Thesis Compiled

Occidental Mindoro State College
High School Laboratory
i
THE LEVEL OF CARBON FOOTPRINT IN RELATION TO
ENVIRONMENTAL PRACTICES OF JUNIOR HIGH
SCHOOL STUDENTS IN OCCIDENTAL
MINDORO STATE COLLEGE
A Descriptive Research
Cruz, Kian A.
San Jose, Occidental Mindoro
2018
ii
ABSTRACT
Title: The Level of Carbon Footprint in Relation to Environmental Practices of Junior High
School Students in Occidental Mindoro State College
Proponent: Kian A. Cruz
Adviser: Benjamin B. Cerezo II
Year: 2017-2018
School: Occidental Mindoro State College
This study focuses on determining the relationship between the level of carbon footprint
and the extent of environmental practices of the junior high school students of Occidental
Mindoro State College. The data gathered and presented were carefully calculated to determine
whether the two variables have a significant or non-significant relationship.
The data gathered in the research came from the results of the answered questionnaires
whereas the researcher used the junior high school students of the Occidental Mindoro State
College as respondents. The findings of the study were presented in the Presentation, Analyses
and Interpretation of Data or the Chapter IV.
The researcher found out that there is a significant relationship between the two variables,
namely: the level of carbon footprint and the extent of environmental practices. Using the
Pearson’s R and basing the result with the table of strengths of relationships, the variables were
recorded to have a very low relationship.

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ACKNOWLEDGEMENT
First of all, I want to thank God for giving me the wisdom and guidance in order for me
to finish this research paper. I also wanted to acknowledge His support upon me especially when
I encounter problems while conducting this study and as He enlightens my path.
Secondly, I wanted to give my family and several friends the most sincere gratitude I
can give them for supporting me to finish this research paper. Thank you so much for the
financial and moral support.
I would also like to thank my research adviser, Sir Benjamin Cerezo II, for accepting
the challenge to teach us for four consecutive years. Without you, we would not make it. Thank
you so much for handling and improving our batch’s academic performance. Also, thank you for
the comic times we spent with you.
I wanted to thank korean music producers and korean pop artists especially DAY6 and
B1A4 for providing good music to listen to while constructing this research paper.
Lastly, I wanted to recognize my own self’s patience. Thank you, for not giving up
during the bad times, Kian. Those times of procrastinating and cramming will be remembered.
This research paper is a sign of another accomplishment. Good job.

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DEDICATION
I dedicate this work
to our Almighty God
for the help and inspiration that
He has provided.
Also, to my family and friends,
our Dear Alma Mater, and
to my own optimistic self.
Thanks a ton!
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Table of Contents
TITLE i
ABSTRACT ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
Chapter I INTRODUCTION
Background of the Study 1
Research Locale 2
Statement of the Problem 3
Hypothesis 4
Significance of the Study 4
Scope and Limitations 6
Theoretical Framework 7
Conceptual Framework 7
Definition of Terms 8
Chapter II REVIEW OF RELATED LITERATURE AND STUDIES
Chapter III RESEARCH METHODOLOGY
Research Design 17
Respondents of the Study 17
Research Instrument 19
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Validity of the Instrument 20
Reliability of the Instrument 20
Data Gathering Procedure 22
Statistical Treatment of Data 22
Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Chapter V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary 38
Findings 40
Conclusions 42
Recommendations 43
BIBLIOGRAPHY
Books 44
Electronic Resources 44
Journals and Magazines 46
Unpublished Thesis and Dissertation 46
APPENDICES
Letter for the Final Administration of the Questionnaire 47
Research Instrument 48
Action Plan 52
Actual Population Distribution of the Respondents 54
Research Locale’s Map 54
Pearson’s Correlation Coefficient 55

CURRICULUM VITAE 56
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LIST OF TABLES oi
Table Title Page
Table 1 Actual Population Distribution of the 18
Respondents per Section
Table 2 Level of Respondents’ Carbon Footprint per Indicator 24
Table 3 Extent of Respondents’ Environmental Practices 27
in terms of Composting Practices
in terms of Utilization of Electricity
in terms of Recycling
in terms of Food Consumption
in terms of Heating of Fossil Fuels
Table 8 Relationship of Carbon Footprint and Environmental Practices 34
Table 9 Operation REACT 36

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LIST OF FIGURES oi
Figure Title Page
Figure 1 Schematic Diagram of the Research 8
Figure 2 Map of the Research Locale 54

1
CHAPTER I
INTRODUCTION
Background of the Study
Over the 20th century, the atmospheric concentrations of key greenhouse gases increased
due to human activities. (Hansen et al., 2007) As such, according to Le Quéré et al. (2013), ever
since the industrial revolution, the growth of carbon footprint was very evident and it is the
human activity like burning of oil, coal and gas, and also deforestation which are the primary
cause of the increased carbon concentrations in the atmosphere.
Carbon footprint, the measure of an individual’s greenhouse gases emission, was growing
that it covered the Philippines’ energy sector with 54%, followed by agriculture with 33%,
industrial processes with 8%, and wastes with 7%. (World Resources Institute Climate Analysis
Indicators Tool, 2012) Sooner, Climate Links (2016) published that greenhouse gas emissions in
the Philippines increased its percentage during the years 1990 to 2012. And also, during this time
period, the national’s gross domestic product increased by 134 percent. This indicates that the
increase of gross domestic product, also the development of the country, is the counterpart of
increasing greenhouse gas emissions. In every institution, Speaking for DENR Assistant
Secretary and Concurrent EMB Director Juan Miguel Cuna, EMB Assistant Director Eva
Ocfemia said, “Academic institutions have a very significant role in teaching the younger
generation to influence them to imbibe best practices in environmental protection may it be in
their households, in schools and later in their workplaces.”

2
In Occidental Mindoro State College, some of the subjects taught in junior high school
also give the students awareness about the environment, namely: Environmental Science and
Integrated Science. These subjects require activities regarding with the environment also.
However, despite having these subjects, the students’ environmental practices still do vary in
extent. Environmental Practices such as the utilization of electricity, recycling, heating of fossil
fuels, composting, and food consumption contributes to the growth of carbon footprint. Thus, it
is important to have serious steps toward climate mitigation and adoption of renewable energy to
sustain the society’s needs. However, during a news release, Wildlife Fund-Philippines Project
Manager Philline Donggay quoted, “Climate change mitigation reducing country emissions is
critical because Asian economies are in full swing.”
The researcher, therefore, aims to ascertain the relationship between the carbon footprint
and the environmental practices done by Junior High School Students of Occidental Mindoro
State College.
Research Locale
Occidental Mindoro State College is the only state college in the province of Occidental
Mindoro located in the heart of the municipality of San Jose. The College had its humble
beginning as a Barrio High School in 1966 patterned after Dr. Pedro Orata’s Barangay High
School.
Presently, this school has its Main Campus, which is situated in Rizal Street, and five (5)
satellite campuses around the province, namely: Labangan Campus, Murtha Campus, Sablayan
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Campus, Mamburao Campus, and Lubang Campus. Aside from catering tertiary students, the
school offers basic education, which includes elementary, junior and senior high school. Both
elementary and junior high schools are located at the Main Campus.Junior high school caters to
306 students for school year 2017-2018. It is headed by Dr. Loida C. Lopez. Science curriculum
is a currently implemented curriculum in this school.
Guided by its Vision, Mission, Goals and Objectives and by its four pillars of service –
Instruction, Research Development, Extension and Production, the College continues its pursuit
for quality tertiary education in the province and is committed to serve the youth as an institution
of higher learning.
The Junior High School at the Main Campus is the locale of this study.
Statement of the Problem
This study entitled The Level of Carbon Footprint in Relation to Environmental Practices
of Junior High School Students in Occidental Mindoro State College targets to answer the
following questions.
1. What is the level of carbon footprint of junior high school students in terms of:
1.1 Composting
1.2 Electricity
1.3 Recycling
1.4 Food Consumption

4
1.5 Heating of Fossil Fuels
2. What is the extent of environmental practices in terms of:
2.1 Composting Practices
2.2 Utilization of Electricity
2.3 Recycling
2.4 Food Choices
3. Is there a significant relationship between the carbon footprint and environmental
practices?
4. What can be the possible action plan based on the findings of the study?
Hypothesis
The environmental practices done by junior high school students have no significant
relationship with the carbon footprint.
Significance of the Study
This research would have been useless if it will not provide advantages to anyone. The
people and other clusters will be addressed with the benefits in this section. This research may be
considered significant to the following.

5
Community. The study will give awareness about the growth of carbon footprint and their
contribution to it. The results may give the citizens ideas on how to reduce the level of carbon
footprint in their household.
DENR or Department of Natural Resources. This study will ease the government sector’s
campaigns prior to the proper use of resources.
Environmental Scientists. Since the study will insensibly give awareness about the growth of
carbon footprint, the study will ease the environmental scientists’ aim to lessen the greenhouse
gas emissions by urging students to pursue being an environmental scientist.
Future Researchers. Since every research paper is essential and is a gateway for new studies,
this study will be beneficial for the future and aspiring researchers concerned about the
environment and other related subtopics. The future researchers may use this study as their basis
or guide to attain the needed reliable data.
Students. Being educated in a Science High School already hones the students’ environmental
knowledge. This study seeks to have their attention and start doing actions as mentioned in this
study.
Teachers. Since the institution is science-based, thus more science subjects, this study will
increase the teachers’ interest towards environmental practices, strategies for a better
environment and voluntary attendance during seminars and trainings regarding the environment.
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The Researcher. It will be guaranteed that this study will be a source of new studies. Thus, it
may be used as another researches’ supporting study and a support for pre-existing theories. The
researcher will benefit from this study for research is a way to explore more ideas and facts.
Scope and Limitations
The objective of the study is to determine the level of carbon footprint among junior high
school students and ascertain its relation with environmental practices. This study focuses on a
small population, namely (170) one hundred and seventy students, and the research instrument to
be used is a questionnaire focusing on the topic only, which is a source for new studies.
The level of carbon footprint is limited to the following variables: The practice of
composting at home, proper management and usage of electricity at home, recycling practices,
also including reducing and reusing materials, growing, rearing, farming, harvesting,
manufacturing, processing, packaging and also the food choice of the respondents, heating
practices such as using coal, oil, wood, and gas for transportation, warmth, and cooking.
Theoretical Framework
To support this study and provide a better understanding about the variables, the
researcher provided a well-known theory of Guagnano et al. (1995), The ABC Theory. The
theory focuses on the truism that a behavior is the relationship between an organism and its
environment. It is synonymous to the purpose of this study wherein the researcher considered
environmental practices as the behavior, the respondents – Junior High School students as the
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organisms, and Occidental Mindoro State College as the counterpart of the environment. The
ABC theory formulation implies that the personal behaviors that are not strongly favored by
context like requirements; the more difficult, time-consuming, or expensive the behavior, the
weaker its dependence on attitudinal factors. It is related to the study wherein it focuses on how
people deal with garbage, utilities, food and fossil fuels, and how it affects the level of carbon
footprint.
Conceptual Framework
The diagram shows the relationship between the two variables. The study utilized the
CVM or Controlled Variable Model to represent the relationship of the variables.
The first box reveals the independent variable, the level of carbon footprint of the
respondents. Next to it, another box is connected. This box contains the dependent variable
which is the extent of environmental practices of the respondents.
The last box introduces the plan of action that will be proposed based on the findings of
the study. The output will be coined Operation REACT. The study put forth the relationship
between the level of carbon footprint and the extent of environmental practices.
Independent Dependent 8
Output
Variable Variables
Environmental Practices in terms of:
The Level 1.1 Composting Operation

Carbon 1.2 Electricity
1.3 Recycling REACT
Footprint
Fig. 1. Schematic Diagram of the Research
Definition of Terms
To have a better understanding about the study, the following terms are conceptually and
operationally defined. Asterisks were put after the sentence to indicate that the term was defined
operationally.
Carbon Footprint. The measure of an individual’s greenhouse gases emission.
Composting. The process of burying materials on the ground.
Electricity. Kilowatt-house expressed in the unit of kWh is used in this study. This indicator will
be needed to compute for the carbon footprint of the respondents due to their electricity
utilization. **
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Environmental Behavior. Refers on how people deal with environmental issues and the
environment itself. **
Environmental Practices. This refers to the way on how people segregate and dispose garbage,
utilize utilities, choose and consumption of food and heating of fossil fuels. **
Food Consumption. Growing, rearing, farming, harvesting, manufacturing, processing,
packaging and the food choice are factors in computing the carbon footprint. **
Foodprint. The measure of food’s contribution in the carbon footprint.
Fossil Fuels. Wood, oil, coal, and natural gases are under this indicator. This will be needed to
compute the extent of use in transportation, warmth, and cooking for the carbon footprint. **
GDP. Also known as gross domestic product which is pertaining to the market value of goods
yearly. It is used to determine the economic performance of a country.
Greenhouse Gas. A gas that contributes to the greenhouse effect by absorbing infrared radiation.
REACT. This refers to the action plan formulated that contains different programs and activities
suggested based on the findings of the study.
Recycling. This practice adjusts the carbon footprint depending on its extent. This includes
reducing wastes and reusing materials. **

10
CHAPTER II
O
9
REVIEW OF RELATED LITERATURE AND STUDIES
Carbon Footprint
Carbon footprint may not be seen as a big deal although it is. As cited in the Case Study
of Wu (2011), there is no exact academic definition of carbon footprint yet, and debate
continues; the definition proposed by Wiedmann and Minx (2008) answered several
environmental questions. Wiedmann therefore accentuated:
"The carbon footprint is a measure of the exclusive total amount of carbon dioxide
emissions that is directly and indirectly caused by an activity or is accumulated over the life
stages of a product."
Ramos et al. (2015) cited the study of Li et al. (2015) wherein the carbon footprint of
students’ behavior were analyzed, adding carbon mitigation opportunities. Implementation of
campus-wide practices to decrease pollutants was also included in the scope of the study. The
result of the study revealed that female students, undergraduates, and rural students had lower
footprints than men, graduate students and students from the city and its bounds due to frequent
eating in dining areas, using the central library for studying and travelling less during the
weekends.
Ahmad (2017) publicized that the carbon footprint has different types wherein varying
methods and boundaries are set. These types vary depending on which population the study
11
contributes to the carbon footprint: a business, organization, or the products and services of a
company. Product Carbon Footprint is measured ideally with organizations as the population,
having distinct products and services. This type of carbon footprint can be assessed to capture
either business-to-business view (cradle-to-gate) or business-to-consumer view (cradle-to-
grave). On the other hand, Corporate Carbon Footprint is taken for an overview of the entire
organization’s carbon footprint, and Value – Chain Carbon Footprint is associated with the raw
material, procurement until the end-life of the product.
Environmental Practices
According to Cerezo (2018) as cited by Geometry (2015), multidisciplinary forum for
authoritative discussion and analysis of issues of wide interest to the community including
professionals in the environmental field, whom are concerned with the development of solutions
and strategies to pre-existing environmental problems are provided by the environmental
practices done by humans.
Positive environmental practices – environmental protection – like recycling and saving
fuels for later use and reducing power consumption keeps the carbon emissions low. (United
States Environmental Protection Agency [EPA], 2016)
In this study, environmental practices such as composting, utilization of electricity,
recycling, and heating of fossil fuels will be included.

