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10th International Conference on Education, Technology & Innovative Learning

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Las Vegas -USA. May 24-26, 2019. Paper ID: LE910

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Assessment of Environmental Education Materials for Professional

Education Courses in the Teacher Education Curriculum

Helen M. Llenaresas,

Bicol University College of Education, Philippines.

.

Lourdes M. Macasinag,

Bicol University College of Education, Philippines.

___________________________________________________________________________________

Abstract

The Philippines is highly vulnerable to extreme weather occurrences and disasters brought

about by climate change. This vulnerability poses continual threats to communities. Developing

and adopting responsive policies and programs that build and sustain resilience of the people

from various sectors is therefore warranted with urgency. The Bicol University College of

Education can ably take a lead role in mainstreaming formal, non-formal and informal

education of climate change adaptation and disaster risk reduction management. This can be

facilitated through the creation of the Environmental Education Learning Resource Center

(EELRC) which can serve as a model of a disaster resilient institution, and at the same time,

can extend assistance to its adopted communities in helping build resilient communities. In this

particular study (Study 1) under Project 1 which is on Assessment of Environmental Education

Materials for Professional Education Courses in the Teacher Education Curriculum, the

following objectives were looked into: (1) Review existing Professional Education Courses in

the teacher education curriculum to identify entry points for environmental education concepts

and skills; (2) Assess the environmental education materials developed by DENR in terms of

the following criteria: a.) appropriateness for integration; b.) relevance to the academic

program; and c.) flexibility for integration. (3) Develop session plans/IMs in Professional

Education courses integrating environmental education concepts and skills using DENR EE

materials; and (4) Validate the EE-enriched session plans/IMs in Professional Education

courses. This research used the mixed methods of research. Specifically, Study 1 used

documentary analysis of the Teacher Education Curriculum to determine the entry points for

the Environmental Education concepts and skills in the Professional Education Courses. The

developmental-evaluative methods were used in the development and validation of the lessons,

activities and materials for the Professional Education Courses.

___________________________________________________________________________

Key Words: assessment, environmental education, teacher education curriculum, professional

education courses





1. Introduction

In support of Republic Act 9512, An Act to Promote Environmental Awareness through

Environmental Education and for Other Purposes, the education sector should take necessary

action to do its share in the climate change adaptation and disaster risk management. This can

be done by raising public awareness and improving education on disasters in order to help

people especially the vulnerable populations to cope with the risks of climate change.

Environmental education and information dissemination across levels and disciplines is critical

to enhance the people’s resilience to the risks of disasters brought about by climate change.

Noteworthy to mention, this law supports inter-agency and multi-sectoral efforts in order to

support the state which is mandated “to promote national awareness on the role of natural

resources in economic growth and the importance of environmental conservation and

ecological balance towards sustained national development” (Sec. 2, R.A. 9512). In particular,

this law contains the specific provisions which support collaboration between the Department

of Environment and Natural Resources and academic institutions, such as: 1) Interagency and

Multi-sectoral Effort. The DepEd, CHED, TESDA, DENR, DOST and other relevant

agencies, in consultation with experts on the environment and the academe, shall lead in the

implementation of public education and awareness programs on environmental protection and

conservation through collaborative interagency and multi-sectoral efforts at all levels; and 2)

Capacity-Building. The DepEd, CHED and TESDA, in coordination with the DENR and other

relevant agencies, shall undertake capacity-building programs nationwide such as trainings,

seminars, workshops on environmental education, development and production of

environmental education materials, and teacher-education courses and related livelihood

programs (Section 6 & 7, RA 9512).

In the higher education sector, the 3NS is a consortium of highly reputable institutions which

adhere to academic excellence. The Bicol University, the host University of the College of

Education which was the former Albay Normal School, is one of the member institutions of the

consortium which can ably take a lead role in mainstreaming formal, non-formal and informal

education of climate change adaptation and disaster risk reduction management. This can be

facilitated through the creation of the Environmental Education Learning Resource Center

(EELRC) which can serve as a model of a disaster resilient institution, and at the same time,

can extend assistance to its adopted communities in helping build resilient communities.

The EELRC will work as a collaborative undertaking led by Bicol University in

coordination with the member institutions of the National Network of Normal Schools (3NS),

and in partnership with the Department of Environment and Natural Resources at the national

and regional levels. The establishment of the Center is expected to strengthen environmental

education (EE) in the locality where the Bicol University is situated. In particular, the center





will be concerned with the development of pool of instructional resources on climate change

adaptation and disaster education, mainstreaming of environmental concepts in the Teacher

Education Curriculum, capability-building activities of teachers, extensionists and other

stakeholders of the TEIs, implementation and evaluation of EE-enhanced Teacher Education

Curriculum, documentation of good practice options (GPOs) for the mainstreaming of EE in

the curriculum, and in the dissemination of EE in the selected communities, and conduct of fora

and other similar undertakings which are supportive of the climate change adaptation and

mitigation.

In the light of the foregoing discussion on the vulnerability of the country, and on the

mandate on the environmental education, this proposal on establishing the Bicol University as

an Environmental Education Learning Resource Center is deemed significant and exigent.

2. Conceptual/Theoretical Framework

Figure 1: Conceptual Paradigm

The framework implies curricular review, development and evaluation, curricular

implementation formally in the academe and informally and non-formally among the different

sectors such as students, faculty and staff in the College, and among the vulnerable populations

in the selected communities. These will done through the three identified types of

environmental education; namely, pilot implementation of mainstreaming of EE in Teacher

Education Curriculum, offering of the academic programs on environment management and

environment entrepreneurship, pilot implementation of Institutional Disaster Preparedness

Exercises, and Extension Program on Environmental Education towards Building Resilient

Communities.





For this particular study, however, only the curricular review of BEED and BSED

Professional Education Courses were done to determine entry points for EE integration; and

the preparation and validation of session plans/instructional materials (IMs) using DENR

Environmental Education (EE) materials.

3. Materials and Methods

This research used the mixed methods of research. Project 1 used the developmental-

descriptive-evaluative method of research. Specifically, Study 1used documentary analysis of

the Teacher Education Curriculum to determine the entry points for the Environmental

Education concepts and skills in the Professional Education Courses. The developmental-

evaluative methods were used in the development and validation of the lessons, activities and

materials for the Professional Education Courses.

4. Results and Discussion

Points of Integration of Environmental Education Concepts and Skills for Professional

Education Courses in the Teacher Education Curriculum

The syllabi for Professional Education Courses in the Teacher Education Curriculum were

reviewed and analyzed to determine the topics where environmental education (EE) concepts

may be integrated. The entry points may be in any part of the lesson depending on the strategy

to be used.

4.1 Bachelor in Elementary Education

In the BEED curriculum there is a total of twenty seven (27) Professional Education courses

from the first to the fourth year. Of the 27 courses, forty four (44) entry points for the integration

of EE concepts were noted. Table 1 show that in the ten (10) Professional Education courses in

third year, twenty five (25) or 56.82% entry points was identified, the highest so far. The least,

only four or 9.09% entry points, was noted in the fourth year despite the high number of courses

offered which is 8.

SUBJECT

ENTRY POINTS Course Code Descriptive Title

FIRST YEAR – first semesternone

2n

d S

em.

