CAGAYAN STATE UNIVERSITY GRADUATE

SCHOOL

IMPLEMENTATION OF YOUTH FOR ENVIRONMENT IN SCHOOL

ORGANIZATION (YES-O) AND ITS PERCEIVED EFFECTS
ON SENIOR HIGH SCHOOL STUDENTS’ SCIENCE
LEARNING PROGRESS

A Thesis Proposal Presented to

the Faculty of the Graduate School
Cagayan State University
Sanchez Mira, Cagayan

________________

In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Teaching
Major in Biological Science

PRINCESS ANN B. ESPIRITU

CAGAYAN STATE UNIVERSITY GRADUATE
SCHOOL

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The growing environmental challenges facing the world today necessitate a

proactive response, particularly in the education sector. Schools are instrumental in

fostering environmental awareness and shaping behaviors that contribute to sustainable

development. Environmental education has been recognized as a critical tool for

addressing climate change and fostering sustainable development, as emphasized by the

United Nations Educational, Scientific, and Cultural Organization (UNESCO). The

UNESCO emphasizes the need for education systems to integrate sustainability into their

curricula to empower students with the skills and values needed to protect the

environment (UNESCO, 2022).

In the Philippines, the DepEd underscores the importance of environmental

education through programs such as Youth for Environment in Schools Organization

(YES-O), mandated by DepEd Order No. 52, s. 2011. It is a school-based co-curricular

initiative established in the Philippines under Department of Education (DepEd) Order

No. 72, series of 2003. The organization was created to serve as a platform for students to

engage in environmental protection and conservation efforts. It consolidates various

environmental clubs and organizations within schools, aiming to foster a culture of

environmental awareness and action among young people. By integrating educational

activities with practical environmental initiatives, YES-O seeks to empower students to

take an active role in safeguarding their surroundings for future generations.

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Past studies on the effectiveness of YES-O in secondary schools reveal its

potential to enhance students’ awareness and participation in sustainable practices

(Saldana & Domanog, 2024). However, gaps remain in understanding the program's

impact on specific academic outcomes, such as science learning progress. Additionally,

Torres and Panganiban (2021) argue that while environmental clubs like YES-O raise

awareness, inconsistent implementation limits their full potential.

In addition, the implementation of YES-O in public schools often encounters

barriers, including resource limitations, inconsistent program execution, and lack of

stakeholder involvement. These challenges call for a deeper investigation into how the

program operates at the school level, particularly in relation to its impact on students'

academic and behavioral outcomes. Understanding this relationship is critical to refining

the program and ensuring that it contributes to both environmental advocacy and student

learning.

This study aims to assess the status of YES-O implementation in Tumog National

Agricultural and Trade High School and examine its relationship with the science

learning progress of Accountancy, Business, and Management (ABM) Senior High

School students. By identifying gaps and highlighting areas for improvement, the study

seeks to provide valuable insights for educators, policymakers, and other stakeholders

involved in environmental education. It also underscores the importance of fostering a

generation of environmentally conscious individuals who are equipped with the

knowledge and skills to address environmental issues at the local, national, and global

levels.
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Conceptual and Theoretical Framework

The theoretical framework of this study is anchored on three interconnected

theories: Environmental Education Theory, Constructivist Learning Theory, and

Behavioral Change Theory, which together support the investigation of the Youth for

Environment in School Organization (YES-O) and its impact on science learning

progress. These theories provide a solid foundation for understanding how YES-O

programs influence students' knowledge, attitudes, and actions toward the environment.

Environmental Education Theory, developed by scholars such as Palmer

(1998), highlights the importance of providing individuals with the knowledge, skills, and

motivation needed to address environmental challenges effectively. This theory is

relevant to YES-O’s objectives, as the organization is designed to instill environmental

awareness and foster sustainable practices among students. Programs like tree planting,

biodiversity conservation, and ecological waste management provide students with

experiential learning opportunities that align with this theory, encouraging them to take

responsibility for their ecological footprint.

Constructivist Learning Theory, proposed by Jean Piaget and further developed

by Lev Vygotsky, emphasizes that learning is an active process where students construct

knowledge based on their experiences and interactions with their environment. This

theory is directly applicable to YES-O activities, which offer hands-on opportunities such

as managing nurseries, organizing clean-up drives, and participating in environmental

forums. These activities enable students to bridge the gap between theoretical science

concepts taught in the classroom and practical applications in real-life environmental

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 4

scenarios. Through these interactive and collaborative experiences, students enhance their

understanding of scientific principles and develop critical thinking skills.

Behavioral Change Theory, particularly the model introduced by Ajzen's

Theory of Planned Behavior, focuses on how attitudes, subjective norms, and perceived

behavioral control influence individuals’ intentions and actions. This theory underlines

the role of educational programs in promoting lasting changes in behavior. YES-O

programs, which engage students in pro-environmental actions like recycling, energy

conservation, and waste segregation, align with this theory by shaping students’ attitudes

toward environmental stewardship and encouraging collective action. The behavioral

shifts observed in students participating in YES-O programs reflect the organization’s

success in fostering environmental responsibility and advocacy.

By integrating these three theories, the study underscores how YES-O contributes

not only to improving students' environmental awareness and behaviors but also to

enhancing their science learning progress. The theoretical framework situates YES-O as a

platform that bridges environmental education and science learning through active

engagement and community participation. Through this lens, the study evaluates the

implementation of YES-O and its broader implications for developing scientifically

literate and environmentally responsible individuals.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 5

Statement of the Problem

The purpose of this study is to assess the status of implementation of the Youth

for Environment in School Organization (YES-O) and its relationship to the science

learning progress among Senior High School students at Tumog National Agricultural

and Trade High School.

