EMB-UP Study on Implementation of

Environmental Educationin Selected Basic Education

Schools NationwideDr. Crescencia C. JoaquinU.P. College of Education

GOALS OF THE PROJECT:

• to assess the level of incorporation of environmental

education (EE) in the vision/mission statements of

the respective schools;

• to assess if the teachers in selected elementary and

high schools nationwide possess the content, skills

and pedagogical competencies needed to become

effective environmental educators; and

• to assess the environmental literacy of the students

of the EE-trained teachers in selected elementary

and high schools nationwide.

RESEARCH FRAMEWORK:

EE Integration

ADMINISTRATORSSchool’s EE Activities

school-basedcommunity-based

TEACHERS

competencies as environmental educators

teacher effectiveness in terms of students’ environmental literacy

METHODOLOGY:

The Research Design Used both qualitative and quantitative methods

Qualitative method:

Phase I – 6 case studies on how EE is being implemented

Phase II – a survey on how teachers integrate EE in teaching their subjects

• fielding questionnaires nationwide

• class observations followed by interviews of 6 selected teacher-demonstrators

Quantitative method:

Phase III – class performance and EE-related

behavior of students as indicator of the

teacher’s effectiveness in integrating EE

in the subjects that they teach

• Use of pre- and posttest evaluation

measures

The Sample Six schools – one intact-section in elementary and high

schools from the 3 Island Groups (Luzon, Visayas and Mindanao):

• Luzon – Old Balara Elem. Sch. (OBES) in Quezon City and Elpidio Quirino High School (EQHS) in Manila

• Visayas – Ticud Elem. Sch. (TES) in Iloilo City and Pavia National High Sch. (PvNHS) in Iloilo

• Mindanao – Magugpo Pilot Central Elem. Sch. (MPCES) in Davao City and Panabo National High Sch. (PnNHS) in Panabo City

The Research Instruments

Survey Questionnaires

• The Green Audit Form

• Questionnaire and Perception Scale

• Checklist of Environment-related Behavior/Practices

Class Observation and Interview Guides

• Interview Guide for School Administrators

• Classroom Observation Guide

• Interview Guide for Teachers

Environmental Literacy Test (40 items)

Data Gathering ProcedureInitial Procedure Consultative meeting of representatives from UP

College of Education, EMB-DENR and Department of Education re adoption of the following criteria for selection of samples:

a. Willingness of the administrators

b. Accessibility of the place

c. Safety of the one conducting the study Letters of permit sent to principals through division

superintendents in Luzon and Mindanao sample schools and director of Regional Science Teaching Center in Visayas sample school

Phase I – The Administrators

To assess level of incorporation of EE in school’s vision/mission statement:

• the Green Audit Form was accomplished by the principals of the six sample schools

• an interview was conducted to gain more insights on how the administrators implement the EE program in the curriculum of their respective schools

Phase II – The Teachers

To assess if teachers possess the content, skills and pedagogical competencies:

Part I

• the Questionnaire and Perception Scale was fielded nationwide

• pre- and post-class observations and interviews of teacher-demonstrators

Part II

• Pretest and posttest of the Environmental Literacy Test and Checklist of Environment-related Behavior/Practices given to students

SUMMARY OF RESULTS AND FINDINGS:

Phase I

On Policy:

environmental protection - part of the school’s vision/mission statement

a person/committee for environmental projects and programs

environmental considerations as criteria for decision making

* all require personnel to practice environment-oriented activities

On Policy: (continued)

* part of performance appraisal system of faculty and department heads/supervisors of schools (except for two schools: TES & MPCES)

* in purchasing supplies, individual packaging preferred by schools

* only OBES with purchasing policy that rejects products that are harmful to the environment

On Operations:

all schools’ classrooms, libraries, canteen and gym designed for maximum use of natural lighting and ventilation, except EQHS where structures not designed for natural ventilation

all schools use fluorescent bulbs as source of light in classrooms and offices

most school campuses planned in such a way as to reduce the use of motor vehicles

physical greening being undertaken in all the schools’ entire campuses

On Operations: (continued) schools get water for everyday use from the ff.:

schools’ air conditioners serviced regularly to prevent coolant leaks and fans used instead of aircons whenever possible

On Operations: (continued) office machines turned off when not in use school prefer white paper paper recycling or use of reduction program observed in

most schools in their internal communications most schools practiced waste segregation biodegradable waste made into compost Smoking banned on the entire campuses

On Academics:

environmental concerns/themes integrated in all subjects by OBES, PvNHS & PnNHS

majority of schools with adequate reading materials on environmental issues such as air pollution, marine resources, forest/biodiversity and waste management which can be accessed by teachers and students

On EE Training:

50% of the teachers in OBES and less than 10% of the teachers in the rest of the schools had EE training

In OBES, 100% of the nonacademic personnel had EE training while only a few in the rest of the schools

On Implementation of EE Integration:

most of the teachers of OBES and TES implemented the EE integration prescribed by 2002 BEC of DepEd

*Rating based on a scale of 1 to 5, where 5 is the highest and 1 is the lowest.