Educ 1 The Teaching Profession

1. The teacher in the Classroom and Community

2. Classroom Management, School and Community

Relations

Educ 2 Child and Adolescent

Development

1. Factors that affect growth and development

2. Social and Emotional Development

SECOND YEAR

1st

Sem

.

Educ 3 Facilitating Learning

1. Environmental Factors (Human environmental factors

affecting motivation; The Classroom Climate; The

Physical Learning Environment)

Educ 4 Principles of Teaching 1 1. Principles of Teaching (The Learning Environment)

2n d

Se

m.

Educ 5 Principles of Teaching 2 1. The Teaching of Science (Goals of Science Teaching;

Valuing processes)





2. Methodologies/Approaches in Teaching (Exploring

Community Resources)

Educ 6 Social Dimensions of

Education

1. School as an Agent of Change

2. Globalization and Education

Educ 7 Assessment of Student

Learning 1

1. Development of Classroom Assessment Tools for

(Objective tests; Non-objective tests – Constructing:

Restricted Essay and Extended Essay)

FS 1 Learner’s Development and

Environment

1. School as a Learning Environment

2. Valuing Diversity Learner’s Characteristics and

Learning Activities

3. Classroom Management

FS 2

Experiencing the Teaching-

Learning Process

1. Lesson Development (Outcomes Based Teaching-

Learning and Competency- Based Teaching Learning

)

THIRD YEAR

1st

Sem

.

Educ 11 Developmental Reading 1

1. Reading Strategies (Noting Details)

2. Identifying Topics, Main Ideas and Supporting

Details

3. Making Inferences

4. Drawing Conclusions

5. Summarizing

6. Critical Thinking and Reading

7. Recognizing Author’s Purpose and Point of View

8. Recreational Reading

Educ 8 Assessment of Learning 2 1. Authentic Assessment Tools

2. Product-Oriented Performance-Based Assessment

Educ 9 Educational Technology 1

1. History of Educational Technology

2. Technology: Boon or Bane?

3. The Roles of Technology in Learning

FS 3 Technology in the Learning

Environment

1. Bulletin Board Displays

2. Utilization of Teaching Aids

3. Issues and Reflection on the Technology Used in the

Learning Environment

FS 4 Understanding Curriculum

Development 1. Delivery of the Lesson (using EE topics)

2n

d S

em.


1. Teaching Basic Comprehension Skills

2. Differentiated Instruction

3. Understanding by Design

Educ 13 Curriculum Development

1. Social Foundations

2. Delivering the Curriculum (Factors that influence

curriculum implementation – Environmental Factors

3. Assessment and Evaluation of the Curriculum)


1. Designing ICT-Based Instruction

2. Developing Basic Digital Skills and Evaluating

Technology Learning

FS 5 Learning Assessment

Strategies

FS 6 On Becoming a Teacher

FOURTH YEAR

1st

Sem

.

Educ 14 Guidance and Counseling

1. Emerging Trends, Contemporary Issues in the

Counseling Profession (Wellness and Resilience

Issues)

Educ 15

Teaching Science and

Mathematics

1. Historical Development and Science Teaching

(Objects lessons)

2. Science: Its Methodologies (The Discovery

Approved; The Inquiry Approach; The Process

Approach)

3. Lesson Planning (for Math & Science)

Educ 16 Teaching Communication Arts

Educ 17 Pagtuturong Makabayan

Educ 18 Seminar in Teaching Multi-

Grade Classes





Educ 19 Seminar sa Pagtuturo ng

Filipino

Educ 20 Seminar in Teaching MAPE

Educ 21 Seminar in Teaching Reading

**Special

Topics

(MTB-MLE, Seminar in

Teaching and Peace

Education)

1. Innovative / effective strategies in teaching

- Different subject areas (EE topics should be developed)

2. The Learning Environment

This result is, however, favorable in the sense that the bulk of EE concepts and skills can

already be integrated in the Professional Education courses before they go on internship or

practice teaching. Hopefully, they can already integrate the EE concepts in their lessons in the

basic education curriculum.

The points of integration in the first year were on the topics under The Teaching Profession

and on Child and Adolescent Development. Specifically, the topics where EE concepts can be

integrated were on The Teacher in the Classroom and Community; Classroom Management,

School and Community Relations; Factors that Affect Growth and Development and on Social

and Emotional Development.

In the second year, it can be noted that in all Professional Education courses, entry points

identified. The topics where EE concepts can be integrated are those on Environmental Factors;

Principle of Teaching; the Teaching of Science and even in topics like Methodologies and

Approaches in Teaching. Likewise, topics like School as an Agent of Change; Globalization

and Education; Development of Classroom Assessment Tools; School as a Learning

Environment were also identified as entry points for integration. Also included were topics on

Valuing Diversity; Classroom Management; and Lesson Development.

In the third year where the most number of entry points were identified, in Developmental

Reading (Education11) alone, eight (8) entry points were identified on the topics Reading

Strategies; Identifying Topics, Main Ideas and Supporting Details; Making Inferences;

Drawing Conclusions; Summarizing; Critical Thinking and Reading; Recognizing Authors

Purpose and Point of View; and on Recreational Reading. Indeed, most of the DENR materials

on Environment Education can be used as instructional materials in Developmental Reading.

In the fourth year, topics identified as entry points were on Emerging Trends, Contemporary

Issues in the Counseling Profession; Historical Development and Science Teaching; and in

Lesson Planning. Also identified were topics on Innovative and Effective Strategies in

Teaching; and in the Learning Environment.

4.2 Bachelor in Secondary Education

For BSED a total of twenty two (22) Professional Education courses were noted. Of these

number, forty four (44) entry points were identified. The highest number of Professional

Education courses offered was in the third year (9 or 40.91%) however it was in the 4th year

where the most number of points of integration (17) of the EE concepts were noted. Thorough





analysis of the data will show that the EE concepts can very well be integrated in the

Professional Education courses in the BSED curriculum. The table below shows the points of

integration for EE in Professional Education courses in BSED.

SUBJECT

ENTRY POINTS Course Code Descriptive Title

FIRST YEAR – first semesternone

1st

Sem

.

Educ 1 The Teaching Profession

1. The teacher in the Classroom and Community

2. Classroom Management, School and Community Relations

2n

d

Sem

.

Educ 2 Child and Adolescent Development 1. Factors that affect growth and development

2. Social and Emotional Development

SECOND YEAR

1st S

em

.

Educ 3 Facilitating Learning

1. Environmental Factors (Human environmental factors

affecting motivation; The Classroom Climate; The Physical Learning Environment)

Educ 4 Principles of Teaching 1 1. Principles of Teaching


2n

d S

em

.

Educ 5 Principles of Teaching 2

1. The Teaching of Science (Goals of Science Teaching; Valuing processes)

2. Methodologies/Approaches in Teaching (Exploring Community Resources)

FS 1 Learner’s Development and Environment

1. School as a Learning Environment 2. Valuing Diversity Learner’s Characteristics and

Learning Activities

3. Classroom Management

FS 2 Experiencing the Teaching-Learning

Process

1. Lesson Development (Outcomes Based Teaching-

Learning and Competency- Based Teaching Learning)

THIRD YEAR

1st S

em

.

