REPUBLIC OF THE PHILIPPINES

EULOGIO AMANG RODRIGUEZ INSTITUTE OF SCIENCE AND

TECHNOLOGY
NAGTAHAN, SAMPALOC, MANILA

A STUDY ON PRIMARY AND SECONDARY SCHOOL

(FOCUS ON ECO-SCHOOL)

Submitted by:
Ata, Sharmaine D.
Hibo, Fremar T.
Marilag, Charlene May

IV- BS ARCHITECTURE

Submitted to:
Arch. Diane Jose

CHAPTER 1
The Background and Its Problem
Introduction
Schools are home to buildings, classrooms, and
facilities that contribute to the growth of the students.
School facilities are one of the basic educational
requirements, and it is necessary to maintain safe and
high-quality from maintaining and improving educational
levels in line with the developmental stage. In this we
consider the

promotion of establishment of

environmentally friendly educational facilities (Ecoschools) that reduce environmental load and take into
account coexistence with nature that are also utilized as
teaching materials to serve as centers for the
dissemination of global environment and energy-related
education .
Environmental responsibility considered how our human
behavior impacts the environment and acting in a way that
minimizes that impact. Environmental responsibility
signifies how an individual vary depending on a given
individuals background, beliefs and understanding of how
individuals decision affects nature.
According to Green Business Letter (2001), a journal for
environmentally conscious companies, environmental
responsibility for business includes having a
comprehensive

view of ones operations, strategies, and

facilities with an eye to eliminate waste and emissions,

maximizing the efficiency of resources, improving the
quality of products, improve delivery services.

The programs like the Eco-friendly, research, and the

conduct of own operations in ways that will provide models
for society at large. Eco-school can enjoy unique
opportunities to promote environmentally responsible
students. By adopting environmental guidelines for campus
management, academia may do more to reduce a portion of
societys impact on the environment, perhaps more
importantly; academic institutions potentially may
influence the publics perception of environmental
responsibility. .
Along this, efforts by organizations can form to give
assistance to campuses nationwide to become more
environmentally responsible in Philippines society. The
Proposed Eco-Friendly School Model are promotes a larger
task of education to help expand our sense of ecological
and human possibilities. It is a positive response for
ecological imagination and help to develop ecological
competencies. With the global climate and some issues
today, schools requested its officials to investigate how
to promote eco- schools in the future. It will serve as a
guide for the college to promote awareness on programs
related to environment.

Theoretical Framework
Eco-friendly school is guided

by Seguis IEES Theory

(Inform, Educate, Engage and Save) which states that in

order for an individual to give its maximum participation in

the different programs relevant to environmental protection,
they should be knowledgeable first of the present condition
of the nature.
Inform Organic and inorganic components of planet
earth have involved together as a single living selfregulating system. It suggest that this living system has
automatically controlled global temperature, atmospheric
content, and other factors that maintain its own habitability
with this theory further states that organisms could
unconsciously modify environment in the way that is
favourable to life.
Educate this theory becomes relevant to the present
study because it will give fundamental cause of what we are
suffering now. In order to make solution to the problem, we
must know first where the problem comes from so that we can
be able to identify where to start in planning for a
solution. Environmental education and education for
sustainable development should be taken into consideration.
Engage There should be guiding principles on how
environmental program will be implemented so that maximum
participation among the concern individual will be reached.
This given theory may take into consideration our knowledge
and the knowledge that we can get which may help us
understand the reasons on the cause and effect relations of
the things that we have done and the things that is happening
now.
Save this theory is indeed relevant in the present
study as it promote concerns on environmental protection and

