PARADA NATIONAL HIGH SCHOOL

JUNIOR HIGH SCHOOL DEPARTMENT

PERCEPTION ON THE IMPLEMENTATION OF

ENVIRONMENTAL POLICIES OF GRADE 10
STUDENTS IN PARADA NATIONAL
HIGH SCHOOL

A Research Paper Presented to the Junior High School Faculty of the Parada
National High School

In Partial Fulfillment in the Requirements for Completion in the K-12 Basic

Education Program

Dayo, Rhenmir D.
Deimos, Ricky Martin R.
De Leon, Venus T.
Mangulabnan, Ralph Aaron R.
Quintal, Emmanuel B.
Ramos, Jamaica M.

October, 2023

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

This chapter will provide foreign and local literature that's relevant to
the given research to strengthen the importance of our study.

Environmental policy defined by (Ellen van Bueren, 2023) as any action

taken by a government or any organization with regards to the effects of human
activities that can harm the environment in anyway. This occurred to protect all
students. These policies concentrated on the rule and information provided by the
government. It’s an instrument that students can use as a guide in the future. Also,
the function of the policies is to adapt the living environment to changes, which is
strengthening an ecosystem’s ecological resilience.

In a Philippines scale, Assessment and Evaluation of Learning and Reporting

of Students’ Progress in Public Elementary and Secondary Schools Amended by DO
82, Section, Deped Order No. 79 Series 2003. 2003 revisions to DepEd Order 79 s.
The goal of this law, which is intended for youth, is to raise awareness among others
about the state of the Philippine environment and ecology, including current
problems and worries in these areas. Republic Act 9729 It intends to incorporate
disaster risk reduction strategies into development and poverty alleviation plans as
well as plans for adapting to climate change.

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Furthermore, RA 10533 is a law that strengthens the basic education system

in the Philippines by lengthening the basic education program and extending the
number of years it lasts, among other improvements. Order No. 5 of the DepEd, s.
2014, The implementation of solid waste management at all levels of government,
including the central office, regional offices, offices for the schools division, and
schools, must strictly adhere to the rules established in the DepEd Order.

Parada National High School has taken steps to create a greener campus.
Each day, every student in grade 10 participates in a community service project. One
of the grade 10 teachers claims that students are collecting recyclable trash they
come across and selling it at the end of the school year to earn money for the school.
Environmental policy can help students improve their well-being and lessen their
influence on the environment. Although RA 9003, commonly known as the
Ecological Solid Waste Management Act, prohibits specific actions and imposes
fines for appropriating funds, even if it specifies a plan and establishes the required
institutional processes and incentives. Therefore it is not currently seen or being
implemented at Parada National High School. Along with this, the law also calls for
the establishment of MRFs, or Materials Recovery Facilities, which must be
implemented in each barangay and group of barangays. This is also done to
maximize the amount of recyclables processed while producing materials that will
generate the highest possible revenues in the market.

According to DepEd, public and private schools are urged to take the lead
on environmental awareness by advancing environmental education and pursuing
effective environmental preservation and protection programs at schools. In school
usually the guide of every students and the one who will teach them. This is carried
out in accordance with Republic Act (R.A.) No. 9512, also known as the “Act to
Promote Environmental Education and for Other Purposes.”

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Moreover the purpose of this study is to know or investigate what policies

should be implemented on Grade 10 students and what they would feel about the
implementation of environmental policies in their classroom. With the help of
surveys, we hope to gain information about the effectiveness of environmental
policy and identify areas that need to be improved. The ultimate goals of this
research are more sustainable future and more effective environmental policies. The
absence of student voices regarding environmental issues and the inability of their
school to follow all necessary policies led the researchers to decide to undertake this
study.

Statement of the Problem

This study aims to evaluate Grade 10 Student’s Perception on the implementation of

environmental policies in Parada National High School and examine what
environmental policies should be implemented based on the grade 10 student’s
perception in order to create an eco-friendly environment for the students and
teachers of Parada National High School.

Specifically, this research aims to answer the ff:

1.What is the student’s perception on implementing environmental policies in

Parada National High School in terms of:
1.1 Student’s Awareness
1.2 Implementation
1.3 Effectivity

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2.What are the impacts of the current environmental policies in Parada National
High School?

3.How can the student’s perception affect the implementation of environmental

policies in Parada National High School?

4.Based on our findings, what is the proposed modified environmental policies?

Hypothesis

There is no significant relationship with Grade 10 Student’s Perception and

Implementing Environmental Policies.