Educ 6 Social Dimensions of Education 1. School as an Agent of Change 2. Globalization and Education

Educ 7 Assessment of Student Learning 1

1. Development of Classroom Assessment Tools for

(Objective tests; Non-objective tests – Constructing:

Restricted Essay and Extended Essay)


1. History of Educational Technology

2. Technology: Boon or Bane?

3. The Roles of Technology in Learning

FS 3 Technology in the Learning Environment

1. Bulletin Board Displays 2. Utilization of Teaching Aids

3. Issues and Reflection on the Technology Used in the Learning Environment

FS 4 Understanding Curriculum Development 1. Delivery of the Lesson (using EE topics)

2n

d S

em

.

Educ 8 Assessment of Learning 2 1. Authentic Assessment Tools

2. Product-Oriented Performance-Based Assessment

Educ 10 Educational Technology 2 1. Designing ICT-Based Instruction 2. Developing Basic Digital Skills and Evaluating

Technology Learning

FS 5 Learning Assessment Strategies

FS 6 On Becoming a Teacher

FOURTH YEAR

1st S

em

.


1. Reading Strategies (Noting Details)

2. Identifying Topics, Main Ideas and Supporting Details 3. Making Inferences

4. Drawing Conclusions

5. Summarizing 6. Critical Thinking and Reading

7. Recognizing Author’s Purpose and Point of View

8. Recreational Reading 9. Linear to non-linear text

10. Non-linear to linear text

Educ 13 Curriculum Development

1. Social Foundations

2. Delivering the Curriculum (Factors that influence curriculum implementation – Environmental Factors)

3. Assessment and Evaluation of the Curriculum





Sp Topic 1 Values Education/Guidance Counseling 1. The Guidance Counselor (Roles, Fasles, Traits)

Sp Topic 2 Environmental Education

Sp Topic 3 HELE 1. Importance of balance diet: Kinds of nutrients needed

in the body

2. Kinds of handicrafts: Raw materials and Importance

**Special Topics

(MTB-MLE, Seminar in Teaching and Peace Education)

1. Innovative / effective strategies in teaching

-Different subject areas (EE topics should be developed)


The entry points noted were in the topics on The Teacher in the Classroom and Community,

Classroom Management, School and Community Relations, Factors that Affect Growth and

Development, and on Social and Emotional Development in the first year.

In the second year level, entry points were noted in topics like Environmental Factors,

Principles of Teaching, The Learning Environment, The Teaching of Science, as well as on The

Methodologies/Approaches in Teaching. In the Field Study courses, the entry points included

topics on School as a Learning Environment, Valuing Diversity, and on Classroom

Management.

In third year, entry points include the topics on History of Educational Technology,

Technology: Boon or Bane?, The Roles of Technology in Learning, and even in topics like

Bulletin Board Displays, Utilization of Teaching Aids, and in Issues and Reflections on the

Technology Used in the Learning Environment, as well as in The Delivery of the Lesson.

In fourth year where the most number of entry points were noted, the following topics were

identified as entry points: Reading Strategies; Identifying Topics, Main Ideas and Supporting

Details; Making Inferences; Drawing Conclusions; Summarizing; Critical Thinking and

Reading; Recognizing Author’s Purpose and Point of View; Recreational Reading; Linear to

Non-Linear Text; and Non-Linear to Linear Text, all in Developmental Reading.

Other entry points include topics on Social Foundations; Delivering the Curriculum;

Assessment and Evaluation of the Curriculum; The Guidance Counselor; The Importance of

Balanced Diet; Kinds of Handicrafts; Innovative/Effective Teaching Strategies; and in the

Learning Environment. Thus, teachers handling Professional Education courses in BSED will

never run short of topics where EE concepts and skills can be integrated.

Table 1: Points of Integration for EE in Professional Education Courses for BEED and BSED

Point of Integration for EE for Professional Education Courses

(BEED and BSED)

BE

ED

Courses Offered/

Specialization Courses/

Points of Integration (POI)

Year Level Total f per

Discipline

Total %

per

Discipline

1st Year 2nd Year 3rd Year 4th Year

f % f % f % f %

Courses Offered 2 7.41 7 25.93 10 37.04 8 29.63 27 55.10

No. of Points of Integration 4 9.09 1

1 25.00 25 56.82 4 9.09 44 50.00

Ratio of POI to Courses Offered

2 is to 4 7 is to 11 10 is to 25 8 is to 4 44 is to 27

BS

ED

Courses Offered 2 9.09 5 22.73 9 40.91 6 27.27 22 44.90

No. of Points of Integration 4 9.09 9 20.45 14 31.82 1

7 38.64 44 50.00

Ratio of POI to Courses Offered

2 is to 4 5 is to 9 9 is to 14 6 is to 17 44 is to 22





Ov

er-a

ll

Courses Offered per Year

Level 4 8.16

1

2 24.49 19 38.78

1

4 28.57 49 100

No. of Points of Integration

per Year Level 8 9.09

2

0 22.73 39 44.32

2

1 23.86 88 100

Ratio of POI to Courses

Offered per Year Level 4 is to 8 12 is to 20 19 is to 39 14 is to 21 49 is to 88

Table 1 shows the summary table for the Points of Integration in Professional Education

Courses for both BEED and BSED. Of the 49 Professional Education courses in both

disciplines, a total of 88 entry points were identified. Consistent with the findings in both BEED

and BSED, third year courses were identified to have the highest (44.32%) number of points

for the integration of EE courses. This means that while all EE concepts and skills may be

streamlined or integrated in both BSED and BEED curricula, it is during the students’ third

year in college where the faculty members can integrate the most concepts in the lessons. This

is because bulks of the Professional Education courses are taken up in their third year, prior to

internship or student teaching. The researches look at it as advantageous in the sense that during

their internship, they too can already integrate in their lessons the EE concepts and skills

acquired in Professional Education courses.

The Assessment of Environmental Education Materials Developed by DENR for Integration in

the Professional Education Courses in the Teacher Education Curriculum

The Environmental Education materials developed by DENR were to be used as references

in the integration of EE concepts and skills in the Professional Education Teacher Education

curriculum. However, before the same were used as references, they were first assessed in terms

of the following criteria: (a) appropriateness for integration (b) relevance to the academic

program, and (c) flexibility for integration. In the interpretation for the assessment of EE

materials, a three-point scale was used, to wit:

In terms of Appropriateness for Integration, the following areas were looked into: Depth and

Emphasis on Skills Building. Depth, as used in this particular study, means that the EE materials

being evaluated should foster awareness of the natural and built-in environment, an

understanding of environmental concepts, conditions and issues, and an awareness of the

feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate

for different developmental levels. Under Depth, we considered: (a) Awareness, (b) Focus on

Concepts, (c) Concept in Context, and (d) Attention to Different Scales. Emphasis on Skills

Building, on the other hand, means that the EE materials should build lifelong skills that enable

Range Appropriateness Relevance Flexibility

1.00 - 1.79 Not appropriate Not relevant Not flexible

1.80 - 2.59 Slightly appropriate Slightly relevant Slightly flexible

2.60 - 3.39 Moderately appropriate Moderately relevant Moderately flexible

3.40 - 4.19 Appropriate Relevant Flexible

4.20 - 5.00 Highly appropriate Highly relevant Highly flexible





the learners to address environmental issues. Under this are: (a) Critical and creative thinking,

(b) Applying skills to issues, and (c) Action skills.

