EDUCATIONAL ROOTS OF CONSERVATION: ASSESSING FIRST-YEAR BSED

SCIENCE USTP STUDENTS' KNOWLEDGE OF RULES AND RESTRICTIONS ON

BIODIVERSITY

RESEARCH PROJECT - STS

Presented by:

Oñez, Airen Mae

Pañamogan, Alberto

Reyes, Salve Ivory

Roa, John Mark

Romero, Ken

Sanchez, Chlea Alexxa

JUNE 2024
 CHAPTER 1

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Biodiversity is essential for ecosystem sustainability and human welfare. In the

Philippines, a global biodiversity hotspot, diverse ecosystems face threats from habitat

destruction and pollution. Government efforts to safeguard biodiversity are hindered by

enforcement challenges. Education is vital for raising awareness and promoting

sustainable practices, empowering individuals to conserve biodiversity.

1.2 STATEMENT OF THE PROBLEM

This study aims to assess the knowledge of first-year BSED Science students at

USTP regarding rules and restrictions on biodiversity conservation. Specifically, it seeks

to answer the following questions;

1. How do the educational backgrounds of first-year BSED Science USTP students

influence their understanding of biodiversity conservation rules and restrictions?

2. What are the knowledge gaps among first-year BSED Science USTP students

regarding biodiversity conservation rules and restrictions, and how can educational

strategies be improved to address these gaps?

1.3 OBJECTIVE OF THE STUDY

1. To assess first-year BSED Science students' understanding of biodiversity

conservation rules and restrictions.

2. To identify knowledge gaps and enhance educational strategies to improve

comprehension.

1.4 SIGNIFICANCE OF THE STUDY

This study is significant to the following:

● Enhances BSED Science students' knowledge and professional development.

● Promotes environmental stewardship and supports biodiversity conservation.

● Provides insights for future research in biodiversity conservation education.

1.5 SCOPE AND LIMITATION OF THE STUDY

This study assesses the biodiversity conservation knowledge of first-year

students in the BSED Science program at USTP. However, due to time constraints, the

study is limited to this particular group. It aims to explore students' understanding of

biodiversity conservation laws and policies to provide further insight into their

knowledge.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 PHILIPPINES BIODIVERSITY: ANIMAL AND PLANT SPECIES AND WHAT IS

UNDER THREAT

The Philippines stands out as a country renowned for its remarkable biodiversity, being

one of the 18 mega-biodiverse nations globally. It hosts a remarkable two-thirds of the

earth’s biodiversity, encompassing between 70% and 80% of the world’s plant and

animal species. Ranking fifth in terms of plant diversity, the Philippines is home to 5% of

the world’s flora. From vibrant rainforests to diverse marine ecosystems, the Philippines

offers a sanctuary for a wide array of wildlife. However, this wealth of biodiversity faces

significant threats from human activities. Endangered species in the Philippines

encounter various challenges, including habitat loss, poaching, and the impacts of

climate change.

2.2 MAJOR DRIVERS OF BIODIVERSITY LOSS AND THEIR IMPACTS ON

HELMINTH PARASITE POPULATIONS AND COMMUNITIES

The world's biodiversity is facing severe threats, with numerous groups of

organisms at risk of extinction. Mammals, birds, reptiles, amphibians, fishes, insects,

and other arthropods are all experiencing significant population declines. The main

direct drivers of biodiversity loss, ranked in order of importance, are habitat change,

overexploitation, climate change, invasive species, and pollution. However, these

drivers can vary among different taxis and often interact synergistically. Climate change

exacerbates habitat changes, alters species distributions, and affects invasive species
and pollution. Habitat change and overexploitation are the primary drivers of biodiversity

loss across land, freshwater, and oceans, though their relative impacts differ among

these realms.

