Knowledge, Attitudes, and Practices on Climate Change Mitigation among Grade 12 GAS Students in Valencia National High School, Valencia City, Bukidnon
DOI:
https://doi.org/10.5281/zenodo.22178248Keywords:
climate change mitigation, climate change literacy, knowledge-attitude-practice, senior high school students, environmental communication, information sourcesAbstract
This study described the socio-demographic profile, information sources, knowledge, attitudes, and practices related to climate change mitigation among Grade 12 General Academic Strand (GAS) students at Valencia National High School, Valencia City, Bukidnon. A quantitative descriptive design was employed with 113 students selected from a population of 159 through stratified random sampling. Data were gathered using a validated four-part structured questionnaire that covered respondent characteristics, sources of information, a 20-item climate change mitigation knowledge test, attitudes, and self-reported mitigation practices. The instrument was pretested among 10 Grade 12 HUMSS students and obtained a Cronbach’s alpha of 0.812. Frequency counts, percentage distributions, means, and standard deviations were used in the analysis. Teachers were the most frequently cited interpersonal source of climate change mitigation information, while Facebook was the leading new-media source and television the leading broadcast source. Respondents were slightly knowledgeable about climate change mitigation practices (mean knowledge score = 6.88), held favorable attitudes toward mitigation (overall mean = 3.962), and moderately practiced mitigation measures (overall mean = 3.60). The findings indicate that positive attitudes and regular exposure to climate information did not necessarily correspond to strong conceptual knowledge or consistently high levels of practice. The study therefore underscores the need for targeted climate education, practical school-based learning activities, and coordinated communication through teachers, families, and widely used media channels to strengthen students’ climate mitigation knowledge and translate favorable attitudes into more consistent action.
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