CHAPTER 4

RESULTS AND DISCUSSIONS

In this chapter, the data analysis and interpretation are presented. The

researchers used tables to determine and identify the response of the First Year

BSED Science students of University of Science and Technology of Southern

Philippines (USTP) from the questions given to them via google forms. The results

shown here are also in accordance with the research problems stated in chapter 1 of

the study.

There are 25 students chosen for this study of the first year BSED Science

students at USTP.

Table 1-2 presents the familiarity and importance of Endangered Species Act

(ESA)

Table 1 shows the frequency, percentage and mean of the question:”How

familiar are you with the Endangered Species Act (ESA) and its role in protecting

threatened and endangered species?”

Table 1.

Point Value Description Frequency Percentage

5 Very Familiar 5 20%

4 Familiar 8 32%

3 Somewhat Familiar 4 16%

2 Unfamiliar 7 28%
 1 Not familiar at all 1 4%

Total 25 100%

Mean: 3.36

As presented on the table, 20% of the respondents are very familiar, 32% are

familiar, 16% are somewhat familiar, 28% are unfamiliar and 4% are not familiar at

all with Endangered Species Act (ESA). It has a mean score of 3.36. Therefore, most

first year BSED Science students are somewhat familiar with the Endangered

Species Act (ESA).

Table 2 shows the frequency, percentage and mean of the question: “Do

you believe the ESA is an effective tool for preventing the extinction of species and

conserving biodiversity?”

Table 2.

Point Value Description Frequency Percentage

5 Strongly Agree 9 36%

4 Agree 16 64%

3 Neutral 0 0

2 Disagree 0 0

1 Strongly Disagree 0 0

Total 25 100%
Mean: 4.36
 As presented on the table, 36% of the respondents strongly agree and 64%

agree that the Endangered Species Act is an effective tool for preventing the

extinction of species and conserving biodiversity. It has a mean score of 4.36.

Therefore, most first year BSED Science students strongly agree with the

Endangered Species Act (ESA) as an effective tool to prevent extinction of species

and conserve biodiversity.

Table 3 shows the frequency, percentage and mean of the question: "How

important do you think it is for governments to enforce the UN Convention on

Biological Diversity (CBD) to protect biodiversity globally?”

Table 3.

Point Value Description Frequency Percentage

5 Very Important 20 80%

4 Important 5 20%

3 Neutral 0 0

2 Unimportant 0 0

1 Not important at all 0 0

Total 25 100%

Mean: 4.8

As presented on the table, 20% of the respondents voted for “very important”

and 20% voted for “important” that the government needs to enforce the UN

Convention on Biological Diversity (CBD) to protect biodiversity globally. It has a

mean score of 4.8. Therefore, most first year BSED Science students voted that it is
very important for the government to enforce the UN Convention on Biological

Diversity (CBD) to protect biodiversity globally.

Table 4 shows the frequency, percentage and mean of the question:”How

familiar are you with the Convention on International Trade in Endangered Species

of Wild Fauna and Flora (CITES) and its role in regulating the global wildlife trade?”

Table 4.

Point Value Description Frequency Percentage

5 Very Familiar 4 16%

4 Familiar 8 32%

3 Somewhat Familiar 7 28%

2 Unfamiliar 5 20%

1 Not familiar at all 1 4%

Total 25 100%

Mean: 3.36

As presented on the table, 16% of the respondents are very familiar, 32% are

familiar, 28% are somewhat familiar, 20% are unfamiliar and 4% are not familiar at

all with Endangered Species of Wild Fauna and Flora (CITES). It has a mean score

of 3.36. Therefore, most of first year BSED Science students are somewhat familiar

with Endangered Species of Wild Fauna and Flora (CITES) and its role in regulating

the global wild life trade.

 Table 5 shows the frequency, percentage and mean of the question:”How

important do you believe it is for governments to enforce strict adherence to laws

protecting biodiversity?”.

Table 5.

Point Value Description Frequency Percentage

5 Very Important 18 72%

4 Important 6 24%

3 Neutral 1 4%

2 Unimportant 0 0

1 Not important at all 0 0

Total 25 100%

Mean: 4.68

As presented on the table, 72% of the respondents voted for “very important”,

24% for “important" and 4% voted for “neutral” for the government to enforce strict

adherence to laws protecting biodiversity. It has a mean score of 4.68. Therefore,

most first year BSED Science students voted that it is very important for the

government to enforce strict adherence to laws protecting biodiversity.

Table 6 shows the frequency, percentage and mean of the statement question: ”How

familiar are you with the National Biodiversity Strategy and Action Plan (NBSAP)?”

Table 6.

Point Value Description Frequency Percentage

5 Very Familiar 2 8%

4 Familiar 8 32%

3 Somewhat familiar 7 28%

2 Unfamiliar 7 28%

1 Not familiar at all 1 4%

Mean: 3.12

As presented on the table, 2 respondents answered “very familiar" and 8 who

answered “familiar”. Moreover, 7 answered “somewhat familiar”, 7 students for

“unfamiliar”, and 1 student answered “not familiar at all”. It has a mean of 3.12 and

therefore means that the students are neutral or uncertain of the familiarity of the act.
 Table 7: shows the frequency, percentage and mean of the statement

question: ”Do you believe the NBSAP is an effective tool for conserving and

sustainably using biodiversity?”

Table 7.

Point Value Description Frequency Percentage

5 Strongly Agree 10 40%

4 Agree 13 52%

3 Neutral 2 8%

2 Disagree 0 0%

1 Strongly Disagree 0 0%

Mean: 4.32

As presented on the table, 10 respondents answered “strongly agree" and 13

who answered “agree”. Moreover, 2 answered “neutral”, while there was no

respondent who answered “disagree” and “strongly disagree”. It has a mean of 4.32

and therefore interpreted that most of the students strongly agreed or believe that

the NBSAP is an effective tool for conserving and sustainably using biodiversity.

Table 8 shows the frequency, percentage and mean of the statement

question: ”How likely are you to support the implementation of sustainable

development standards, such as the Equator Principles, to ensure that development

projects consider and mitigate their impacts on biodiversity?”

 Table 8.

Point Value Description Frequency Percentage

5 Very Likely 19 76%

4 Likely 4 16%

3 Neutral 2 8%

2 Unlikely 0 0%

1 Very Unlikely 0 0%

Mean: 4.68

As presented on the table, 19 respondents answered “very likely" and 4 who

answered “likely”. Moreover, 2 answered “neutral”, while there was no respondent

who answered “unlikely” and “very unlikely”. It has a mean of 4.68. Therefore, most

of the students are very likely to support the implementation of sustainable

development standards, such as the Equator Principles.

Table 9 shows the frequency, percentage and mean of the statement

question: ”How important do you think it is for educational institutions to incorporate

practical field experiences in teaching biodiversity conservation rules and

restrictions?”

Table 9.

Point Value Description Frequency Percentage

5 Very Important 17 68%

4 Important 7 28%
 3 Neutral 1 4%

2 Not Important 0 0%

1 Not Important at all 0 0%

Mean: 4.64

As presented on the table, 17 respondents answered “very important" and 7

who answered “important”. Moreover, 1 student answered “neutral”, while there was

no respondent who answered “not important” and “not important at all”. It has a

mean of 4.64. Therefore, most of the students think that it is important to incorporate

practical field experiences in teaching biodiversity conservation rules and

restrictions.

Table 10 shows the frequency, percentage and mean of the statement

question: ”How important do you think it is for first-year BSED Science students to

have a thorough understanding of biodiversity conservation rules and restrictions?”

Table 10.

Point Value Description Frequency Percentage

5 Very Important 21 84%

4 Important 4 16%

3 Neutral 0 0%

2 Not Important 0 0%

1 Not Important at all 0 0%

Mean: 4.84
 As presented on the table, 21 respondents answered “very important" and 4

who answered “important”. Moreover, no student answered “neutral”, “not important”,

and “not important at all”. It has a mean of 4.84. Therefore, most of the students

think that it is important to have a thorough understanding of biodiversity

conservation rules and restrictions.