2.3 THE IMPACT OF CLIMATE CHANGE ON BIODIVERSITY IN THE PHILIPPINES

The Philippines, renowned for its rich biodiversity, faces increasing challenges

from the impacts of climate change. Rising temperatures, changing precipitation

patterns, and extreme weather events threaten the country's diverse ecosystems and

unique species, exacerbating existing threats such as habitat loss and pollution. From

the towering mountains to the pristine seas, habitats are under pressure, endangering

the survival of many plants and animals, including endangered species like the

Philippine eagle and various coral reefs. Urgent action is needed to mitigate the effects

of climate change, preserve biodiversity, and ensure the resilience of ecosystems for

future generations.

2.4 BIODIVERSITY FACTS

The Philippines is one of the 18 mega-biodiverse nations globally, housing two-

thirds of the world's biodiversity and 70-80% of its plant and animal species. Ranking

fifth in plant diversity, it holds 5% of the world's flora and exhibits high levels of species

endemism, especially in birds and terrestrial wildlife. With over 700 threatened species,

it's a top priority for global conservation.The national list of threatened species,

established in 2004, comprises 42 land mammals, 127 birds, 24 reptiles, and 14

amphibians. The Philippines also boasts 3,214 fish species, with around 121 being

endemic and 76 classified as threatened. In 2007, an administrative order introduced a

national list of threatened plant species, highlighting significant conservation concerns.

2.5 THE ROLE OF EDUCATION IN BIODIVERSITY CONSERVATION: CAN

KNOWLEDGE AND UNDERSTANDING ALTER LOCALS’ VIEWS AND ATTITUDES

TOWARDS ECOSYSTEM SERVICES?

Global challenges like climate change, pollution, habitat loss, and resource

overexploitation threaten ecosystems, as highlighted by IPBES (2019). In regions like

Africa, where human populations are growing, the pressure on crucial ecosystem

services is intensifying. Education plays a vital role in addressing these issues, yet gaps

persist in wildlife ecology education among African children. In Tanzania, where

secondary school enrollment is at 17%, this study aims to assess students' knowledge

near SNP on biodiversity and ecosystem services. Through an introductory course, the

study aims to cultivate a deeper understanding and positive attitudes towards

sustainable resource use.

2.6 PLANNING FOR BIODIVERSITY – DO’S AND DON’TS

The National Planning Policy Framework mandates ecological enhancement in

all schemes, which can complicate masterplan design if layouts are fixed before

ecological input. Incorporating green space without prior biodiversity consideration can

be costly. Early involvement with an ecologist is crucial, and we've outlined easy wins

and dos/don’ts for development layout design.

Dont’s:

● Design rear gardens so that they back up against boundary hedgerows/important

green corridors. If these features are contained within garden boundaries, their
 long-term management cannot be assured, and they cannot be factored into the

enhancement calculations for the scheme.

● Create surface water drainage features without consideration to designing it to

support wildlife

● Just settle for bat and bird boxes – there are usually more cost effective solutions

that provide higher quality habitat for wildlife.

● In cases where ecological enhancements must be accommodated within a

limited site, alternative options like biodiversity offsetting should be considered.

Do’s:

● Retain high quality habitat and green corridors within the scheme. This approach

will preserve wildlife opportunities while also minimizing the expenses linked to

habitat creation.

● Concentrated high quality green corridors around the undisturbed edges of the

site are better than larger areas of low quality habitat such as amenity grassland

● Appropriate management plans can provide simple solutions and low cost

enhancements, for example allowing longer grassland edges to establish around

boundary habitats

● Implement a sensitive lighting scheme to retain/create dark corridors across the

site for wildlife

● Utilize native planting and incorporate fruit and nut-bearing species to enrich

foraging opportunities.

● Undertake a habitat value assessment calculation for planning applications in

East Devon or Warwick, Coventry and Solihull.

 CHAPTER 3

METHODOLOGY

The part of the research presents the procedure and sequences followed in

gathering the needed data to answer the problem in this study. It describes the following

research design, respondents of the study, research instrument, data gathering

procedure, and treatment of data.