Conceptual Framework

The central concept of this study revolves around modified environmental policies
that needs to be implemented in Parada National High School

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INPUT PROCESS

•Student’s perception •Data gathering

on implementing •Conducting survey

environmental policies questionnaires in Grade 10

in Parada National Students in Parada

High School in terms National High School

of:
A.Student’s awareness
B.Implementation
C.Effectivity
•Awareness of Grade OUTPUT
10 Students in RA •Proposed Modified
9003 Environmental Policies

Figure 1. Research Paradigm

This figure shows how the input is considered in making a survey questionnaires
that will help to collect data for the process in identifying the impact of Grade 10
student’s perception in the environmental policies. In order to find students
perception on the implementation of environmental policies it considered the Grade
10 students awareness, implementation and effectivity of the current environmental
policies and if they’re aware regarding RA 9003.

Scope and delimitation

This study will focus on the perception in implementing environmental

policies for Grade 10 students in Parada National High School in the academic year

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2023-2024. It will investigate perception related to a set of environmental policies

within the school vicinity.

This study may investigate on how knowledgeable are the students on

environmental policies in Parada National High School. It aims to evaluate students
perception in the implementation of policies in PNHS and examine what modified
environmental policies should be proposed.

Significance of the Study

The purpose of this study is to identify the effects of environmental policies

in Parada National High School. This study may provide modified environmental
policies to improve sustainable lifestyle and educate everyone and to raise awareness
regarding environmental issues.

The findings of this study will benefit the following :

Students. Understanding students’ perceptions can help tailor environmental

education and policies to their needs and concerns. It can lead to a more engaging
and effective educational experience, potentially fostering a sense of environmental
responsibility.

Parents. Parents can gain insights into their children’s experiences and concerns
regarding environmental policies. This information can lead to more informed
discussions at home and support for environmentally friendly behaviors.

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Teachers. Teachers can use the findings to adjust their teaching methods and
curriculum to align with students’ perceptions and needs. This can enhance the
effectiveness of environmental education programs.

Custodian. With the help of this study in the proposal of a new environmental
policies, this can help the custodian of Parada National High School and simplify
their work by just a small proper disposal and segregation of trash. An example of
this is the community service being implemented by the citizenship training program
(CTP).

Future Researcher. This study can be of help by the future researcher by serving
as a reference or to help test the validity of their findings.

Definition of Terms
To better understand this research the given definition of terms are
provided. This may serve as a guide to not misinterpret the context of this research.

Perception - It is the organization, identification, and interpretation of sensory

information in order to represent and understand the presented information or
environment. (Wikipedia)

Environmental Policies - Strictly, an environmental policy can be defined as a

government’s chosen course of action or plan to address issues such as pollution ,
wildlife protection, land use , energy production and use, waste generation, and
waste disposal.(Encyclopedia.com)

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Environmental Issues - There are disruptions in the usual function of ecosystems.

Further, these issues can be caused by humans (human impact on the environment)
or they can be natural. (Wikipedia)

Implementation - It is the process of putting a decision or plan into effect;

execution. (Oxford Languages)

Solid Waste Management - It refers to the process of how we collect and dispose
solid wastes mainly how we manage it.

Eco Friendly Environment – It means not harmful to the environment, or trying to

help the environment(Cambridge Dictionary)

Sustainable Practices – It support ecological, human, and economic health and

vitality. Sustainability presumes that resources are finite, and should be used
conservatively and wisely with a view to long-term priorities and consequences of
the ways in which resources are used.

Accountability – It is the acceptance of responsibility for one’s own actions. It

implies a willingness to be transparent, allowing others to observe and evaluate
one’s performance. (Investopedia) 7

Waste Minimization – It is any action that reduces the amount and/or toxicity of
chemical wastes that must be shipped off-site for disposal as hazardous waste.
(Purdue.edu)

Materials Recovery Facility – It is a specialized plant that receives, separates and

prepares recyclable materials for marketing to end-user manufacturers. (Wikipedia)

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Information Dissemination – It is to disseminate, in the field of communication, is

to broadcast a message to the public without direct feedback from the audience.
(Wikipedia)

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CHAPTER II REVIEW OF RELATED LITERATURE

AND STUDIES

This chapter will provide foreign and local literature that’s relevant to the
given research to strengthen the importance of our study. It emphasized the
effectiveness and importance of environmental policies along with knowledge and
awareness in environmental concepts.

