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CHAPTER I
INTRODUCTION

RATIONALE OF THE STUDY

One of the greatest challenges facing humans today is climate

change. According to the United Nations, since the beginning of the

twentieth century, human activity has been considered the primary

cause of changing climate, mostly as a result of the combustion of

fossil fuels like coal, oil, and gas. As a result, the changes in weather

patterns, warming temperatures, increases in the frequency or

intensity of some extreme weather events, and rising sea levels caused

by climate change have a significant impact on our environment.

Certainly, one of the greatest dangers is the wide variety of negative

health effects and deterioration of allergies when exposed to extremely

high temperatures.

The changing of weather due to climate change affects the

education of the students. For instance, it makes schools unsuitable for

learning. The majority of schools were conceptualized and built with

stable weather and temperature ranges in mind, enabling sufficient

ventilation and lighting. However, numerous educational institutions

have grown unsuitable for learning owing to inadequate heating or

ventilation choices as an outcome of rising floods, drought, and heat

waves. Students and instructors in economically disadvantaged regions

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frequently lack the resources essential for effectively dealing with these

impacts. Secondly, it reduces the quality of education. A lack of

conducive learning environments may negatively affect students'

education by making it difficult for teachers to deliver effective

instruction, which has an impact on classrooms, lecture halls, and

instructional materials. This ends up resulting in a decline in

understanding and memory, which in turn lowers the level of

instruction pupils get.

A Harvard graduate student examined information from 1999 to

2014 in 2017. The objective was to determine whether the weather on

test day affected the performance of New York City high school

students on an exam they had to pass in order to graduate. In June,

when it might get extremely warm, the test was often given. According

to the findings, pupils had a 13% higher chance of failing their test if

the outdoor temperature was 90°F as opposed to 72°F. It's possible

that some pupils were insulated from the outside weather by air

conditioning in their classrooms. However, as of 2012, 42% of NYC

public school buildings lacked air conditioning, and 38% of those that

did had broken parts. Also, a 2018 research examined 10 million PSAT

(Preliminary SAT) test takers. It came to the conclusion that learning

decreased during hotter school years without air conditioning. Students

showed a 1% decline in how much they learned that year for every

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degree of temperature increase throughout the school year before the

exam. The investigation also revealed that air conditioning greatly

mitigated this issue.

In the Philippines, from the data of the Department of Education

(DepEd) Enhanced Basic Education Information System (EBEIS) from

school year (SY) 2009-2010 to SY 2017-2018 show that 43,810 of the

almost 47,000 public schools in the country experienced natural

hazards at least once in eight (8) years – where 39,738 schools had

been affected by tropical cyclones; 25,191 had been inundated by

floodwaters; and 5,824 had faced coastal area concerns.

The main purpose of the researchers for conducting this study is to

identify what are the negative and positive effects of the changing

weather on the academic performance of Grade 9 and Grade 10

students of Springfield School of Novaliches. Through this study, we

can determine the ways and solutions that can help students to have a

better environment and for them to achieve good academic

performance.

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CONCEPTUAL FRAMEWORK

The researchers surveyed the Grade 9 and 10 students of

Springfield School of Novaliches to know how the possible effects of

changing weather on their academic performance.

Input Process Output

1.1 Age Data Gathering procedure The Possible Effects of

1.2 Gender Changing Weather on the
1.3 General Average • Questionnaire Academic Performance of
Per Quarter • Survey Grade 9 and 10 Students
of Springfield School of
Novaliches

Figure 1:

Input depicts the variables that play a crucial role in

shaping the progression of this study.

The input phase involves an extensive analysis of respondents'

demographic information, covering essential elements such as name

(optional), age, sex, grade level, and general average per quarter.

Figure 2:

in the process we create a questionnaire with response

options ranging from never, really, sometimes, often and always is a

thoughtful approach to gauge the impact of changing weather on

students. By surveying Grade 9 and 10 students at Springfield School

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of Novaliches using a Pen-and Paper Personal Interview (PAPI),

you're opting for a traditional yet reliable method of data collection.

Figure 3:

In this output we figure The Possible Effects of Changing

Weather on the Academic Performance of Grade 9 and Grade 10

Students of Springfield School of Novaliches. By going through the

unput and process. we figure out that students will find it difficult to

concentrate if the weather is too hot outside. The students will find it

difficult to focus if it is extremely cold outside. If there are frequent

changes in the weather, students could find it difficult to concentrate

on their schoolwork.

STATEMENT OF THE PROBLEM

The goal of this study is to determine what effects

changing weather brings on Grade 9 and Grade 10 Students in

Springfield School of Novaliches’ academic performance. The

survey's questions are going to be about the respondent's

personal experiences.

The study aims to answer the following queries:

1. What is the profile of respondents in terms of:

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1.1 Age

1.2 Gender

1.3 General Average Per Quarter

2. How does the weather affect the students' focus on their studies in

terms of:

2.1. Academic Performance

2.2. Attendance

2.3. Productivity

4. Is there any significant relationship between the student's academic

performance affected by the changing weather of grades 9 and 10 in

Springfield School of Novaliches?

HYPOTHESIS OF THE STUDY

To answer the problems in the study, the following null hypotheses

were formulated.

Ho: there is no significant relationship between the student's academic

performance affected by the changing weather of grades 9 and 10 in
Springfield School of Novaliches.

Ha: there is a significant relationship between the student's academic

performance affected by the changing weather of grades 9 and 10 in
Springfield School of Novaliches.

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SIGNIFICANCE OF THE STUDY

This study was conducted to provide enough knowledge on the Effects

of Changing Weather on the Academic Performance of Grade 9 and

Grade 10 Students in Springfield School of Novaliches:

The findings of the study would benefit the following:

Students. This research will help them in becoming aware of the

positive and negative effects of the said problem. This study will serve

as a guide for them in determining how to deal with the situation.

School officials. This research will help them understand the

problem and come up with better solutions. This study will act as their

guide to bringing out better plans and regulations to prevent the said

problem.

Future Researchers. This research will help achieve benefits and act

as a guide to future researchers regarding this topic.

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SCOPE AND DELIMITATION OF THE STUDY

This study focuses on the effects of changing weather on the academic

performance of Grade 9 and Grade 10 students at Springfield School of

Novaliches. This study will be conducted at Springfield School of

Novaliches during the school year 2023-2024.

This study will only focus on exploring the experiences of the students

of Springfield School of Novaliches who are affected by the weather

changes affecting their Academic Performance, The challenges that

they encounter, how they coped with the situation, and their insights

of having this way of learning.

DEFINITION OF TERMS
The following terms are defined according to their use in the study:

Academic Performance. It is the extent to which a student has

received their shot or long-term educational goals.

Alleviate. It makes something less painful, difficult, or severe.

Climate Change. It refers to long-term shifts in temperatures and

weather patterns.

Education. It is an enlightening experience or the process of receiving

systematic instruction at school universities.

Future. It usually pertains at a later time.

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Hazard. It makes a dangerous phenomenon, substance human

activity, or condition.

Inadequate. It means "not enough or not good"

Mitigate. It makes something harmful, unpleasant, or bad.

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CHAPTER II
REVIEW OF RELATED LITERATURE
FOREIGN LITERATURE
According to Jennifer Barkin on March 15, 2021, Extreme

Weather Events (EWEs) are increasing in frequency as the planet

continues to become warmer. Global estimates project that children

will be impacted by the changing climate with about 88% related

burdens. When it comes to hot weather, it also estimates that those

who's living in low ventilation system or environment are the most

affected. Children's exposure to EWE can cause mental health

problems such as posttraumatic stress, depression, and anxiety which

are all been associated with childhood EWE exposure and have the

potential to persist under certain circumstances. Post Traumatic Stress

(PTS) symptoms are a central focus of the EWE-related mental health

literature and up to 71% of children experience PTS symptoms due to

exposure to disasters. Anxiety related to concerns about one’s

existence, ‘existential anxiety’, was described as highly prevalent and

related to both elevated PTS and depression in a study of 325

adolescents conducted after Hurricane Katrina. As for mood symptoms,

a study focused on the relationship between ambient temperature and

externalizing behaviors such as aggression and delinquency brings

potential ramifications of heat exposure. A significant increase in

aggressive behaviours in urban-dwelling Californian adolescents was

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observed with rising average temperatures (per 1°C increment); this

result was equivalent to 1 year 6 months to 3 years of delay in age-

related behavioural maturation. In fact, the Yale Program on Climate

Change Communication asserts that, ‘Americans increasingly

understand that climate change harms human health. It is a must note

that despite the substantial body of evidence intimating the potential

for negative long-term effects of childhood EWE exposure, there are

both protective and risk factors, such as resiliency, coping skills, and

support networks that influence symptom and recovery trajectories.