as it recognizes the role of human being and the attainment

of growth and development without damage to environment. The
researchers believe that the human beings assume certain
level of responsibility in development efforts and in the
protection of the surroundings the environment.
Using systems theory to identify the vital aspects of
sustainable development and relevant indicators. We now know
what we need and want as indicators: system variables that
provide us with all essential information about the viability
of a system and its rate of change and about how that
contributes to sustainable development of the overall system.
Viability is determined both by the system and its
environment Health means physical and mental well-being;
soundness; freedom from defect, pain, or disease; normality
of mental and physical functions. And viable is defined as
ableto live and develop; able to take root and grow. When
we talk about a viable system, we mean that this system is
able to survive, be healthy and develop in its particular
system environment.
In other words, system viability has something to do
with both the system and its properties, and with the system
environment and its properties. And since a system usually
adapts to its environment in a process of co evolution, we
can expect that the properties of the systems environment
will be reflected in the properties of the system. Also,
viability obviously implies sustainability (and vice versa).
Here, both terms will be used interchangeably. A system can
only exist and prosper in its environment if its structure
and functions are adapted to that environment. If a system is
to be successful in its environment, the particular features

of that environment must be reflected in its structure and

functions. The form of a fish and its mode of motion reflect
the laws of fluid dynamics of its aquatic environment, and
the legal system of a society reflects the social environment
in which it developed. Indicators of sustainable development
must inform us about the state of the system we are concerned
about. Since that state is significantly determined by the
systems environment, the indicators must reliably capture
important aspects of the systems interaction with its
environment. Indicators are related to the system
environment, and it makes sense to start the search by first
looking at properties of system environments.

Conceptual

Framework

Conceptual Framework on the Proposed Eco-Friendly School

This presentation will used during the conduct of the study.

This also includes the respondents, data gathering tools, and
procedures and statistical tools that were used to analyze and
interpret the responses of the respondents about the college
extent on awareness and implementation on environmental issues
and concerns.

An interview, actual observation and documentary analysis

was also employed by the researcher during the duration of the
study.

Validations

through

picture

were

also

done

by

the

researcher to substantiate the data presented by the respondents.

Statement of the Problem
The research was designed to audit the present
environmental management program of the primary and secondary
school awareness and implementation and to come up an EcoFriendly School model. Specifically, it answered the
following specific questions:
1. Is there an existing environmental management program in
the primary and secondary school?
2.

What extent is the awareness and implementation of

environmental practices of the primary and secondary school?

a. Policy
b. Resource Management
c. Curriculum
d. Projects and
e. Budget
3. How significant is the difference between the extent of
awareness and implementation of environmental management
practices of the primary and secondary school?
4. What Eco-Friendly school model can be proposed to CSPC
that will contribute to the environmental awareness program
of the primary and secondary school?

5. How can we know how effectively the development of the

sustainable school is progressing?
Hypothesis
There is no significant difference between the awareness
and implementation of the college along environmental
management practices.
Scope and Limitation of the Study
This research was designed to audit the present
environmental management program and practices of the schools
and its awareness and implementation and to come up an EcoFriendly School.
In this study, the researcher assumed the following:
1. There is an existing environmental management program of
the college
2. That the extent of awareness and implementation of
environmental management practices of the college has
no variation.
3. That the proposed Eco Friendly School can contribute to
the awareness of the school towards environmental awareness
program and serve as a guide of CSPC on its dream as one of
the Green Campus in the community.

Significance of the Study

The findings of the study are highly beneficial to the
Student, teachers, community and other schools for improving

the environmental practices which take part on the global

problems through environmental issues.
Student Academic. Research has shown that students of all
economic, racial and cultural backgrounds that are engaged in
hands-on applied and real world aspects of environmental
education have an increased desire to learn and perform
better on most measures of student success. Educators today
are also finding it harder to attract, retain and interest
students in STEM disciplines.
Teachers. It is widely recognised that there are many
different learning, working and thinking style and the
activities Eco-Schools suggests focus on a combination of
intelligences (visual physical naturalistic) which are
often overlooked in the classroom.
Community. The Eco-Schools programme is designed to
involve as many people as possible, both inside and outside
school, to raise their awareness of environmental issues and
to improve the community spirit of an area, helping everyone
to become involved in the decision-making of their local
area.
Other Schools. Eco-Schools is an umbrella project that
encompasses all of those within the school community. By
teaching and involving whole school community, you help to
unite the school behind a common cause. Whats more, by
encouraging pupils to take responsibility, youre helping to
promote a sense of responsibility for their surroundings and
to create a culture of social caring.
Definition of Terms

