Assessing Junior High School’s Climate Change Literacy: Input for Learning Plan on Climate Change

Abstract

Climate change literacy is essential for equipping students with the knowledge, perception, and skills required to comprehend and address the challenges posed by climate change. This study aimed to assess the climate change literacy of students at a National High School in the Philippines. The study also sought to develop a relevant climate change learning plan to improve their climate change literacy. A quantitative approach and a descriptive-developmental research design were employed. The sample size of 264 students was determined using random stratified sampling with a margin of error of 5% and a level of confidence of 95%. The research utilized an adapted survey questionnaire as the primary data-gathering instrument. The questionnaire was divided into four sections to explore various aspects of climate change literacy. The findings revealed that most respondents were female, 13 years old, and in seventh to tenth grade. Students demonstrated a high level of perception, action, attitude, and personal concern regarding climate change. The respondents’ understanding of climate change was slightly below average. In addition, the study found differences in climate change literacy by age and grade level, but no significant gender differences. Students’ awareness of climate change was significantly influenced by environmental experiences, climate change education, and their peers. Based on the findings, a curriculum-aligned climate change learning plan was devised to enhance, improve, and increase students’ knowledge, perception, actions, attitudes, and personal concerns.