According to R Jisung Park, A Patrick Behrer, and Joshua

Goodman on year 2021, elevated temperatures have been shown that

short-run cognitive performance, much less is known about whether

heat exposure affects the rate of skill formation. Both across and

within countries, people living in hotter climates are less formal

schooling, score lower on standardized tests and exhibit worse

economic outcomes than those living in cooler climate, and because of

current and expected changes on Earth's climate, it appears to

influence macroeconomic growth. Across a range of laboratory and

field environments, it had been shown that temperature affects

working memory, stamina and cognitive performance. Which suggests

that heat may directly affect students’ capacity to learn or teachers’

capacity to teach. Students in Indonesia and Thailand, for instance,

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experience over 200 days above 26.7 °C (80 °F) per school year,

compared with approximately 40 such days in the United States and

South Korea. Causal estimates of the returns to schooling suggest that

small changes in educational achievement can result in persistent

differences in lifetime earnings potential, which means even a small

marginal effects of heat on learning could result in large educational

disparities over time. The heat exposure during learning periods

directly impacts human capital accumulation, suggesting another

channel through which climate is linked to macroeconomic

development. There are two provided sets of analysis, each using

quasi-experimental research designs and incorporating region-specific

academic calendars to measure temperature shocks that occur on

school days preceding cognitive testing. The empirical designs focus on

heat exposure during the school year and exploit year-to-year variation

in weather within a given region to isolate the causal impact of hotter

school years on learning. The first analysis uses test score data from

58 developed and developing countries participating in the Programme

for International Student Assessment (PISA), an assessment to

measure formal learning in mathematics, reading and science in

nationally representative samples of 15 year olds. It was found that

students that are in school during hotter periods scores lower than

their peers in the same country who are schooled in cooler periods.

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Exploiting variation in the timing of hot days within a given calendar

year, heat on school days before PISA exams lowers test scores while

heat on non-school days (for example, weekends and summer

vacation) has little effect, consistent with our hypothesis that heat

directly interferes with learning time. On the other hand, the second

analysis focuses on the United States and they used district-level

annual mathematics and English language arts (ELA) test scores from

over 12,000 US school districts, taken from the Stanford Education

Data Archive (SEDA). These are mandatory tests because the sample

of test takers represents the near-universe of American students, and

it is link within-district temperature fluctuations over time to within-

district fluctuations in test scores to isolate the causal effect of hotter

temperature during the school year. It was found that US students in

school during hotter years score worse than peers in the same district

schooled during cooler periods. Across both sets of analysis, it was

found that the marginal damage associated with hotter temperature

appears to be larger for lower-income populations, consistent with

previous work on climate adaptation. The results suggests that the

effects of hot temperature may be regressive not only across but also

within countries, and there were three observations about the analysis.

First, existing evidences suggests that many factors such as

temperature, air pollution, and attentional capture can affect short-run

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cognition. Which the outcome measures are standardized assessments

designed to capture cumulative learning throughout formal schooling,

as opposed to tests of raw intelligence or cognitive capacity that are

highly sensitive to test-taking conditions. Second, previous studies

found that the effects of climatic shocks on health and economic

outcomes vary substantially by previous exposure, and that

investments such as air conditioning may be effective at mitigating

heat-related impact. Recent survey evidence suggests that, whereas

90% of US households have some form of air conditioning, only 75, 19

and 13% of households in Australia, Sweden and Mexico, respectively,

have air conditioning. That suggests that the smaller macro-level

effects of temperature documented in developed economies may mask

substantial heterogeneity within these countries. Lastly, it was claimed

by literature that those living in tropical countries were genetically and

culturally lazy or otherwise disinclined to engage in cognitively

intensive activities. The unfortunate implications of this work may

have inhibited discussion of a simpler and more policy-relevant

explanation for the observed associations between heat and human

capital. It was suggested that the universal physiological burden of

heat reduces students’ capacity to learn and teachers’ capacity to

teach, independent of intelligence or disposition, and that hotter

climates may thus interfere with economic development by reducing

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the human capital stock of nations, which implies that investments

aimed at protecting students from heat exposure may grant important

economic benefits, particularly in hotter, poorer countries.

According to Mohd Zeeshan, in the western Himalayas in Jammu

& Kashmir(J&K), floods, drought conditions, and cloudbursts in recent

years were attributed to such changes by the popular press (Editorial,

India Today). The region is considered highly vulnerable to climate

change impacts due to its geological particularities, ecological fragility,

and economic marginality (Xu et al.; Tsering et al.,). Many of these

studies contribute much to understanding the climate change

phenomenon and its impacts at global to regional scale;but not at the

local scale (IPCC). Climate studies also do not often link socio-

economic variables with people pertinent to policymaking and

adaptation strategies (Smit and Wandel). For individuals, many people

are unaware of their contribution to climate change, and seen as

irrelevant to the public who perceive that the government should be

responsible for addressing climate change. In issues such as climate

change, the direct experiences (such as extreme events, storms and

unseasonable heavy rains, snow, and floods)determine their

perception, which in turn leads to behavioural changes and greater

preparedness to tackle such issues (Spence et al.,). By the conducted

evidence, more girls

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than boys, more students from private schools than public schools,

more higher-secondary students than secondary school students and

more urban students than those from rural schools were found

involved in participatory activities relating to climate change. Under

advocacy concerning the environment, more boys than girls, more

private school students than public school students, higher-secondary

students than secondary students, urban students than those from

rural schools were found to be proactive to be involved. Under general

activities concerning the environment, more girls and rural students

were found to be willing for proactive involvement. It was indicated

that students from higher-secondary classes and urban schools showed

significantly higher awareness and proactive attitudes than students of

secondary classes and rural schools.

The effects of high heat are widespread and varied, and this

paper from Oxford University Press 2021 builds on the Global

Adaptation Mapping Initiative (GAMI) by offering a thorough evaluation

of how heat adaptation responses are developing internationally as

documented in the scientific literature. Heat events have an impact on

people and ecosystems worldwide and are growing more often and

intense as a result of climate change. Heat poses a threat to both

physical and mental health. Responses to heat occur across industries

and geographic borders. Other studies have identified the Middle East,

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North America, and South Asia as locations of concern for heat

exposure nearing extreme heat endurance and adaption thresholds

under high-magnitude climate change. In addition to the dangers of

chronic high heat in the world's hottest locations, anticipated increases

in the volume and variety of acute heat in cooler areas pose significant

threats. Prior study has recorded methods or solutions for dealing with

excessive heat, as well as examples of how individuals, communities,

governments, and other stakeholder groups are adjusting to it.

However, a complete understanding of the current status of

implemented heat adaptations—where, why, how, and to what extent

they occur—has yet to be established.

Weather conditions have been identified as significant

determinants influencing school commute mode selections. The paper

from Science Direct 2019 investigates the modal shift of middle school

commutes in relation to variations in weather-related variables, with an

emphasis on the situation in Beijing, China. Weather-related variables,

such as sky condition, wind speed, peak temperature, humidity, air

quality index (AQI), and several interaction terms, were found to have

a substantial influence on students' commute mode choices. Still, there

hasn't been much research done on the effects of weather. While some

research has shown how weather conditions affect how students

commute, most of the literature currently in publication only uses

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seasonal or weekly variations to represent weather conditions, and

there are still few studies that explicitly focus on quantitative mode

choice behaviors. It would make sense, then, for weather conditions to

have an impact on students' means of transportation to school. For

example, students are more likely to walk and ride their bicycles when

the weather is good. However, on wet days, even when it is feasible

for them to bike or walk to school, students prefer to take the bus or

drive instead of walking. Therefore, utilizing the most recent school

commute survey data for Beijing, this study aims to give an

econometrical analysis focused primarily on the impact of weather

conditions on school commute mode choices and to provide references

for similar cities in China and other countries.

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FOREIGN STUDIES
Many research studies about how environmental factors, such

as climate changes affect a learner's academic performance found that

school culture and climate were among the top influences in improving

student achievement. School climate plays an important role for the

students and also teachers as it is the essence that draws them to love

and want to come to school. Climate can make people slack off when

the classrooms become hot and muggy making it almost unbearable

for students to retain information.

According to a research study made by Stella Gary (2021),

multiple scientific study says that high temperature and humidity affect

neurochemistry in a negative way meaning our mental performance

may be impaired. Scientists assumed that thermal stress affects our

cognitive functions resulting in cognition impairment. It is revealed that

thermal stress does affect our cognitive functions making it hard to

give attention and concentration. It is also mentioned in this study that

multiple reports made by teachers said that poor weather conditions

badly affect the student's performance in class. The reports show

multiple explanations for this phenomenon. First, some students are

not able to attend class if the weather is too bad. Especially those who

live far from school. Additionally, weather can be a distraction factor

for students. Many teachers noticed that when it is raining outside,

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students tend to spend more time looking out the window than

concentrating in class. As well as the sound of thunder and raindrops

can affect the student's attention and concentration.

