EDUCATIONAL ROOTS OF

CONSERVATION: ASSESSING FIRST-

YEAR BSED SCIENCE USTP
STUDENTS' KNOWLEDGE OF
RULES AND RESTRICTIONS ON
BIODIVERSITY
THE RESEARCHERS

Oñez, Airen
Mae

Pañamogan, Alberto

Florita, Dimple
Kaye
THE RESEARCHERS

Reyes, Salve
Ivory

Roa, John
Mark

Olarita, Jhon Michael

THE RESEARCHERS

Romero,
Ken

Sanchez, Chlea Alexxa

 CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY

Biodiversity is essential for ecosystem sustainability and human welfare. In the

Philippines, a global biodiversity hotspot, diverse ecosystems face threats from
habitat destruction and pollution. Government efforts to safeguard biodiversity are
hindered by enforcement challenges. Education is vital for raising awareness and
promoting sustainable practices, empowering individuals to conserve biodiversity.

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 CHAPTER 1
INTRODUCTION
1.2 STATEMENT OF THE PROBLEM
This study seeks to answer the following questions:

1. How do the educational backgrounds of first-year BSED Science USTP students

influence their understanding of biodiversity conservation rules and restrictions?

2. What are the knowledge gaps among first-year BSED Science USTP students
regarding biodiversity conservation rules and restrictions, and how can educational
strategies be improved to address these gaps?

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 CHAPTER 1
INTRODUCTION
1.3 OBJECTIVE OF THE STUDY
In this research we want to achieve the following:

1. To Assess first-year BSED Science students' understanding of biodiversity

conservation rules and restrictions.

2. To Identify knowledge gaps and enhance educational strategies to improve

comprehension.

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 CHAPTER 1
INTRODUCTION
1.4 SIGNIFICANCE OF THE STUDY

This study focuses on enhancing the knowledge and professional development

of BSED Science students, promoting environmental stewardship, and supporting
biodiversity conservation. It also aims to provide valuable insights for future research
in biodiversity conservation education.

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 CHAPTER 1
INTRODUCTION
1.5 SCOPE AND LIMITATION OF THE STUDY

This study assesses the biodiversity conservation knowledge of first-year

students in the BSED Science program at USTP. However, due to time constraints,
the study is limited to this particular group. It aims to explore students' understanding
of biodiversity conservation rules and restrictions to provide further insight into their
knowledge.

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 CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1 PHILIPPINES BIODIVERSITY: ANIMAL AND PLANT SPECIES AND
WHAT IS UNDER THREAT

The Philippines stands out as a country renowned for its remarkable biodiversity, being one
of the 18 mega-biodiverse nations globally. It hosts a remarkable two-thirds of the earth’s
biodiversity, encompassing between 70% and 80% of the world’s plant and animal species.
Ranking fifth in terms of plant diversity, the Philippines is home to 5% of the world’s flora. From
vibrant rainforests to diverse marine ecosystems, the Philippines offers a sanctuary for a wide
array of wildlife. However, this wealth of biodiversity faces significant threats from human
activities. Endangered species in the Philippines encounter various challenges, including habitat
loss, poaching, and the impacts of climate change. 10
 CHAPTER 2
REVIEW OF RELATED LITERATURE
2.2 MAJOR DRIVERS OF BIODIVERSITY LOSS AND THEIR IMPACTS
ON HELMINTH PARASITE POPULATIONS AND COMMUNITIES

The world's biodiversity is facing severe threats, with numerous groups of organisms at risk
of extinction. Mammals, birds, reptiles, amphibians, fishes, insects, and other arthropods are all
experiencing significant population declines. The main direct drivers of biodiversity loss, ranked
in order of importance, are habitat change, overexploitation, climate change, invasive species,
and pollution. .

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 CHAPTER 2
REVIEW OF RELATED LITERATURE
2.3 THE IMPACT OF CLIMATE CHANGE ON BIODIVERSITY IN THE
PHILIPPINES

The Philippines, renowned for its rich biodiversity, faces increasing challenges from the
impacts of climate change. Rising temperatures, changing precipitation patterns, and extreme
weather events threaten the country's diverse ecosystems and unique species, exacerbating
existing threats such as habitat loss and pollution. From the towering mountains to the pristine
seas, habitats are under pressure, endangering the survival of many plants and animals,
including endangered species like the Philippine eagle and various coral reefs. Urgent action is
needed to mitigate the effects of climate change, preserve biodiversity, and ensure the
resilience of ecosystems for future generations.
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 CHAPTER 2
REVIEW OF RELATED LITERATURE
2.4 BIODIVERSITY FACTS

The Philippines is one of the 18 mega-biodiverse nations globally, housing two-thirds of the
world's biodiversity and 70-80% of its plant and animal species. Ranking fifth in plant diversity, it
holds 5% of the world's flora and exhibits high levels of species endemism, especially in birds
and terrestrial wildlife. With over 700 threatened species, it's a top priority for global
conservation.The national list of threatened species, established in 2004, comprises 42 land
mammals, 127 birds, 24 reptiles, and 14 amphibians. The Philippines also boasts 3,214 fish
species, with around 121 being endemic and 76 classified as threatened. In 2007, an
administrative order introduced a national list of threatened plant species, highlighting
significant conservation concerns
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 CHAPTER 2
REVIEW OF RELATED LITERATURE
2.5 THE ROLE OF EDUCATION IN BIODIVERSITY CONSERVATION:
CAN KNOWLEDGE AND UNDERSTANDING ALTER LOCALS’ VIEWS
AND ATTITUDES TOWARDS ECOSYSTEM SERVICES?