12
Grossman and Krueger (1995) concluded in their study that the increase of a nationals’
GDP or gross domestic product may be associated with the worsening conditions in very poor
countries and the quality of air and water was found out to benefit with the economic growth.
Composting Practices
Soriano (2011) claims that gardening is naturally practiced by the people in the
Philippines. Planting such vegetables and fruit-bearing trees in the garden is seen in almost every
household. In order to harvest a good crop, a healthy soil should be maintained.
A healthy soil is kept if a fertilizer is being applied. (University of Minnesota Extension,
2013) However, the report of Sanders (2012) opposed that the fertilizer is used to maintain a
healthy soil. Several fertilizers were assumed to be the cause of increasing amount of nitrous
oxide by stimulating microbes in the soil then leads to the faster rate of nitrous oxide emission,
having 27 Mt CO2 equivalents, approximately. Due to this, decomposition is practiced as an
alternative.
This research practices conserving greenhouse gases through composting. Despite being
a source of emissions itself during the production, using such will decrease in water and fertilizer
inputs. (Brown and Subler, 2007) Nevertheless, practicing composting can reduce the carbon
dioxide and other powerful greenhouse gases like nitrous oxide and methane directly. (Bio
Cycle, 2008)
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Utilization of Electricity
Electricity helped every sphere of human activity and gives a convenient life. It is present
even for all small things that have mechanical functions. (Chopra, 2015) However, as cited in
The Economist (2014), the high costs of renewable energy generators will not satisfy
governments financially, hence, manufacturers tend to set-up generators on other countries. This
might mean that citizens will end up consuming more carbon through imports.
A smaller than average household is taken arbitrarily to be 3,000 kWh, and a larger than
average household to be 7,000 kWh. (Lynas, 2007)
The average domestic electricity used presented by DEFRA (2007) represented data in
percentage and excludes heating purposes. Cold appliances (18%), Cooking appliances (15%),
Wet appliances (15%), Lighting (19%), Consumer electronics (19%), Domestic ICT (9%), and
Others (5%).
The study of DeWaters and Powers (2011), Energy Policy, recorded low energy literacy
among secondary students in New York State. Though the high school students scored better
than the secondary students, their overall performance was said to be poor. Energy Conservation
Behavior and Cognitive knowledge and skills were the basis of the study.
Heating of Fossil Fuels
Despite having electricity, The National Academy of Sciences [NAS] (2018) publicly
released that 81% of United States’ total energy was from oil, coal, and natural gases, which are
14
all fossil fuels. For this purpose, Rinkesh (2013) revealed that fossil fuels are statistically
considered as the cheapest source of fuels, considering the fact that it is extracted from power
plants, not needing any installed like wind and solar technologies to be installed. Additionally,
fossil fuels have hydrogen and carbon molecules, allowing it to be highly stable. It does not form
new compounds when closed in a jar for a long period of time, making it easier to be transported.
DEFRA (2007a) claims that the CO2 emission from the burning oil is 2.52 kg CO2 per
liter, in which, DEFRA (2007b) added, is equivalent to 3.15 kg CO2 per kg, and 0.245 kg per
kWh. On the other side, the emission factor assumed by DEFRA (2012) is 3.26 kg CO2 per kg of
coal.
Le Quéré et al. (2013) consequently added that burning fossil fuels release energy which
is most commonly turned into heat, electricity or power for transportation. These are commonly
used are in power plants, cars, planes and industrial facilities. In 2011, fossil fuel use created
33.2 billion tonnes of carbon dioxide emissions worldwide.
The amount of carbon dioxide also increases as humans tend to cut and burn woods for
daily living – an aspect of global change that alters the climate worldwide. (Cain et al. 2007)
Likewise, DEFRA (2012) explains that the direct emission are taken as zero, since the
CO2 released is just what was taken up when the trees grew, but only small level of emissions
due to transport and other overheads.

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Food Consumption
According to Richards (2013), the food’s carbon footprint is termed foodprint where it
includes all the greenhouse gas emission produced by growing, rearing, farming, processing,
transporting, storing, cooking, and disposing of the food. Having changes in eating or diet
practice has a big impact to the growth of carbon footprint. A figure was provided on the
researcher’s study. It represents the data referring to the amount of contribution of carbon
footprint by only a kilo of each food. The scope of the study was based on the farm, factory,
road, shop, and the consumers’ residence. The researcher provided the extent of food in relation
to carbon footprint. Meat, cheese and eggs have been recorded to have the highest level of
carbon footprint. In the contrary, fruit, vegetables, beans and nuts have lower contribution.
Meaning, a person practicing vegetarian diet lessens the foodprint. It is considered half of the
contribution of meat eaters.
Based on the study of Bloom (2010), GHG emissions are created when food loss and
wastes are sent to the landfill. Landfills are the second largest source of methane emissions in the
US, responsible for 23% of total methane emissions in 2007. At the consumer level, 95% of the
food thrown away ends up in landfills or combustion facilities. (US Environmental Protection
Agency, 2016) Moreover, a study by Cuellar and Webber (2010) found out that at least 2% of
annual energy consumption is thrown out with food loss and waste.
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Recycling Practices
Alongside with disposing, recycling is also done to reduce wastes. Reducing the number
of waste products significantly reduces the amount of carbon dioxide emissions. Recycling papers
enables tree to grow bigger. The researcher also added that products made from disposable
materials consumes less energy, thus, environmentally speaking, recycled materials are more
substantial than products that are newly manufactured. (Raymond, 2017)
In relation with composting practices, recycling practices also result to the reduction of
greenhouse gas emissions. In 2014, the recycling and composting practices were applied and
processed (89,000,000) eighty-nine million tonnes of materials and included waste management.
This provided a reduction of (181,000,000) one hundred and eighty-one million metric tonnes of
carbon dioxide emissions which is comparable to the annual emissions from over (38,000,000)
thirty-eight million passenger cars. (EPA, 2015)
Also, according to Ambayic et al. (2013) as cited by Paghasian (2017), reduction brings
down the amount of disposed trash of materials that result to a huge amount of trash. It adds
principle to citizens, especially students, to reduce wastes. Thus, the recycling practices save
landfill spaces and also resources to make new products. It deals materials to a process to make a
suitable and beneficial product, losing its original identity.
The diagram provided by Political Typology (2014) uncovers the percentage of people
whom consider recycling and reusing materials as a daily habit. The diagram tallied the results
with the equivalent percentage of (49) forty nine.