A recent study about the effect of temperature on student time

allocation investigates the issue of how environmental factors such as

changes in temperature affect the decision to study of a college

student and a high school student. The first finding result shows that

students reduce their class attendance and self-study time due to

extreme and unfavorable temperatures. Second, the high school

student analysis outcome shows that high school students do not

reduce their study time on hot days meaning low exam grades on hot

days are the consequences of cognitive impairment caused by the heat

making the high school students diminish attention and memory. (Ivan

Carlo Alberto, Yang Jiao, and Xiaohan Zhang, 2021)

In accordance with a research study conducted by H.K. Dariya,

A.F. Abdussalam, and Y. Saleh in the year 2021. They assessed the

relationship between seasonal weather variation and students’

academic performance in Kaduna State University (KASU), Kaduna

State, Nigeria. Survey data was acquired using a structured

questionnaire given to 309 randomly selected students. According to

NiMET statistics, seasonal weather fluctuations occur during academic

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sessions and have a negative impact on the academic performance of

the majority of students (180) 58.3%, while (129)41.7% are

unaffected. The study recommended that mitigation and coping

measures be implemented during the second semester, which

coincides with peak rainfall, to reduce the negative impact on students'

academic performance, and that a new calendar be designed and

implemented as soon as possible to improve students' academic

performance at KASU.

Another study related to this used data from 18 studies about

the relationship between the thermal conditions in a classroom and the

children’s performance in school. They did psychological tests to

measure cognitive abilities and skills, school tasks, and tests to assess

their progress in learning. They included end-of-year grades and the

examination results as well to indicate children's performance. They

recorded the changes in their psychological tests and school tasks

performance according to the classroom temperature. The analysis

showed that lowering classroom temperatures from 30 °C to 20 °C can

improve psychological test and school task performance by 20% on

average. While optimal performance is achieved at temperatures below

22 °C. The link applies only to temperate climates. Verification is

needed for additional climates and temperatures ranging from -20°C to

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+30°C. (Pawel Wargocki, Jose Ali Porras-Salazar, and Sergio

Contreras-Espinoza, 2019)

As stated by Sydney Salata (2021), symptoms aligned with SAD

negatively affect the academic productivity and well-being of students.

Seasonal Affective Disorder or SAD is a type of depression that

happens during certain seasons of the year. SAD is triggered by the

changes in seasons. In the said study, they use surveys and case

studies to investigate the impact of seasonal weather changes on high

school students in South Carolina. The survey results show that high

school students feel most productive during the spring semester, and

least productive throughout the winter months. Additionally, large

seasonal weather changes have a greater impact on learners' academic

well-being than daily weather fluctuations. These findings raise the

question of whether the school calendar should be adjusted to better

correspond with the most productive season(s) for high school

learners.

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LOCAL LITERATURE
According to Amendral and Rodriguez Ko (2022), Climate

change is the result of the earth finding an alternative equilibrium as it

expands warmer and warmer.However It has been estimated that

towards the end of the twenty-first century, climate change may have

a negative influence on the environment. Although, a few of those

severe storms are already occurring, which is why climate change is

speeding up. The general public's degree of awareness of global

warming must therefore be increased immediately.

Thus, Based on the study of Lagmay, and Ezekiel (2022), it is

explained that This transition became much more challenging and

Formidable for Filipino online students seven months after it started.

Eight typhoons have impacted the Philippines during October to

November of year 2020. Two of these typhoons Demolished havoc on

the region, causing major flooding, power outages, property

destruction, and fatalities and other causes that tortured a lot of

Filipinos during this disaster. That's why we study how these harsh

weather conditions affected Filipino students and graduate students'

online learning participation to be able to be more flexible and precise.

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According to PAGASA (Philippine Atmospheric, Geophysical and

Astronomical Services Administration) the major climate in the

Philippines is characterized by two seasons which are rainy season and

dry season. These weather conditions greatly affect the ways of living

of people who live in said country. According to the Department of

Education (DepEd), the children in the Philippines continue to be

among the most vulnerable sectors to climate change.

According to Jaranilla Mandejar of Pressreader (2023) the high

heat index in the Philippines during dry season or sunny weather

affects the student's academic performance due to physical discomfort,

dehydration and fatigue. Moreover, many schools in the said country

lack proper ventilation and air conditioning which makes it difficult for

students and teachers to work comfortably. Besides, the warm

temperature due to high heat index has an impact not just on physical

but also mental. Many studies have found that higher temperature or

high heat during dry season effects were linked to a rise in mental

health-related visits to emergency departments. Also, according to the

article made by Christina Chi of Philstar (2023) the conducted teacher

survey noted that the intolerable summer heat affects the students'

attendance and learning. On the conducted teacher’s survey it shows

that around 67%, or around 7,800 teachers who responded in the

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survey said that they experienced “intolerable heat” which hindrance

students’ on paying attention to lessons and less than 1% of the

teachers surveyed report that they experience pleasant classroom

conditions during the start of the dry season. According to another

survey that was conducted, at least 2 out of every 5 teachers have

noticed a decline in student attendance as a result of uncomfortable

classroom temperatures. The chairperson of the Alliance of Concerned

Teachers, Vladimir Quetua said that the condition of classrooms today

poses a severe difficulty during the warm season. Students cannot stay

still and cannot listen to the lecture. They’re sweaty and tired.

According to UNICEF research released today, young people in

the Philippines are among those most vulnerable to the negative

effects of climate change, which might endanger their protection,

health, and education. The first thorough examination of climate risk

from the viewpoint of children is "The Climate Crisis Is a Child Rights

Crisis: Introducing the Children's Climate Risk Index." It assigns a

ranking to nations based on how vulnerable their children are to

environmental shocks like heatwaves and cyclones, as well as how

exposed they are to those shocks due to their access to basic services.

One way that the effects of climate change are being felt is through

water vulnerability, which puts children at risk. This is highlighted in

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the Climate Changed Child study. It offers an examination of the

effects of the three water security tiers—water stress, water

vulnerability, and scarcity—on a worldwide scale. Water availability and

demand will be impacted by factors such as population expansion,

urbanization, economic development, climate change, and forced

migration brought on by danger and war. The study, which is an

addition to UNICEF's Children's Climate Risk (2021), details the

numerous additional ways that children suffer the most as a result of

the climate catastrophe. The environment that children are raised in

has an impact on the development and health of their brains, lungs,

immune systems, and other vital organs from the time of conception

until maturity. Child malnutrition is made worse in the Philippines in

particular by crop failures and growing food prices, which are made

worse by rising temperatures and more rainfall brought on by climate

change. It is dangerous for children's bodies and minds to be exposed

to excessive heat, inadequate nutrition, and filthy air in the Philippines.

Their physical and mental health are being impacted by climate

change, which is affecting both their world and their well-being. The

needs of children are far too frequently ignored, despite their demands

for change, according to UNICEF Representative for the Philippines

Oyunsaikhan Dendevnorov. In the Philippines, youth are spearheading

the fight against climate change. During this year's World Children's

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Day event, the Quezon City Government and UNICEF Philippines

acknowledged the voice, agency, and leadership of children and youth

in efforts to combat climate change. Children in the Philippines are

taking matters into their own hands through their own projects,

despite being the heart of the global climate catastrophe, having the

highest levels of juvenile eco-anxiety, and experiencing displacement.

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LOCAL STUDIES

The purpose of Mary Jean P. Yanger's research is to ascertain

the level of awareness of global warming among first-year high school

students in Tacloban City, Leyte, Philippines. Thirty items from a

questionnaire were distributed to three hundred randomly chosen

secondary school students from five public schools. The findings

showed that the respondents' levels of understanding varied, and that

age, gender, and economic status were positively correlated with the

respondents' comprehension of global warming. The poll also found

that respondents from wealthier backgrounds and with longer

experience generally had a better understanding of the problem.

Surprisingly, female participants got greater average scores than male

participants.

Yanger's study offers insightful information about how Filipino

secondary students in Tacloban City perceive and comprehend global

warming. The results have quite more credibility because a

standardized questionnaire and a sizable sample size were used. The

study provides an in-depth analysis of how variables like age, gender,

and economic status influence awareness of global warming because it

focuses on a particular demographic within a regional environment.

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The study's focus on demographic factors and how they affect

students' understanding of global warming is one of its strong points.

