Vous êtes sur la page 1sur 23

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 Problem


The 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 Reducibility
1.2 Recyclability
1.3 Reusability?
2. What is the status of Go Green LSPU as to:
2.1 Solid Waste Management
2.2 Water Conservation
2.3 Energy Conservation
2.4 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 Baos, Santa Cruz, San
Pablo and Siniloan.

Research Design
A 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 Baos, 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 researchers 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 Instrument
The 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 Instrument
The following description was adapted to quantify the
responses of the respondents in every item.
Scale

Range

Description

Interpretation

4.21-5.00

Almost Always

Highly
Implemented

3.41-4.20

2.61-3.40

Sometimes

Moderately
Implemented

1.81-2.60

Seldom

Lowly
Implemented

1.00-1.80

Almost Never

Not
Implemented

Often

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
1 Almost Never

2 Seldom

A. REDUCIBILITY
5
1. 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
1. Throwing away materials that are of no use.
2. Using the ever-dependable
shopping.
3. Using a second-hand item.

bayongs

when

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
1. 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
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
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
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
1. Participating in a clean-up drive.
2. Following environmental rules and regulations
strictly.
3. Supporting schools 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 nonbiodegradable 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 VERA
MARJEAN REYES VALMONTE