On the Relevance to Academic Programs, the following areas were included: Action

Orientation and Instructional Soundness. Action Orientation means that the EE materials should

promote civic responsibility, encouraging learners to use their knowledge, personal skills and

assessments of environmental problems and issues as a basis for environmental problem

solving. Under this particular area are: (a) Sense of personal stake and responsibility, and (b)

Self-efficacy. Instructional Soundness means that the EE materials should rely on instructional

techniques and create an effective learning environment. Under this are: (a) Learner-centered

instruction, (b) Different ways of learning, (c) Connection to learner’s everyday lives, (d)

Expanded learning environment, (e) Interdisciplinary, (f) Goals and objectives, (g)

Appropriateness for specific learning settings, and (h) Assessment.

In terms of Flexibility for Integration, Usability was considered. By Usability it means that

EE materials should be well designed and easy to use. Under Usability, the following criteria

were included: (a) Clarity and logic, (b) Easy to use, (c) Long-lived, (d) Adaptable, (e)

Accompanied by instruction and support, (f) Make substantiated claims, and (g) Fit with

national, state, or local.

4.3 Bachelor in Elementary Education

The assessment of DENR Environmental Education Materials for use in both BEED

and BSED programs were undertaken. In terms of Appropriateness for Integration of

the EE materials used for Professional Education Courses in BEED, data reveal that as

to the depth, the materials are highly appropriate, registering a mean of 4.32. Closer

analysis of the data in Table 4 shows that awareness got the highest mean (4.54) and

the lowest is on attention to different scales (3.92 or appropriate). This could be so

because most DENR materials on EE really aim to develop awareness on environmental

issues among the people rather than paying attention to the different scales. Along the

criteria on emphasis, action skills registered the highest (3.82 or appropriate) while

critical and creative thinking registered the lowest mean at 3.69 or appropriate. The

overall result is only appropriate for emphasis. Most of the materials evaluated taught

people how to develop their skills to preserve the environment. Thus, the results.

Overall, in terms of appropriateness for integration, the EE materials were found to be

appropriate for integration in the Professional Education courses in BEED.





Table 2: The Assessment of DENR Environment Education Materials in Terms of

Appropriateness for Integration in Professional Education Courses in BEED

Indicators

DENR Environmental Education Material Used for Professional

Education Courses (BEED)

Ov

er-a

ll

Interpretation

1 2 3 4 5 6 7 8

A. Depth: EE materials should foster awareness of the natural and built environment, an understanding of environmental concepts, conditions,

and issues, and an awareness of the feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate for different

developmental levels.

IA.1 Awareness 4.67 5.00 5.00 4.33 4.50 4.67 3.60 4.57 4.54 highly appropriate

IA.2 Focus on Concepts 4.67 5.00 5.00 5.00 4.50 4.67 2.20 4.43 4.43 highly appropriate

IA.3 Concept in context 4.67 5.00 5.00 5.00 4.25 4.67 2.20 4.14 4.37 highly appropriate

IA.4 Attention to different scales 3.33 5.00 4.50 4.00 4.00 4.33 2.20 4.00 3.92 appropriate

Over-all results for Depth 4.33 5.00 4.88 4.58 4.31 4.58 2.55 4.29 4.32 highly appropriate

B. Emphasis on skills building: EE materials should build lifelong skills that enable learners to address environmental issues.

IB.1 Critical and creative thinking 4.00 4.50 4.50 4.00 3.50 3.67 1.80 3.57 3.69 appropriate

IB.2 Applying skills to issues 4.33 4.50 4.50 4.00 3.25 4.00 1.80 3.71 3.76 appropriate

IB.3 Action skills 4.33 4.50 4.50 4.00 3.50 4.00 1.60 4.14 3.82 appropriate

Over-all results for Emphasis 4.22 4.50 4.50 4.00 3.42 3.89 1.73 3.81 3.76 appropriate

Over-all results for Appropriateness

for Integration 4.28 4.75 4.69 4.29 3.86 4.24 2.14 4.05 4.04 appropriate

Interpretation

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As to the relevance of the EE materials to academic programs in BEED, the overall results

is 3.92 or relevant. In action orientation, the highest mean was registered at 4.17 which was on

sense of personal stake and responsibility. Indeed, the materials assessed hampered on the

individual’s sense of responsibility in terms of environmental concerns. Literature on

environment stress that people has the responsibility to preserve his environment for the future

generation. This being said, the EE materials relevantly put forward the sense of personal stake

and responsibility. Likewise, the materials were relevant (3.98) along learner entered

instruction when it comes to instructional soundness. Most of the materials were either

informational or on skills development or the do-it-yourself type and on the self-learning kits

type. The data is shown in the succeeding table.

Table 3: Assessment of DENR EE Materials in Terms of Relevance to Academic Programs in

Professional Education Courses for BEED

Indicators

DENR Environmental Education Material Used for Professional

Education Courses (BEED) Ov

er

-all

Interpretation

1 2 3 4 5 6 7 8

A. Action orientation: EE materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills

and assessments of environmental problems and issues as a basis for environmental problems and issues as a basis for environmental

problem solving and action.

IIA.1 Sense of personal stake and

responsibility 4.67 5.00 4.50 5.00 3.75 4.00 2.60 3.86 4.17 relevant

IIA.2 Self-efficacy 4.33 4.50 4.00 5.00 3.25 4.00 2.20 3.43 3.84 relevant

Over-all results for Action

orientation 4.50 4.75 4.25 5.00 3.50 4.00 2.40 3.64 4.01 relevant

B. Instructional soundness: EE materials should rely on instructional techniques that create an effective learning environment.

IIB.1 Learner-centered instruction 4.67 4.50 4.00 4.00 3.75 4.67 2.40 3.86 3.98 relevant

IIB.2 Different ways of learning 3.67 4.50 4.00 4.00 3.00 4.33 2.20 3.43 3.64 relevant

IIB.3 Connection to learners’

everyday lives 4.67 4.50 4.00 5.00 4.00 4.33 2.40 4.57 4.18 relevant

IIB.4 Expanded learning

environment 4.67 4.50 4.00 4.00 3.75 3.67 2.00 3.86 3.81 relevant

IIB.5 Interdisciplinary 4.67 4.50 4.00 4.00 3.75 4.00 2.00 3.71 3.83 relevant

IIB.6 Goals and Objectives 3.67 4.50 4.00 4.00 4.00 4.33 2.80 3.86 3.89 relevant

IIB.7 Appropriateness for specific

learning settings 4.33 4.50 4.00 4.00 4.00 4.33 2.00 3.71 3.86 relevant

IIB.8 Assessment 3.67 4.50 4.00 4.00 2.50 4.67 1.80 2.57 3.46 relevant





Over-all results for Instructional

soundness 4.25 4.50 4.00 4.13 3.59 4.29 2.20 3.70 3.83 relevant

Over-all results for Relevance to

Academic Program 4.38 4.63 4.13 4.56 3.55 4.15 2.30 3.67 3.92 relevant

Interpretation

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hly

rele

van

t

hig

hly

rele

van

t

rele

van

t

hig

hly

rele

van

t

rele

van

t

rele

van

t

slig

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y

rele

van

t

rele

van

t

rele

va

nt

Table 4: Assessment of DENR EE Materials in Terms of Flexibility for Integration in