Effectiveness of Environmental Policies

Ferenc Mónus (2021) explains that environmental attitudes and pro-

environmental behaviour can influence the approach to teaching. It is important to
know how the school deals with expectations to make students attitudes and
behaviours more sustainable and pro-environmental. The changes in students
attitudes and behaviours can be one of the main reasons that can lead societies to
make a sustainable transition. In this study, we surveyed 14 Hungarian secondary
schools’ students regarding pro-environmental attitudes and behaviours, as well as
the teacher’s and school’s efforts towards environmental and sustainability
education.
The factors that affect the students attitude and behaviour with practical
significance were related to the socioeconomic background of the students, as well
as the socioeconomic status of their schools, the settlement type and the place
they’re currently living (residency), and the education of their parents. While the
smaller effect size or practical application is class grade and gender, some measures
of the school’s sustainability attempt also affected students concerns about
protecting the environment, which indicates the effectiveness of educational
policies. Final grade students became more pro-environmental consumers than first

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graders in schools as they had a higher level of Education for Sustainable

Development (EE/ESD)-related infrastructure and facilities, while attitudes were in
some significant sense or degree affected by the level of integration of diverse
EE/ESD programmes in their schools.

Moreover, Melissa Glackin and Kate Greer (2021) suggest that Japan has a
rich tradition of environmental education-related policy that has moved the
surrounding international discussion concerning global competition and education
for sustainable development. This article explores the perspective of a high school
teacher in putting action on environmental education-related policy. Thorough
interviews were conducted with 16 experienced and knowledgeable teachers about
the use of environmental education-related concepts. The findings indicate that the
current policy enactment in Japanese high schools presents a small interpretation of
environmental education and environmental policies. It focuses more on
knowledge-developing skills or habits and fails to notice the development of
practical skills, attitudes, or democratic citizenship. This case highlights the
necessity for progressive environmental education.

In addition, Nguyen, Chi (2023), examines how Vietnamese high school

leaders understand and implement policy changes from the Vietnamese National
High School Examination. This study shows that at a national level, the policy tells
people what to do with expected uniformity and fidelity in implementation. The
policy also shows inconsistency and is vaguely worded or hard to understand. It is
interpreted by their school leaders that their policies, interpretation, and
implementation are affected by systemic injustice in the academic rankings and
educational resources of the schools that they led.

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Also, Ozalemdar, Lutfiye (2021): The research aimed to investigate how the
use of active learning in teaching the 10th-grade biology topic “Current
Environmental Issues and Humans” impacts students’ environmental attitudes.
Conducted with 50 participants using a one-group pretest-posttest design, the study
utilised the “Environmental Attitude Scale” for data collection. Analysis employing
the dependent group t-test indicated a significant improvement in students’
environmental behaviour and attitude after the intervention. However, there was no
observed change in environmental thinking. In summary, the active learning method
employed positively affected students’ environmental attitudes and behaviours but
did not alter their environmental thinking.

According to to the study of Jingxiao Zhang, Le Kang, Hui Li, Pablo

BallesterosPérez, Martin Skitmore, Jian Zuo, 2020, Environmental regulation is
essential in driving green innovation while maintaining a balance between
environmental pollution and economic advancement. Nevertheless, the majority of
research lacks city-level analysis and instead concentrates on how such policies
affect the industrial or regional level. The analysis of environmental rules and their
impact on urban green innovation is done with Xi’an, China, as a case study. First,
we assess Xi’an’s green innovation efficiency from 2003 to 2016 using a slacks-
based measure of directional distance functions (SBM-DDF) model. The impact of
green innovation is then investigated using regression analysis in the context of the
adoption of three different environmental regulations: market-based, voluntary, and
command-and-control. The findings show that voluntary, market-based policies are
more effective than strict environmental regulations at promoting green innovation.
Green innovation and environmental legislation.

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Importance of Environmental Policies

I Made Surya Hermawan; Hadi Suwono; Anak Agung Inten Paraniti;

Jittawisut Wimuttipanya (2022) This study aims to measure high school students
literacy by reflecting on educational programmes on environmental sustainability
and identifying the relationship between environmental literacy domains. The
findings show that for 154 students, environmental literacy is considered average,
as is their domain of attitudes and behaviours towards the environment, while
knowledge and cognitive skills are high. The study indicates that there is a need for
local and functional educational policies to improve students environmental literacy.