a. Academics - the subjects that you study in high

school or college.
b. Awareness - refers to the attitude and behaviour of a
certain people towards some issues and concern in their
locality.
c. Budget - financial plan for the implementation of the
programs or budget.
d. Community a social group of any size whose members
reside in a specific locality, share government, and
often have a common cultural and historical heritage.
e. Curriculum - a series or list of program mandated by a
certain institutions that a certain student should
finished.
f. Environmental Awareness - Environmental awareness means
having the knowledge of the fragility or vulnerability
of the environment. It is also about being conversant
with the interdependence involving the mankind with his
immediate surroundings.
g. Environmental Protection the ability how an individual
or group of people in a certain organization maintains
and manage their environment.
h. Environmental Responsibility - Environmental
responsibility considered how our human behaviour
impacts the environment and acting in a way that
minimizes that impact.

i. Implementation - series of plans, programs are project

that are being undertaken by an institutions of groups
for compliance.
j. Policy - these are sets of guidelines and policies that
certain learning institution follows.
k. Projects - series of programs and activities intended
for implementation.
l. Resource Management - these are sets of materials and
resources needed for consumption of a certain individual
or unit.
m. School - is an institution designed for the teaching
of students (or "pupils") under the direction
of teachers.
n. Student a person formally engaged in learning,
especially one enrolled in an institution of secondary
or higher education.
o. Teachers - is a person who delivers an educational
program, assesses student participation in an
educational program, and/or administers or provides
consistent and substantial leadership to an educational
program.

CHAPTER 2
REVIEW OF RELATED LITERATURE
This section deals with the previous studies and literature
that were found closely related to the present study. Discussion
of the related studies and literature both foreign and local were
found relevant to the totality of the present study.
LOCAL LITERATURE
According to Ganapin (1990)... stated that environment
impacts of development through the socio-economic benefits
envisioned. The negative impacts of development are exacerbated
by increasing population growth, rapid source, deflation and
environment deterioration. However, proper management of all
resource is imperative to sustain development. The value of
participation in the planning of any local or a community
project, which is likely to cause environment degradation, must
be recognized. It is important to take into full account the
knowledge and needs of people in the locality as its foremost
consideration in environment management. In fact, decisions
regarding development and control of negative aspects of
development must be put in the hands of those who will have to
live their consequences. Particularly, planning encourages
greater involvement about their environment and their needs. Long
lasting solution to our environmental problems is premised on
increased public or citizen awareness and better understanding of
its impact to our lives.
FOREIGN LITERATURE

According to Agung and Defira (2008)... stressed that human

factor is the largest contributor to the environmental
degradation. According to them, today, the world is facing
environmental degradation. Greenhouse effect has changed the
global climate. Ecosystem damage and pollution have decreased the
biodiversity.
Local Studies
Aquilino et.al, (2001) in their study, they state that human
have been tremendous advances in all fields of endeavour. They
have made spectacular advances in the fields of engineering,
better mean of transportation on land, at seas and on air; very
helpful gadget and machines for home and industry and most of the
means to live a better life. Because of these developments, the
earth is now a better place to live in, and because of mans
ingenuity,

better

things

are

yet

to

come.

However,

man

is

disrupting the balance of nature as they progress for technology

is not perfect. A by-product is pollution in mainly form air,
water, noise, etc. This adverse effect causes our environment to
be ill and serve as a big threat that if not acted soon could
permanently affect the whole ecosystem.
Foreign Studies
Michael N. Olea et.al., (2003) stated in their study that
one of the major problems faces by the community is the
conservation of energy from the households up to the biggest
industry. Earths environment must be carefully managed to assure
adequate supplies of natural resources of people of the present
generation as those of future generations. One way to accomplish
this goal is through conservation the protection of the
environment and the wise use of the planets natural resources.