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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the topics including research design, respondents of the study, research
instrument and its validation, gathering procedure, and statistical treatments were presented
accordingly. This chapter included tables with explanations to be used when interpreting data in
the Chapter IV.
Research Design
The researcher applied the descriptive-correlational research design. This study utilized
a questionnaire with specific questions and provided options corresponding to their answers to
distinguish the relationship between the extent of the environmental practices of the respondents
and the level of carbon footprint.
Respondents of the Study
The researcher distributed the surveys among junior high school students of Occidental
Mindoro State College. A total of (170) one hundred and seventy students of the school year
2017-2018 were assigned as the respondents of the study.
The researcher gathered the respondents randomly using systematic random sampling.
The table below represents the population distribution and sampling frame to serve as the basis
for the number of respondents needed for the study.

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Table 1. Actual Population Distribution of the Respondents per Section
NAME OF ACTUAL NO. OF NUMBER OF

SECTIONS STUDENTS SAMPLES
EDISON 45 25
MAXWELL 47 26
ARCHIMEDES 42 24
GALILEO 42 24
TESLA 25 14
NEWTON 33 18
EINSTEIN 36 20
ARISTOTLE 35 19
TOTAL 305 170
The table provides the number of students of Junior High School of Occidental Mindoro
State College and the computation used to determine the number of respondents needed. From
the total of 305 students for the school year, only 170 were taken as the respondents.
In the table, section Maxwell has the biggest population of respondents with 26 students
and, while on the other hand, section Tesla has the smallest population of respondents with 14
students only.
This table represents data regardless the sex of the respondents. This only represents the
number of population per section, not merging it per grade level, and the actual population to the
respondents’ population. The whole actual population distribution will be presented on the
indices chapter of the study.

19
Research Instrument
Questionnaires were used to gather the data to determine the respondents’ level of carbon
footprint and the extent of environmental practices. The questionnaire was divided into two
parts:
A. Level of Carbon Footprint
B. Extent of Environmental Practices
In order to measure the level of carbon footprint, the study utilized an online source of
Carbon Footprint Calculator provided by Ian Campbell (2007) and a modification of it to arrive
with the mode of central tendency to define the extent for each indicator. For the Part B, the
questionnaire implemented a Likert Scale extending in five levels where (5) five is the highest
and (1) one is the lowest to determine the extent of environmental practices.
The responses of the respondents will be classified using the indicators below.
5 - Very True to Me
4 - True to Me
3 - Moderately True to Me
2 - Slightly True to Me
1 - Not True to Me
The data below presents the score with its limit and the corresponding interpretations for
the results of the extent of environmental practices.

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Score Limit Interpretation
5 4.2 – 5.0 Very High Extent
4 3.4 – 4.1 High Extent
3 2.6 – 3.3 Moderate Extent
2 1.8 – 2.5 Low Extent
1 1.0 – 1.7 Very Low Extent
Validity of the Instrument
To test the validity of the questionnaire, the researcher submitted the questionnaire to the
thesis adviser for suggestions and revisions. With the corrections and critical propositions from
the adviser, the action point came out positively, resulting to a valid research instrument.
Reliability of the Instrument
For a reliable research instrument, the questionnaire were distributed to (30) thirty non-
respondents students to give their responses with the test covering (5) five indicators. Five
questions were under each indicator, namely: composting practices, utilization of electricity,
recycling, food choices, and heating of fossil fuels.
To test the reliability of the questionnaire, Cronbach’s Alpha Reliability Test was used
and also, to determine the significant level of the questionnaire and its questions, and each
reliabilities. The index is listed below.

21
Listed below is the scale to identify the magnitude of a reliability coefficient.
Magnitude Ranges
Values Interpretation
0.81 to 1.00 Very High Reliability
0.61 to 0.80 High Reliability
0.41 to 0.60 Moderate Reliability
0.21 to 0.40 Low Reliability
0.01 to 0.20 Very Low Reliability
Provided below is the reliability index of each indicators of environmental practices,
namely composting practices, utilization of electricity, recycling, food consumption and heating
of fossil fuels, and its interpretations.
Reliability Index Interpretation
I. Environmental Practices
A. Composting Practices 0.889 High Reliability
B. Utilization of Electricity 0.618 High Reliability
C. Recycling 0.785 High Reliability
D. Food Consumption 0.777 High Reliability
E. Heating of Fossil Fuels 0.600 High Reliability
The interpretations of each indicator did not vary which had High Reliability, values
ranging between 0.61 to 0.80,

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Data Gathering Procedure
The researcher secured a permit from the institution’s Basic Education Department
Principal, in conducting the study through a letter of request. The questionnaires will be
distributed personally among the respondents and the concepts should be explained accordingly.
The researcher kept the questionnaires for a reliable and confidential result.
Statistical Treatment of Data
The validation and reliability test will be recognized with the use of different appropriate
techniques. Mode, measure of central tendency, will be utilized to assess the level of carbon
footprint and Weighted Mean to assess the extent of environmental practices of the respondents.
PCC or Pearson ‘s Correlation Coefficient will be used to ascertain the significant relationship
between the two variables: the Level of Carbon Footprint and the Extent of Environmental
Practices, and Cronbach’s Alpha Reliability Test to determine the reliability of the research
instrument of the study.

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter disseminates the data gathered and the results of data processing by utilizing
Microsoft Excel. Data analyses and its statistical output interpretations followed the same order
of problems reflected in the Chapter I.
Problem 1. What is the level of carbon footprint of junior high school students in terms of:
1.1 Composting
1.2 Electricity
1.3 Recycling

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Table 2
Level of Respondents’ Carbon Footprint per Indicator
Very Very
High High Moderate Low Low
Level of
Total Total
Carbon
5 4 3 2 1 (f) (%) Interpretation
Footprint
f % f % f % f % f %
Composting 10 33 0 0 20 67 0 0 0 0 30 100 Moderate
Electricity 0 0 1 3 21 70 8 27 0 0 30 100 Moderate
Recycling 13 22 22 37 14 23 1 1 10 17 60 100 High
Food
Consumption 8 5 25 17 74 49 34 23 9 6 150 100 Moderate
Heating of
Fossil Fuels 0 0 4 7 23 38 18 30 15 25 60 100 Moderate
Table 2 summarizes the results of the carbon footprint of the junior high school students
of Occidental Mindoro State College per indicator with interpretations. The table utilizes the
Mode of Central Tendency to identify the level of carbon footprint per indicator.
Composting Practices was recorded to have a moderate level of carbon footprint.
Whereas, in the total frequency of (30) thirty, the highest frequency recorded was (20) twenty
with the percentage of (67) sixty-seven was concentrated in the moderate level.
The level of carbon footprint contributed by the utilization of electricity of the
respondents was recorded in the moderate level. In the frequency of (30), students rated the
moderate level with the frequency of (21) twenty-one and the percentage of (70) seventy.
25
Recycling practices of the junior high school students were recorded to have a high
contribution to the carbon footprint. The recycling practices had the frequency of (22) twenty-
two out of (60) sixty with the percentage of (37) thirty-seven.
On the other hand, the food consumption of the respondents contributed moderately to
the level of carbon footprint. Frequency of (74) seventy-four out of (150) one hundred and fifty,
and the percentage of (49) forty nine defined the indicator moderate.
Heating of fossil fuels were also contributors to the carbon footprint and the respondents
covered the moderate level. The frequency of (23) twenty-three out of (60) sixty with the
percentage of (38) thirty-eight classified the indicator moderate.
Merging the indicators into one will reveal the average carbon footprint of the junior high
school students of Occidental Mindoro State College. Disregarding the separation among the
indicators, namely composting practices, utilization of electricity, recycling practices, food
consumption and heating of fossil fuels, the average carbon footprint was recorded to be
7.798tonnesCO2.
The results in recycling practices and composting practices were related to the findings of
EPA (2015) publicizing that recycling practices also result to the reduction of greenhouse gas
emissions. In 2014, the recycling and composting practices were applied and processed
(89,000,000) eighty-nine million tonnes of materials and included waste management. This
provided a reduction of (181,000,000) one hundred and eighty-one million metric tonnes of
carbon dioxide emissions which is comparable to the annual emissions from over (38,000,000)
26
thirty-eight million passenger cars. However, in this study, the level of carbon footprint in terms
of composting practices was defined high due to the moderate extent of the respondents’
composting practices. Nonetheless, the recycling practices affirmed with the related literature
wherein this study’s respondents had the carbon footprint in a moderate extent only.
In terms of fossil fuels, the study agreed with Le Quéré et al. (2013), stating that burning
fossil fuels release energy which is most commonly turned into heat, electricity or power for
transportation. These are commonly used are in power plants, cars, planes and industrial
facilities. In 2011, fossil fuel use created 33.2 billion tonnes of carbon dioxide emissions
worldwide. The respondents had the moderate level of carbon footprint in terms of heating of
fossil fuels.
The study of DeWaters and Powers (2011), Energy Policy, recorded low energy literacy
among secondary students in New York State. Though the high school students scored better
than the secondary students, their overall performance was said to be poor. Energy Conservation
Behavior and Cognitive knowledge and skills were the basis of the study. The result of the study
varied with the result of DeWaters and Powers (2011), however, as stated in the Chapter I,
subjects such as Environmental Science and Integrated Science helps the student to gain
awareness about the environment. As a result, the level of carbon footprint of the respondents
was in a moderate extent only.
The study found out that (37) thirty seven percent of the respondents consume meat and
dairy moderately. Hence, the calculated carbon footprint was recorded to be in a moderate level.
27
It agreed with the related literature of Richards (2013) wherein the researcher provided the extent
of food in relation to carbon footprint. Meat, cheese and eggs have been recorded to have the
highest level of carbon footprint. In the contrary, fruit, vegetables, beans and nuts have lower
contribution. Meaning, a person practicing vegetarian diet lessens the foodprint. It is considered
half of the contribution of meat eaters.
Problem 2. What is the extent of environmental practices of the respondents in terms of:
2.3 Recycling
2.4 Food Choices
Table 3
Extent of Respondents’ Environmental Practices in terms of Composting Practices
Indicators Mean Interpretation

1. I bury materials in our garden. 3.0 Moderate Extent
2. I separate peelings, left over and unused food before 3.5 High Extent
burying them.
3. I use peelings and left overs than using fertilizers. 3.0 Moderate Extent
4. Unused food such as vegetables and fruits, and its 3.0 Moderate Extent
peelings is buried in our household to save money.
5. Waste is being composted in our household to reduce 3.4 High Extent
incineration practices.
Overall Mean 3.2 Moderate Extent
28
Table 3 discusses the extent of environmental practices of the respondents in terms of
composting practices. It displays (5) indicators in order to measure the extent of the
environmental practices of the junior high school students of Occidental Mindoro State College.
Among the (5) five indicators, separating peelings, left over and unused food before
burying occupies the highest mean rating of 3.5. However, on the other hand, burying materials,
using peelings as fertilizers and composting to save money occupies the low mean ratings of 3.0.
For a more specific value, composting to reduce burning practices has a high extent with 3.4.
Overall, the composting practices attained the value 3.2 which is interpreted to be in a moderate
extent. The interpretations vary from moderate to high extent of environmental practices of
junior high school students. Furthermore, as the study derives to the value of the average mean of
3.2, the extent of composting practices will be interpreted moderate.
However, in this study, composting practices was defined to be in a moderate extent of
the respondents’ composting practices due to respondents’ choices.
Table 4
Extent of Respondents’ Environmental Practices in terms of Utilization of Electricity

1. I consume electricity without exceeding the average 4.0 High Extent
usage.
2. I consume electricity to heat my meal. 3.1 Moderate Extent
3. I do turn off the lights whenever it is not used. 4.0 High Extent
4. I watch television after work. 3.4 High Extent
5. I am unplugging the cord from the socket when a 4.0 High Extent
product is not in use.
Overall Mean 3.7 High Extent
29
Table 4 displays the extent of environmental practices of the respondents in terms of
utilization of electricity. It displays (5) indicators in order to measure the extent of the
Among the (5) five indicators, consuming electricity without exceeding the average
usage, turning off the lights when not in use and unplugging cords from sockets occupy the high
mean ratings of 4.0. And, consuming electricity to heat meals was recoded to have only moderate
extent with the mean rating of 3.1 with the lowest rating. Watching television after work is in a
high extent also with the mean rating of 3.4. The interpretations vary from moderate to high
extent of environmental practices of junior high school students.
As the study derives to the value of the average mean of 3.7, the extent of utilization of
electricity is interpreted high.
This is related to the statement of Lynas (2007) pointing out that a smaller than average
household is taken arbitrarily to be 3,000 kWh, and a larger than average household to be 7,000
kWh. In this study, (70) seventy percent of the respondents are determined utilizing 4,800 kWh
regularly every month which is in the middle range of 3,000 kWh and 7,000kWh. Hence, the
researcher assumed the literature related enough to the findings.

30
Table 5
Extent of Respondents’ Environmental Practices in terms of Recycling

1. I am reusing clean plastic bags when going to the 3.3 Moderate Extent
market.
2. I am using disposable materials in making school 3.8 High Extent
projects.
3. I prefer using used materials rather than buying new 3.6 High Extent
decorations.
4. Using old materials is practiced to reduce my daily 3.7 High Extent
expenses.
5. I am following the 3R’s (Reuse, Reduce 3.5 High Extent
Recycle)protocol
As a review, table 5 discusses the extent of environmental practices of the respondents in
terms of recycling practices. It displays (5) indicators in order to measure the extent of the
Among the (5) five indicators, using disposable materials in school projects and school
purposes occupy the highest mean rating of 3.8. However, on the other hand, reusing clean
plastics bags occupy the low mean ratings of 3.3 which is interpreted to be in a moderate extent.
For more specific ratings, following the R’s protocol (Reuse, Reduce, Recycle), reusing
materials rather than buying new items and reusing old materials to reduce daily expenses varies
from the mean ratings of 3.5, 3.6 and 3.7 which are interpreted to be in a high extent.
The interpretations vary from moderate to high extent of environmental practices of
junior high school students. Furthermore, as the study derives to the value of the average mean of
3.6, the extent of recycling practices will be interpreted high.