In addition, the study discusses the importance of environmental governance

for a nation’s sustainable development. Martin emphasises that institutions, norms,
and practices that affect how people interact with their surroundings make up
environmental governance. It also considers the roles played by all parties involved,
including governments, the commercial sector, civil society, and nongovernmental
organisations (NGOs). Governance of the environment includes policies and
practices for preserving and replenishing natural resources as well as allocating the
associated expenses and advantages. Policies and laws allow different societal
segments to balance their interests and contribute to sustainability (Martin, 2012).

Moreover, (Christopher Habunatalia Punzalan, 2020) conducted a study on

the integration of environmental education into various course curricula in the
Philippines, including life and physical sciences, social studies, geography, civics,
and moral education. The research aimed to establish a connection between the
environmental awareness and practices of Filipino senior high school students in
2019, forming the basis for future environmental education programs. The results
indicated a positive correlation (0.663) between students’ environmental awareness

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and their actual environmental practices, suggesting a need for educational programs
focusing on understanding and addressing environmental issues.

Furthermore, in a study by (Roman Hoffmann and Raya Muttarak, 2020),

the impact of changing lifestyle, consumption, and mobility patterns on global
greenhouse gas emissions was explored, particularly in emerging economies like the
Philippines. The research highlighted the role of formal education in influencing
proenvironmental behavior, identifying increased awareness about climate change
as a key mechanism. The study found that an additional year of schooling
significantly raised the likelihood of pro-environmental actions by 3.3%, with
education mainly influencing behavior through heightened awareness of
anthropogenic climate change causes.

According to Purwanti (2017), individual character development is an

ongoing process, with character being the distinctive qualities that each person
possesses. “As the future of a country, the younger generations must be taught
appropriate behaviour in order for them to acquire good character. Good character
is not produced instantly rather, it is developed over time by a sustained process of
teaching, example, learning, and practice. Being environmentally conscious is just
one illustration of the kind of moral character they must have. Those who have lost
interest in protecting the environment around them exhibit attitudes that blatantly
demonstrate a lack of environmental care. This phenomena can also be seen in the
the realm of education. Education professionals, notably students, clearly lack
environmental protection understanding. For example, some kids continue to litter,
scribble graffiti on the walls of the school, and neglect the flora surrounding the
school It is obvious that overseeing the environmental care based learning process
should fall under the purview of school. Any educational institution can engage in
environmental care character building, which is the cultivation of favourable

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attitudes towards environmental management and protection. In the future,

education must focus on fostering and developing conduct that demonstrates
concern for the surroundings. This indicates that all educators need to have a
considerate approach towards the environment. Enhancing the environment’s
quality, educating school groups about the value of environmental protection, and
cultivating a desire to preserve the environment are some ways to do this.

Knowledge regarding Environmental Concepts

(Danilo Rogayan and D nebrida Eveyen El Elyonna, 2019), The role of

schools in developing environmentally aware and environmentally concerned pupils
is crucial. The purpose of this descriptive-correlational study was to assess the
degree of knowledge and practices of 100 Science students at a public secondary
school in Zambales, Philippines. The findings demonstrated that science students
are well knowledgeable about environmental concepts and the state of the
environment, as well as environmental issues and difficulties. They frequently
practice taking action to alleviate environmental problems and, at times, the need to
demonstrate a high level of devotion. According to the findings of the study, there is
a moderate association between students’ awareness of environmental ideas and
issues and their efforts to tackle environmental problems, as well as a high level of
commitment. The study suggests that the school maintain information distribution
programs about environmental ideas, the state of the environment, ecological
difficulties, and problems to keep students’ ecological awareness high.
Environmental causes and movements can also be institutionalized in schools
through student organizations such as YES-O and Science clubs. The developed
ecological management plan is recommended for implementation in order to
strengthen students’ commitment to ecological conservation.

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Also, (Marpa, Eliseo P., 2020) investigated environmental tensions on Earth

and the practices of environmental education in promoting awareness. The study,
utilizing a quantitative-qualitative research approach, revealed that a majority of
participants integrate environmental education, particularly in sciences, social
studies, and values education.

This study focused on the ideals expressed in the Samin Community’s

Jamuskalimasada book in order to investigate the methods for implementing local
wisdom-based character education among Indonesian higher education students.
This phenomenological study used observation, interviews, questionnaires, and
documentation to gather its results. The results showed that incorporating values and
aesthetics into the course, helping students internalize good values, and habituation
could all be effective ways to teach character education in higher education based
on local wisdom. The Samin people disapprove of trade, education, fez, polygamy,
and long pants. They may have an outdated appearance, but they possess seven
admirable qualities: self-control, integrity, accountability, teamwork, tolerance,
social concern, and environmental awareness. (Nur Alfin Hidayati, Herman J
Waluyo, Retno Winarni, 2020.)