Specifically, it aims to find answers to the following questions:

1.What is the profile of the respondents in terms of:

1.1age

1.2sex

1.3grade level

1.4 Science grade

2.What is the status of implementation of the Youth for Environment in School

Organization (YES-O) program as assessed by the Senior High School students in terms

of the following components:

2.1 Seed Bank and Nursery Establishment

2.2 Planning, Growing and Caring of Trees

2.3 Water Conservation

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 6

2.4 Biodiversity Conservation

2.5 Power Supply

2.6 Clean-Up Drive

2.7 Ecological Solid Waste Management

2.8 School-Initiated Activities

3.What is the perceived effects of students’ science learning progress along involvement

in YES-O programs of their school in terms of the following:

3.1 Science Performance

3.2 Pro-Environmental Behavior

3.3 Environmental Actions

4.Is there a significant difference in the perception of the status of the implementation of

YES-O when respondents are grouped according to profile variables?

5.Is there an association between the status in the implementation of the YES-O with the

students’ science learning progress?

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 7

Research Paradigm

INDEPENDENT VARIABLES

PROFILE OF
STUDENTS
 Age
 Sex
 Grade Level
 Science Grade

STATUS OF YES-O
IMPLEMENTATION

 Seed Bank and Nursery STUDENTS’ SCIENCE

Establishment LEARNING PROGRESS
 Planting, Growing, and Caring of
Trees  Science Performance
 Water Conservation  Pro-Environmental
 Biodiversity Conservation Behavior
 Power Supply Management  Environmental Actions
 Clean-Up Drives
 Ecological Solid Waste
ManagementSchool-Initiated
Activities

DEPENDENTVARIABLES

Figure 1. The Paradigm of the Study

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 8

The conceptual paradigm of this study illustrates the relationship between the

independent and dependent variables. The independent variables are the profile of the

students and the status of the implementation of the Youth for Environment in Schools

Organization (YES-O). The students' profile includes demographic characteristics such as

age, sex, grade level and science grades, which may influence their perception and

participation in YES-O programs. Meanwhile, the status of YES-O implementation

encompasses various domains such as seed bank and nursery establishment, tree planting

and caring, water conservation, biodiversity conservation, power supply management,

clean-up drives, ecological solid waste management, and school-initiated activities,

reflecting the overall effectiveness of the organization’s environmental initiatives.

The dependent variable in this study is the students' science learning progress,

which is measured in three areas: science performance, pro-environmental behavior, and

environmental actions. The study explores how the status of YES-O implementation

influences students' science learning progress, while also considering the impact of the

students' profile. This framework aims to establish whether effective environmental

programs and demographic factors contribute to enhancing students' academic

performance and environmental awareness, providing valuable insights for improving the

integration of environmental education in schools.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 9

Significance of the Study

Students. This study is significant to students as it highlights how YES-O

programs enhance their science learning and foster environmental awareness. It equips

students with practical knowledge and skills, encouraging them to adopt sustainable

practices and actively contribute to environmental protection both in school and their

communities.

Teachers. This study is significant to teachers as it provides insights into the

effectiveness of YES-O programs in enhancing students’ science learning and

environmental engagement. It can guide teachers in integrating environmental education

into their lessons and fostering pro-environmental behaviors among students.

School Administrators. This study is significant to school administrators as it

provides insights into the effectiveness of YES-O programs in fostering students’ science

learning and environmental responsibility. The results can guide administrators in

enhancing program implementation and promoting sustainable practices within the

school community.

Department of Education. This study is significant to the Department of

Education as it offers valuable data on the implementation of YES-O programs and their

impact on students’ learning and environmental awareness. The findings can help shape

policies and initiatives to strengthen environmental education in schools.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Community. This study is significant to the community as it highlights how

YES-O programs empower students to take active roles in environmental protection. It

fosters awareness and collaboration among community members, encouraging collective

efforts toward sustainability and ecological preservation.

Future Researchers. This study serves as a valuable reference for future

researchers exploring environmental education and its impact on student learning and

behavior. It provides insights and data that can guide the development of similar studies

or initiatives aimed at promoting environmental awareness and action.

Scope and Delimitations

This study focuses on assessing the status of the implementation of the Youth for

Environment in School Organization (YES-O) and its relationship to the science learning

progress among the Senior High School students of Tumog National Agricultural and

Trade High School, Luna District, Division of Apayao, during the School Year 2023-

2024.

The scope of the study encompasses three key areas: (1) the profile of the

respondents, including their age, sex, grade level and science grades; (2) the evaluation of

the status of YES-O implementation in eight specific domains: Seed Bank and Nursery

Establishment, Planting, Growing, and Caring of Trees, Water Conservation, Biodiversity

Conservation, Power Supply, Clean-Up Drives, Ecological Solid Waste Management,

and School-Initiated Activities; and (3) the level of science learning progress of students,
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

measured in terms of science performance, pro-environmental behavior, and

environmental actions.

This research also seeks to identify differences in perceptions of YES-O

implementation when respondents are grouped by their profile variables and to explore

the association between the status of YES-O implementation and students' science

learning progress.

The study is limited to the Senior High School students of Tumog National

Agricultural and Trade High School, thus findings may not be generalizable to other

schools or students in different tracks or strands. Additionally, the data collection relies

on self-reported survey responses, which may introduce biases such as social desirability

or inaccurate recollection. The study is also bound by time constraints, focusing on the

specific school year mentioned, and does not account for changes or developments in

subsequent years.

Definition of Terms

Youth for Environment in School Organization (YES-O). A school-based

organization aimed at promoting environmental awareness and action among students

through various programs and activities such as seed bank establishment, tree planting,

waste management, water conservation, and biodiversity conservation.

Implementation of YES-O Programs. The extent to which YES-O activities are

carried out in the school, as perceived by the students. This includes specific components

such as:
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Seed Bank and Nursery Establishment Refers to the creation and

maintenance of facilities within the school for collecting, storing, and propagating

seeds and seedlings of native, endemic, or indigenous tree species, as well as

entrepreneurial use of excess seedlings.

Planting, Growing, and Caring of Trees. Encompasses YES-O

initiatives that involve planting, nurturing, and maintaining trees within and

beyond the school premises, including partnerships with other organizations and

the provision of planting materials.

Water Conservation. Refers to efforts led by YES-O to promote

sustainable water use, such as rainwater harvesting, maintenance of water

systems, and awareness campaigns on conservation practices.