Professional Education Courses for BEED

Indicators

DENR Environmental Education Material Used for Professional Education Courses (BEED)

Over-

all

Interpretation

1 2 3 4 5 6 7 8

A. Usability: EE materials should be well designed and easy to use.

IIIA.1 Clarity and logic 4.67 4.50 4.00 5.00 4.00 4.67 2.60 3.86 4.16 flexible

IIIA.2 Easy to use 5.00 4.50 4.00 5.00 4.50 4.33 2.60 4.29 4.28 highly flexible

IIIA.3 Long-lived 3.33 4.00 4.00 2.00 3.75 4.00 2.20 3.57 3.36 moderately flexible

IIIA.4 Adaptable 4.00 4.50 4.00 3.00 4.00 4.00 2.20 3.71 3.68 flexible

IIIA.5 Accompanied by instruction and support

4.33 4.50 4.00 5.00 3.75 4.67 1.80 3.86 3.99 flexible

IIIA.6 Make substantiated claims

4.33 4.50 4.00 5.00 3.75 4.67 2.80 3.86 4.11 flexible

IIIA.7 Fit with national, state, or local

4.67 4.50 4.00 5.00 4.50 4.67 2.60 4.14 4.26 highly flexible

Over-all results for Usability

4.33 4.43 4.00 4.29 4.04 4.43 2.40 3.90 3.98 flexible Over-all results for Flexibility for Integration

Interpretation

hig

hly

flexib

le

hig

hly

flexib

le

flexib

le

hig

hly

flexib

le

flexib

le

hig

hly

flexib

le

slig

htly

flexib

le

flexib

le

fle

xib

le

Table 4 shows the assessment results of the EE materials in terms of flexibility for

integration. Data shows that in terms of flexibility for integration, the materials were rated

flexible (3.98). The highest mean was registered at 4.28or highly flexible in the criterion easy

to use while the least (3.36 or moderately flexible) was on long-lived as a criterion. The

materials were not only intended for use in the academic institutions but for the local

communities as well. This explains why most of them are easy to use. The purpose is to widely

disseminate the information, concepts and skills on environmental preservation, thus, the

consideration must have been the usability of the materials. However, most of those assessed

failed to address sustainability, thus, not long-lived. Perhaps, more suggested activities to

address sustainability of projects must be incorporated in the EE materials.

4.4 Bachelor of Secondary Education

In the EE materials assessed for use in the Professional Education Courses in the BSED

curriculum, the following data were derived. Table 5 shows the result of the assessment in terms

of appropriateness of integration. On the depth of the materials, an overall mean of 4.42 or

highly appropriate was registered. Like that of the reviewed materials for the BEED, in terms

of appropriateness, awareness was rated the highest with a mean of 4.70 or highly appropriate

while the lowest was also on the attention to different scales which registered a mean of 4.01

or appropriate. The data corroborates the observation that most of the EE materials aim to





simply develop awareness on environmental issues among the people but failed to give

attention to the different scales.

Table 5: The Assessment of DENR EE Materials in Terms of Appropriateness for Integration in

Professional Education Courses in BSED

Indicators

DENR Environmental Education Material Used for Professional Education Courses (BSED)

Over-

all

Interpretation

1 2 3 4 5 6 7 8 9 10 11 12 13

A. Depth: EE materials should foster awareness of the natural and built environment, an understanding of environmental concepts, conditions, and issues, and an awareness of the feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate for different developmental levels.

IA.1 Awareness 4.57 4.40 4.71 4.71 4.67 5.00 5.00 4.71 4.50 4.50 4.57 4.71 5.00 4.70 highly appropriate

IA.2 Focus on Concepts

3.86 3.40 4.57 4.71 4.67 5.00 5.00 4.57 4.50 4.50 4.43 4.71 5.00 4.53 highly appropriate

IA.3 Concept in context


IA.4 Attention to different scales

3.29 3.40 4.29 3.86 3.33 5.00 4.50 4.00 4.50 4.00 4.00 4.00 4.00 4.01 appropriate

Over-all results for Depth


B. Emphasis on skills building: EE materials should build lifelong skills that enable learners to address environmental issues.

IB.1 Critical and creative thinking

3.00 3.60 4.14 4.00 4.00 4.50 4.50 4.57 4.00 3.50 3.57 4.57 4.50 4.04 appropriate

IB.2 Applying skills to issues

3.00 3.80 4.00 4.14 4.33 4.50 4.50 4.43 4.00 3.25 3.71 4.57 4.50 4.06 appropriate

IB.3 Action skills 3.29 3.60 4.43 4.00 4.33 4.50 4.50 4.57 3.50 3.50 4.14 4.57 4.50 4.11 appropriate

Over-all results for Emphasis

3.10 3.67 4.19 4.05 4.22 4.50 4.50 4.52 3.83 3.42 3.81 4.57 4.50 4.07 appropriate

Over-all results for Appropriateness for Integration


Interpretation

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te

app

ropria

te

hig

hly

app

ropria

te

hig

hly

app

ropria

te

hig

hly

app

ropria

te

hig

hly

app

ropria

te

hig

hly

app

ropria

te

hig

hly

app

ropria

te

app

ropria

te

app

ropria

te

app

ropria

te

hig

hly

app

ropria

te

hig

hly

app

ropria

te

hig

hly

ap

pro

pri

at

e

As to the emphasis on skills building, the EE materials were just appropriate at an overall

mean of 4.07. Action skills were rated the highest at 4.11 (appropriate) and the least at 4.04

(appropriate) is on critical and creative thinking. The materials must have been meant to be

highly informative and easy for use leaving very little room for critical and creative activities.

The materials on Environmental Education must be relevant to the academic programs if

they are to be used for integration in the curriculum. The assessment revealed that the same

were rated relevant with an overall mean of 4.09. Table 8 specifically shows that in terms of

action orientation, the materials were highly relevant (4.22) especially in terms of sense of

personal stake and responsibility which registered a mean of 4.33. In terms of professional

soundness, the connection to learner’s everyday lives got the highest mean at 4.27 or highly

relevant. In all other criteria, the assessment was only relevant. It is worthy to note that the

materials got the least mean of 3.44 in assessment. The EE materials did not give much

emphasis on how to gauge the degree of knowledge and skills acquired through the use of the

EE materials.





Table 6: The Assessment of DENR EE Materials in Terms of Relevance to Academic Programs

for Use in Professional Education Courses in BSED

Indicators

DENR Environmental Education Material Used for Professional Education Courses (BSED)

Over-

all

Interpretation

1 2 3 4 5 6 7 8 9 10 11 12 13

A. Action orientation: EE materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills and assessments of environmental problems and issues as a basis for environmental problems and issues as a basis for environmental problem solving and action.