3.1 RESEARCH DESIGN

This study employs a quantitative research approach to evaluate the knowledge

level of BSED Science students regarding biodiversity rules and restrictions. Through

structured survey questionnaires, the research aims to identify students' understanding

of these laws and policies, providing insights for educational improvement.

3.2 RESPONDENTS OF THE STUDY

The participants of this study are the first-year students enrolled in the Bachelor of

Science in Education (BSED) program with a specialization in science at the University

of Science and Technology of Southern Philippines (USTP). Employing convenience

sampling, the total number of respondents will be selected based on their availability.

.
3.3 RESEARCH INSTRUMENT

This study uses closed-ended questions like Likert scales to gather the data via a

Google Form survey to assess what first-year BSED Science students at USTP know

about rules and restrictions on biodiversity conservation. This helps the researcher

understand if the respondent understands the rules and how they feel about them.

3.4 DATA GATHERING PROCEDURE

For the purpose of gathering data, convenience sampling will be used to select

participants from two sections of first-year BSED Science students at USTP. Selected

students will complete the Likert scale questionnaire via Google Form, still ensuring

diverse perspectives are captured.

3.5 TREATMENT OF DATA

In this study, statistical data treatment will be employed, and the data to be used

for analysis will be Mean, Median, Mode, and Percentage.

The analysis and interpretation of the data were added by this tool for descriptive

statistics. The distribution of the respondents according to specific variables used

frequency, Sampling was used to determine how many participants we would be able to

accommodate.
 CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

Based on the results of our research, it was found that first-year BSED Science

students are familiar with the concept of biodiversity but are not knowledgeable about

the associated rules and restrictions. This finding emphasizes the necessity for

interventions and strategies to further enhance awareness regarding biodiversity

regulations. Furthermore, the utilization of a quantitative research design and

convenience sampling enabled us to gather reliable and valid data that accurately

represented the population. The outcomes of our study offer valuable insights for

educators, policymakers, and stakeholders, aiding in the development of programs and

initiatives aimed at raising awareness of biodiversity rules and restrictions.

RECOMMENDATIONS

Enhancing awareness of biodiversity rules and restrictions for a healthier

environment involves implementing comprehensive educational campaigns, which

include workshops, seminars, and interactive sessions to inform individuals about the

importance of biodiversity conservation and compliance with regulations. Collaboration

with stakeholders such as government agencies and non-profit organizations is crucial

for leveraging resources and amplifying efforts to promote environmental stewardship.

Utilizing diverse media platforms, such as social media, television, and print, allows for
the dissemination of information about biodiversity regulations to a wide audience.

Integrating biodiversity education into curriculum ensures that students learn about

biodiversity rules and restrictions from an early age, fostering a culture of environmental

stewardship. Organizing community engagement activities, such as tree planting drives

and clean-up campaigns, provides opportunities for hands-on learning and collective

action towards biodiversity conservation. Empowering individuals through technology

involves developing user-friendly mobile applications and online platforms that provide

information on biodiversity laws and regulations in an accessible format, enabling

individuals to take informed action to protect biodiversity.

 REFERENCES

Bibliography:

1. Pabellano, P. C. (2023, September 1). The Impact of Climate Change on

Biodiversity in the Philippines. https://rb.gy/zxe1z6

2. Miller, R. & Cambridge University Press. (2023, April 14). Major drivers of

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helminth-parasite-populations-and-

communities/A360A9526D4A34851789451CCBCC3BD6

3. Convention on biological diversity. (2015, December 28). Biodiversity Facts.

https://shorturl.at/oFHQS

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APPENDIX

The content of this paper has been thoroughly checked using plagiarism

detection software, specifically plagiarismdetector.net. Due to the word limit constraint,

the paper was scanned in parts. After scanning each section individually, it has been

found that the entire paper is 0% similar to existing sources. Therefore, this paper is

confirmed to be entirely original and free from plagiarism.