On Problems and Solutions in Implementing EE:

Phase II (Results & Findings)Integration of EE Courses: All 10 EE core messages are adequately integrated into eight

major topics in the elementary level.

The 10 EE core messages are also well integrated into different topics in high school level.

Teacher Competencies as Environmental Educators:

(Elementary Level)

EE core messages most frequently integrated by elementary

teachers in their subjects:

• interdependence/interconnectedness

• cooperation

• balance of nature

EE core messages least integrated by elementary teachers in

their subjects:

• stewardship

• sustainable development

• materials cycle

Teacher Competencies as Environmental Educators:

(High School Level)

EE core messages most frequently integrated by high school teachers in their subjects:

• balance of nature

• interdependence/interconnectedness

• stewardship

EE core messages least integrated by high school teachers in their subjects:

• population growth & carrying capacity

• change

• sustainable development

Teacher Competencies as Environmental Educators: (continued)

Based on classroom observations:

• EE content were covered richly and deeply during class period

* EE matters brought up in each part of the lesson 75%-95% of the time

* Teachers asked questions pertaining to the environment 85%-90% of the time and students answered questions correctly 70%-85% of the time

• Teachers showed great enthusiasm and confidence in teaching EE

• Students showed interest during EE integration

Teacher Competencies as Environmental Educators: (continued) Based on interview with the teachers:

• Majority of teachers agreed that EE training helped them in:

- teaching content knowledge, skills and values

- developing & constructing EE-related activities

- gathering/preparing EE-related teaching aids

• Strategies employed by the teachers in integrating the EE core messages:

- use of hands-on activities (most commonly used strategy)

- group activities

- in-door games & outdoor activities

- Interactive class discussions

- paragraph & graph analyses

- project-making, film showing, constructing concept maps and role-playing

Teacher Competencies as Environmental Educators: (continued)

• They would do the following if they had the resources:

- bring students on field trips

- show them various VHS tapes/movies about the environment

- provide reading corners with magazines in school

- post environmental sayings/messages in school

- engage students in experiments/investigatory projects

- let students attend seminars and join contests on environmental protection

- give prizes to best student projects/practices

Teacher Effectiveness: (Elementary Level)

Teachers believed that students learned well the following EE

concepts:

- cooperation

- balance of nature

- population growth

Teacher Effectiveness: (High School Level)

Teachers believed that students learned well the following EE

concepts:

- cooperation

- balance of nature

- change

Teacher Effectiveness: (continued)

Based on Students’ Environmental Literacy Test:

- posttest scores slightly higher than pretest scores and

significantly different in both elementary & high school levels

- intervention effective in enhancing students’ environmental

literacy

- however, majority of students obtained less than 50% of the

total score in the posttest so more is needed to be done to

improve students’ environmental literacy

Teacher Effectiveness: (continued)

BEFORE INTERVENTION

Based on Checklist of Environment-related Behavior:

- Practices Often to Very Often done by more than 50% of elementary students:

• Close dripping faucets

• Turn off light & electrical appliances when not needed

- Practices Often to Very Often done by more than 50% of high school students:

• Just walk to nearby places instead of taking a ride

• Keep a garden at home

Teacher Effectiveness: (continued)AFTER INTERVENTION Based on Checklist of Environment-related Behavior:

- Additional practices Often to Very Often done by more than 50% of elementary students:

• Pick up litter along corridors & put them in proper containers

• Not throw stones at birds

• Not throw garbage in rivers/canals

• Just walk to nearby places instead of taking a ride

- Additional practices Often to Very Often done by more than 50% of high school students:

• Pick up litter along corridors & put them in proper containers

• Not throw stones at birds

• Not throw garbage in rivers/canals

• Not catch butterflies & other insects & play with them

CONCLUSIONS AND RECOMMENDATIONS:

School Administrators and the EE Training (Phase I)

Conclusions

• Environmental protection is a part of the school’s

general policy.

• Schools differ in implementation of said policy.

• Implementation of school policy depends to a large

extent on the degree to which school administrator is

convinced of its value or importance, which in turn

depends on his/her knowledge of EE.

School Administrators and the EE Training (Phase I)

Recommendations

The Project Team recommends that EMB should:

• make EE trainings available to more and more school

administrators;

• intensify its efforts to invite the participation of schools in

EE-related contests & other projects;

• provide more schools with information, education and

communication (IEC) materials; and

• help schools establish linkages with NGOs & other

agencies/institutions at both local & national levels.

The Teachers and the EE Training (Phase II)

Conclusions

• Survey results show teacher-respondents do integrate the

EE core messages in the subjects they teach.

• Observation and interview results show that teacher-

demonstrators who have attended EE training have

substantial knowledge of content, skills and pedagogical

competencies for effective EE integration in their subjects.

• Teachers are aware of problems that hamper the schools’

effort to implement an environmental policy.

The Teachers and the EE Training (Phase II)

Recommendation

EMB-DENR, DepEd and other environmentally

concerned agencies/institutions must prepare

environmental training packages for specific audiences,

of varied duration and at varied schedules, and for

utilizing the findings of this study as to the EE concepts to

focus on.

Maraming Salamat Po at Magandang Kalikasan

Sa Inyong Lahat!

UP College of Education Research Team