Go Green: Adaptation on Climate Change in LSPU System

Conceptual Paradigm

Independent Variable Dependent Variable

Figure 1 The Research Paradigm Of The Study

Statement of the ProblemThe main purpose of the study is to determine the level of adaptation program on Climate Change to Go Green LSPU.

Specifically, it sought to answer the following questions:1. What is the respondents’ level of adaptation of programs on Climate Change in terms of:

1.1 Reducibility1.2 Recyclability

1.3 Reusability?2. What is the status of Go Green LSPU as to:

2.1 Solid Waste Management2.2 Water Conservation2.3 Energy Conservation2.4 Greening of Classrooms and Offices?

3. Is there a significant effect of the adaptation program on climate change to Go Green LSPU?

Hypothesis

There is no significant effect of the adaptation program on climate change to Go Green LSPU.

Scope and Limitation of the Study

The study adaptation on climate change: Go Green LSPU will be limited to the four (4) campuses of Laguna State Polytechnic University to wit: Los Baῆos, Santa Cruz, San Pablo and Siniloan.

Research DesignA descriptive research design will be used for this study. A survey will be administered to a selected sample from a specific population in four (4) campuses of Laguna State Polytechnic University. According to Dr. Y. P. Aggarwal (2008). Descriptive Research is devoted to the gathering of information about prevailing conditions or situations for the purpose of description and interpretation. It is also concerned with the analysis of relationship between non manipulated variables and the development of generalizations, extending its conclusion beyond the sample observed.

The method mentioned above was appropriate in studying the adaptation program of climate change in the status of Go Green LSPU.

Respondents of the Study

The respondents in the study will be composed of 60 respondents from each university campus including Siniloan, Santa Cruz, Los Baῆos, and San Pablo consisting of administrative officials, faculties, and students with a total of 240 respondents.

Sampling Technique

The study will be conducted to determine the level of adaptation of programs on climate change and status of Go Green LSPU. The respondents were chosen using the purposive sampling method. Purposively, the respondents were the administrative officials, regular faculty members and students of the four (4) campuses of Laguna State Polytechnic University.

Data Gathering Procedure

A questionnaire-checklist that aims to draw out proper responses to the objectives of this study will be constructed. It will be presented, analyzed and checked by the researcher’s adviser and experts on different fields of specialization to ensure the validity of responses it would elicit. Questionnaire is used to obtain the needed information for the study adaptation program on climate change of go green LSPU.

Data Gathering Procedure

Permit to conduct research and study on the subject will be secured from the Dean of the College of Law which will be attached to another letter requesting permission to conduct research to the four university campus. Data gathered from the answered questionnaires will be checked, tabulated and analyzed according to the research design and will be prepared for the final presentation to the experts of different field of specialization.

Research InstrumentThe researchers will use a questionnaire which will be checked by the panel of examiners before gathering the data. The questionnaire will be composed of two (2) parts which will include five (10) questions for each indicators. After the approval, the research instrument will be given to the respondents of different campuses of Laguna State Polytechnic University. The research instrument will use the 5 likert-scale describes as follows:

The following description was adapted to quantify the responses of the respondents in every item.

Research InstrumentThe following description was adapted to quantify the responses of the respondents in every item.

Scale Range Description Interpretation

5 4.21-5.00 Almost Always Highly Implemented

4 3.41-4.20 Often Implemented

3 2.61-3.40 Sometimes Moderately Implemented

2 1.81-2.60 Seldom Lowly Implemented

1 1.00-1.80 Almost Never Not Implemented

Statistical Treatment of Data

After the questionnaire has been collected, the data was tailed and tabulated. The items of level of adaptation programs on climate change in terms reducibility, recyclability and reusability as well as the status of Go Green LSPU in terms of solid waste management, water conservation, energy conservation and greening of classrooms and offices, questionnaires were scored based on the rating scale. Each rating scale has a corresponding value such as (5), almost always, (4), often (3), sometimes (2), seldom (1) almost never.

Statistical Treatment of Data

To be able to measure the level of adaptation of programs climate change and the status of Go Green LSPU, the researcher used weighted mean and standard deviation. Analysis of Variance will be used to determine the effect of the adaptation of programs on climate change and the status of Go Green LSPU. 

SURVEY QUESTIONNAIRE ON THE ADAPTATION OF PROGRAM ON CLIMATE CHANGE TO GO

GREEN LSPU 

Part I. A. The following statements indicate your level of adaptation of programs on climate change in terms of REDUCIBILITY, RECYCLABILITY AND REUSABAILITY. How frequent do you do the following?

5 – Almost Always 4 – Often 3 Sometime 2 – Seldom

1– Almost Never

 

A. REDUCIBILITY

         

  5 4 3 2 11. Purchasing commodities/materials that are only required.

         

2. Using commodities/materials that are only needed.          

3. Buying products that have long life span.          4. Repairing broken materials instead of replacing them.

         

5. Walking instead of using private vehicles for certain distances.

         

6. Using public transportation in going to the University.

         

7. Using indigenous materials rather than using plastic materials.

         

8. Using products made with recycled materials.          9. Using energy-efficient light bulbs and rechargeable batteries.

         

10. Reusing plastic bags, cups, containers, plastic bottles and others.

         

 A. REUSABILITY

         

  5 4 3 2 1

1. Throwing away materials that are of no use.          

2. Using the ever-dependable bayongs when shopping.

         

3. Using a second-hand item.          

4. Renting/ borrowing an item instead of buying new product.

         

5. Using styrofoam in packing food products.          

6. Making projects out of discarded materials.          

7. Using reusable carry bags and containers.          

8. Using used boxes.          

9. Reusing the back clear portion of used bond papers.

         

10. Reusing scrap materials into a new and functional item.

         

C. RECYCLABILITY 

         

  5 4 3 2 11. Recycling waste materials such as: papers, glass, aluminum, bottles to maintain clean environment.

         

2. Recycling used office supplies to make new products.          

3. Segregation of Non-Bio and Biodegradable waste for easier classification of waste materials.

         

4. Recycling paper plates and cups to lessen waste in the canteen.          

5. Supplying recycled containers or outreached materials in the classrooms to minimize garbage.

         

6. Placing of recycle bins in the school vicinities.          7. Assigning homework which need not be written to reduce the use of papers.

         

8. Disseminating announcements, memos, and reminders on how to recycle waste to maintain a clean surroundings.

         

9. Reusing old magazines and paper to make handicrafts.          

10. Using of old handouts to minimize paper consumption.          

Part II. The following statements indicate your waste management procedures. How frequent do you do the following?

A. Solid Waste Management 

         

  5 4 3 2 1

1. Segregating waste (biodegrable from non-biodegradable)          

2. Throwing or disposing the garbage properly.          

3. Using materials that are environmental friendly.          

4. Burning of waste at high temperature.          

5. Using sanitary landfills.          

6. Recycling materials such as plastic cups, bottles, etc.          

7. Throwing hazardous waste products elsewhere.          

8. Disposing electric waste products in the garbage can.          

9. Composting organic waste materials (vegetable peels, eggshells, etc.).

         

10. Creating commodities out of traditional waste products.          

B. Water Conservation            5 4 3 2 1

1. Repairing the leaky faucet.         

2. Repairing leaky toilets.          3. Throwing the garbage in the river/lake.          4. Replacing old equipment such as dishwashers with energy-saving devices.

         

5. Talking to school administrators, maintenance coordinator and school officials about installing rainwater tanks.

         

6.  Installing water aerators and automatic shut-off devices on faucets. 

         

7. Using refillable water bottle.          8. Turning the tap off as soon as you've washed your hands.

         

9. Placing containers under school water fountains and use excess water in the garden.

         

10. Raising awareness of the importance of water by creating colorful posters on water use and water saving.

         

C. Energy Conservation            5 4 3 2 1

1. Turning off the lights when leaving the room          

2. Using energy efficient light bulbs.          3. Walking or riding a bicycle instead of driving to school.

         

4. Switching off the ventilations when not in use.          

5. Fixing dripping hot water faucets.          6. Reusing paper and bottles.          7. Recycling materials into a useful one.          

8. Changing the thermostat settings in rooms during warmer and cooler months.

         

9. Closing the door after people walk through the doorway.

         

10. Turning off the computer when not in use.          

D. Greening of School Grounds            5 4 3 2 1

1. Participating in a clean-up drive.          2. Following environmental rules and regulations strictly.

         

3. Supporting school’s advocacy in protecting the school environment.

         

4. Monitoring and evaluating the progress of greening the school.

         

5. Adopting an environmental vision statement to be achieved.

         

6. Placing of signage about greening the school in different school areas.

         

7. Placing of trash bins in different school areas.          

8. Segregation of biodegradable and non-biodegradable waste materials.

         

9. Inform the school community about solid waste management.

         

10. Participating in tree planting activities.          

PRESENTED BY:EFREN RAMOS DELA PAZ

KRISTINA CASTILLO DE VERAMARJEAN REYES VALMONTE