IIA.1 Sense of personal stake and responsibility

3.57 3.60 4.57 4.43 4.67 5.00 4.50 4.86 4.50 3.75 3.86 4.43 4.50 4.33 highly relevant

IIA.2 Self-efficacy 3.57 3.40 4.43 4.29 4.33 4.50 4.00 5.00 4.50 3.25 3.43 4.29 4.50 4.11 relevant

Over-all results for Action orientation

3.57 3.50 4.50 4.36 4.50 4.75 4.25 4.93 4.50 3.50 3.64 4.36 4.50 4.22 highly relevant

B. Instructional soundness: EE materials should rely on instructional techniques that create an effective learning environment.

IIB.1 Learner-centered instruction

3.43 3.40 4.29 4.29 4.67 4.50 4.00 5.00 4.00 3.75 3.86 4.43 4.50 4.16 relevant

IIB.2 Different ways of learning

2.86 3.20 4.29 3.86 3.67 4.50 4.00 4.71 4.00 3.00 3.43 3.71 4.50 3.82 relevant

IIB.3 Connection to learners’ everyday lives

3.43 3.80 4.86 4.86 4.67 4.50 4.00 4.71 3.00 4.00 4.57 4.57 4.50 4.27 highly relevant

IIB.4 Expanded learning environment

3.14 3.40 4.29 3.71 4.67 4.50 4.00 4.43 3.50 3.75 3.86 4.29 4.00 3.96 relevant

IIB.5 Interdisciplinary 3.14 3.60 4.00 3.86 4.67 4.50 4.00 4.57 3.50 3.75 3.71 3.86 4.00 3.94 relevant

IIB.6 Goals and Objectives

3.71 3.60 4.29 4.14 3.67 4.50 4.00 4.71 4.00 4.00 3.86 4.14 4.50 4.09 relevant

IIB.7 Appropriateness for specific learning settings

3.29 3.40 4.43 3.71 4.33 4.50 4.00 4.57 4.50 4.00 3.71 4.57 4.00 4.08 relevant

IIB.8 Assessment 2.86 3.40 3.00 3.14 3.67 4.50 4.00 4.57 2.50 2.50 2.57 4.00 4.00 3.44 relevant

Over-all results for Instructional soundness

3.23 3.48 4.18 3.95 4.25 4.50 4.00 4.66 3.63 3.59 3.70 4.20 4.25 3.97 relevant

Over-all results for Relevance to Academic Program

3.40 3.49 4.34 4.15 4.38 4.63 4.13 4.79 4.06 3.55 3.67 4.28 4.38 4.09 relevant

Interpretation

rele

vant

rele

vant

hig

hly

rele

vant

rele

vant

hig

hly

rele

vant

hig

hly

rele

vant

rele

vant

hig

hly

rele

vant

rele

vant

rele

vant

rele

vant

hig

hly

rele

vant

hig

hly

re

levant

rele

van

t

As to the flexibility for integration, the EE materials’ assessment results are reflected in

Table 7. Data revealed that in terms of flexibility for integration the materials are flexible with

an overall mean of 4.12. The highest mean was registered at 4.31 (highly flexible) on the

usability criterion ‘easy to use’ while the lowest (3.92 or flexible) was noted for ‘long-lived’.

The materials were meant to be for the general public but did not provide for sustainability.

Table 7: The Assessment of DENR EE Materials in Terms of Flexibility for Integration in

Professional Education Courses in BSED

Indicators

DENR Environmental Education Material Used for Professional Education

Courses (BSED)

Ov

er-a

ll

Interpretation

1 2 3 4 5 6 7 8 9 10 11 12 13

A. Usability: EE materials should be well designed and easy to use.

IIIA.1 Clarity and logic 3.57 3.40 4.43 4.43 4.67 4.50 4.00 4.57 4.50 4.00 3.86 4.43 4.50 4.22 highly flexible

IIIA.2 Easy to use 3.57 3.00 4.43 4.57 5.00 4.50 4.00 4.71 4.50 4.50 4.29 4.43 4.50 4.31 highly flexible

IIIA.3 Long-lived 3.43 3.20 4.14 4.43 3.33 4.00 4.00 4.71 4.50 3.75 3.57 3.86 4.00 3.92 flexible

IIIA.4 Adaptable 3.29 3.20 4.57 4.29 4.00 4.50 4.00 4.57 4.50 4.00 3.71 4.43 3.29 4.03 flexible

IIIA.5 Accompanied by

instruction and support 3.29 3.20 4.43 4.00 4.33 4.50 4.00 4.57 4.50 3.75 3.86 3.86 4.50 4.06 flexible

IIIA.6 Make

substantiated claims 3.71 3.40 4.43 4.14 4.33 4.50 4.00 4.29 4.50 3.75 3.86 3.86 3.50 4.02 flexible





The Developed Session Plans/Instructional Materials for Professional Education Courses

Integrating Environmental Education Concepts and Skills Using the DENR Materials

The DENR materials on Environmental Education were utilized in the development of

session plans/instructional materials (IMs) which will be used to integrate EE concepts and

skills in Professional Education Courses in the BEED and BSED curriculum.

Table 8 shows the number of session plans developed for integration in the different

Professional Education Courses, the title of the DENR EE materials utilized, and the EE

concepts/skills/principles to be integrated in the different Professional Education Courses.

Table 8: The Developed Session Plans/IMs for Professional Education Courses in BEED

Integrating EEConcepts and Skills Using DENR Materials

IIIA.7 Fit with national,

state, or local 3.71 3.60 4.71 4.57 4.67 4.50 4.00 4.57 5.00 4.50 4.14 4.43 3.50 4.30 highly flexible

Over-all results for

Usability

3.51 3.29 4.45 4.35 4.33 4.43 4.00 4.57 4.57 4.04 3.90 4.18 3.97 4.12 flexible Over-all results for

Flexibility for

Integration

Interpretation

flex

ible

mo

der

atel

y

flex

ible

hig

hly

flex

ible

hig

hly

flex

ible

hig

hly

flex

ible

hig

hly

flex

ible

flex

ible

hig

hly

flex

ible

hig

hly

flex

ible

flex

ible

flex

ible

flex

ible

flex

ible

flexib

le

No. Course

Code Course Title Subject-matter

DENR EE Materials utilized EE Concepts/

Skills/Principles: Code Title

1 Educ 1 The Teaching

Profession

Classroom

Management P006

1. Stop! Think! Act! What you need to know about Earthquake

Preparedness in the Country

Awareness, Preparedness, Safety and Decision-

making

2 Educ 4 Principles of

Teaching 1

The Learning

Environment P011

1. National Solid Waste Management

Strategy 2012-2016, pp. 125-126

Disaster Risk Reduction

& Solid Waste Management

3 Educ 10 Educational Technology 2

PowerPoint

Based Game

Strategies

P007

1. Solid Management Made Easy: A

DIY Guide to a Community-Based Ecological Solid Waste

Management Programme

Environmental Awareness





For BEED, a total of twelve (12) session plans/IMs were developed. The EE concepts and

skills covered by the session plans/IMs were mostly on Environmental Awareness and

Conservation; the 3Rs (Reuse, Reduce, Recycle) and on Protecting the Environment and

Disaster Risk Reduction and Management. This is so because majority of the DENR EE

materials available are on these environmental concerns.