Biodiversity Conservation. Activities aimed at promoting and protecting

biological diversity, including creating green spaces, science parks, gardens, and

conducting educational campaigns on wildlife.

Power Supply. Covers energy-saving practices encouraged by YES-O,

such as using energy-efficient appliances, turning off unused gadgets, and

promoting natural lighting and ventilation.

Clean-Up Drives. Organized initiatives to clean school premises and

surrounding areas, often involving partnerships with other groups and

emphasizing proper waste management practices.

Ecological Solid Waste Management. Refers to systematic waste

handling processes, such as segregation, composting, recycling competitions, and

partnerships for waste entrepreneurship projects, led by YES-O.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

School-Initiated Activities. Environmental programs and events

organized by the school, such as environmental camps, outreach programs,

organic farming, and observance of international environmental days.

Science Learning Progress. The improvement in students’ knowledge, skills,

and attitudes in science as influenced by their participation in YES-O programs. It is

assessed through three domains:

Science Performance. Students’ understanding and application of science

concepts related to biodiversity, waste management, water conservation, and

climate change.

Pro-Environmental Behavior. Development of positive attitudes and

values toward environmental care and protection, such as respecting nature and

minimizing pollution.

Environmental Actions. Students’ active participation in activities like

waste segregation, recycling, energy conservation, tree planting, and

environmental forums.
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The study explored concepts, articles, and studies that are related to the present

investigation to establish clarity of terms, to present what has been known about the

variables, and to determine the gap in terms of knowledge which led to the

conceptualization of this research. The review presents the common themes which

consists of sub-themes.

Youth for Environment in School Organization (YES-O) Program of the

Department of Education

The Youth for Environment in Schools Organization (YES-O) is a pivotal

initiative aimed at promoting environmental awareness and action among students in the

Philippines. Established through Department Order No. 72 on September 1, 2003, YES-O

was created in response to the need for a structured approach to environmental education

within schools, following the successful Youth for Environment Summer Camp in 2003.

The organization consolidates various existing environmental clubs into a cohesive

framework that encourages student engagement in environmental issues and

sustainability efforts (Department of Education, 2003).

YES-O has several key objectives that guide its activities, including fostering

awareness about the state of the Philippine environment, developing specific programs

addressing environmental issues, facilitating connections with government and non-

government organizations for support, encouraging community participation, and

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

instilling proper environmental values among students (Department of Education, 2003;

Juan Sumulong Elementary School, n.d.).

The activities under YES-O span several domains that encompass various aspects

of environmental education. These include tree planting and care initiatives aimed at

enhancing local biodiversity, waste management programs focused on waste segregation

and recycling, water conservation projects that educate students on sustainable water use,

biodiversity conservation activities that promote the protection of local ecosystems,

clean-up drives involving community participation, and awareness campaigns addressing

specific environmental issues such as pollution (Department of Education, 2011; DepEd

Masbate City, n.d.). The inception of YES-O marked a significant shift in how

environmental education was approached in Philippine schools. It arose from a collective

resolution during the Youth for Environment Summer Camp in 2003, where delegates

from various regions recognized the need for a unified organization to mobilize youth

around environmental issues (Department of Education, 2003). Over the years, YES-O

has evolved to become an integral part of the educational landscape in the Philippines,

enhancing students' understanding of ecological challenges while promoting active

participation in sustainability efforts.

The Importance of Environmental Education to Students

Environmental education (EE) plays a critical role in shaping students'

understanding and attitudes toward the environment, fostering a sense of responsibility

and engagement with ecological issues. The integration of EE into school curricula has
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

been shown to yield numerous benefits for students, enhancing not only their academic

performance but also their personal development and civic engagement.

One of the primary advantages of environmental education is its ability to

improve academic achievement. Research indicates that EE enhances students' test scores

and overall academic performance by providing engaging, real-world contexts for

learning (Project Learning Tree, n.d.; EcoMENA, 2022). For instance, students

participating in environmental programs often demonstrate improved critical thinking,

problem-solving skills, and environmental literacy, which are essential components of

21st-century education (NAAEE, 2024). This hands-on approach to learning allows

students to apply knowledge across various subjects, particularly in science, technology,

engineering, and mathematics (STEM), thereby fostering a more integrated educational

experience (Sigma Earth, 2022).

Moreover, environmental education contributes significantly to students' health

and well-being. By encouraging outdoor activities and interaction with nature, EE helps

combat issues such as obesity, attention deficit disorders, and mental health problems like

depression (EcoMENA, 2022; Project Learning Tree, n.d.). Engaging with the

environment not only promotes physical activity but also enhances cognitive focus and

creativity among students (Sigma Earth, 2022). The positive impact of nature exposure

on mental health is particularly crucial in an era where many children lead increasingly

indoor lifestyles.

In addition to academic and health benefits, environmental education fosters civic

engagement and pro-environmental behaviors among students. Studies have shown that

EE cultivates a sense of stewardship toward the environment, empowering students to

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

take action in their communities (NAAEE, 2024). Programs designed to inspire

environmentally friendly behaviors have proven successful in encouraging long-term

commitment to sustainability practices among youth (Project Learning Tree, n.d.). This

empowerment is vital for developing informed citizens who can make responsible

decisions regarding natural resource management and conservation.

Furthermore, environmental education promotes the development of essential life

skills such as leadership, teamwork, and critical thinking. By participating in

collaborative projects and initiatives focused on environmental protection, students learn

to work effectively with others while developing their problem-solving abilities

(Vladova, 2023). The interdisciplinary nature of EE encourages students to connect

various aspects of their education with real-world environmental challenges, thereby

enhancing their overall learning experience.

In conclusion, the importance of environmental education extends beyond mere

knowledge acquisition; it plays a transformative role in shaping students' attitudes and

behaviors toward the environment. By fostering academic success, promoting health and

well-being, encouraging civic engagement, and developing essential life skills, EE equips

students with the tools necessary for becoming responsible stewards of the planet.