Global challenges like climate change, pollution, habitat loss, and resource overexploitation
threaten ecosystems, as highlighted by IPBES (2019). In regions like Africa, where human
populations are growing, the pressure on crucial ecosystem services is intensifying. Education
plays a vital role in addressing these issues, yet gaps persist in wildlife ecology education
among African children. In Tanzania, where secondary school enrollment is at 17%.

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 CHAPTER 2
REVIEW OF RELATED LITERATURE
2.6 PLANNING FOR BIODIVERSITY – DO’S AND DON’TS
Dont’s:
• Design rear gardens so that they back up against boundary hedgerows/important green
corridors. If these features are contained within garden boundaries, their long-term
management cannot be assured, and they cannot be factored into the enhancement
calculations for the scheme.
• Create surface water drainage features without consideration to designing it to support
wildlife
• Just settle for bat and bird boxes – there are usually more cost effective solutions that
provide higher quality habitat for wildlife.
• In cases where ecological enhancements must be accommodated within a limited site,
alternative options like biodiversity offsetting should be considered.
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 CHAPTER 2
REVIEW OF RELATED LITERATURE
2.6 PLANNING FOR BIODIVERSITY – DO’S AND DON’TS
Do’s:
• Retain high quality habitat and green corridors within the scheme. This approach will
preserve wildlife opportunities while also minimizing the expenses linked to habitat creation.
• Concentrated high quality green corridors around the undisturbed edges of the site are
better than larger areas of low quality habitat such as amenity grassland
• Appropriate management plans can provide simple solutions and low cost enhancements,
for example allowing longer grassland edges to establish around boundary habitats
• Implement a sensitive lighting scheme to retain/create dark corridors across the site for
wildlife
• Utilize native planting and incorporate fruit and nut-bearing species to enrich foraging
opportunities.
• Undertake a habitat value assessment calculation for planning applications in East Devon or
Warwick, Coventry and Solihull. 16
 CHAPTER 3
METHODOLOGY

The part of the research presents the procedure and sequences followed in

gathering the needed data to answer the problem in this study. It describes the

following research design, respondents of the study, research instrument, data

gathering procedure, and treatment of data.

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 CHAPTER 3
METHODOLOGY
3.1 RESEARCH DESIGN
This study employs a quantitative research approach to evaluate the knowledge level of

BSED Science students regarding biodiversity rules and restrictions. Through structured survey

questionnaires, the research aims to identify students' understanding of these laws and

policies, providing insights for educational improvement.

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 CHAPTER 3
METHODOLOGY
3.2 RESPONDENTS OF THE STUDY
The participants of this study are the first-year students enrolled in the Bachelor of Science

in Education (BSED) program with a specialization in science at the University of Science and

Technology of Southern Philippines (USTP). Employing purposive sampling, a total of 60 first-

year BSED Science students will be selected as participants.

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 CHAPTER 3
METHODOLOGY
3.3 RESEARCH INSTRUMENT
This research will use a survey with a Likert scale to assess what first-year BSED Science

students at USTP know about rules and restrictions on biodiversity conservation. This helps us

understand if they understand the rules and how they feel about them.

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 CHAPTER 3
METHODOLOGY
3.4 DATA GATHERING PROCEDURE
For the purpose of gathering data, Purposive sampling will be used to select participants

from each section of first-year BSED Science students at USTP. Selected students will

complete the Likert scale questionnaire during class time, ensuring diverse perspectives are

captured.

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 CHAPTER 3
METHODOLOGY
3.5 TREATMENT OF DATA
In this study, statistical data treatment will be employed, and the data to be used for

analysis will be Mean, Median, Mode, and Percentage.

The analysis and interpretation of the data were added by this tool for descriptive

statistics. The distribution of the respondents according to specific variables used frequency,

Sampling was used to determine how many participants we would be able to accommodate.

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1 shows the frequency,

percentage and mean of the question:
”How familiar are you with the
Endangered Species Act (ESA) and
its role in protecting threatened and
endangered species?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 2 shows the frequency,

percentage and mean of the question:
“Do you believe the ESA is an
effective tool for preventing the
extinction of species and conserving
biodiversity?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 3 shows the frequency,

percentage and mean of the question:
"How important do you think it is for
governments to enforce the UN
Convention on Biological Diversity
(CBD) to protect biodiversity
globally?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 4 shows the frequency,

percentage and mean of the
question: ”How familiar are you
with the Convention on International
Trade in Endangered Species of
Wild Fauna and Flora (CITES) and
its role in regulating the global
wildlife trade?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 5 shows the frequency,

percentage and mean of the
question: ”How important do you
believe it is for governments to
enforce strict adherence to laws
protecting biodiversity?”.