Synthesis of Related Literature and Studies

The present study focused on the Awareness and Practices on
Environmental Policies of every school here in the Philippines
especially. This was strongly supported by the related studies as
analyzed and reviewed by the researchers as to its relevance to
the present study. It generally dealt on how they will be able to
manage the hazardous and problems brought about by poor wastes
disposal and collection, conservation and use of natural
resources.
Agung and Defira (2008) states that today the world is
facing environmental degradation. They stressed that human factor
is the largest contributor to the environmental degradation.
Likewise, Nullan(2001) states that urban wastes has been
recognized to contribute largely to environmental problems.
Furthermore, Nuyda(1999) author of Seeing Green states that
waste didposal in Manila is a problem that grows bigger every
year.
Ganapin(1990) and Aquilinoet. al., (2001) stated that
development has an impact to the environment. Negative impacts of
development are exacerbated by increasing population growth,
rapid source, deflation and environment deterioration.
Development gives rise to the people to have a better life.
Because of these, the earth is now a better place to live in, and
because of mans ingenuity, better things are yet to come.
However, man is disrupting the balance of nature as they progress
is not perfect.

Furthermore, Escuro(2002) studied the different protection

programs that are implemented in the schools. This was to assess
whether the school is participating in the call for
revitalization of the earth and mitigation of the effect of
climate change and also to inculcate among the young generation
the importance of nurturing our planet.

CHAPTER 3
METHODOLY
RESEARCH DESIGN
Eco School show that sustainable learning environments can be a
big advantage for students, improving their well-being, happiness
and even their cognitive processes. But how can parents ensure
that their childrens classrooms are as green as they can be.
Themes do emerge: good daylight and indoor air quality
predominate; a link between indoors and out is strongly asserted;
and the use of benign materials is paramount. But this is no more
than what good school design has always aimed for. Sustainable
School Architecture is a guide to the planning, architecture, and
design of schools that are healthy, stimulating, and will
conserve energy and resources
PHYSICAL ENVIRONMENT
1. Building Materials
2. Energy Use
3. Landscapes
PROGRAMME ON EDUCATIONAL BUILDINGS
1. Innovation in Design to meet educational needs.
2. Evaluation of procurement policy.
3. School safety and security.

PANYADEN-AN ECO SCHOOL AT Chiang Mai, Thailand

Panyaden School is an example of modern earth and bamboo
architecture. The school was conceived to provide an atmosphere
that is peaceful. Furthermore this green school wants to
demonstrate how to live an environmentally mindful life with a
low carbon footprint. Therefore to facilitate green mindfulness,
earth/clay, stones and bamboo were chosen as the main
construction materials. Walls are built either from rammed earth
or adobe bricks (clay mixed with sand and rice husk). The roofs
are built entirely from treated ba 6.There is no need for airconditioning. All rooms are cooled and ventilated through the
choice of materials and green Architecture design. The layout is
based on the antler-fern leaf structure.
Currently the school consists of buildings for nursery,
kindergarten and primary school. Including a sensory motor room
for the little ones, Dance/music/art building, Meditation sala,
Library, Swimming pool and sports area. Kitchen and dining hall,
Assembly hall, Parents community sala, Core Principles Inner
peace and wisdom through a Buddhist approach Self-sufficient
individuals through the application of common sense and
traditional knowledge, Environmentally mindful practices
Independent and creative personalities through holistic
principles. Academically competitive through a modern bilingual
curriculum
The school itself shows the way by being environmentally
conscious and including sustainable green practices in its
everyday life. The school is situated in a beautiful fruit

orchard and designed in harmony with its surroundings producing

an atmosphere that inspires learning and insightfulness. Students
are ambassadors to introduce green living into the lives of their
communities. The whole school is built from earth and bamboo that
has been treated to both withstand and complement the elements.
Organic vegetables and rice are grown on the school property.
Waste water is treated and biogas produced.

This is an

environmentally-friendly school with an insignificant carbon

footprint.
GREEN SCHOOL,BALI
American Cynthia and her partner, Canadian designer John
Hardy, have lived on Bali for over thirty years. In 2007, after
selling their renowned jewelry company, they formed a school as
an alternative to the walled-in international schools around
Bali.