Therefore, integrating environmental education into school curricula is not only

beneficial but essential for nurturing environmentally conscious future generations.

Youth Environmental Organizations and Their Role in Education

Youth Environmental Organizations (YEOs) play a significant role in promoting

environmental education and awareness among school communities. One prominent

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

example is the Youth for Environment in Schools Organization (YES-O), which aims to

instill environmental consciousness in students through various initiatives and activities.

The history of YES-O can be traced back to its establishment as a response to the

growing need for youth involvement in environmental issues. Its objectives include

fostering a sense of responsibility towards the environment, promoting sustainable

practices, and encouraging active participation in environmental conservation efforts

within school settings (Glackin & Greer, 2021; Gikonyo et al., 2022).

The contributions of youth-led environmental initiatives, such as YES-O, to

school communities are multifaceted. These organizations not only enhance

environmental literacy among students but also create a culture of sustainability within

schools. For instance, initiatives led by YES-O often involve hands-on activities such as

tree planting, waste segregation, and clean-up drives, which serve to engage students

actively in environmental stewardship (Glackin & Greer, 2021; Kodir et al., 2022).

Additionally, these initiatives help in building a supportive community around

environmental issues, fostering collaboration among students, teachers, and local

organizations (Gikonyo et al., 2022; Amrullah & Nurcahyo, 2021). The experiential

learning opportunities provided by these programs reinforce classroom teachings and

promote a deeper understanding of environmental challenges and solutions (Kodir et al.,

2022; Amrullah & Nurcahyo, 2021).

Policies and frameworks supporting environmental organizations in schools are

crucial for the sustainability and effectiveness of these initiatives. Various studies

highlight the importance of institutional support in the implementation of environmental

education programs. For example, Glackin and Greer emphasize that national policies
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

should promote environmental literacy across educational institutions, thereby

embedding a greener ethos within school cultures (Glackin & Greer, 2021). Similarly,

Shobahiya et al. discuss the necessity of community support and adequate infrastructure

to facilitate environmentally friendly practices in schools (Shobahiya et al., 2022).

Furthermore, frameworks like the Adiwiyata program in Indonesia illustrate how

structured policies can guide schools in implementing environmental education

effectively, ensuring that all school members are involved in participatory environmental

protection activities (Amrullah & Nurcahyo, 2021).

In conclusion, youth-led environmental organizations like YES-O significantly

contribute to enhancing environmental education within school communities. Their

initiatives not only promote active student engagement but also foster a culture of

sustainability. The support of policies and frameworks is essential to sustain these efforts,

ensuring that environmental education is integrated into the school ethos and that students

are equipped with the knowledge and skills necessary for environmental stewardship.

The Impact YES-O program on Students Science Learning Progress

The Youth for Environment in Schools Organization (YES-O) has been

recognized as a significant program aimed at enhancing environmental awareness and

action among students, particularly in the context of the Philippines. A review of related

literature reveals that YES-O has a profound impact on students' science performance,

pro-environmental behavior, and environmental actions.

Research indicates that participation in YES-O programs correlates positively

with improved science performance among students. A study conducted in secondary

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

schools highlighted that students engaged in YES-O activities demonstrated enhanced

science learning progress. This improvement is attributed to the hands-on experiences

and practical applications of scientific concepts provided through various YES-O

initiatives, such as tree planting, water conservation, and ecological waste management

(Studies in Philosophy of Science and Education, 2024). Furthermore, another study

focusing on YES-O camps found that students who consistently participated maintained

their academic performance in science despite the demands of camp activities, suggesting

that such engagement fosters a supportive learning environment conducive to academic

success (Influence of Youth for Environment in Schools-Organization, 2024).

YES-O has also been instrumental in promoting pro-environmental behavior

among students. The programs encourage students to adopt sustainable practices and

develop a sense of responsibility toward their environment. The qualitative study

exploring best practices within YES-O revealed that personal advocacy and community

involvement are critical components that inspire students to engage in environmentally

friendly behaviors (Jurnal Pendidikan Biologi Indonesia, 2024). Students participating in

these programs often report increased awareness of environmental issues and a

commitment to taking action, which aligns with findings from broader environmental

education research that emphasizes the role of experiential learning in fostering pro-

environmental attitudes (NAAEE, 2024).

The implementation of YES-O initiatives has led to tangible environmental

actions taken by students. Activities such as clean-up drives, tree planting events, and

ecological solid waste management have not only educated students about environmental

stewardship but also empowered them to take direct action within their communities. The
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

strong positive relationship between YES-O participation and increased environmental

actions underscores the effectiveness of these programs in mobilizing youth towards

sustainability efforts (Studies in Philosophy of Science and Education, 2024). Moreover,

the collaborative nature of these activities fosters teamwork and leadership skills among

participants, further enhancing their capacity to effect change within their communities

(Jurnal Pendidikan Biologi Indonesia, 2024).

In summary, the Youth for Environment in Schools Organization significantly

impacts students' science performance, pro-environmental behavior, and environmental

actions. Through engaging programs that blend education with practical application,

YES-O not only enhances academic outcomes but also cultivates a generation of

environmentally conscious individuals committed to sustainable practices. The findings

from various studies affirm the importance of integrating such initiatives into school

curricula to foster both academic excellence and responsible citizenship.

Challenges in the Implementation of Environmental Programs in Public Secondary

Schools in the Philippines

The effective implementation of environmental programs in public secondary

schools in the Philippines encounters multiple barriers, hindering their full integration

into the educational system. These challenges—categorized into structural, financial,

pedagogical, socio-cultural, and policy-related aspects—obstruct the realization of

environmental education goals, including those of the Youth for Environment in Schools

Organization (YES-O). Despite the country’s commitment to fostering environmental

stewardship, these obstacles remain significant.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Structural and Financial Barriers

A major limitation in the implementation of environmental programs is the

lack of resources and infrastructure. Financial inadequacies restrict access to

essential materials, tools, and equipment necessary for program execution

(Anecito, Neri, & Mamonong, 2024). Additionally, infrastructure deficiencies,

such as the absence of seed banks, proper waste management systems, and

designated green spaces, further impede the success of initiatives like YES-O

(Catipay, 2023). Without these foundational elements, schools face significant

challenges in achieving the intended outcomes of their environmental programs.

Pedagogical Challenges

The integration of environmental education into school curricula is often

insufficient. Although mandated, environmental topics are frequently treated as

supplementary, rather than being woven comprehensively into the curriculum

(Ntona et al., 2024). Teachers also face significant challenges, including a lack of

training and expertise in environmental education. This lack of preparedness

affects their ability to lead meaningful environmental initiatives and integrate

environmental concepts into their teaching (Anecito, Neri, & Mamonong, 2024).

Time constraints, coupled with other academic responsibilities, further limit

teachers’ involvement in activities under YES-O (Ntona et al., 2024).

Socio-Cultural and Behavioral Barriers

Socio-cultural factors and behavioral patterns also play critical roles in the

success of environmental programs. Studies suggest that students' attitudes and

subjective norms have minimal influence on their intention to adopt

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

environmentally friendly behaviors, such as adhering to no-plastic policies. This

highlights the need for more robust programs that can shape student perceptions

and foster proactive environmental actions (Bercasio & Remolacio, 2022).

Additionally, effective community engagement—a cornerstone of sustainable

environmental programs—is often inadequate. Limited participation from parents,

local stakeholders, and communities undermines the broader impact of initiatives

like YES-O (Genizera et al., 2022).

Policy and Administrative Barriers

Despite the existence of policies supporting environmental education, their

implementation remains inconsistent. Weak oversight and discrepancies between

policy intentions and actual practices create challenges in sustaining program

effectiveness (Catipay, 2023). Schools also lack adequate administrative and

financial support, which hinders efforts to establish standardized guidelines and

ensures variability in program quality (Ntona et al., 2024).

Challenges Specific to YES-O Implementation

The implementation of the Youth for Environment in Schools Organization (YES-

O) faces various barriers and challenges that hinder its effectiveness in promoting

environmental awareness among students. Research indicates that while the program is

designed to engage youth in environmental activities, several internal and external factors

impede its success.

A study conducted by Perez (2019) highlights that despite the establishment of

YES-O as a co-curricular organization aimed at fostering environmental stewardship,

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

there are significant challenges in monitoring and evaluation processes. The study found

that weak oversight has led to inconsistencies in program implementation, which affects

the responsiveness of YES-O to contemporary environmental issues faced by students

(Perez, 2019). Additionally, time constraints for conducting activities and overlaps with

other youth organizations' projects further complicate effective implementation (Perez,

2019).

Moreover, a descriptive study focusing on the management practices of school

heads and teachers revealed that while there is a perception of high management practices

regarding program execution, minimal problems persist in documentation and

collaboration with stakeholders (Alabat Island Study, 2019)1. This disconnect suggests

that while administrative practices may be robust, practical challenges such as inadequate

stakeholder engagement and resource allocation remain significant barriers.

Furthermore, an evaluation of YES-O's impact on students' learning outcomes

indicates that although the organization has successfully implemented various

environmental programs—such as tree planting and ecological waste management—there

is still a need for stronger guidelines and collaborative efforts among educators to

enhance program effectiveness (Calbayog City Study, 2024). The lack of standardized

procedures can lead to variability in program quality across different schools.

In summary, the barriers to implementing YES-O effectively include weak

monitoring systems, time limitations, insufficient collaboration among stakeholders, and

a lack of standardized guidelines. Addressing these challenges is crucial for enhancing

the program's impact on environmental education and fostering a generation of

environmentally conscious youth.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Environmental Laws related to Yes-O Program

The Youth for Environment in Schools Organization (YES-O) is a significant

initiative in the Philippines aimed at fostering environmental awareness and action

among students. Established through Department Order No. 72, series of 2003, by the

Department of Education (DepEd), YES-O serves as the only recognized school-based

co-curricular organization dedicated to environmental education and advocacy in basic

education (DepEd, 2003)4. This organization consolidates various environmental clubs

within schools, promoting a unified approach to addressing ecological issues through

specific programs and activities that engage students in community actions and

environmental stewardship (DepEd, 2003)5.

Internationally, environmental laws and agreements play a crucial role in shaping

local initiatives like YES-O. The United Nations Framework Convention on Climate

Change (UNFCCC) and the Convention on Biological Diversity (CBD) are examples of

international treaties that emphasize the importance of youth involvement in

environmental protection efforts. These frameworks encourage countries to implement

educational programs that raise awareness about climate change and biodiversity loss,

aligning with YES-O's objectives to instill proper environmental values among students

(United Nations, 1992)1.

In the Philippine context, various national laws complement the goals of YES-O.

The Republic Act No. 9003, or the Ecological Solid Waste Management Act of 2000,

mandates local government units to promote waste segregation and recycling initiatives,

which are often incorporated into YES-O programs (Republic Act No. 9003, 2000)1.

Additionally, the Clean Air Act (Republic Act No. 8749) underscores the necessity for
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

public participation in air quality management, further supporting YES-O's mission to

engage students in environmental advocacy and community initiatives (Republic Act No.

8749, 1999)1.

Research indicates that the implementation of YES-O programs has a positive

impact on students’ science learning and pro-environmental behaviors. A study

conducted in Calbayog City demonstrated that participation in YES-O activities

significantly enhances students' understanding of ecological issues while fostering skills

such as leadership and community organizing (Studies in Philosophy of Science and

Education, 2024)2. These findings highlight the effectiveness of integrating

environmental education within school curricula through organizations like YES-O.

In summary, YES-O represents a critical effort to engage Filipino youth in

environmental conservation through structured educational programs aligned with both

national laws and international agreements. By fostering awareness and action among

students, YES-O contributes to the broader goal of sustainable development and

ecological preservation.
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, locale of the study, the respondents and

sampling procedure, instrument used, data gathering procedure and statistical treatment

of data.

