The Level of Environmental Awareness and Practices Among Grade 12 STEM Students PDF

A Quantitative Research on **THE LEVEL OF ENVIRONMENTAL AWARENESS AND PRACTICES AMONG THE GRADE 12 STEM STUDENTS AT DON RAMON E. COSTALES MEMORIAL NATIONAL HIGH SCHOOL S.Y. 2024-2025** In partial fulfillment of the requirements for Practical Research 2 Bautista, Dhorina S. Cabiles, Princess Jess...

A Quantitative Research on **THE LEVEL OF ENVIRONMENTAL AWARENESS AND PRACTICES AMONG THE GRADE 12 STEM STUDENTS AT DON RAMON E. COSTALES MEMORIAL NATIONAL HIGH SCHOOL S.Y. 2024-2025** In partial fulfillment of the requirements for Practical Research 2 Bautista, Dhorina S. Cabiles, Princess Jessie R. De Guzman, Jemaima Kisha V. Duazo, Julian M. Fernandez, Jan Benidict L. Galindo, Mary Blessed Joy M. Lopez, Jona Mae B. Lupera, Angel Jade T. Macayan, Keziah M. Mones, Michelle G. **Researchers** Mr. Eddie Barrozo Jr. **Research Adviser** **Chapter 1** **THE PROBLEM** **Background of the Study** At the present time, students play an integral role in preserving and protecting the environment. Agenda 21 (1992) addresses the pressing problems of today and alludes to drastic actions to conserve the environment. It was stated on its Chapter 25 that it is necessary for the youth from all parts of the world to engage actively in all relevant levels of environment and development decision-making processes because it affects their lives today and has implications for their futures. This provide a clear view that it is crucial for the students to have both responsibilities and concerns in regards to the environment. As a matter of fact, they are referred to as the hope of the future generations and to have an awareness when it comes to the environment serves as an important aspect that they should possess to prevent further damage to the environment (**Modéer** and Richard, 2022). Students are dependent on their knowledge, and this further implies how environmental awareness can be vital to them. Environmental awareness is defined as the understanding of the fragility of our environment and the significance of protecting it (Pachamama Allience, 2024). Furthermore, environmental awareness is the gradual understanding of environmental issues and concepts, the recognition of the connections among human actions, and human responsibility in these processes (United Nations Economic and Social Commission for Western Asia, 2022). Environmental awareness is also a key factor to consider when developing a student that is well-informed (Mkumbachi et al., 2020). Environmental awareness shall be integrated in school through programs and it should consists of having a knowledge of environmental concepts and the state of environment, and the knowledge of environmental issues. The knowledge of environmental concepts and the state of environment involves the awareness of the students about ecology, implemented laws and policies that aim to protect our environment. Consequently, the knowledge of environmental issues refers to the awareness of the students on the current issues that have caused degradation in our environment (Republic Act No. 9512, 2008). By making ourselves aware about the concepts, issues, and current state of the environment such as the aforesaid laws, we can build in responsibility towards our action and advocate for meaningful solutions. Additionally, environmental awareness is often associated and comes hand in hand with environmental practices (Wadupyall, 2024). Environmental practices refer to actions that minimize the environmental impact (Maas et al., 2018). Environmental practices include using eco-purchase, recycling, proper waste segregation, water and energy conservation, and tree planting. With the escalating environmental issues we are facing, these practices are only a few of the strategies made by the government to address various environmental issues. Furthermore, it is seen as the most convenient way where the students can contribute in mitigating those issues regarding our environment (Dirk, 2019). Ever since students are in their early year in school, these practices have already been taught to them and how important it is to apply into action. Additionally, these environmental practices can be easily found at school, as they provide materials for it to be done (Zara, 2023). For the past few years, Don Ramon E. Costales Memorial National High School has already been implementing the proper segregation and management of waste. One of their policies is the "Basura mo, Iuwi mo" a solid waste management that aims to eliminate the waste and maintain the cleanliness of the school. Furthermore, there has been an orientation called "The Waste Management Symposium" that was conducted in the school. It discussed with the students the proper segregation, dos and don'ts, and provided segregation materials to the school. Don Ramon E. Costales Memorial National High School remains active when it comes to providing environmental awareness for the students. Therefore, this study would like to focus on determining the relationship and level of environmental awareness and practices of the senior high school students, specifically the Grade 12 STEM (Science, Technology, Engineering, and Mathematics) students. **Statement of the Problem** This study aims to determine the relationship between the level of environmental awareness and practices of the Grade 12 STEM students at Don Ramon E. Costales Memorial National High School Academic Year 2024-2025. Specifically, this study seeks to answer the following questions; 1\. What is the level of environmental awareness among the Grade 12 STEM students in terms of: 2\. What is the level of the Grade 12 STEM students involvement in the environmental practices in terms of: a\. eco-purchase b\. recycling c\. tree planting d\. waste management segregation e\. water and energy conservation 3\. Is there a significant relationship between environmental awareness and environmental practices of the Grade 12 STEM students? **Significance of the Study** The study may be beneficial to different sectors as follows since it provides as their guide for learning more about the level of environmental awareness and practices among Grade 12 STEM students. The results and findings will be beneficial to the following: **Students**. The findings can lead to more effective environmental awareness and better environmental practices outcomes for students it will help them to know that the importance of being environmentally aware and doing it in practices will serve as their insights to become more responsible. **Teachers**. By understanding the student environmental awareness and practices, teachers can develop more effective instructional strategies, curriculum materials, and assessment tools. They could also motivate the students to participate more when it comes to environmental activities. **School Administrators**. School administrator, can raise more awareness about what is lacking in taking care of the environment of the students. By this study, they could start raising seminars for the students to have more awareness for the environment and can even remind the students to do what they have learned about environmental awareness seminar and can administrate the proper practices that the students cannot only remembering what they have learned but also apply it. **Future Researchers**.This research study will be a beneficial reference for researchers who intend to conduct any relevant studies on the standard underlying environmental awareness and practices. This may serve as a source of information about what level of environmental awareness and practices do the students have. **Scope and Delimitation of the Study** The focus of the study is to determine the level of environmental awareness among Grade 12 STEM students at Don Ramon E Costales Memorial National High School. It will specifically determine the relationship between their level of environmental awareness and their environmental practices. The aspects that the researchers will look into are (1) the environmental awareness of the respondents, this includes the students\' knowledge, understanding, and concern about environmental issues. (2) The environmental practices of respondents, this includes the students\' behaviors and actions related to environmental sustainability, such as waste management, water and energy conservation, and responsible consumption. The subject for this study limits its coverage on the students of Grade 12 STEM students at Don Ramon E. Costales Memorial National High School in the Academic Year 2024-2025. **Definition of Terms** The following terms are defined for the better understanding of the readers and future researchers: **Agenda 21** -- refers to the awareness of the students regarding this plan of United Nations with an eye to protect the environment. **Basura Mo, Iuwi Mo -** this is a waste management policy implemented at Don Ramon E. Costales Memorial National High School, emphasizing personal responsibility for waste disposal. **Eco-purchase -** this refers to the conscious choice of Grade 12 STEM students in purchasing products and services that minimize environmental impact. **Environmental Awareness** - refers to the knowledge of the Grade 12 STEM students in regards to the environmental concepts such as RA 9152 of 2008, Agenda 21, and Basura mo, Iuwi mo. **Environmental Practices** - refers to the practices or actions of Grade 12 STEM students such as eco purchase, recycling, tree planting, waste management segregation and water and energy conservation. **Republic Act of 9512 of 2008** -- refers to the awareness of the students regarding this law that states environmental awareness should be taught in schools. **Recycling** - refers to the process of collecting and processing waste materials for reuse of Grade 12 STEM students. **Tree** **Planting** - refers to the act of planting trees of Grade 12 STEM students. **Waste Management Segregation** - refers to the practice of sorting and separating different types of waste materials of GRADE 12 STEM students. **Water and Energy Conservation** - refers to the practice of reducing water and energy consumption of Grade 12 STEM students. **Chapter 2** **Review of Related Literature and Studies** Fostering environmental awareness and practices among the students have always been vital due to the growing environmental degradation. Students play a crucial role in fostering environmental awareness and practices. In this chapter, the researchers provide the review of related literature and studies from foreign and local sources that cover the environmental awareness and practices among the students. Furthermore, this chapter explores the quantitative aspects of environmental awareness and practices, as it also uncover the existing gaps of the study. **Foreign Literature** According to Fletcher (2023), environmental awareness using education can make a difference in the fight against environmental issues. To combat these environmental challenges, students must make an effort and engage in activism or sustainable practices that rely heavily on a thorough understanding of the environment. As a matter of fact, successful sustainable practices begin by bestowing students the awareness about environmental policies, laws, concepts, and best practices. Robust environmental education empowers or equips the students or the decision-makers of tomorrow with awareness that they can utilize to protect our environment. Additionally, minor education experiences, such as engaging in environmental awareness programs, can enrich the students with understanding the essence of stewardship and build the interdisciplinary skills they need to apply to their practices to conserve the environment. In addition, Demircan and Baykoç (2019) studied the relationship between environmental education and students\' attitudes towards recycling