The study marks the necessity of focused educational interventions by

showing a favorable association between economic status, age, and

topic comprehension. Additionally, gender variations in environmental

awareness are also intriguingly raised by the discovery that female

pupils understand global warming on average better than their male

colleagues.

Although, there are a few limitations to consider. This research

reveals relativity between demographic traits and awareness of global

warming, although it might not entirely catch the complex relationships

that exist between sociocultural factors and understanding of the

environment. Besides, the usage of self-reported knowledge gathered

through surveys has concerns about response bias and the accuracy of

participants' perspectives.

Overall, "Global Warming Through the Eyes of Filipino

Secondary Students in Tacloban City, Philippines" gives out useful,

meaningful, accurate information to the national discourse/discussion

about environmental education and awareness. The findings

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emphasize the need for selective educational programs designed to

increase students' understanding of environmental challenges on a

global scale, particularly in prone locations like Tacloban City.

As stated by Desabayla and Guenta(2023), this study focuses on

how aware students are on climate change, this study points out that

climate change is in fact real and humans help to progress it but in a

negative way. Globally, as people's standards of living have increased,

so too has the demand on natural resources, which has led to climate

change. Global ecosystems are shifting and entire plant and animal

species are in peril due to the rising average global temperature and

an increase in extreme weather events. Climate change refers to

changes in weather patterns and temperatures over an extended

period of time. The researchers from the study conducted a survey for

senior high school students, after receiving the data, the researchers

came to the conclusion that senior high school pupils have no opinion

on mitigating climate change based on the data results. They also have

many sources of information about climate change and are in

agreement about it. The researchers suggested that senior high school

students should not stop learning in order to broaden their

perspectives on the various approaches to reducing the effects of

climate change with the assistance of teachers. Senior high school

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students also need to show that they are prepared to take action to

counteract the consequences of climate change and that they are

using the various information sources that are available to them to

learn more about the subject. Finally, other variables need to be used

in future study.

According to Amendral and Rodriguez (2022),Climate change is the

result of the earth finding an alternative equilibrium as it expands

warmer and warmer.However It has been estimated that towards the

end of the twenty-first century, climate change may have a negative

influence on the environment. Although, a few of those severe storms

are already occurring, which is why climate change is speeding up. The

general public's degree of awareness of global warming must therefore

be increased immediately.

Thus, Based on the study of Lagmay, and Ezekiel (2022), it is

explained that This transition became much more challenging and

Formidable for Filipino online students seven months after it started.

Eight typhoons have impacted the Philippines during October to

November of year 2020. Two of these typhoons Demolished havoc on

the region, causing major flooding, power outages, property

destruction, and fatalities and other causes that tortured a lot of

Filipinos during this disaster. That's why we study how these harsh

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weather conditions affected Filipino students and graduate students'

online learning participation to be able to be more flexible and precise.

The study of De Vera, M. S. & Severo, R. W. (2022) helps reveal

the very important issue of the awareness of measures to mitigate

climate change among teachers and high school students of the

University of Baguio. Though more interested in awareness levels and

actions of these demographics, seeing the wider implications of climate

change on academic performance is important. Climate change results

in changes in several elements, not only in the degradation of the

environment but also from different dimensions of society, including

education. The children's learning could be jeopardized by various

factors such as school closure through extreme weather events,

increased temperatures in classrooms, and environmental stressors all

affecting access to learning and the concentration and effective

learning of students. Moreover, the psychological stress due to the

climate-related disasters can affect mental stability that ultimately does

not let them perform up to the mark in academics. It is therefore very

salient to understand the nexus between awareness of climate change

and mitigation efforts and the academic performance to further tailor

interventions in support of students to help them cope with adversities

brought about by climate change.

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The study of Gee, A. (2021) highlights the importance of

teaching kids about adapting to climate change. Underscores the need

to address how it impacts their school performance. Studies indicate

that the frequent occurrence of weather incidents like typhoons and

floods in the Philippines directly hampers children ability to go to

school resulting in closures, displacement and disruptions in their

learning environments. These interruptions not hinder advancement

but also lead to lasting setbacks in cognitive growth and educational

achievements. Furthermore, the mental stress and trauma caused by

climate related calamities worsen the difficulties students encounter in

staying focused and engaged with their studies. Therefore,

incorporating climate adaptation education into the curriculum is

essential not for fostering resilience but for lessening the negative

effects of climate change, on childrens academic success and overall

welfare.

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