In 2007, they built the first campus structure, the Kul-

Kul Bridge that spans 22 meters across the Ayung River. The
organic convex and concave curves are partially ornamental,
however they follow the natural tendencies of bamboo to bend and
twist. The simplicity of construction enables even the layman to
understand how the pieces join together. Thus, a stroll around
campus is an interactive lesson in building. Visiting the Green
School is to enter an entire aesthetic universe, where the
architecture is as important as the most minuscule of details.
Bamboo signage leads the way around to each class area that
consists of a bamboo pavilion with Alang Alang grass roof, bamboo
desks and chairs and compost toilets. Students learn music upon
bamboo harps and play sports within bamboo fences.
LIVING LABORATORY the students learn about river ecology,
grow rice and even build their own bamboo structures. There is a
breeding program on campus for an endangered bird species, the

Bali Rothschild Starling. While learning without walls would seem

to cause disciplinary problems, Cynthia classifies the school as
"ADD friendly". Dyslexic children who arrive at Green School are,
within a week, focused and comfortable within "the chaos of
nature". In many ways, the growth of the Green School resonates
more along a vernacular tradition than the formal architectural
canon.
The Green School is built upon steep terrains, so the
architecture is a part of, not apart from the context
With the mission to create "global citizens", the Green
School makes an architecture that symbolises the philosophy and
pedagogy. The most elaborate structure is the impressive "Heart
of the School", with three interweaving cones that resemble
double helixes. Three spiral staircases link the floors that
house the administration, computer lab, arts spaces and the
library. Built from Petung, the most massive bamboo variety, the
complex is 60 meters long and soars 19 meters into the sky. Every
prominent visitor, such as Nobel Peace Prize winner Muhammad
Yunus, passes under the alangalang vaults. This pantheon of
bamboo imparts the seriousness of the school's agenda.
Bamboo bridges that connect the two areas of the campus. The
Green School consists of some fifty structures and pavilions that
have, for the most part, no external walls.

POPULATION AND SAMPLING

Mandaluyong

statistic population to estimate the number of

Population under age of 5-14 years.

Household Population By Age group and Sex Ratio by Age Group:
City of Mandaluyong, 2015
Age Group
Total
Under 1
1-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75-79
80 and over

Both Sexes
323,372
5601
23,271
28,533
28,381
30,653
34,189
33,847
28,616
23,508
20,345
18,313
15,818
11,218
8,548
4,412
3,432
2,103
2,575

Male
159,863
2930
12,263
15,274
14,412
15,048
16,743
16,690
14,255
11,688
9,787
8,271
7,380
5,560
4,285
1,887
1,354
816
1,240

Female
163,509
2671
11,008
13,259
13,969
15,605
17,446
17,157
14,361
11,840
10,567
10,042
8,438
5,658
4,263
2,525
2,078
1,287
1,335

Female
97.8
109.7
111.4
115.2
103.2
96.4
96.0
97.3
99.3
98.5
92.6
82.4
87.5
98.3
100.5
74.7
65.2
63.4
92.9

Source: National Statistics Office, 2015 Census of Population and Housing

SAMPLE SIZE OF POPULATION

In getting the sample size, the researchers used the
Slovens formula which is, n=

, N stands for the whole

population of the primary and secondary. According to the table

shown both male and female under age of 5-14 years the estimated
population of the number of student is and

there were atleast 15

administrators, 61 regular faculty members, 43 non- teaching

personnel . The total population size is 57,04 , while e stands

for the margin of error. The data collected were tabulated and
analyzed. Analyses of data were guided by mean and percentage.

Slovens formula
where:
N = 57,042 total population
e = margin of error
Solution:
N = 57,042
e = 5%
n=397.21

n=

N
2
1+ Ne

n=

57,042
2
1+57,042 ( .30 )

n=397 .2 1

Respondents of the Study

The prospective respondents in this study are administrators
that exclude the presidents and vice presidents, regular faculty,
non-teaching personnel and students. Sloven formula to determine
the respondents was employed for students. On the basis of the
research there were 8 administrators, 61 regular faculty members,
43 non- teaching personnel and 361 students.
DATA GATHERING PROCEDURES
The data for this research were collected from the other
resources, professional and unprofessional that also conduct a
research about Eco-school or even related topic of school that
provide relevant idea that will be helpful for the researcher to
create suitable design.
The descriptive research method is used to determine and
analyze the problems encountered by student. According to Manuel
and Mendel (1998), it involves the description, recording,
analysis and interpretation of the present nature, composition of
processes of phenomena. The term descriptive research refers to
the type of research question, design, and data analysis that
will be applied to a given topic. Descriptive statistics tell
what is, while inferential statistics try to determine cause and
effect. The type of question asked by the researcher will
ultimately determine the type of approach necessary to complete
an accurate assessment of the topic at hand. The main goal of
this type of research is to describe the data and characteristics
about what is being studied. The idea behind this type of
research is to study frequency, averages, and other statistical
calculations. Sampling Scheme Convenience sampling was used in
this study; this type of sampling is used in exploratory research