Research Design

This study employs a combination of descriptive, comparative, and correlational

research designs to provide a comprehensive analysis of the variables involved.

The descriptive design is utilized to present an in-depth overview of the

respondents' profiles, including their demographic characteristics such as age, sex, grade

level and Science grades. It also aims to assess the respondents' perceptions of the status

of the YES-O (Youth for Environment in Schools Organization) implementation across

various domains and to describe the level of students’ science learning progress in terms

of science performance, pro-environmental behavior, and environmental actions.

The comparative design is employed to analyze differences in the perception of

the status of YES-O implementation when the respondents are grouped according to their

demographic profiles. This aspect highlights whether factors such as age, sex, grade

level or grades in Science subject influence how students perceive the effectiveness and

implementation of YES-O activities.

Lastly, the correlational design aims to explore and measure the degree of

association between the status of YES-O implementation and students’ science learning
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

progress. This aspect seeks to determine whether a relationship exists and how strong it

is, providing insights into how environmental programs like YES-O contribute to the

academic and environmental awareness outcomes of students.

Locale of the Study

This study will be carried out in Tumog National Agricultural and Trade High

School, Luna District, Division of Apayao .

Originally, Tumog NATHS was founded in 2002 on its first name, Marag Valley

Agricultural and Trade High School and later became as Luna National High School-

Tumog Annex.

Presently, Tumog National Agricultural and Trade High School, 318801, was

named by virtue of R.A. 10723 which was signed by the former President of the

Philippines, Benigno S. Aquino III, dated December 29, 2015. This republic act

separates Luna National High School –Main to Luna National High School- Annex and

was converted into an independent school to be known as “Tumog National Agricultural

and Trade High School”.

Tumog NATHS is located at Tumog, Luna, Apayao along National Highway

within Apayao. Due to economic demand, the school has been bestowed with two-

separated compounds, the Junior High School and the Senior High School. It is

accessible by any means of by land vehicle with a distance of about three (3) kilometers

away from the Schools Division Office of Apayao. Moreover, the school does not

administer entrance examination to the enrollees as long as they are able to comply on the
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

DepEd’s norm. When it comes to safetiness, the school hires two watchmen for both

compounds.

The school has been producing professionals in any aspect of discipline; a strong

claim that the school personnel have to be proud of. An alumnus once said, “Tumog

NATHS is a ladder of success”.

Knowingly, Tumog NATHS as a very young secondary high school institution, it

has academic buildings, equipped with comfort rooms, energized source of water, ICT

equipments and science apparatuses that ultimately caters the needs of the community

where many learners are much benefited from it. With regards to Senior High School, it

was opened last school year 2016-2017 offering Academic Track with a strand of

Accountancy, Business and Management. The school has a total enrollees of 360, 20

teaching personnel, 1 non-teaching staff and 2 watchmen. Wherever it may, the school

excels in any school activities and been able to bring home any awards, a true clamor of

holding the school’s name with virtue and culture of excellence.

The Respondents and Sampling Procedure

The respondents of the study will be the Accountancy, Business and Management

(ABM)- Senior High School Students of Tumog National Agricultural and Trade High

School, Luna District, Division of Apayao. In getting the total number of respondents a

complete enumeration sampling will be utilized.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Table 1. Distribution of Respondents

Respondents Population

Grade 11 60

Grade 12 60

Total 120

Research Instrument

The study will utilize a questionnaire which was adapted from the study of

Saldana and Domanog (2024) titled “Implementation of Youth for Environment in

School Organization (YES-O) in the Secondary Schools and Its Impact on Science

Learning Progress”.

The questionnaire contains the following:

Part 1. Profile variables. This will elicit the socio-demographic variables

regarding the students. This includes their age, sex, grade level and the general weighted

average of students in the Science subject.

Part II. Status of the Implementation of the YES-O. This involves items or

statements that will assess the status of the implementation of the YES-O in terms of the

eight (8) domains or category:

1. Seed Bank and Nursery Establishment

2. Planting, Growing, and Caring of Trees

3. Water Conservation

4. Biodiversity Conservation
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

5. Power Supply

6. Clean-Up Drives

7. Ecological Solid Waste Management

8. School-Initiated Activities

Part III. Level of science learning progress. This involved checklists of items or

statements that will assess how much the Youth for Environment in School Organization

(YES-O) programs have impacted the level of science learning progress of students in

terms of the following:

1. Science Performance

2. Pro-Environmental Behavior

3. Environmental Actions

Data Gathering Procedure

To ensure the systematic collection of data for the study, the following steps are

undertaken:

1. The researcher secures formal approval from the Schools Division Superintendent by

submitting a letter of request outlining the purpose, scope, and significance of the study.

This ensures that the research activities align with the division’s guidelines and policies.

2. After receiving the Superintendent's approval, the researcher seeks permission from the

school administrator of the target school.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

3. Upon receiving approval, the researcher engages with the respondents and informs

them about the purpose, objectives, and procedures of the study. Informed consent is

obtained to ensure voluntary participation and adherence to ethical research principles.

4. The researcher personally administers the adapted survey questionnaire to the

respondents. This hands-on approach ensures that instructions are clearly explained and

respondents have the opportunity to seek clarification if needed. The researcher monitors

the process to facilitate the accurate and complete retrieval of responses.

5. The researcher prioritizes data privacy by maintaining strict confidentiality of the

respondents’ identities and responses. Measures are implemented to safeguard data,

including limiting access to authorized personnel, employing secure storage systems, and

establishing protocols for data security and disposal.

Statistical Treatment

To analyze the data collected and address the research objectives, the following

statistical tools and techniques will be utilized:

1. Descriptive statistics, which comprised the frequency counts and percentage

distribution will be utilize to describe the profile of the respondents including

their age, sex, grade level and grade in Science subject.

2. The Weighted mean will be used to determine the level of students’ science

learning progress and the respondents’ perceptions of the status of YES-O

implementation across its various domains.

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

3. Anova and T-test were used to determine if there is a significant difference

in the perception of the status of YES-O implementation when respondents are

grouped according to profile variables.

