Environmental Awareness, Scientific Attitude, and Environmental Responsibility of Grade 10 Learners of Tabon M. Estrella National High School, Bislig City Division: A Descriptive-Survey Study as Basis for a YES-O-Integrated Science Advocacy Program
DOI:
https://doi.org/10.5281/zenodo.22011809Keywords:
environmental awareness, scientific attitude, environmental responsibility, Grade 10 learners, YES-O, science advocacyAbstract
This descriptive-survey study determined the environmental awareness, scientific attitude, and environmental responsibility of Grade 10 learners of Tabon M. Estrella National High School, Bislig City Division, during School Year 2025-2026 as basis for a proposed Youth for Environment in Schools Organization (YES-O)-Integrated Science Advocacy Program. A quantitative descriptive-survey design was employed using 275 valid responses from a total Grade 10 population of 282 learners, equivalent to a 97.52% response rate. Data were gathered through a researcher-made questionnaire administered through Google Forms using a four-point Likert scale. The instrument demonstrated high internal consistency, with Cronbach's alpha coefficients of .970 for environmental awareness, .980 for scientific attitude, and .981 for environmental responsibility. Frequency and percentage were used to describe learner participation variables, while weighted mean and standard deviation were used for the major study variables. Only 18.18% of learners were YES-O members and 32.73% had participated in school environmental activities. Despite limited formal participation, environmental awareness was Very High (M = 3.533), led by awareness of environmental issues (M = 3.575), while awareness of school-based environmental programs was comparatively lowest (M = 3.473). Scientific attitude was Very High (M = 3.425), with open-mindedness highest (M = 3.465) and critical-mindedness lowest (M = 3.393). Environmental responsibility was also Very High (M = 3.417), with responsible waste disposal strongest (M = 3.469) and conservation of school resources lowest (M = 3.400). The findings show strong environmental and scientific dispositions but limited formal participation. Accordingly, the proposed YES-O-Integrated Science Advocacy Program emphasizes program awareness, scientific inquiry, waste management, resource conservation, campus greening, and student-led advocacy to sustain learner strengths and expand meaningful participation in science-based environmental action.
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