and environmental awareness. Their study findings reveals a direct relationship between increased environmental education and students\' active participation in recycling practices and other eco-friendly behaviors and practices. This highlights that students who mostly participated in environmental education are mostly the same students who actively participating in recycling practices and other environmental practices. Proving that the there is indeed a positive correlation between environmental awareness and practices of the students. Therefore, this highly suggest that incorporating environmental education into the curriculum can effectively promote a sense of environmental responsibility among students, especially when it comes to their practices. Furthermore, Jamaludin et al. (2023) stated that the environmental awareness of the students has a satisfactory level, although the level of environmental practices is low. It is further concluded that the relationship between environmental awareness and practices of the students is weak. Additionally, the article pinpoints that legislation methods such as acts, by-laws, and regulations is an effective tool in ensuring that the students will understand the need to perform various environmental actions. Hence, these acts and regulations being imposed provide students the awareness about the sustainable practices that they can do and cannot do. However, this doesn\'t guarantee that they will comply in regards to what the law actually stated. Moreover, the article highlighted that no matter how high the students\' environmental awareness, it does not necessarily mean that it also has a massive influence on the environmental practices of the students. The literature of Fletcher (2023), Demircan and Baykoç (2019), and Jamaludin et al. (2023) highlight how environmental education plays a huge role in raising students' awareness and encouraging environmental practices. Fletcher (2023) stated that robust environmental education equips the student to become responsible towards their environment and perform good environmental practices. It is also said that students' environmental practices rely heavily on their understanding of environmental policies, laws, concepts, and best practices. While, Demircan and Baykoç (2019) discover a direct link between environmental awareness and students' participation in recycling and other eco-friendly practices. Student who participated in environmental education are the same students who are active in engaging themselves on environmental practices. On the other hand, Jamaludin et al. (2023) pointed out that despite having a satisfactory level of environmental awareness, students' environmental practices is found low. This study also emphasizes the need for legislation and enforcement of policies to encourage environmental practices among the students. Altogether, these articles indicate that no matter how pivotal environmental awareness, it must be preceded by actions to create meaningful changes. **Local Literature** Garcia and Garcia (2016) stated that due to the urgency of the major environmental problems that cause danger to humans, there is an actual need to gain awareness to take action and be a keen observer towards their environment. This could be accomplished by environmental education complemented by science education. Sound environmental education is needed for the citizens to be aware of and understand the complexity of environmental issues and problems. These would lead to an appropriate behavior towards environmental practices. It is also stated how students could hardly grasp environmental concepts, which led them to poorly perform in environmental actions. In accordance with Republic Act 9512 of 2008, the school has intensified the lessons regarding the environment on all science subject integrated awareness campaigns and symposia. This leads the students to possess the different good environmental practices such as tree planting, energy and water conservation, and solid waste management. Furthermore, according to an article by Castañeda (2023), environmental awareness serves as an impactful tool that can push individuals to foster sustainable practices. It is also considered as a driver that propels a specific change in regards to our environment. By flourishing awareness regarding environmental policies and promoting knowledge about various environmental issues, such as climate change, pollution, and resource depletion, individuals can understand why there is a need to discuss these issues ahead and minimize their environmental footprint. In addition, environmental awareness fosters change, specifically in terms of their behavior when it comes to taking action. Environmental awareness encourages sustainable practices, such as energy consumption, responsible consumption, and waste management. With these being stated, we can build informed individuals that are ready and capable to take action towards environmental conservation. On the other hand, Tarubal (2021) emphasizes that protecting the environment from degradation is not solely a matter of education or being aware of it, but it can also be witnessed through environmental practices of individuals. Many have received basic education, therefore, it is essential to question whether this education has effectively instilled a sense of environmental responsibility. True progress in environmental preservation comes from the practical application of knowledge, not just theoretical understanding. Furthermore, it is highlighted how the level of environmental practices of the students is low. It is reckoned that this is due to the fact that regardless of how many policies like integrative environmental education have been made in our country, if they are not backed up by programs or seminars, then it\'s all useless. By providing students with the skills and knowledge about the environment, they can transform it into action. Being aware