Improving Grade 10 Student Awareness on Global Warming of Quary-1 Integrated School

Through Quasi-Experimental Design

NIKON L. AGPAS
Junior High School Teacher – 1
Quary-1 Integrated School
Quary-1, Villaverde, Tagbina, Surigao del Sur

An Action Research Submitted to the School

Area of Focus:
Teaching and Learning
 Improving Student Awareness on Global Warming of Quary-1 Integrated School

I. Context and Rationale

Global warming is the steady and continuous rise in the level of earth temperature. Out

earth surface is becoming hotter day by day just because of some unnoticeable habits of human

beings all across the world. Global warming has become the most worrying threat for the earth’s

atmosphere as it is reducing the life possibilities on the earth day by day through a continuous

and steady declining process.

It is premature to conclude that human activities–and particularly greenhouse gas

emissions that cause global warming–have already had a detectable impact on Atlantic hurricane

or global tropical cyclone activity. That said, human activities may have already caused changes

that are not yet detectable due to the small magnitude of the changes or observational limitations,

or are not yet confidently modeled (e.g., aerosol effects on regional climate).

Haiyan, Thelma, Ike, Fengshen, Washi, Durian, Bopha, Trix, Amy, Nina.

These are the ten deadliest typhoons of the Philippines between 1947 and 2014. What’s

alarming is that five of the 10 have occurred since 2006, affecting and displacing thousands of

citizens every time. Seven of these 10 deadly storms each resulted in more than 1,000 casualties.

But the deadliest storm on record in the Philippines is Typhoon Haiyan, known locally as Typhoon

Yolanda, which was responsible for more than 6,300 lost lives, over four million displaced citizens,

and $2 billion in damages in 2013.

The Philippines has long been particularly vulnerable to extreme weather. But in recent

years the nation has suffered from even more violent storms like Typhoon Haiyan. On average,

about 20 tropical cyclones enter Philippine waters each year, with eight or nine making landfall.
And over the past decade, these tropical storms have struck the nation more often and more

severely, scientists believe, because of climate change. In addition, two factors unique to the

Philippines – its geography and development – have combined to exacerbate both this threat and

its devastating consequences.

The researcher has understood that our earth is "sick". Humans need to "heal" the earth.

Global Warming have causes many problems for human but human who make global warming

happens. Many people have died because of disease or disaster. It also affects the economics of

the country. However, it needs to be reduce the global warming by using less gasoline, recycle

and human should help to reduce global warming instead of making the earth temperature

increased. The generation should start taking care of the earth because in the next generation it

will suffer if it does not do reduce global warming. Therefore, global warming is a serious issue

now. As student, they are learning it because they need to understand the effect of climate change

that will affect humans. Further impact to planet prognosticates for all mankind if no one act fast.

The purpose of this study was to identify how much awareness students of Quary-1

Integrated School have on global warming. This study investigated two different age groups,

ages 13-16 years old (Junior HS) and 17-18 years old (Senior HS). This study utilized the results

from KWL charts, pre-tests- post-tests and student surveys. Based on the findings in this action

research, it is evident that learners from different age groups have a moderate amount of

awareness on global warming and do care about this problem. The research shows that students

do care about what’s going on around them and can help make a difference and do care to change

things for the better.

Every year our earth is being affected by global warming and is creating a dangerous

future for students. Studies show that learners have some awareness but do very little to help
the earth. Implementing a recycling program in classrooms are very useful tools that will help

students become more aware and caring for the Earth.

II. Review of the Related Literature

Micheal G. Conner (2000) states that women tend to be intuitive global thinkers. They

consider multiple sources of information within a process that can be described as simultaneous,

global in perspective and will view elements in the task in terms of their interconnectedness.

Women come to understand and consider problems all at once. They take a broad or "collective"

perspective, and they view elements in a task as interconnected and interdependent. Women are

prone to become overwhelmed with complexities that "exist", or may exist, and may have difficulty

separating their personal experience from problems. Men tend to focus on one problem at a time

or a limited number of problems at a time. They have an enhanced ability to separate themselves

from problems and minimize the complexity that may exist. Men come to understand and consider

problems one piece at a time. They take a linear or sequential perspective, and view elements in

a task as less interconnected and more independent. Men are prone to minimize and fail to

appreciate subtleties that can be crucial to successful solutions. A male may work through a

problem repeatedly, talking about the same thing over and over, rather than trying to address the

problem all at once.

Noam Chomsky (2005) believes global warming is a major issue and that it’s being

ignored. Chomsky explains that Bush’s administration pushes aside scientific inquiry on global

warming. He believes that we can possibly face catastrophic damage if global warming issues

continue to be ignored. Chomsky emphasizes that the government needs to take action and

acknowledge the potential harm that is facing us.