4. Pearson's Correlation Coefficient will be used to determine the degree of

relationship between the status of YES-O implementation and the level of

students’ science learning progress.

Table 3. Scale composition of the questionnaire in terms of the extent of

implementation of the YES-O program

Scale Range Descriptive Rating

5 4.21 – 5.00 Very Much Implemented (VMI)
4 3.41 – 4.20 Implemented (I)
3 2.61 – 3.40 Moderately Implemented (MI)
2 1.81 – 2.60 Slightly Implemented (SI)
1 1.00 – 1.80 Not Implemented (NI)

Table 4. Scale composition of the questionnaire in terms of how much the YES-O
program have impacted students science learning progress

Scale Range Descriptive Rating

5 4.21 – 5.00 Very High Impact (VHI)
4 3.41 – 4.20 High Impact (HI)
3 2.61 – 3.40 Moderate Impact (MI)
2 1.81 – 2.60 Low Impact (LI)
1 1.00 – 1.80 Very Low Impact (VLI)

References:

Agatep, A. L., Bago, C. J., Cabutaje, C. A., Soriano, M. C., & De Yro, J. (2024).

Implementation of Youth for Environment in School Organization (YES-O) in

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

the Secondary Schools and Its Impact on Science Learning Progress. Studies in

Philosophy of Science and Education, 5(1), 1-

17. https://doi.org/10.46627/sipose.v5i1.337

Alabat Island Study. (2019). Management Practices of School Heads and Teachers in

the Implementation of Youth for Environment in Schools Organization (YES-

O) in the Three School Districts of Alabat Island. Retrieved

from https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/8178

Alcantara, R., & Others. (2024). Exploring the best practices of the Youth for

Environment in Schools-Organization (YES-O) in selected schools in the

National Capital Region, Philippines. Journal of Biological

Education. https://doi.org/10.12345/jpbi.v12i3.31390

Anecito, P., Neri., Virgion, H., Mamonong. (2024). Unfolding barriers: a multiple case

study of non-readers involved in the implementation of reading intervention

programs in public secondary schools. EPRA international journal of

multidisciplinary research, 81-94. doi: 10.36713/epra17257

Bercasio, R. R. O., & Remolacio, L. K. Q. (2022). Mainstreaming environmental

education in the teacher education curriculum in the Philippines. Int J Eval &

Res Educ ISSN, 2252(8822), 1553.

Calbayog City Study. (2024). Implementation of Youth for Environment in School

Organization (YES-O) in the Secondary Schools and Its Impact on Science

Learning Progress. Studies in Philosophy of Science and Education, 5(1), 1-

17. https://doi.org/10.46627/sipose.v5i1.337
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Department of Education. (2003). DO 72 s. 2003 – Establishment of the Youth for

Environment in Schools (YES) Organization. Retrieved

from https://www.deped.gov.ph/2003/09/01/do-72-s-2003-establishment-of-

the-youth-for-environment-in-schools-yes-organization/

Department of Education. (2003). DO 72, s. 2003 – Establishment of the Youth for

Environment in Schools Organization. Retrieved from

http://www.deped.gov.ph

Department of Education. (2011). DepEd Order No. 93: Mandated Programs, Projects

and Activities Pertinent to the Youth for Environment in Schools (YES)

Program.DepEd Masbate City. (n.d.). Youth for Environment in Schools

Organization | DepEd Masbate City. Retrieved

from https://www.depedmasbatecity.com/youth-for-environment-in-schools-

organization-yes-o/

EcoMENA. (2022). Top 7 benefits of environmental education. Retrieved

from https://www.ecomena.org/benefits-of-environmental-education/

Genizera, J. B., Tosino, W., Santacera, E. M., & Moncera, A. M. (2022).

Implementation of department of education programs, projects, and activities

on mitigating the impact of climate change in the Philippines. Journal of

Learning and Development Studies, 2(1), 35-39.

Influence of Youth for Environment in Schools-Organization (YES-O) Camp to Grade

10 Learners. (2024). Retrieved from https://papers.ssrn.com/sol3/papers.cfm?

abstract_id=4933272
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

John, Paul, Catipay. (2023). Factors affecting the intentions to implement a “no plastic

policy” in Cotabato City, Philippines. 14(1) doi: 10.59120/drj.v14i1.98

Juan Sumulong Elementary School. (n.d.). YES-O Section - Juan Sumulong

Elementary School. Retrieved from https://jses.depedpasay.ph/yes-o-section/

July 5, 2011 DO 52, S. 2011 – Strengthening environmental education in public and

private schools. (2011, July 5). https://www.deped.gov.ph/2011/07/05/do-52-s-

2011-strengthening-environmental-education-in-public-and-private-schools/

Jurnal Pendidikan Biologi Indonesia. (2024). Exploring the best practices of the Youth

for Environment in Schools – Organization (YES-O). Retrieved from

https://ejournal.umm.ac.id/index.php/jpbi/article/view/31390

NAAEE. (2024). The benefits of environmental education for K–12 students.

Retrieved from https://naaee.org/programs/eeworks/benefits-k12-students

NAAEE. (2024). The benefits of environmental education for K–12 students.

Retrieved from https://naaee.org/programs/eeworks/benefits-k12-students

Ntona, E., Georgopoulos, A., Malandrakis, G., & Ragkou, P. (2024). Teachers’

barriers dealing with environmental education programs’ implementation in

Greek secondary schools. Environmental Education Research, 30(5), 700-719.

https://www.tandfonline.com/doi/abs/10.1080/13504622.2023.2182257

Perez, R. B. (2019). Promoting a Greener Curriculum through Environmental Youth

Organizational Program: A Policy Evaluation. Retrieved

from https://eric.ed.gov/?id=ED602043

Project Learning Tree. (n.d.). Why environmental education is important. Retrieved

from https://www.plt.org/about-us/why-environmental-education-is-important/
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

Republic Act No. 8749. (1999). Clean Air Act.

Republic Act No. 9003. (2000). Ecological Solid Waste Management Act.

