International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Extent of Environmental Science Concepts Application among Science, Technology and Engineering Learners in Sta. Elena District

Author(s) Ms. MA. CRISTINA O ALMADRONES
Country Philippines
Abstract This study determined the extent of application of Environmental Science concepts among Grade 7 Science, Technology, and Engineering learners in Sta. Elena District during School Year 2024-2025. Using a quantitative descriptive-correlational design, the study involved 80 Grade 7 STE learners from Rizal National High School through total enumeration. Data were gathered using a researcher-made 50-item Environmental Science Knowledge Test, a 50-item questionnaire on the extent of application of Environmental Science concepts, and a checklist of challenges encountered by learners. Descriptive statistics, particularly mean, weighted mean, frequency, percentage, and ranking, were used to summarize the data, while Spearman rank-order correlation was used to determine the relationship between knowledge and application after the normality assumption was not met. Results showed that learners had a high level of Environmental Science knowledge, with an overall mean score of 3.97. Pollution and Biodiversity obtained the highest mean score of 4.34, while Biomes and Ecological Succession obtained the lowest mean score of 3.29. The learners demonstrated a moderate extent of application of Environmental Science concepts, with an overall weighted mean of 2.74. Food Chain, Food Web, and Food Pyramid obtained the highest weighted mean of 3.43, while Global Environmental Issues obtained the lowest weighted mean of 1.95. The computed Spearman correlation coefficient was -0.097, indicating no significant relationship between the learners' knowledge and application of Environmental Science concepts. The leading challenges were limited participation in school or community environmental programs, lack of time, weak peer support, difficulty maintaining environmental practices, and weak personal responsibility. Based on the findings, Project E.A.R.T.H., or Environmental Action and Responsibility Through Habits, was proposed as a school-based intervention program to strengthen practical environmental behavior among learners.
Keywords Environmental Science Education, Environmental Concepts, STE Learners, Environmental Application, Project E.A.R.T.H.
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-30
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79599
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