31
It is related to the diagram provided by Political Typology (2014) uncovers the
percentage of people whom consider recycling and reusing materials as a daily habit. The
diagram tallied the results with the equivalent percentage of (49) forty nine.
Table 6
Extent of Respondents’ Environmental Practices in terms of Food Consumption

1. Ready to eat food in sachets are musts when I come to 3.6 High Extent
the supermarket.
2. I spend a lot of money for canned goods. 3.0 Moderate Extent
3. Red meat is preferred in our household. 3.3 Moderate Extent
4. I am gardening to harvest my own crops, vegetables and 3.3 Moderate Extent
fruits for free.
5. I store food leftovers in the refrigerator for future 4.1 High Extent
consumption.
As a review, table 6 discusses the extent of environmental practices of the respondents in
terms of food consumption. It displays (5) indicators in order to measure the extent of the
Among the (5) five indicators, storing food leftovers in the refrigerator for future
consumption occupies the highest mean rating of 4.1 which is recorded high in extent
However, spending a lot of money to buy canned goods occupies the lowest mean rating
of 3.0 which are interpreted to be in a moderate extent. Red meat being preferred in household
and gardening to harvest crops, vegetables and fruits for free have the mean ratings of 3.3 which
are interpreted to be in a moderate extent. As such, considering buying ready to eat food in
sachets is a must has the mean rating of 3.6 which is in a high extent.
32
The interpretations vary from moderate to high extent of environmental practices of
junior high school students. Hence, as an overall, as the study derives to the value of the average
mean of 3.5, the extent of food consumption will be interpreted high.
The study found out that (37) thirty seven percent of the respondents consume meat and
dairy moderately. Hence, the calculated carbon footprint was recorded to be in a moderate level.
It agreed with the related literature of Richards (2013) wherein the researcher provided the extent
of food in relation to carbon footprint. Meat, cheese and eggs have been recorded to have the
highest level of carbon footprint. In the contrary, fruit, vegetables, beans and nuts have lower
contribution. Meaning, a person practicing vegetarian diet lessens the foodprint. It is considered
half of the contribution of meat eaters.
Table 7
Extent of Respondents’ Environmental Practices in terms of Heating of Fossil Fuels

1. I use natural gases when cooking food. 3.4 High Extent
2. I am heating coal in our household for warmth. 2.4 Low Extent
3. Wood is utilized when I am burning materials. 2.4 Low Extent
4. I prefer a bicycle ride than riding gas-operated vehicles. 3.6 High Extent
5. I burn wood – charcoal, for funds. 2.3 Low Extent
Overall Mean 2.8 Moderate Extent
Table 7 discusses the extent of environmental practices of the respondents in terms of
heating of fossil fuels. It displays (5) indicators in order to measure the extent of the
33
Among the (5) five indicators, the respondents tend to prefer having a bicycle ride than
riding gas-operated vehicles and it occupies the highest mean rating of 3. 6 interpreted to be in a
high extent. Moreover, burning wood to charcoal for funds occupy the lowest mean rating of 2.3
which is interpreted to be in a low extent. Utilizing wood to burn materials and heating coal for
warmth is practiced in the respondents’ household in a low extent with the mean ratings of 2.4.
Using natural gases in order to cook food has the mean rating of 3.4 which is interpreted to be in
a high extent.
The interpretations vary from low to high extent of environmental practices of junior high
school students. Furthermore, as the study derives to the value of the average mean of 2.8, the
extent of heating of fossil fuels will be interpreted moderate.
Le Quéré et al. (2013) consequently added that burning fossil fuels release energy which
is most commonly turned into heat, electricity or power for transportation. These are commonly
used are in power plants, cars, planes and industrial facilities. In 2011, fossil fuel use created
33.2 billion tonnes of carbon dioxide emissions worldwide. This statement is related to the
findings of the study wherein the respondents’ response to the heating of fossil fuels is recorded
to be in a moderate extent by including transportation and other heating purposes utilizing these
natural fuels.
Problem 3. Is there a significant relationship between the carbon footprint and the environmental
practices?
34
Table 8
Relationship of Carbon Footprint and Environmental Practices
Variables Pearson’s R Tcomp Tcrit Interpretation Decision
Carbon Footprint
and Environmental 0.116660798 0.6215550098 2.048 Significant Reject H0
Practices
The computed Pearson’s R of 0.116660798 shows the correlation between the carbon
footprint and the environmental practices. Since the value of computed T is equal to
0.6215550098 and the critical T has the value of 2.048 at 0.05 level of significance, the
Pearson’s R value interprets the finding significant. The null hypothesis of the study will be
rejected. It is therefore concluded that the variables have a significant relationship. Basing the
Pearson’s R to the table of strengths of relationships, it will be interpreted very low relationship.
The result is barely related to the following literatures. At first, Climate Links (2016)
published that greenhouse gas emissions in the Philippines increased its percentage during the
years 1990 to 2012. And also, during this time period, the national’s gross domestic product
increased by 134 percent. This indicates that the increase of gross domestic product, also the
development of the country, is the counterpart of increasing greenhouse gas emissions. With this
in mind, Grossman and Krueger (1995) concluded in their study that the increase of a nationals’
GDP or gross domestic product may be associated with the worsening conditions in very poor
countries and the quality of air and water was found out to benefit with the economic growth.
35
The increase of GDP and the economic growth of a country coequals the worsening
condition of the environment. Moreover, the same occurrence happened with the increase of
carbon footprint as the increase in GDP and economic growth contributes to the increase of
greenhouse gas emissions.
Problem 4. What plan of action can be proposed based on the findings of the study?
The proposed action plan was named Operation REACT which shows the different
programs formulated based on the findings of the study, namely Reorientation, Environmental
Campaign, Arts combos Crafts for Fun, and Trash to Cash.
Activities, Projects, and Events will be included in the action plan of the study. Listed
below are the names of programs, its objectives, strategies to fulfill the achievable aim, time
frame pertaining to when the program will be held, source of funds, the list of persons involved
and the researcher’s expected outcomes with the four programs.
Reorientation seminar aims to strengthen the familiarization of the participants towards
environmental practices and its impacts. Environmental Campaign movement looks for an ease
towards spreading environmental awareness. Arts combos Crafts for Fun project trains the
participants’ creativity and saves the environment at the same time. Lastly, Trash to Cash project
enables every household to segregate their wastes and gain profit from it by selling it.
Overall, the programs presented below will be an act to reduce the contribution of
everyone to the growth of carbon footprint and trains everyone to have a positive environmental
attitude and behavior.

36
Table 9
Operation REACT
An Action for Boosting Awareness and Entertaining Environmental Behavior
37
38
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This Chapter presents the findings, conclusions and recommendations of the study.
Summary
The main rationale of this study is to determine the relationship between the level of
carbon footprint and the extent of environmental practices of the junior high school students.
Specifically, this study aimed to answer the following questions:
1. What is the level of carbon footprint of junior high school students in terms of:
1.1 Composting
1.2 Electricity
1.3 Recycling
2. What is the extent of environmental practices in terms of:
1.3 Recycling
1.4 Food Choices

39
3. Is there a significant relationship between the carbon footprint and environmental
practices?
4. What can be the possible action plan based on the findings of the study?
The descriptive correlation research design was used in this study. The respondents of
this study are the high school students of Occidental Mindoro State College. A total of (170) one
hundred and seventy junior high school students identified as respondents of this study.
The primary research instrument used to gather the data need for this study was a
questionnaire. The researcher submitted the questionnaire to the thesis adviser for suggestions
and revisions. With the corrections and critical propositions from the adviser, the action point
came out positively, resulting to a valid research instrument.
The researcher distributed the questionnaires personally and accordingly to avoid the
sources of error. The questions from the respondents were also kindly entertained.
Mode of Central Tendency was used to determine the level of carbon footprint of the
respondents by classifying the indicators and identifying which had the highest frequency, and
Weighted Means to determine the extent of environmental practices of the junior high school
students in Occidental Mindoro State College.
Pearson’s R was used to determine the correlation between the two variables.
The level of carbon footprint and the extent of environmental practices were sub-divided
into (5) five parts which are composting practices, utilization of electricity, recycling practices,
food consumption and the heating of fossil fuels.

40
Findings
The following are the significant findings of this study.
1. The Level of Carbon Footprint in terms of the following.
1.1 Composting
It was found out that the respondents’ level of carbon footprint in in terms of composting
practices is in a moderate level with the mode of (67) sixty seven percent.
A moderate rating was found on the level of carbon footprint in terms of utilization of
electricity. This is described by a mode of (70) seventy percent.
1.3 Recycling
A (37) thirty seven percent of mode was revealed on the level of carbon footprint in terms
of recycling practices which registered a high level of carbon footprint.
Results show a moderate level of carbon footprint in terms of food consumption with a
mode of (49) forty nine percent.
Mode of (38) thirty-eight percent reveals that the respondents have a moderate level of
carbon footprint in terms of heating of fossil fuels.

41
2. Extent of Students’ Environmental Practices in terms of:
2.1 Composting
The respondents have a moderate extent of environmental practices in terms of
composting practices which registered an overall mean rating of 3.2.
An overall mean rating of 3.7 was registered on the extent of environmental practices in
terms of the utilization of electricity which is regarded at a high extent.
2.3 Recycling
The respondents accumulate 3.6 overall mean rating which mean they are in high extent
on their environmental practice in terms of recycling practices.
An overall mean rating of 3.5 was registered on the extent of environmental practices in
terms of the food consumption which is regarded at a high extent.
The respondents accumulate 2.8 overall mean rating which mean they are in moderate
extent on their environmental practice in terms of heating of fossil fuels.

42
3. Relationship between Carbon Footprint and Environmental Practices
The computed Pearson’s R of 0.116660798 shows the correlation between the carbon
footprint and the environmental practices. Since the value of computed T is equal to
0.6215550098 and the critical T has the value of 2.048 at 0.05 level of significance, the
Pearson’s R value interprets the finding significant. The null hypothesis of the study will be
rejected. It is therefore concluded that the variables have a significant relationship. Basing the
Pearson’s R to the table of strengths of relationships, it will be interpreted very low relationship.
4. Suggested Action Plan
The suggested action plan is presented to boost the level of awareness of students on the
effects of environmental practices and to entertain their environmental behavior.
Refer to Table 9 for the suggested action plan.
Conclusions
Based on the data gathered, the following conclusions were hereby stated.
1.1 The respondents contributed moderately to the carbon footprint in terms of composting.
1.2 The junior high school students contributed moderately to the level of carbon footprint in
terms of utilization of electricity.
1.3 High level of carbon footprint was contributed by the respondents by means of recycling.
1.4 Food consumption of students moderately affects the level of carbon footprint.
1.5 Fossil fuels being heated has a moderate contribution to the level of carbon footprint.
43
2.1 Composting practices done by the respondents was in a moderate high extent.
2.2 High extent of environmental practices was found to be contributed by the respondents.
2.3 Recycling practices were practiced by the respondents in a high extent.
2.4 The food consumption of the students recorded a high extent of environmental practices.
2.5 Burning wood, oil and natural gases were practiced by the students in a moderate extent.
3. There is a very low relationship as interpreted by the table of strengths of relationships
thus having a significant relationship.
4. The proposed action plan can be implemented by the institution or the barangay to boost
the awareness of the students and to entertain their environmental behavior. With this, the
level of carbon footprint may be reduced.
Recommendations
The following recommendations are presented based on the findings and conclusions.
1. Spreading awareness about the carbon footprint and the environmental practices
individually may help the environment.
2. It is suggested for the school to continue educating the students especially with the
subjects Environmental Science and Integrated Science.
3. Participation of the students to seminars, events, and projects regarding with the
environment is strongly recommended.
4. The implementation of the action plan is hereby recommended.

44
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Bloom (2010). American Wasteland. Available online:
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Chopra (2015). Short Essay on Uses of Electricity. Available online:
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Climate Links (2016). Greenhouse Gas Emissions Factsheet: Philippines. Available online:
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Lynas (2007). Carbon Counter. Retrieved: January 7, 2018.
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and-demographics/pp-2014-06-26-typology-9-10/
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english/
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https://www.climatelinks.org/sites/default/files/asset/document/2016_USAID_Philippine
s%20GHG%20Emissions%20Fact%20Sheet.pdf
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Master’s Thesis, Divine Word College of San Jose, San Jose, Occidental Mindoro.
47
APPENDICES A
LETTER FOR THE FINAL ADMINISTRATION OF THE QUESTIONNAIRE

48
APPENDICES B
RESEARCH INSTRUMENT
Dear Respondent:
Good day! I am currently conducting my study entitled “The Level of Carbon Footprint in
Relation to Environmental Practices of Junior High School Students in Occidental Mindoro State
College”.
The study aims to assess the level of carbon footprint of junior high school students in Occidental
Mindoro State College.
I am humbly asking for your participation in order to gather honest and reliable data for this
study. The result of this questionnaire will be the basis to provide an action plan for the study. I assure
you that your answers will be kept confidential.
Kian A. Cruz
Researcher
Name:
Year and Section:
PART I. The Level of Carbon Footprint
DIRECTION: Provide the answer of what is being asked. The respondents require ticking in a circle
each questions corresponding to the answer or filling in the blanks.
Indicators Questions Notes

Household How many people are there in your A decimal number can be entered if you have a
household? family member which is far away from home for
part of the year. (e.g. 3.5)
____
Utilization of How much electricity is used in
Electricity your household? Select one option: The electricity is measured in kilowatt-hours
o Smaller House / 1,000kWh (kWh).
o Small House / 3,000 kWh
o Medium / 4,800 kWh
o Large House / 7,000 kWh
o Larger House / 7,500 kWh
Heating of How much gas is used in your Gas consumption is generally measured in units
Fossil Fuels household? of volume, and this is converted on gas bills into
49
o Smaller House / 9,500 kWh units of energy kilowatt-hours (kWh).
o Small House / 12,000 kWh
o Medium House 18,000 kWh
o Large House / 27,000 kWh
o Larger House / 3,000 kWh
Heating of How frequent is heating oil, coal, The following CO2 factors are used.
Fossil Fuels wood or bottled gas used in your Oil = 2.96 kg / litre
household? Coal = 3.26 kg / kg
o Very Frequent Wood = 0.10 kg / kg
o Frequent Bottled Gas = 3.68 kg / kg.
o Seldom
o Less Frequent
o Not Frequent at All
Heating of How many cars are used by your Select the size of car according to:
Fossil Fuels household? Small: < 1.5 litres
o 0 Medium: 1.5 – 2.0 litres
o 1 Large: > 2.0 litres
o 2
o 3
o 4 and / or more
Food How much of the food that you eat
Consumption is organic?
o None
o Few
o Some
o Most
o All
Food How much meat/dairy do you eat
Consumption personally?
o Above Average
o Average
o Below Average
o Lacto Vegetarian
o Vegan
Food How much of your food is Very little refers to a much foreign or out of
Consumption produced locally? season food.
o All Food are Imported
o Very Little
o Average
o Above Average
o Almost All
Food How much of your food is This includes ready meal and tin.
Consumption packaged or processed?
o Almost All
o Above Average
o Average
50
o Below Average
o Very Little
Composting How much do you compost potato
Practices peelings, leftover and unused food,
and others?
o None
o Few
o Some
o Most
o All
Food How much food do you waste on The following indicators have an equivalent.
Consumption average, over one fifth of edible Please refer to this.
food is thrown away? Above = 50% more
o Almost All Average = 50%
o Above Average Below = 50% less
o Average Very Little = 90% less
o Below Average
o Very Little
Recycling What is the frequency of recycling
paper, glass and metal in your
household?
o Very Frequent
o Frequent
o Seldom
o Less Frequent
o Not at All
Recycling What is the frequency of you
recycling plastic apart from bags?
o Very Frequent
o Frequent
o Seldom
o Less Frequent
o Not at All
PART II. The Extent of Environmental Practices
DIRECTION: The indicator below represents the level of extent of environmental practices. Check the
number corresponding to your answer.
5- Very True to Me in a Very High Extent
4- True to Me in a High Extent
3- True to Me in a Moderate Extent
2- Slightly True to Me
1- Not True to Me
51
COMPOSTING PRACTICES
1. I bury materials in our garden. 5 4 3 2 1
2. I separate peelings, left over and unused food before burying them. 5 4 3 2 1
3. I use peelings and left overs than using fertilizers. 5 4 3 2 1
4. Unused food such as vegetables and fruits, and its peelings is buried in our 5 4 3 2 1
household to save money.
5. Waste is being composted in our household to reduce incineration practices. 5 4 3 2 1
UTILIZATION OF ELECTRICITY
1. I consume electricity without exceeding the average usage. 5 4 3 2 1
2. I consume electricity to heat my meal. 5 4 3 2 1
3. I do turn off the lights whenever it is not used. 5 4 3 2 1
4. I watch television after work. 5 4 3 2 1
5. I am unplugging the cord from the socket when a product is not in use. 5 4 3 2 1
RECYCLING
1. I am reusing clean plastic bags when going to the market. 5 4 3 2 1
2. I am using disposable materials in making school projects. 5 4 3 2 1
3. I prefer using used materials rather than buying new decorations. 5 4 3 2 1
4. Using old materials is practiced to reduce my daily expenses. 5 4 3 2 1
5. I am following the 3R’s (Reuse, Reduce Recycle)protocol 5 4 3 2 1
FOOD CONSUMPTION
1. Ready to eat food in sachets are musts when I come to the supermarket. 5 4 3 2 1
2. I spend a lot of money for canned goods. 5 4 3 2 1
3. Red meat is preferred in our household. 5 4 3 2 1
4. I am gardening to harvest my own crops, vegetables and fruits for free. 5 4 3 2 1
5. I store food leftovers in the refrigerator for future consumption. 5 4 3 2 1
HEATING OF FOSSIL FUELS
1. I use natural gases when cooking food. 5 4 3 2 1
2. I am heating coal in our household for warmth. 5 4 3 2 1
3. Wood is utilized when I am burning materials. 5 4 3 2 1
4. I prefer a bicycle ride than riding gas-operated vehicles. 5 4 3 2 1
5. I burn wood – charcoal, for funds. 5 4 3 2 1
52
APPENDICES C
ACTION PLAN
53
54
APPENDICES D
ACTUAL POPULATION DISTRIBUTION OF THE RESPONDENTS
POPULATION DISTRIBUTION SAMPLING FRAME
STUDENTS MALE FEMALE TOTAL MALE FEMALE TOTAL
EDISON 17 28 45 9 16 25
MAXWELL 24 23 47 13 13 26
ARCHIMEDES 19 23 42 11 13 24
GALILEO 12 30 42 7 17 24
TESLA 13 12 25 7 7 14
NEWTON 11 22 33 6 12 18
EINSTEIN 20 16 36 11 9 20
ARISTOTLE 9 26 35 5 14 19
TOTAL 125 180 305 69 101 170
APPENDICES E
RESEARCH LOCALE’S MAP
Fig. 2. Map of the Research Locale

55
APPENDICES F
COMPUTATION OF DATA
Pearson’s Correlation Coefficient
x y x2 y2 xy
1 37 79 1369 6241 2923
2 29 96 841 9216 2784
3 37 84 1369 7056 3108
4 32 115 1024 13225 3680
5 35 83 1225 6889 2905
6 31 74 961 5476 2294
7 36 71 1296 5041 2556
8 31 90 961 8100 2790
9 37 88 1369 7744 3256
10 29 72 841 5184 2088
11 35 72 1225 5184 2520
12 29 100 841 10000 2900
13 34 66 1156 4356 2244
14 26 87 676 7569 2262
15 31 114 961 12996 3534
16 34 109 1156 11881 3706
17 31 86 961 7396 2666
18 32 79 1024 6241 2528
19 34 63 1156 3969 2142
20 32 101 1024 10201 3232
21 35 89 1225 7921 3115
22 36 89 1296 7921 3204
23 36 73 1296 5329 2628
24 31 58 961 3364 1798
25 28 56 784 3136 1568
26 30 83 900 6889 2490
27 33 78 1089 6084 2574
28 29 102 841 10404 2958
29 32 78 1024 6084 2496
30 33 70 1089 4900 2310
TOTAL 975 2505 31941 215997 81259
r 0.116660798 very low relationship

tcomp 0.6215550098
tcrit 2.048
56
CURRICULUM VITAE
PERSONAL DATA
Name: Kian A. Cruz
Date of Birth: April 23, 2002
Civil Status: Single
Mother’s Name: Vivien A. Cruz
EDUCATIONAL BACKGROUND
Elementary Education: Occidental Mindoro State College
Secondary Education: Occidental Mindoro State College

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Occidental Mindoro State College

High School Laboratory

Occidental Mindoro State College

High School Laboratory

San Jose, Occidental Mindoro

Proponent: Kian A. Cruz

Adviser: Benjamin B. Cerezo II

School: Occidental Mindoro State College

whether the two variables have a significant or non-significant relationship.

and Interpretation of Data or the Chapter IV.

recorded to have a very low relationship.

I encounter problems while conducting this study and as He enlightens my path.

financial and moral support.

the comic times we spent with you.

This research paper is a sign of another accomplishment. Good job.

I dedicate this work

to our Almighty God

for the help and inspiration that

Also, to my family and friends,

our Dear Alma Mater, and

to my own optimistic self.

LIST OF TABLES vii

LIST OF FIGURES viii

Background of the Study 1

Statement of the Problem 3

Significance of the Study 4

Scope and Limitations 6

Chapter II REVIEW OF RELATED LITERATURE AND STUDIES

Chapter III RESEARCH METHODOLOGY

Respondents of the Study 17

Reliability of the Instrument 20

Data Gathering Procedure 22

Statistical Treatment of Data 22

Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Chapter V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Journals and Magazines 46

Unpublished Thesis and Dissertation 46

Actual Population Distribution of the Respondents 54

Research Locale’s Map 54

Pearson’s Correlation Coefficient 55

Table Title Page

Table 1 Actual Population Distribution of the 18

Respondents per Section

Table 2 Level of Respondents’ Carbon Footprint per Indicator 24

Table 3 Extent of Respondents’ Environmental Practices 27

in terms of Composting Practices

Table 4 Extent of Respondents’ Environmental Practices 28

in terms of Utilization of Electricity

Table 5 Extent of Respondents’ Environmental Practices 30

Table 6 Extent of Respondents’ Environmental Practices 31

in terms of Food Consumption

Table 7 Extent of Respondents’ Environmental Practices 32

in terms of Heating of Fossil Fuels

Table 8 Relationship of Carbon Footprint and Environmental Practices 34

Table 9 Operation REACT 36

Figure Title Page

Figure 1 Schematic Diagram of the Research 8