and responsible empowers them to make environmentally conscious choices and practices. The articles of Garcia and Garcia (2016), Castañeda (2023), Tarubal (2021) underscored the importance of fostering environmental awareness in encouraging the students to adapt environmental practices. Garcia and Garcia (2016) stated that environmental awareness in accordance to the Republic Act 9512 of 2008, various awareness campaigns and symposia are effective in driving the students to possess good environmental practices. Furthermore, this is supported by the article of Castañeda (2023), which pointed out how environmental awareness can be an impactful tool in motivating the students to foster sustainable practices. In addition, Tarubal (2021) added that practical application of awareness on environmental practices is as crucial as having a high level of environmental awareness. On the contrary, students' environmental practices are low due to inadequate programs and seminars to back up the environmental laws and policies being presented. Additionally, the articles of Garcia and Garcia (2016) and Castañeda (2023) shared the same perception that students mostly translate their environmental awareness into environmental practices, such as waste segregation and management, energy conservation, and responsible consumptions. Altogether, these three articles delve into how vital it is to integrate environmental awareness through education and integrating laws and policies which are supported by programs or seminars that provide the students an in-depth understanding to their environment, which they can later on apply to their environmental practices. **Foreign Studies** The study of Kumar and Sharma (2018) entitled "Environmental Awareness and Practices among University Students in India\", provides valuable insights into the environmental awareness and practices of university students in India. Their findings suggest that while these students have a moderate level of environmental awareness, they often lack knowledge about specific environmental issues and their potential solutions. The study highlights the importance of understanding the extent of environmental awareness among young people and their ability to apply this knowledge to practical actions. By exploring the findings of this previous study, we can gain a better understanding of the factors that influence environmental awareness and identify potential areas for improvement in educational programs and initiatives aimed at fostering a more sustainable future. Furthermore, the study of Carter et al. (2017) delves into the environmental awareness and practices of United States high school students. The findings of the study revealed that while the students were generally knowledgeable and practically aware about environmental issues and concerns, but the students often faced challenges into translating their awareness into meaningful actions. This disconnection between knowledge and behavior of the students highlighted the need for more effective environmental education interventions and programs in relation on providing the needs for better physical environment in school facilities to adapt a stronger sense of environmental responsibility of the students. Thus, this suggests that this will make the students to be more active in engaging to sustainable practices. Moreover, by providing students with the knowledge, skills, and motivation to engage in sustainable practices, we can cultivate a new generation of environmentally conscious citizens. In addition, the study of Erhabor and Don (2016) investigated the impact of environmental education on students' knowledge and attitudes toward the environment. Thus, the findings revealed that students possessed high level of environmental awareness, indicating that they were well-informed and well-oriented about environmental practices and also about environmental issues such as deforestation, pollution, and conservation. However, despite the high level of awareness the students possessed, the study revealed that there is little to no correlation between their awareness and attitudes toward environmental practices. This suggests that while young people are practically aware of environmental concerns, issues, and practices, it still does not necessarily imply that it would be translated into positive environmental practices. The study also highlighted the role of environmental education in shaping students appreciation for nature and environment, enhancing their sense of responsibility toward environmental stewardship. The researchers determined that students displayed a generally positive attitude, with many agreeing that environmental education helps individuals become more informed and proactive in addressing environmental challenges. However, the weak relationship between awareness and attitude suggested that mere information dissemination may not be sufficient to promote a strong commitment to do environmental actions and practices. They concluded that more efforts are needed to enhance the practical impact of environmental education to the awareness and attitudes of students, emphasizing the significance of promoting active engagement and personal responsibility among students. The researchers suggests that environmental education be integrated more deeply into the curriculum to ensure that students not only acquire knowledge and awareness but also develop the necessary attitudes and behaviors to contribute to environmental sustainability. The studies of Kumar and Sharma (2018), Carter et al. (2017), and Erhabor and Don (2016), collectively they all provide valuable insights and knowledge into the environmental awareness and practices of young people. Nevertheless, these studies were conducted in different geographical contexts, these studies share common findings that highlight the importance of understanding the relationship between environmental awareness and behavior. The study