where the researcher is interested in getting an inexpensive

approximation of the truth. As the name implies, the sample is
selected because they are convenient. This non probability method
is often used during preliminary research efforts to get a gross
estimate of the results, without incurring the cost or time
required to select a random sample. In this study, the
respondents are the student teachers who are readily available to
answer the survey questionnaire. Research Instrument The
researcher made instrument was utilized to determine the
problems encountered by the student in the area of Mandaluyong
City. And through the research design we conduct a sample that is
already built. That will be the basis of the idea to resolve the
problem referring to the environment and neighbourhood that lives
within the coverage area.

ATA, SHARMAINE D.
169-B Balingasa Road, Balingasa, Quezon City
Sharmaine_ata@yahoo.com
09195881349
EDUCATIONAL ATTAINMENT
TERTIARY

Eulogio Amang Rodriguez Institute of

Science and Technology ( EARIST )
Bachelor of Science in Architecture
Nagtahan, Sampaloc Manila
2012-Present

SECONDARY

GIGAQUIT NATIONAL SCHOOL OF HOME INDUSTRIES

Alambique, Gigaquit, Surigaodel Norte
2008 2012

PRIMARY

SAN ISIDRO ELEMENTARY SCHOOL

San Isidro, Gigaquit, Surigaodel Norte
2002 2008

PERSONAL DATA
Date of Birth

October 08, 1995

Place of Birth

Surigao del Norte

Height

49

Weight

110

Gender

Female

Civil Status

Single

Citizenship

Filipino

Religion

Roman Catholic

Language

Filipino and English

lbs

HIBO, FREMAR T.
#201 Don Damaso St. Brgy. Holy Spirit Quezon City
hibofremar@gmail.com

09083619490
EDUCATIONAL ATTAINMENT
TERTIARY

Eulogio Amang Rodriguez Institute of

Science and Technology ( EARIST )
Bachelor of Science in Architecture
Nagtahan, Sampaloc Manila
2012-Present

SECONDARY

LAGRO HIGH SCHOOL

Barangay Greater Lagro Quezon City
2011-2012

PRIMARY

HOLY SPIRIT ELEMENTARY SCHOOL

Quezon City 2nd district, Metro manila.
2007-2008

PERSONAL DATA
Date of Birth

October 11, 1995

Place of Birth

Masbate City

Height

51

Weight

110 lbs

Gender

Female

Civil Status

Single

Citizenship

Filipino

Religion

Roman Catholic

Language

Filipino and English

MARILAG, CHARLENE MAY R.

#Blk2 Lot21 Marigold Subdv. Burgos , Montalban Rodriguez Rizal
charlenemarilag@yahoo.com
0998 3153694

EDUCATIONAL ATTAINMENT
TERTIARY

EULOGIO AMANG RODRIGUEZ INSTITUTE OF SCIENCE

AND TECHNOLLOGY (EARIST)
Nagtahan, Sampaloc Manila
Bachelor of Science in Architecture(BSArchi)
2012 Present

SECONDARY

BURGOS NATIONAL HIGH SCHOOL

Daang bakal St. Burgos Montalban Rodriguez
2011 2012

Rizal

PRIMARY

BURGOS ELEMENTARY SCHOOL

Mabini st. Burgos

Montalban Rodriguez Rizal

2006 2007

PERSONAL DATA

Date of Birth

February 6, 1995

Place of Birth

Montalban Rodriguez Rizal

Height

53

Weight

120 lbs

Gender

Female

Civil Status

Single

Citizenship

Filipino

Religion

Roman Catholic

Language

Filipino and English