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 6 shows the frequency,

percentage and mean of the
statement question: ”How familiar
are you with the National
Biodiversity Strategy and Action
Plan (NBSAP)?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 7: shows the frequency,

percentage and mean of the
statement question: ”Do you believe
the NBSAP is an effective tool for
conserving and sustainably using
biodiversity?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 8 shows the frequency,

percentage and mean of the
statement question: ”How likely are
you to support the implementation of
sustainable development standards,
such as the Equator Principles, to
ensure that development projects
consider and mitigate their impacts
on biodiversity?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 9 shows the frequency,

percentage and mean of the
statement question: ”How important
do you think it is for educational
institutions to incorporate practical
field experiences in teaching
biodiversity conservation rules and
restrictions?”

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 CHAPTER 4
RESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 10 shows the frequency,

percentage and mean of the
statement question: ”How important
do you think it is for first-year BSED
Science students to have a thorough
understanding of biodiversity
conservation rules and restrictions?”

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 CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
Based on the results of our research, it was found that first-year BSED Science
students are familiar with the concept of biodiversity but are not knowledgeable about
the associated rules and restrictions. This finding emphasizes the necessity for
interventions and strategies to further enhance awareness regarding biodiversity
regulations. Furthermore, the utilization of a quantitative research design and
convenience sampling enabled us to gather reliable and valid data that accurately
represented the population. The outcomes of our study offer valuable insights for
educators, policymakers, and stakeholders, aiding in the development of programs and
initiatives aimed at raising awareness of biodiversity rules and restrictions

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 CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
RECOMMENDATIONS
Enhancing awareness of biodiversity rules and restrictions for a healthier environment
involves implementing comprehensive educational campaigns, which include
workshops, seminars, and interactive sessions to inform individuals about the
importance of biodiversity conservation and compliance with regulations.
Collaboration with stakeholders such as government agencies and non-profit
organizations is crucial for leveraging resources and amplifying efforts to promote
environmental stewardship. Utilizing diverse media platforms, such as social media,
television, and print, allows for the dissemination of information about biodiversity
regulations to a wide audience.

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 CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
RECOMMENDATIONS
Integrating biodiversity education into curriculum ensures that students learn about
biodiversity rules and restrictions from an early age, fostering a culture of
environmental stewardship. Organizing community engagement activities, such as tree
planting drives and clean-up campaigns, provides opportunities for hands-on learning
and collective action towards biodiversity conservation. Empowering individuals
through technology involves developing user-friendly mobile applications and online
platforms that provide information on biodiversity laws and regulations in an
accessible format, enabling individuals to take informed action to protect biodiversity.

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 REFERENCES

Bibliography:
1. Pabellano, P. C. (2023, September 1). The Impact of Climate Change on Biodiversity in the Philippines. https://rb.gy/zxe1z6
2. Miller, R. & Cambridge University Press. (2023, April 14). Major drivers of biodiversity loss and their impacts on helminth parasite
populations and communities. https://www.cambridge.org/core/journals/journal-ofhelminthology/article/major-drivers-of-
biodiversity-loss-and-their-impacts-onhelminth-parasite-populations-andcommunities/A360A9526D4A34851789451CCBCC3BD6
3. Convention on biological diversity. (2015, December 28). Biodiversity Facts. https://shorturl.at/oFHQS
4. Planning for Biodiversity - Do’s and Don’ts - Ecosulis. (n.d.). Ecosulis. https://ecosulis.co.uk/blog/planning-for-biodiversity-dos-and-
donts/
5. Børresen et al. (2022). The role of education in biodiversity conservation: Can knowledge and understanding alter locals’ views and
attitudes towards ecosystem services? Environmental Education Research (Print), 29(1), 148–163.
https://doi.org/10.1080/13504622.2022.2117796
6. Rawat, U. S., & Agarwal, N. (2015). Biodiversity: Concept, threats and conservation. Environment Conservation Journal/Environment
Conservation Journal, 16(3), 19–28. https://doi.org/10.36953/ecj.2015.16303
7. De Burca, J. (2023, December 11). Philippines Biodiversity: animal and plant species and what is under threat. Constructive Voices.
https://constructive- voices.com/philippinesbiodiversity/?fbclid=IwAR0M3HmRmyiO5GRBuZCZbiGeGJJMqNQ_RotJBP9RsI
gK2r9Lglvxqvd4zgM_aem_AWdX1WDwQ4QsVbhXdLT98jYqKP2s63bk0C0qNS
PO2OTNwZa7knKp3aAvCu4CAObF1BPe9PggPi8MQMl7qE95Zqag

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STS – SCIENCE, TECHNOLOGY, AND SOCIETY
BIODIVERSITY GROUP

THANK YOU!
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STS – SCIENCE, TECHNOLOGY, AND SOCIETY
BIODIVERSITY GROUP

STS RESEARCH
DEFENDED
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