On the other hand, Imamura, Mitsuyuki Educational Studies in Japan

International Yearbook, n11, p. 3–14, (2017). Environmental education has not
spread as extensively in Japan as anticipated and thus has not had any significant
impact on environmental problems, even though numerous preceptors and
experimenters have devoted themselves to environmental educational practice. Why
is environmental education not that popular in Japan, and what does it tell us? The
purpose of this paper is to examine the limitations of environmental education,
decide the reasons for similar limitations, and eventually suggest a methodology that
can make environmental education more significant and useful. First, the nullity of

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current environmental education in Japan and its inability to affect serious global
environmental problems are examined. Next, the limitations of environmental
education in Japan are examined from a literal point of view. Eventually, the
obstructions to environmental educational practice are revealed, and a new approach
is proposed. The significance of academic chops, interpersonal chops, and a gospel
of living are stressed for this new environmental education approach. Despite
conversations on the limitations of environmental education and its essential
characteristics, it’s been concluded that current academy educational practices
should be enhanced to ensure that environmental education becomes an education
concentrated on a sustainable future. Thus, it’s first necessary to understand the
irresolvable internal contradictions in EE and to dismiss any ideas that
environmental issues can be answered through EE. It’s also necessary to
acknowledge that it’s possible to work towards working on environmental issues by
continuing traditional academy education in a more careful, better-focused manner
so as to ensure that the EE is incorporated into the overall academy education frame.

Furthermore, according to Sequira (2016), all Philippine educational

institutions must recognise environmental education as a constant component of
their curricula. Therefore, everyone has a right to environmental education because
it must be implemented in both formal and informal education settings. This can be
achieved by taking steps to empower human resources through the development of
studies, research projects, and experimentation, as well as the creation and
dissemination of instructional, follow-up, and assessment materials. Draw attention
to the implementation of “palliative arrangements” because students aren’t
encouraged to develop a critical and flexible mindset towards the subjects that
interest them. In decision-making processes, including their ability to affect the
standard of their living environment, students must act effectively.

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In addition, Hart (2015) suggests that knowledge forms the basis of attitudes;
therefore, it originates from prior encounters, whether favourable or unfavourable
to the individual; it has a subjective component; and it impacts emotions and actions.
Perceptions are made up of the convictions pertinent to a circumstance or a thing.
They entail a significant level of personal opinion. Smith contends that perception
is connected. Must have faith, even though we don’t always “have faith in the reality
of the things we see nor the fact that they possess their apparent qualities, the
relationship between beliefs or the belief system constitutes subjective perception
and belief, which goes beyond simple contingency. They are based on the
individual’s unique experiences, their subconscious worldview, and the existence of
ecological regulations.

Nistor (2019) conducted a study on Romanian behaviour related to nature

and their good attitude towards the environment by bringing the European attitude
towards the environment Eurobarometer across cultures to Romania. Romanians
share European attitudes towards the environment and the connection between
ecological and consumer behavior. Students’ attitudes towards the environment and
issues related to it, such as climate change, the need to use alternative energy sources
and reduce greenhouse gas emissions, pollution, biodiversity loss, more efficient use
of natural resources, waste management, sustainable consumption, and product
impact on the environment, are all influenced by the same factors.

Awareness regarding Environmental Concepts

Gratiela Dana Boca Sinan Saraçli (2019) explains that environmental

education is significant for sustainability, particularly when offered by higher
education institutions, as it prepares the upcoming generation for a more eco-
friendly society. This study aims to investigate the correlation between perception,

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attitude, and environmental behaviour among university students specialising in

various fields. The survey, involving 358 students from the North Centre University
of Baia Mare, used a Likert scale to collect data on students’ environmental
education, perception, attitudes, and behavior. The findings highlighted that students
with academic exposure actively engage in environmental protection activities,
including volunteering, advocacy, participation in initiatives, and recycling.
Additionally, these students exhibit an interest in adopting newer, more
environmentally friendly energy sources. The t-test results indicated no substantial
difference in the perception of the importance of environmental education among
these students. Furthermore, correlation analysis indicated a positive relationship
between perception, attitude, and behaviour variables.

