the climate change awareness on grade 9 students in Lumbia National
High School shows a positive thoughts regarding climate change awareness. Based on the study, it is
concluded that the learners have high level of awareness regarding climate change based on their
RECOMMENDATION
The study considered the efforts of the school and the government to make learners
aware on climate change. Moreover, the following recommendation are highly suggested to make the
Teach climate change in school curriculum to make learners have a deep understanding about
climate change.
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Government should give more efforts and respond to create activities about climate change to
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