 Jean Piaget was a famous natural scientist and philosopher well known for his studies

with children. His theory was based on cognitive development. The constructivist theory is based

on knowing and developing. Piaget supports my thesis topic because he was known to be one

of the greatest natural scientists and had strong beliefs in trying to build knowledge on important

topics and to develop and investigate issues.

Saunders, M. A (1999) and Vega, M. A (2005). Saunders and Al Gore are researchers

that are very interested with saving our planet. Al Gore created a campaign to raise awareness

and to address global warming issues. Saunders and Al Gore are concerned about the climate

change, rising levels of carbon dioxide in the atmosphere and the rising sea level. They both

agree that greenhouse gases are due to human activities and has started effecting the earth since

the 1700’s. Burning forests down, fossil fuels burning, decaying rubbish are all enhancing the

greenhouse gases. As a result, we have seen dramatic changes in global temperature,

precipitation, sea level and weather extremes.

Cleaver (2007), Oluk S. & Ozalp I. (2007) and Mason, Lucia, Santi, Marina. (Feb 1998)

believe that global environmental problems should be implemented into the curriculum and will

increase student knowledge on global warming and will make children more caring for the earth.

Children in today’s world are spending much more time indoors than outdoors. When students

are in class, usually they are not learning about the environment. When the children are at home,

usually they watch TV, finish homework, play video games or use the computer. Environmental

responsiveness is a major component in environmental education and there are ways to build

children’s knowledge on global warming and green house effects. (Mason, Lucia, Santi, Marina.,

Feb 1998) and (Cleaver, 2007)

Jeronen E., Kaikkonen M. (2002) and Malkus, A., Musser L. (1997) examine relationships

between children’s environmental concern. These researchers believe that children have some
awareness on global warming, but need to build more knowledge on prevention. Malkus, A., &

Musser, L. (1997) found that younger children were more concerned with the environment then

older children. The children who are concerned with the environment are looking to help save

their planet and make their parents aware as well.

Adler, H. J. (1992), and Cherif, A. (1995) believe educators should design new strategies

to incorporate a range of options that include teaching recycling and waste management in

schools to ensure recycling behavior and more participation in waste management. Both

researchers agree that more education will make the difference and that recycling should be a

part of the school curriculum. Cherif (1995) article lists major objectives in teaching recycling.

III. Statement of the Hypothesis

HR1: Implementing environmental science into the curriculum and integrating recycling

programs in classrooms will increase student awareness on global warming and will therefore

help save our planet.

HR2: Not implementing environmental science into the curriculum and not integrating

recycling programs into classrooms will cause further damage to our planet and will steer learners

away from the environmental issues that face them in the future.

IV. Research Questions

The study will address the following questions:

1. Based on the pre-test, post-test and survey, what relationships found between the

two different age groups?

2. What is the response of the students before and after the treatment?
 3. What significant results found after the pre-test, post-test and survey?

4. Based on the result, is this action research effective for investigating students’

awareness on global warming?

V. Scope and Limitations

Students from Grade 7 to Grade 12 of Quary-1 Integrated School of S.Y. 2017-2018, will be

sampled purposively. They will be grouped two age group, ages 13-16 years old (Junior HS) and

17-18 years old (Senior HS)

Further research is required and investigating other strategies similar to recycling and

implementing environmental science is necessary. More time is necessary to complete research.

VI. Research Methodology

A. Participants

1. Students from Grade 7 to Grade 12 of Quary-1 Integrated School of S.Y. 2017-

2018, will be sampled purposively. They will be grouped two age group, ages 13-

16 years old (Junior HS) and 17-18 years old (Senior HS)

2. Results of the Pre-Test and Post-Test and data from the survey form will be used

as basis in answering the research objectives.