Moreover, Brenda Gail Bergman (2016) delves into the impact of locally
developed environmental education initiatives on students’ attitudes, awareness, and
willingness to take action. It examines the effects of classroom-level environmental
education on students in grades four, five, and seven over a school year. The study
used quantitative assessment tools derived from the Children’s Environmental
Perception Scale, identifying factors related to intentions for environmental learning
and behaviour, environmental appreciation, and awareness of impacting nature. It
found that fourth- and fifth-grade students increased their awareness of impacting
nature but didn’t show changes in environmental appreciation or intentions for
environmental learning and behavior. However, with more years of environmental
education exposure, students displayed slight increases in environmental
appreciation and intentions for learning and behavior. Additionally, qualitative
assessments revealed that in-class discussions primarily focused on cognitive and
psychomotor aspects, with minimal mention of social or affective themes. Student
perspectives emphasised individual interests, suggesting that a one-size-fits-all
approach might not cater to diverse student preferences. Notably, over a third of the

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students enjoyed the outdoor aspect of the environmental education experience,

while a small percentage valued gaining environmental knowledge as their primary
enjoyment factor.

Lastly, According to IAMURE International Journal of Ecology and

Conservation (2016) environmental education has become a part of the school
curriculum in the country, especially in public schools. It primarily aims to educate
students on the importance of the environment and should focus on the effects of
climate change. This study assessed the awareness, knowledge, and attitude of
instructors, students, and parents about environmental education, with an emphasis
on climate change as a global issue. The descriptive-comparative type of research
was used as the design of the study. The ecological knowledge questionnaire was
used to measure the respondents’ levels of awareness, knowledge, and attitude, as
well as their levels of self-efficacy. The returned surveys represented responses from
12 NSTP instructors, 304 college NSTP students, and 200 parents. Descriptive and
inferential statistics such as mean, standard deviation, t-test, ANOVA, and post-hoc
tests were utilised to analyse the data. Results show statistically significant
differences among the groups regarding the levels of awareness, knowledge, and
attitude as related to environmental issues. The NSTP instructors scored highest for
all components as compared. Moreover, factors such as socioeconomic status,
ethnicity, and preference for leisure activities resulted in differences among the
groups regarding their levels of environmental awareness, knowledge, and attitude.
The results of this study may assist environmental specialists, instructors, and school
districts in the evaluation of environmental education.

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Synthesis
The given concepts and information will help strengthen the relationship
between the two variables (perception and environmental policies). Every concept
can showcase the importance of this studies. With the help of other literature the
researcher may find the weakness and strength of this research.

The importance of environmental policies is for understanding why such

studies is needed. It tells that environmental policies can help improve the
environmental literacy of students. Not only that but it can also promote sustainable
lifestyle and development. These policies can be a solution to understand and
address the environmental issues that we’re facing. For a rising economy like the
Philippines environmental policies in schools is a stepping stone towards growth.

Effectiveness of environmental policies plays a crucial role in this study as

it can help the researcher understand environmental policies and what it needs to be
implemented properly. In this part we can see that by having an education for
sustainable development can be of help for students to follow policies and be pro-
environmental. Also, in the findings of Melissa and Kate (2021) the policies in Japan
are narrow and focuses more on knowledge-developing skills and lacks practical
skills. It can be concluded that a policy won’t be that much impactful if it focuses
only on one thing and lacks other components. In addition the findings of Nguyen
(2023) implies that the effectiveness of a policy can be affected by how it’s being
implemented which in the case of Vietnamese High School is inconsistent and hard
to understand which is a key component of this study. However, in some case like
Ozalemdar (2021) it’s said that active learning can positively affect environmental
attitude and behaviour but don’t alter their environmental thinking.

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Knowledge regarding environmental concepts has a direct proportion

towards perception in the implementation of environmental policies. The more
knowledge a student have the more useful opinions regarding implementation of
policies they will give. In the study of Danilo and Nebrida (2019) it implies that the
more knowledgeable students are regarding environmental issues the more
commitment to tackle environmental problems they have. Although in the study
Imamura (2017) in Japan environmental education has not had any significant
impact on environmental problems. Environmental education has not extensively
spread in Japan thus being unable to affect serious global problems.

Finally, awareness regarding environmental concepts is important as it can

influence someone’s behaviour as well as their environmental practices which can
affect the implementation of environmental policies. In the findings of Gratiela
(2019) an exposure to environmental education exhibits an interest for students to
adopt in environmentally friendly energy sources. Which has a similarity in the
findings of Bergman (2016), fifth-graders learning a class-level environmental
education showed no environmental appreciation but with more years to exposure
there’s been a slight increase in appreciation and intention for environmental
learning.

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