These DENR materials used in the development of session plans/IMs were selected based

on the identified subject matter. The developed session plans has the following parts:

1. Session Plan No.

2. Time Allotment

3. Course Code

4. Course Title

5. Subject Matter

6. Key Concepts

4 Educ 6 Social Dimensions

of Education

Globalization and

Education P007

1. Solid Management Made

Easy: A DIY Guide to a Community-Based Ecological

Solid Waste Management

Programme

Environmental

Conservation

5 Educ 3 Facilitating Learning

The Classroom Climate

P013

1. Bawasan and Basurang Itinatapon! Mag-Segregrate!

Nakakalason na Basura

(Special Waste) 3R’s – Reuse, Reduce,

Recycle

Nature knows best.

P023

2. Bawasan ang Basurang

Itinatapon! Mag-Segregate!

Nabubulok na Basura (Biodegradable Waste)

6 Educ 6 Social Dimensions

of Education

School as an

Agent of Change P022

1. Phil. Assoc. of Tertiary Level

Educational Institutions in

Environmental Protection and Management

Ours if a finite earth.

Nature is beautiful and

we are stewards of God’s creation.

7 Educ 3 Facilitating

Learning

Facilitating

Learning P018

1. The Ecological Solid Waste

Management Act of 2000

(RA 9003): Implications to

LGUs, Women, and Small

Business Establishments

3R’s (Reduce, Reuse and

Recycle)

Protecting the Environment

8 Educ 12 Development

al Reading 2

Teaching Comprehensive

Skills/Strategies

Awareness and

Conformity


Teaching 2

Methodologies, Approaches in

Teaching

Reducing Vulnerability


Teaching 2

Integrative

Teaching

Disaster Risk Reduction

and Management

11 Educ 6

Social

Dimensions of Education

Social Dimensions

of Education

P007


Easy: A DIY Guide to a

Community-Based Ecological Solid Waste Management

Programme Earth has enough for

everyone’s needs but not for everyone’s greed.

P008

2. The Philippine Clean Water

Act of 2004 (RA 9275): Implications to LGUs, Small

Business Establishments, and

Women

12 Educ 14 Guidance and

Counselling

Guidance and

Counselling P007


Easy: A DIY Guide to a

Community-Based Ecological Solid Waste Management

Programme

Educating the people

about the Environment effects on human life.

Unique Number of DENR EE Materials Utilized P006,P007,P008,P011,P013,P018,

P022,P023,

Total

8





7. Targeted Skills

8. Values

9. EE Concepts/Skills/Principles

10. Prerequisite Concepts/Skills

11. References/Sources

12. Learning Outcomes

13. Materials Needed

14. Procedure (Steps/Session Tasks)

a) Elicit

b) Engage

c) Explore

d) Group Work

e) Presentation of Output

f) Giving Feedback of the Output

g) Recap/Generalization

h) Evaluation

These session plans/IMs were subjected to evaluation and critiquing of jurors who are

experts in the discipline. The suggested revisions were done prior to the production of the final

copies which will be pilot-tested in specific disciplines and groups of learners among the 3NS

member institutions throughout the country.

For the BSED curriculum, there is a total of eleven (11) the session plans/IMs developed.

Topics on Ecological Solid Waste Management, The Philippine Clean Water Act, and on

Disaster Risk Reduction and Mitigation were included. Table 11 shows the data on these.





Table 9: The Developed Session Plans/IMs for Professional Education Courses in BSED

Integrating EE Concepts and Skills Using DENR Materials

No

.

Course

Code Course Title Subject-matter

DENR EE Materials utilized EE Concepts/

Skills/Principles: Code Title

1 Educ 8 Assessment of

Learning 2

Assessment of

Learning 2

P002 1. Environmental Compliance Assistance Center for

Local Government Units

Awareness of responsibility for

the environment

P006 2. Stop! Think! Act! What you need to know about

Earthquake Preparedness in the Country

P007

3. Solid Management Made Easy: A DIY Guide to a

Community-Based Ecological Solid Waste Management Programme

P008

4. The Philippine Clean Water Act of 2004 (RA

9275): Implications to LGUs, Small Business

Establishments, and Women

2 Educ 8 Assessment of Learning 2

Assessment of Learning 2

P005 1. Ecological Solid Waste Management (ESWM for

Households)

Proper Solid

Waste

Management

3 Educ 11 Developmenta

l Reading 1

Developmental

Reading

P007

1. Solid Management Made Easy: A DIY Guide to a

Community-Based Ecological Solid Waste

Management Programme

Proper Waste

Management P013

2. Bawasan and Basurang Itinatapon! Mag-Segregrate! Nakakalason na Basura (Special

Waste)

P023 3. Bawasan ang Basurang Itinatapon! Mag-

Segregate! Nabubulok na Basura (Biodegradable

Waste)

4 Educ 11 Developmental Reading 1

Developmental Reading

P008 1. The Philippine Clean Water Act of 2004 (RA

9275): Implications to LGUs, Small Business Establishments, and Women

Keeping the water system clean


Developmental Reading 1

P026 1. Basura Monster (Coloring Book) Proper Waste Management

P028 2. Basura Kid (Coloring Book)

6 Educ 10 Educational Technology 2

Basic Digital Skills

P004 1. Ecological Solid Waste Management

(ESWM for Markets) Waste Management Conservation of Environment Environmental Safety

P005 2. Ecological Solid Waste Management

(ESWM for Households)


Summarizing P005 1. Ecological Solid Waste Management

(ESWM for Households)

Composting Compost at Home


Recognizing Author’s Purpose

P012 1. Integrated Water Quality Management

Framework, pp. 16-17

Management- Protection of Groundwater, Inland , Surface, Coastal and Marine Waters

9 Educ 4 Principles of Teaching 1

Krathwohl’s Taxonomy of Objectives in the Affective Domain

P003

1. Excerpt of “Other Activities Supporting Environmental Education” from Environmental Education in the Philippines: Towards a Sustainable Futurep. 17, 1st four paragraphs

Awareness

10 FS 3

Technology in the Learning Environment

Technology in the Learning Environment

P007 1. Solid Management Made Easy: A DIY Guide

to a Community-Based Ecological Solid Waste Management Programme

11 Sp Topic 3 HELE

Home Economics and Livelihood Education (HELE)

P007 1. Solid Management Made Easy: A DIY Guide

to a Community-Based Ecological Solid Waste Management Programme

3R’S (Reuse, Reduce and Recycle) Protecting the Environment

P009 2. 3Rs of Fun in Waste

Unique Number of DENR EE Materials Utilized P002,P003,P004,P005,P006,P007,P008,P009,P012,P013,P023,P026,P028

Total

13





It can be gleaned from these data that most of the EE concepts and skills to be developed

were on awareness of the responsibility for the environment, proper waste management,

management and protection of waters, and environmental safety. These are the EE concepts

and skills most DENR materials advocate. The session plans/IMs developed are likewise along

awareness of responsibility for the environment, proper solid waste management, keeping and

protecting the water, keeping the water system clean, conservation of the environment and

environmental safety, composting, and the 3Rs (Reuse, Reduce, Recycle).

The session plans/IMs developed have the same parts with that of the BEED group.

Likewise, they were subjected to evaluation and critiquing of jurors who are experts in the

discipline. The suggested revisions were done prior to the production of the final copies which

will be pilot-tested in specific disciplines and groups of learners among the 3NS member

institutions throughout the country.

Validation of the EE-enriched Session Plans/IMs in Professional Education Courses

The session plans/IMs were validated by jurors who are experts in the discipline. They jurors

assessed the materials using a rubric that looked into the following: (a) Learning Outcomes, (b)

Content (EE Integration), (c) Strategies/ Procedure, (d) Assessment, and (e) Conventions

(Correct Usage, Spelling and Mechanics). A four-point scale was used to assess every session

plan/IM, where:

The Learning Outcomes were rated 4 (Excellent) when objectives are specific, clear and

measurable and the learning progression is evidenced. It is 3 (Very Good) when the objectives

are mostly clear, measurable and specific to the standards; 2 (Good) when the objectives are

somewhat clear, measurable and specific to the standards; and 1 (Poor/Needs Improvement)

when the objectives lack clarity and or measurability; and lacks connection to the standards.

As to Content (EE Integration), a rating of 4 (Excellent) means that all information taken

from various sources are accurate; there are no inaccurate details and the EE is fully supported

by detailed information; all details included are related to EE. It is a 3 (Very Good) when almost

all or much information taken from various sources are accurate. There are 1-3 inaccurate

details; EE is substantially supported by detailed information and many details included are

related to EE. It is a 2 (Good) when some information in the session plans taken from various

sources are accurate; there are 4-6 inaccurate details and the EE is somewhat clear but there is

a need for more supporting information. Likewise, some details included are related to EE.

Finally, session plans are rated as 1 (Poor/Needs Improvement) when few information taken

Range Interpretation

1.00-1.74 Poor

1.75-2.49 Good

2.50-3.24 Very Good

3.25-4.00 Excellent





from various sources are accurate. There are 4-6 inaccurate details; EE is not clear, there is

seemingly random collection of information; and few details included are related to EE.

Table 10: Assessed Session Plans for Professional Education Courses in BEED Integrating EE

Concepts and Skills Using DENR Materials

Session Plan

No.

Assessing Session Plan on lessons integrated with EE in Professional Education Courses BEED

Learning

Outcomes

Content (EE

Integration)

Strategies/

Procedure Assessment

Conventions

(Correct Usage,

Spelling and

Mechanics)

Over-all Interpretation

1 3.67 3.67 2.67 2.67 3.00 3.13 very good

2 3.67 3.67 3.67 3.33 3.33 3.53 excellent

3 3.33 3.67 3.33 3.50 2.67 3.30 excellent

4 3.67 3.67 3.33 3.33 3.00 3.40 excellent

5 3.67 3.33 3.33 3.00 2.67 3.20 very good

6 3.67 3.33 3.33 2.33 2.67 3.07 very good

7 3.33 4.00 3.33 1.00 2.67 2.87 very good

8 3.67 3.67 3.33 2.00 3.67 3.27 excellent

9 4.00 4.00 3.67 3.67 3.67 3.80 excellent

10 3.67 3.67 3.67 3.33 3.33 3.53 excellent

11 3.67 3.67 3.00 2.67 3.33 3.27 excellent

12 3.67 3.67 3.00 2.33 3.33 3.20 very good

Over-all 3.64 3.67 3.31 2.76 3.11 3.30 excellent

Interpretation excellent excellent excellent very good very good excellent

In terms of Strategies and Procedure, the session plans were assessed as 4 (Excellent) when

the lesson activities/procedures and objectives explicitly match; multiple examples provided;

opportunities for guided and independent practice are provided; and thoroughly and sufficiently

details teacher’s step by step action. They are rated 3 (Very Good) when the lesson has clear

match between activities/procedures and objectives; some opportunities for guided and

independent practice are provided; and sufficiently detail teacher’s action step by step. 2 (Good)

is given when the lesson has limited match between procedures and objectives; limited

examples given; few opportunities for guided and independent practice are provided; and the

plan is missing details for teacher’s action. Finally, it’s a 1 (Poor/Needs Improvement) when

the lesson has no match between procedures and objectives; no examples given; no evidence

for guided and independent practice are provided; and the plan missing details for teacher’s

action.

When it comes to Assessment, it is a 4 (Excellent) when the formative assessments are well

defined and the objectives match with the assessment tools/technique. It is a 3 (Very Good)

when the formative assessments match with the assessment tools/techniques. 2 (Good) is given

when there is an assessment provided but inaccurately measure the objectives. And it is a 1

(Poor/Needs Improvement) when no assessment is provided or when the assessment tool does

not measure the objectives.





Table 11: Assessed Session Plans for Professional Education Courses in BSED Integrating EE

Concepts and Skills Using DENR Materials

Session Plan No.

Assessing Session Plan on lessons integrated with EE in Professional Education Courses BSED

Learning

Outcomes Content

(EE Integration)

Strategies/

Procedure Assessment

Conventions (Correct Usage,

Spelling and

Mechanics)

Over-all Interpretation

1 3.67 4.00 3.67 3.67 3.67 3.73 excellent

2 4.00 3.67 3.67 3.67 3.67 3.73 excellent

3 4.00 3.67 3.33 4.00 3.67 3.73 excellent

4 3.50 3.00 3.00 3.00 3.50 3.20 very good

5 3.50 3.50 3.00 2.50 3.00 3.10 very good

6 3.50 4.00 3.50 4.00 3.50 3.70 excellent

7 3.67 3.33 3.33 3.33 3.33 3.40 excellent

8 3.67 3.33 3.33 3.00 3.67 3.40 excellent

9 4.00 3.00 3.00 3.00 3.00 3.20 very good

10 3.50 3.00 3.00 2.00 2.00 2.70 very good

11 3.50 3.50 3.00 2.50 3.00 3.10 very good

Over-all 3.68 3.45 3.26 3.15 3.27 3.36 excellent

Interpretation excellent excellent excellent very good excellent excellent

In terms of Conventions or Correct Usage, Spelling and Mechanics, the session plan is

assessed as 4 (Excellent) when there is evidence of clarity in writing as well as absence of

spelling usage and grammatical errors. It is 3 (Very Good) when there is 1-4 errors in clarity of

writing, spelling, usage or grammar. It is assessed as 2(Good) when there is fair quality of

writing and is evidenced by 5-7 errors in clarity of writing, spelling, usage or grammar. Finally,

it is 1 (Poor/Needs Improvement) when the quality of writing is poor which is evidenced by 8

or more errors in clarity of writing, spelling, and in usage or grammar.

5. Conclusions

The Environmental Education concepts contained in the DENR materials can very well be

integrated in the Professional Education courses in the BEED and BSED curriculum. The

DENR EE materials were generally appropriate for integration in the Professional Education

Courses in both BEED and BSED, they were found to be relevant to the academic programs

and flexible for integration.Session plans/IMs were developed in Professional Education

courses integrating EE concepts and skills using DENR EE materials.The session plans/IMs

were validated by jurors who are experts in their disciplines using a set of criteria; revised and

packaged for use in the 3NS member institutions throughout the country.

Acknowledgement

The author wishes to thank all those who in one way or another made this study possible.





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