of Kumar and Sharma (2018) found that university students had a moderate level of environmental awareness but lacked knowledge about specific issues and solutions. Correspond to this, the study of Carter et al. (2017) observed a similar pattern among United States high school students, who were knowledgeable but faced with challenges in translating their acquired environmental awareness into environmental actions. Furthermore, Erhabor and Don (2016) investigated the impact of environmental education in Nigeria and they discovered that students possessed a high level of awareness but lacked a strong correlation between environmental awareness and the students' attitudes toward environment. Hence, these studies collectively illustrated that while young people are generally aware of environmental issues, fostering a strong commitment to sustainable practices requires a hard and complex approach. Effective environmental education interventions, combined with opportunities for active engagement and personal responsibility, are essential for cultivating a generation of environmentally conscious citizens therefore attaining a more environmentally sustainable future. **Local Studies** The study of Rogayan and Nebrida (2019), revealed that the science students are very aware on environmental concepts and state of environment; and very aware in environmental issues and problems. They often practice taking actions to solve environmental problems and sometimes practice the need to possess a high degree of commitment. The study found out that there is a moderate correlation between students\' awareness on environmental concepts and issues and their practices to solve the environmental problems and possess a high degree of commitment. The study recommends that information dissemination programs regarding environmental concepts, state of the environment, ecological issues and problems could be sustained by the school to keep the ecological awareness of the students high. In addition, Escatron et al. (2023) discovered and demonstrated that students had a very high level of environmental awareness. They found that when awareness increases, also the practices increase. They examined that senior high school students showed good environmental understanding and actions. They said that students must improve their environmental awareness and practices, and they should also actively participate in environmental education activities and programs. Students need to learn how to put knowledge of sustainability into practice by incorporating it into their daily lives through actions like cutting back on waste, saving energy and water, and promoting eco-friendly alternatives that the researchers mentioned. Furthermore, according to a study by Reuototar (2023) there is a moderately positive correlation between environmental awareness and practice among the students. It is also concluded that students have a good level of awareness about environmental protection laws and environmental stewardship. With these being stated, it creates a positive impact on their environmental practices. Furthermore, students who understand the importance of protecting the environment tend to be more concerned about energy conservation. This further implies how crucial it is to enrich environmental awareness as it can be applied to practices that can also be beneficial to the environment and students. In addition, students are seen to be observant when it comes to their environment, this prompts them to engage in environmental practices or take actions in protecting the environment. Studies by Rogayan and Nebrida (2019), Escatron et al. (2023), and Reuototar (2023) revealed a moderate to strong positive correlation between environmental awareness and practices, indicating that increased awareness leads to more environmentally friendly actions. According to Rogayan and Nebrida (2024) there is a moderate correlation between students\' awareness on environmental concepts and issues and their practices to solve the environmental problems and possess a high degree of commitment. Escatron et al. (2023) discovered and demonstrated that students had a very high level of environmental awareness. They found that when awareness increases, also the practices increase. Reutotar (2023) also says that there is a moderately positive correlation between environmental awareness and practice among the students, the study concluded that students have a good level of awareness about environmental protection laws and environmental stewardship creates a positive impact on their environmental practices. These studies highlight the importance of environmental awareness and education in promoting eco-friendly practices among students. By sustaining and enriching environmental awareness, we can foster responsible environmental behavior and contribute to a more sustainable future. **Synthesis of Related Literature and Studies** **T**he researchers have found that students are not fully capable of translating their environmental awareness into proper environmental practices. Students' environmental awareness is high, however, they faced difficulties when it comes to putting it into action. However, the article by Fletcher (2022) and Demircan and Baykoç (2019) stated that environmental awareness plays a huge role in empowering and equipping the students to become responsible in action towards their environment. They also highlight that most students who participate in environmental awareness programs will deepen their understanding, and they are also mostly the ones who actively participate in terms of performing good environmental practices, namely recycling. In contrast, Jamaludin et al. (2023) disagreed by pointing out that no matter how high the students' environmental awareness, it does not imperatively imply that it has a massive influence on their environmental practices. Local literatures from Garcia and Garcia (2016) and Castañeda (2023) have also supported the argument that environmental awareness is an important tool in driving the students to foster environmental practices and instill in them a sense of responsibility. On the other hand, Tarubal (2021) discovered that the environmental practices of the students are low, this is due to a lack of integrating programs that will support those environmental policies they made and instill in them a thorough awareness. Fletcher (2022) and Garcia and Garcia (2016) shared common similarities about environmental awareness being the first step to do and that students' environmental practices rely on their understanding of environmental laws, policies, and concepts. Simply put, their environmental awareness and knowledge affect their practices toward the environment. The studies conducted by Kumar and Sharma (2018), Carter et al. (2017), and Erhabor and Don (2016) revealed that regardless of the students' possessing a high to moderate level of environmental awareness, there is little to no correlation between their awareness and environmental practices. Additionally, they added that students were well-informed and well-oriented about environmental practices and also about environmental issues such as deforestation, pollution, and conservation, it's just the action that lacks. Furthermore, they highlighted the need for more effective environmental awareness interventions through conducting programs and initiatives. In contrast, Rogayan and Nebrida (2019), Escatron et al. (2023), and Reuototar (2023) revealed a moderate to strong positive correlation between environmental awareness and practices, indicating that increased awareness leads to more environmentally friendly actions. It is concluded that students are much aware of environmental concepts and the state of the environment and very aware of environmental issues and problems. They often practice taking actions to solve environmental problems and sometimes practice the need to possess a high degree of commitment. They also shared similarities in terms of agreeing that environmental awareness programs should be implemented in school, as this would strengthen the commitment of the students in engaging in environmental practices, which could lessen the escalating environmental degradation and create a sustainable future. Embracing environmental awareness and environmental practices are both shared responsibilities. Fletcher (2022), Demircan and Baykoç (2019), Castañeda (2023), Rogayan and Nebrida (2019), Escatron et al. (2023), and Reuototar (2023) collectively shared a positive correlation between environmental awareness and practices. They stated that when students' environmental awareness is high, then their environmental practices are very much influenced positively. Furthermore, Fletcher (2022) and Erhabor and Don (2016) supported the idea by emphasizing how environmental practices rely heavily on the thorough environmental awareness of the students, and they also stated how environmental awareness has shaped the students to become responsible for their environment. Demircan and Baykoç (2019) and Garcia and Garcia (2016) also added that most students often perform good environmental practices such as waste segregation, tree planting, energy and water conservation, and recycling as an outcome of their environmental awareness. On the contrary, Jamaludin et al. (2023), Tarubal (2021), Kumar and Sharma (2018), Carter et al. (2017), and Erhabor and Don (2016) contradicted the former by their shared findings about environmental awareness having no little correlation with environmental practices. Regardless of how high the students' environmental awareness of environmental issues such as deforestation, pollution, and conservation, they are still unable to translate it into action. However, they succeed in recognizing the importance of environmental awareness and suggest the need for more effective environmental education interventions, symposia, seminars, and programs in relation to providing the needs for better physical environments in school facilities to adapt a stronger sense of environmental responsibility in terms of the practices of the students. Altogether, these literatures and studies from foreign and local sources support how impactful environmental awareness is on the practices of the students. Despite the contrasting viewpoints and findings, it is much more visible that there is a direct relationship between environmental awareness and the practices of the students. Lastly, these literatures and studies could help the researchers visualize and come up with a more concrete and specific findings for the study. **Conceptual Framework** This study revolves around two variables. The independent variable is the environmental awareness of the Grade 12 STEM students that have three major topics: Agenda 21, Republic Act 9512 of 2008, and Basura Mo Iuwi Mo. On the other hand, the dependent variable is the environmental practices among the Grade 12 STEM students which also have 5 aspects: eco-purchase, recycling, tree planting, waste management segregation, and water and energy conservation. Environmental awareness is defined as the comprehension and knowledge of the importance of preserving the environment (Pramita et al., 2023). The first topic of environmental awareness is the Agenda 21 (1992), which encompasses the comprehensive plan of action to be taken globally of the United Nations System in every area in which human impacts on the environment. The second topic is the Republic Act 9512 (2008), which promotes environmental awareness through integration of environmental education through academic institutions. The third topic is the "Basura mo, Iuwi mo Policy" which reduce the increase of garbage at school (Blasa, 2018). Consequently, environmental practices refer to the measures and actions taken to protect and preserve the natural environment. The environmental practices covers 5 different aspects such as eco-purchase which reduce and minimize waste by using non-toxic products. The second aspect is recycling, which pertains to using recycled materials when submitting a school project. The third aspect is tree planting, which refers to the activities of the students about planting trees. The fourth aspect is the waste management segregation, which refers to the students sorting and separation of waste accurately. The fifth aspect is the water and energy conservation, which refers on how does the students responsibly save water and energy (Cruz, 2016) This study will determine the level of environmental awareness and practices focusing on its 5 aspects. *Figure 1. Research Paradigm* **\ ** **Chapter 3** **METHODOLOGY** This chapter presents the methodologies that the researchers will be using in the study. In view of this, the study\'s areas of focus and the rationale for their selection are discussed. This chapter briefly explains the research design, the respondents, locale of the study, sampling techniques, data gathering instruments, data gathering procedure, and statistical treatment of data that the researchers will employ throughout data collection and analysis. **Research Design** In this study, the researchers will utilize descriptive-correlational design to determine the relationship between the environmental awareness and practice among the Grade 12 STEM students at Don Ramon E. Costales Memorial National High School during the School Year 2024-2025. The study will employ a descriptive-correlational design to further describe and measure the level of environmental awareness and practices of the Grade 12 STEM students, as well as examining if there is an existing relationship between these two variables. It also made used of a quantitative approach as the research objective is to measure the statistical relationship between environmental awareness and practices of the students. In addition, the design will include a survey-questionnaire using a 4 point likert scale to gather numerical data. **Respondents of the Study** The respondents in this study are STEM students at Don Ramon E. Costales Memorial National High School in School Year 2024-2025. These students are chosen because they are the target group of this study since they take up classes that is related to science, which has something to do with our environment and tackles its importance. Furthermore, STEM students have a higher probability of having a broader knowledge and interest in science that are directly related to environmental issues. The total population of STEM comprises of 238 students spread across 5 sections, namely STEM A, B, C, D, and E. **Locale of the Study** The study will be conducted at Don Ramon E. Costales Memorial National High School, which is located at Poblacion, Zone 2, General Luna Street, Villasis, Pangasinan. The school offers senior high school that has various academic strands, but this study will solely focus on the Science, Technology, Engineering, and Mathematics (STEM) strand. There are 238 Grade 12 STEM students at DRECMNHS spread across five sections (STEM A, B, C, D, and E). This location is chosen because it is the most suitable location for the study since most of senior high school students are enrolled in this public school. Furthermore, this location also guarantees convenience for both researchers and the selected respondents of the study. **Sampling Technique** For this study, the researchers will use probability sampling, specifically stratified sampling. This method is the best suitable sampling for this study as it ensures a great representation from each section of the STEM strand. Stratification involves dividing the population into subgroups or strata based on a specific characteristic. Furthermore, the STEM students will be classified based on their distinct sections. To determine the sample size or the number of respondents that this study will be needing, the researchers will utilize the Slovin's Formula. Formula: [\$n = \\frac{N}{1 + Ne\^{2}}\$]{.math.inline} Where; n = Sample size N = Population size e = Margin of error In this study, the population of Grade 12 STEM Students is 238. On 95% Confidence Level, there is 5% Margin of Error. Therefore: \ [\$\$n = \\frac{238}{1 + 238\\ {(0.05)}\^{2}}\$\$]{.math.display}\ [*n*]{.math.inline} = 149 The sample size consists of 149 students. This approach guarantees that the sample is representative of the entire population of Grade 12 STEM students at Don Ramon E. Costales Memorial National High School, ensuring the validity and generalizability of the research findings. **Data Gathering Instrument** In order to determine the level of environmental awareness and practices of the Grade 12 STEM students, a survey questionnaire adopted from the study of Rogayan and Nebrida (2019) will be used by the researchers as an instrument for gathering data. The survey questionnaire will employ close-ended questions to ensure the accuracy and gather data that is relevant to the level of environmental awareness and practices of the STEM students. Furthermore, the survey questionnaire will be using a 4-point likert scale to measure the level of their environmental awareness and practices, as well as its relationship with each other. The questionnaire is divided into three parts: Part I is optional, since it will solely determine the demographic profile of the students which is not necessarily needed for the study. Part II will measure the respondents\' level of environmental awareness on Agenda 21, Republic Act 9512 of 2008, and Basura Mo, Iuwi Mo. Lastly, part III will measure the respondents\' practices of the need to take action to solve environmental problems. **Data Gathering Procedure** The researchers will seek permission from the principal, assistant principal, and advisers of Grade 12 STEM students by making a letter of approval before conducting the survey. Upon the grant of permission, the researchers will then conduct the survey regarding the level of environmental awareness and practices among the Grade 12 STEM students. The researchers will personally distribute the survey questionnaires to the selected respondents per section. Furthermore, the researchers will conduct an orientation before giving the students the survey questionnaire. The researchers will also ensure that the given survey questionnaire is sufficient to cover the target respondents of the study, which comprises 149 Grade 12 STEM students. The respondents will also be given an adequate amount of time to answer the questionnaires and to provide accurate data. Lastly, the data or information that the researchers obtain will be kept confidential and solely for academic purpose. **Statistical Treatment of Data** To process the data that the researchers will obtain from the respondents and to come up with a definite conclusion about this study, the following statistical tools will be used in this study: 1\) **Weighted Mean** - This tool will be used to calculate the average or central value of the responses from the different parts of the survey questionnaire. Using weighted mean will minimize the number of errors and determine the level of environmental awareness and practices among the Grade 12 STEM students. Formula: [\$WM = \\frac{4F4 + 3F3 + 2F2 + 1F1}{N}\$]{.math.inline} Where: WM = Weighted Mean F4 = number of respondents who answered \"Highly Aware\" and "Always\" F3= number of respondents who answered \"Much Aware\" and \"Sometimes\" F2 = number of respondents who answered \"Aware\" and \"Seldom\" F1 = number of respondents who answered \"Unaware\" and \"Never\" The following scale in accordance to the survey questionnaire adopted from the study of Rogayan and Nebrida (2019) will be used to interpret the obtained weighted mean: **1. Scale to be used to interpret the obtained weighted mean of the Level of Environmental Awareness of the Students** ----------------------------------------------------------------------------------------------------------------------- Scale Rating Descriptive Equivalent 4 3.25 -- 4.00 Always 3 2.50 -- 3.24 Sometimes 2 1.75 -- 2.49 Seldom 1 1.00 -- 1.74 Never 3\) **Pearson-Product Coefficient Moment Correlation** - This tool will be utilized to determine the significant relationship between the two variables: environmental awareness and practices.  Formula: Where: r = Person r correlation coefficient N = Number of respondents X = students' score in environmental awareness Y = students' score in environmental practices ∑x = sum of x scores ∑y = sum of y scores ∑[*x*^2^]{.math.inline} = sum of squared x scores ∑[*y*^2^ ]{.math.inline}= sum of squared y scores ∑xy = sum of the product paired source **\ ** **QUESTIONNAIRE** **The Level of Environmental Awareness and Practices among the Grade 12 STEM Students** **- The Researchers** **Part II.** **Respondents' awareness of Agenda 21, Republic Act 9512 of 2008, and Basura Mo, Iuwi Mo, and environmental concepts** **Respondents' awareness of Agenda 21, Republic Act 9512 of 2008, and Basura Mo, Iuwi Mo** **4** **3** **2** **1** -------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------- ------- ------- -- **1** Agenda 21 is a plan of the United Nations in which large developing countries promised to develop their industries with an eye toward protecting the environment. **2** "Basura mo, iuwi mo" is a program that aims to reduce the waste of the students inside the school premises by encouraging them to bring their trash at home. **3** Republic Act of 2008, is a law that aims to raise environmental awareness programs on environmental concepts, environmental conservation, and environmental protection through collaborative multi-sectoral effort at all levels. **4** Global warming is brought about by rising levels of heat-trapping gases, known as greenhouse gases, in the atmosphere. **5** The ozone layer of the atmosphere protects life on Earth by absorbing harmful ultraviolet radiation from the Sun. **6** Desertification is the decline in the biological or economic productivity of the soil in dry and semi-dry areas resulting from various factors including human activities. **7** Acid rain is a form of air pollution in which airborne acids produced by electric utility plants and other sources fall to Earth in distant regions. **8** Rainforests are the world's most biologically diverse ecosystems. **9** There is only one percent of all the water in the world that is available for drinking. **10** Sustainable development means increasing standards of living without destroying the environment. **Part III.** **Respondents' Practices of the Need to Take Actions to Solve Environmental Problems** **Respondents' Practices of the Need to Take Actions to Solve Environmental Problems** **4** **3** **2** **1** ---------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------- ------- ------- ------- -- **1** Turn off the lights and unplug appliances when not in use to save electricity. **2** Harness solar energy, a radiation produced by nuclear fusion reactions deep in the Sun's core. **3** Plant endemic trees in the vacant areas in the community to prevent soil erosion and get more oxygen to breathe. **4** Avoid the use of plastic and Styrofoam which cause harm not only to the environment but also to human health. **5** Avoid throwing garbage anywhere and learn the science of segregation of solid wastes. **6** Keep a good food ethics and avoid eating with leftovers and wasting drinking water. **7** Support initiatives and programs on environmental conservation. **8** Practice the science of composting which produces partially decomposed organic material used in gardening to improve soil and enhance plant growth. **9** Recycle and reuse non-biodegradable materials to lessen solid wastes. **10** Use reusable water bottles or tumblers instead of buying bottled water in the canteen or stores. 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