B. Instruments
 1. Principal & parent consent forms

2. KWL chart

3. Pre-test

4. Post-test

5. Student survey

C. Experimental Design

1. Quasi Experimental Non-Equivalent Control Group Design

2. Two groups are pre-tested (O), exposed to 3 lessons (O) and post-tested (O)

3. Groups are randomly assigned.

4. Symbolic design:

O X1 O

O X2 O

D. Procedure

1. Research conducted from March 2018 to May 2018

2. Principal & parent consent granted

3. KWL utilized to introduce topic

4. Pre-test to evaluate prior knowledge and awareness

5. Three lessons (treatment)

6. Post-test given after treatment

 7. Student survey based on opinions on global warming

VII. Timetable

Action Steps Timeline Persons

Start/End Responsible
Approval from Principal March 5, 2018 March 5, 2018 Researcher
and Schools-District Principal
Supervisor Schools-District
Supervisor
Submit work plan to March 9, 2018 March 9, 2018 Researcher
the Principal and Principal
District Office Schools-District
Supervisor
Development and March 15, March 16, 2018 Researcher
Validation of 2018 Science Teachers
Questionnaire Principal
Parents’ and Students’ March 19, March 19, 2018 30 Participants
Orientation about the 2018 30 Parents
activity Researcher
Principal
Conduct of Pretest April 9, 2018 April 9, 2018 30 Participants
Researcher
Conduct of treatment April 10, 2018 April 11, 2018 30 Participants
Researcher
Conduct of Posttest April 12, 2018 April 13, 2018 30 Participants
Researcher
Analysis and May 21, 2018 May 23, 2018 Researcher
Interpretation of Data Science teachers
Gathered
Finalizing of Research May 24, 2018 May 25, 2018 Researcher
Submission of May 28, 2018 May 29, 2018 Researcher
Research and Principal
Communication of Schools-District
Results Supervisor

VIII. Cost Estimates

Activities Time Frame Nature of Amount Total

Expenses Needed
Development, March 2018 Bond papers for P180 x 1 ream P180.00
Validation, and questionnaires
Reliability Test of
Questionnaire Ink for printer Black ink P250.00

Parent’s and Student’s March 2018 Snacks for 30 P15 x 30 pax P450.00
Orientation parents
 Reproduction of Pre- March 2018 Bond papers P180 x 1 ream P180.00
Test/Post-Test
Questionnaires and
Survey Questionnaire

Administration of the April 2018 Snacks for 30 P15 x 30 pax P450.00

Pre-Test, Post-Test students
and Survey
Purchase of supplies April 2018 Bond papers 180 x 1 ream P180.00
for finalization of
paper, document Ink Black ink P450.00
reproduction,
communication of
results

Storage of data for May 2018 Flash drive (16 P400 P400.00
research GB)
Communication of May 2018 Snacks for the P15 x 30 P450.00
Results Participants of students
the Workshop P15 x 21 P315.00
teachers
TOTAL P3,305.00

IX. References

Adler, H. J. (1992). Little green lies. The environmental miseducation of America’s children. Policy

Review, 61, 18-26.

Chomsky, N. (2005.) Intelligent design? Khaleej Times. Retrieved February 10, 2018, from

http://www.chomsky.info/articles/20051006.htm

Cherif, A. (1995, January 1). Toward a Rationale for Recycling in Schools. Journal of

Environmental Education, 26(4), 5-10. (ERIC Document Reproduction Service No.

EJ546546) Retrieved December 8, 2008, from ERIC database.

Cleaver, S. (2007). Classrooms are going green: How green classrooms are reconnecting kids

with nature. Instructor, (3)117, 20-24.

Conner, M. G. (2000). Understanding The Difference Between Men And Women. Retrieved

February 26, 2018, from

http://www.oregoncounseling.org/ArticlesPapers/Documents/DifferencesMenWomen.ht

Jeronen, E., & Kaikkonen, M. (2002, October). Thoughts of Children and Adults about the

Environment and Environmental Education. International Research in Geographical &

Environmental Education, 11(4), 341-353. Retrieved February 10, 2018, from AcaSearch

Premier database.

Malkus, A., & Musser, L. (1997, April 1). Environmental Concern in School-Age Children. (ERIC

Document Reproduction Service No. ED407099) Retrieved February 10, 2018, from ERIC

database.

Mason, Lucia, Santi, Marina. (Feb 1998) Discussing the Greenhouse Effect: Children's

Collaborative Discourse Reasoning and Conceptual Change. Environmental Education

Research, Vol. 4, No. 1, pp 67-85.

Oluk, S., & Ozalp, I. (2007). The teaching of global environmental problems according to the

constructivist approach: As a focal point of the problem and the availability of concept

cartoons. Educational Sciences: Theory & Practice, (7)2, 881-896.

Saunders, M. A. (1999). Earth’s future climate. Philosophical Transactions: Mathematical,

Physical and Engineering Sciences, (357)1763, 3459-3480.

Study.com (2018). Quasi-Experimental Designs: Definition, Characteristics, Types & Examples.

100 View Street, #202

Mountain View, CA 94041. Retrived February 10, 2018, from

https://study.com/academy/lesson/quasi-experimental-designs-definition-characteristics-

types-examples.html
The Climate Reality Project (2016, January 19). How Is Climate Change Affecting the

Philippines?. 750 9th Street NW Suite 520 Washington, DC 20001. Retrieved February

10, 2018, from https://www.climaterealityproject.org/blog/how-climate-change-affecting-

philippines