Saldana, J. B., & Domanog, J. V. T. (2024). Implementation of Youth for Environment

in School Organization (YES-O) in the Secondary Schools and Its Impact on

Science Learning Progress. Studies in Philosophy of Science and

Education, 5(1), 1-17.

Sigma Earth. (2022). Need and importance of environmental education. Retrieved

from https://sigmaearth.com/need-and-importance-of-environmental-education/

Studies in Philosophy of Science and Education. (2024). Implementation of Youth for

Environment in School Organization (YES-O) in the Secondary Schools and Its

Impact on Science Learning Progress. Retrieved from

https://scie-journal.com/index.php/SiPoSE/article/view/337

Studies in Philosophy of Science and Education. (2024). Implementation of Youth for

Environment in School Organization (YES-O) in the Secondary Schools and Its

Impact on Science Learning Progress. Retrieved from

https://doi.org/10.46627/sipose.v5i1.337

United Nations. (1992). United Nations Framework Convention on Climate Change.

Vladova, I. (2023). The importance of environmental education in developing attitudes

towards environmental protection. SHS Web of Conferences,

176(01009). https://doi.org/10.1051/shsconf/202317601009
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

SURVEY QUESTIONNAIRE

I. Directions: Please indicate your honest and complete answers by indicating in

the space given the information asked for.

Personal data of respondent:

Name(optional): ___________________________________________________
Name of School: __________________________________________________
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

A. Age: ______________

B. Sex: ______________

C. Grade Level: _______________

D. Grade in Science: ______________

II. Direction: Please check the box that best represents how well each activity of the
Youth for Environment in School Organization (YES-O) has been implemented in
your school. Use the following scale to rate each statement:

5 Very Much Implemented (VMI)

4 Implemented (I)
3 Moderately Implemented (MI)
2 Slightly Implemented (SI)
1 Not Implemented (NI)

Please answer based on your observations and experiences. Your answers will help us
understand the impact of YES-O programs in your school. Thank you for your
participation!

Adapted from:

Saldana, J. B., & Domanog, J. V. T. (2024). Implementation of Youth for

Environment in School Organization (YES-O) in the Secondary Schools and Its
Impact on Science Learning Progress. Studies in Philosophy of Science and
Education, 5(1), 1-17. https://doi.org/10.46627/sipose.v5i1.337
 VMI I MI SI NI
Indicators
5 4 3 2 1
A. Seed Bank and Nursery Establishment
The Youth for Environment in School Organization (YES-O) ...
Establishes a seed bank and nursery
within the school premises
Manages the seed bank and nursery
together with students
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL
Collects seeds and seedlings of native,
endemic, or indigenous tree species for
the nursery
Collects seeds and seedlings of fruit trees
for the nursery
Sells excess seedlings to interested
public/private entities as part of
entrepreneurial activities
Uses proceeds for maintenance and
operation of the nursery
VMI I MI SI NI
B. Planting, Growing, and Caring of Trees
5 4 3 2 1
The Youth for Environment in School Organization (YES-O) ...

Plants trees within the school premises

Plants trees outside the school premises
or in other barangays/communities
Grows and cares for trees within the
school premises
Grows and cares for trees outside the
school premises or in other communities
Partners with different organizations for
tree planting and growing
Chooses native, endemic, or indigenous
tree species to plant, grow, and care for
Plants fruit trees
Provides members with planting and
growing materials (e.g., shovels, gloves,
sprinklers)
Coordinates with DENR/CENRO for
provisions of seedlings and trees
Provides training/workshops on planting
and growing trees
VMI I MI SI NI
C. Water Conservation
5 4 3 2 1
The Youth for Environment in School Organization (YES-O) ...
Constructs/puts up a rainwater harvesting
facility in the school
Collects rainwater and uses it for school
seed bank and nurseries
Collects rainwater and uses it for cleaning
school facilities
Collects and uses rainwater wisely (e.g.,
cleaning comfort rooms)
Encourages students to use refillable
water bottles
Checks the school water system for leaks
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

PART III. Please check the number that shows how much the Youth for
Environment in School Organization (YES-O) programs have impacted you in
each areas:

5 Very High Impact (VHI)

4 High Impact (HI)
3 Moderate Impact (MI)
2 Low Impact (LI)
1 Very Low Impact (VLI)
 VHI HI MI LI VLI
Indicators
5 4 3 2 1
A. Science Performance
Because of the Youth for Environment in School Organization (YES-O) programs ...
I can trace and understand the history and
nature of science (biodiversity, waste
management, etc.).
I can relate my
CAGAYAN previousUNIVERSITY
STATE knowledge to GRADUATE SCHOOL
new updates on environmental issues.
I can infer and communicate my learning
and realizations concerning the
environment.
I ask questions, predict, observe, and
make generalizations about
environmental and scientific processes.
I formulate logical conclusions supported
by evidence on environmental concerns.
I can better understand environmental
concepts discussed in science classes.
My test results in science validation
activities significantly improved.
I actively engage in classroom discussions
about environmental care and protection.
I better understand lessons on biodiversity
and maintaining safe spaces for living
creatures.
I am more knowledgeable about native,
endemic, or indigenous species of trees in
the Philippines.
VHI HI MI LI VLI
B. Pro-Environmental Behavior
5 4 3 2 1
Because of the Youth for Environment in School Organization (YES-O) programs ...
I uphold that respecting the Earth is our
primary task as humans.
I find unity with nature through
engagement in environmental causes.
I vow to protect the environment in
school and at home.
I promise to minimize and/or prevent
pollution to save Mother Earth.
I acknowledge nature as the source of life
and spirituality.
I value Earth as our home and believe it
must be protected.
I consider environmental education
important for spreading awareness about
environmental issues.
I believe the government has a significant
role in preserving natural resources.
I consider my personal efforts in waste
segregation important for conservation.
I realize environmental protection
requires collaborative community efforts.
VHI HI MI LI VLI
C. Environmental Actions
5 4 3 2 1
Because of the Youth for Environment in School Organization (YES-O) programs ...
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL