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Gallardo, Annie Cu. |
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An assessment of the Tullahan River as a community-based teaching tool in ecology at Our Lady of Fatima College / |
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Annie Cu Gallardo. |
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28 cm. |
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xx, 177 pages |
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Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2000.;A thesis presented to the faculty of the Graduate School of Arts, Sciences, Education and Nursing in partial fulfillment of the requirements for the degree Master of Arts in Education, Biological Sciences. |
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ABSTRACT: STATEMENT OF THE PURPOSE: This study was conducted to assess the Tullahan River as a community-based teaching tool in Ecology at Our Lady of Fatima College. Specifically, the study answered the following questions: 1. What community-based teaching tool can be developed from the assessment of Tullahan River for use in the teaching of Ecology? 2. Is there a significant difference in the level of awareness of the students before and after the utilization of the community-based teaching tool? 3. Is there a significant difference in the practices of the students before and after the utilization of the community-based teaching tool? 4. Is there a significant difference in the ecological values of the students before and after the utilization of the community-based teaching tool? METHODOLOGY: This study employed the one-group pretest-posttest design of experimental research. To assess the Tullhan River as a community-based teaching tool, a four-part questionnaire was constructed and administered among the samples before and after utilization of the community-based teaching tool. Using the cluster/ purposive sampling technique, the one hundred and seven B.S. Biology and B.S. Zoology third year and the B.S. Computer Science freshmen students of Our Lady of Fatima College were taken as samples. The results of the pretest and posttest were tallied, computed and analyzed statistically to determine if the mean scores of the pretest was significantly related to the mean scores of the posttest in terms of level of awareness, common practices, and ecological values. The extent to which these mean scores were related was tested using the paired samples t-test. FINDINGS: The following were the findings of the study: 1. A significant difference exists between the pretest and posttest of the students in terms of their level of awareness, wherein the computed t-value of -6.506 was found to be greater than the critical value of 1.985 at 95% confidence level. This means that the utilization of the community-based teaching tool was able to increase the level of awareness of the students on the present ecological condition of the Tullahan River. 2. A significant difference exits between the pretest ad n posttest of the students in terms of their practices, wherein the computed t-value of -2.241 was found to be greater than the critical value of 1.985 at 95% confidence level. This means that the utilization of the community-based teaching tool was able to produce a positive change in the practices of the students. 3. A significant difference exists between the pretest and posttest of the students in terms of their ecological values, wherein the computed t-value of -4.618 was found to be greater than the critical value of 1.985 at 95% confidence level. This means that the utilization of the community-based teaching tool was able to enhance the ecological values among the students. CONCLUSIONS: Based on the findings of the study, the following conclusions were drawn: 1. A community-based teaching tool was developed based on the present physical, chemical, biological and ecological condition of the Tullahan River. 2. There was a significant difference in the level of awareness of the students before and after the utilization of the community-based teaching tool. Thus, the assessment of Tullahan River as a community-based teaching tool was effective in increasing the level of awareness among students towards their environment. 3. There was a significant difference in the practices of the students before and after the utilization of the community-based teaching tool, which means that the teaching tool was effective in producing healthier practices among the students towards the environment. 4. There was a significant difference in the ecological values of the students before and after the utilization of the community-based teaching tool, which means that the teaching tool was effective in enhancing the ecological values of the students. RECOMMENDATIONS: In the light of the findings and conclusions made in this study, the following recommendations are hereby forwarded: 1. Since the community-based teaching tool was effective in increasing environmental awareness, in producing healthier practices and in enhancing ecological values among students in Ecology class, it is recommended that the tool to be used as a supplement in the teaching of water pollution in Ecology class and in other related subject areas. 2. Teaching strategies may be enriched with similar teaching tools containing community resource relevant to the subject being studies and real to the students. It is recommended that instructional materials in other areas of Ecology be developed to initiate changes in the behavior of the students and to shift teaching process from teacher-oriented to a student-oriented learning process. 3. Since environmental education is interdisciplinary, more environmental issues and concerns should be integrated not only to the science classroom, but also to other disciplines, as well. Teachers must consider more seriously the contribution it might make to the students' general and moral education. 4. Making environmental education more effective requires an ample period of time to develop good values and good practices towards the environment, it is recommended that its teaching multilevel, that is, it should be taught at all grade and year levels. The values inculcated among the young students will then be carried on until they mature as adult individuals. 5. Further study maybe conducted to test the effectiveness of the community-based teaching tool using the static-group comparison design, wherein comparisons are made between groups, a control and an experimental group, receiving different treatments. 6. The local government, together with the academe, should be vigilant in monitoring the Tullahan River (and other river systems), strengthening drives against the squatters along riverbanks, intensifying garbage collection, putting up fences along river banks, conducting regular clean-up programs including dredging of bottom sediments and pumping of air through the river to avoid oxygen depletion, stricter implementing of laws and ordinances on waste management and waste disposal, and punishing violators of these laws. 7. The government should not issue permit to operate to industries without the necessary water waste treatment system and water waste management plans. Moreover, government agencies should check regularly if these treatment systems are being implemented. 8. It is also recommended that environmental education be extended to the community by utilizing the students through science-related courses, military science (MS) courses, practicum, on-the-job training programs, or even in other fields such as music and arts. These students can serve as catalysts in their own neighborhood or communities through environmental campaigns, information dissemination and community clean-ups. 9. Teachers should incorporate practices for the care of the environment within the classroom such as segregation of wastes, recycling of materials, minimizing the use of chemicals, proper disposal of reagents, to name just a few. This will encourage positive attitudes and behaviors towards the environment as well as reinforce ecological awareness. 10. The reformatting of the community-based teaching tool is also recommended to be adapted to the non-science majors and/ or the out-of-school youth in the community. Such reformatting may even include the translation of the community-based teaching tool in Filipino language which would allow greater understanding of the different ecological concepts and issues discussed in the tool. 11. Enrichment of the community-based teaching tool is also recommended by adding other physio-chemical characteristics of the river such as suspended solids, dissolved solids, presence of coliform organisms, velocity of water current and turbidity of the water, to name just a few. |
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| International Standard Serial Number |
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| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |