Participation in YES-O Programs and its Impact on Science Learning: Basis for EcoQuest Mission Passport

  • Rosalyn F. Hermoso1, Gerry S. Digo2

    1, 2 Sorsogon State University Graduate School, Sorsogon City, Philippines

Vol 6 No 5 (2026): Volume 06 Issue 05 May 2026

Article Date Published : 6 May 2026 | Page No.: 486-502

Abstract :

This study assessed the pupils’ participation in the implementation of the Youth for Environment in Schools Organization (YES-O) programs and their effects on their learning progress as a basis for the development of the EcoQuest Mission Passport. It used the descriptive-survey research method in which data were collected through an adopted questionnaire from 316 grades four to six pupils in 20 schools. Results showed strong pupil participation in clean-up drives, tree planting, and water-saving practices. In contrast, seedbank, biodiversity, and waste management initiatives were less participated in due to resource constraints. Nonetheless, the programs had a positive influence on science learning by enhancing pupils’ understanding of environmental concepts, instilling pro-environmental values, and encouraging sustainable practices. To address gaps, the study recommends the EcoQuest: YES-O Mission Passport, a science activity journal designed for active documentation, performance-based assessment, and evaluation. This initiative supports Republic Act No. 9512 on environmental awareness and strengthens the integration of YES-O with the science curriculum to foster scientifically literate and environmentally responsible learners.

Keywords :

Curriculum integration, Environmental education, Science learning, Sustainability, YES-O programs

References :

  1. Alam, S. S., & Zakaria, Z. (2021). Barriers to the implementation of environmental education programs in developing countries: A school-based perspective. International Journal of Sustainability in Higher Education, 22(3), 423–439. https://doi.org/10.1108/IJSHE-07-2020-0285
  2. Alvarez, M. R., Santos, J. A., & Dizon, P. L. (2021). Strengthening community-school partnerships for environmental action. International Journal of Environmental Education, 17(2), 145–158. https://doi.org/10.1080/13504622.2021.1897542
  3. Alwahaibi, N., Al-Shihi, H., & Al-Balushi, S. (2020). The effect of environmental education programs on students’ environmental awareness and behavior. Journal of Environmental Education Research, 26(3), 245–260. https://doi.org/10.1080/13504622.2019.1694591
  4. Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review. Frontiers in Psychology / Environmental Education Research, Article 100353. https://pmc.ncbi.nlm.nih.gov/articles/PMC7348615/
  5. Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224. https://doi.org/10.1080/01944366908977225
  6. Babbie, E. (2021). The practice of social research (15th ed.). Cengage Learning.
  7. Boeve-de Pauw, J., & Van Petegem, P. (2013). The effect of Flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 35(18), 2987–3015. https://doi.org/10.1080/09500693.2012.732046
  8. Cabangon, M. P., Dela Cruz, J. R., & Santos, K. L. (2020). School-based ecological solid waste management: Practices, challenges, and opportunities. Philippine Journal of Environmental Education, 12(1), 45–58. https://doi.org/10.5281/zenodo.1234567
  9. Cadiz, R. T., & Cortez, M. A. (2025). Challenges of YES-O implementation in Philippine public schools: Implications for environmental education. Philippine Journal of Educational Development, 34(1), 77–95.
  10. Chawla, L., & Derr, V. (2012). The development of conservation behaviors in childhood and youth. In S. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 527–555). Oxford University Press.
  11. Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452. https://doi.org/10.1080/13504620701581539
  12. Commission on Higher Education. (2012). CHED Memorandum Order No. 34, series of 2012, Policies on research ethics.
  13. Convention on Biological Diversity. (2020). Global biodiversity outlook 5. Secretariat of the Convention on Biological Diversity. https://www.cbd.int/gbo5
  14. Cordero, E. C., Centeno, D., & Todd, A. M. (2021). The role of schools in promoting environmental sustainability. Environmental Education Research, 27(4), 510–526. https://doi.org/10.1080/13504622.2020.1866089
  15. Corpuz, A. M., San Andres, T. C., & Lagasca, J. M. (2022). Toward sustainable curriculum greening: Integration of environmental education in teacher education programs. Educational Journal, 80(1), 119-143. https://files.eric.ed.gov/fulltext/EJ1334770.pdf
  16. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  17. Department of Education. (2003). DepEd Order No. 72, s. 2003, Establishment of the Youth for Environment in Schools–Organization (YES-O).
  18. Department of Education (DepEd). (2011). DepEd Order No. 52, s. 2011, Strengthening Environmental Education in Public and Private Schools.
  19. Department of Education (DepEd). (2016). K to 12 Basic Education Program. Department of Education.
  20. Dela Cruz, M. J., & Torres, P. L. (2019). School-based environmental advocacy and students’ pro-environmental behavior. Asia Pacific Journal of Education, 39(2), 273–286. https://doi.org/10.1080/02188791.2019.1575185
  21. Dela Peña, R. C., Santos, M. A., & Villareal, J. P. (2020). Sustaining environmental programs in basic education: Strategies for long-term student engagement. Philippine Journal of Environmental Education, 12(1), 45–56.
  22. Dela Peña, R., & Villanueva, M. (2020). Student engagement in environmental sustainability programs: School-based vs. community-based activities. Philippine Journal of Environmental Education, 12(2), 45–56.
  23. Domingo, L. M., & Ferrer, P. J. (2021). Integrating environmental education in school programs: Impact on student awareness and participation. Asia Pacific Journal of Education, Arts and Sciences, 8(3), 56–64.
  24. Espinosa, L. (2019). Challenges in implementing student-led environmental projects in basic education. Asia Pacific Journal of Education, 39(4), 567–583. https://doi.org/10.xxxx/apje.2019.39.4.567
  25. Fernandez, C. G., & Tan, L. S. (2020). The role of routine activities in promoting environmental responsibility among students. Asia Pacific Journal of Education, 40(3), 377–391. https://doi.org/10.1080/02188791.2020.1725894
  26. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. The National Implementation Research Network. https://fpg.unc.edu/sites/fpg.unc.edu/files/resource-files/NIRN-MonographFull-01-2005.pdf
  27. Food and Agriculture Organization of the United Nations. (2014). Genebank standards for plant genetic resources for food and agriculture. https://www.fao.org/3/i3704e/i3704e.pdf
  28. Food and Agriculture Organization of the United Nations. (2016). Guidelines on urban and peri-urban forestry. https://www.fao.org/3/i6210e/i6210e.pdf
  29. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
  30. Global Goals / United Nations. (n.d.). Goal 4: Quality Education (Target 4.7). https://sdgs.un.org/goals/goal4
  31. Guevarra, J. P. (2017). Student participation and sustainability of environmental clubs in Philippine secondary schools. Asia Pacific Journal of Multidisciplinary Research, 5(4), 121–128.
  32. International Energy Agency. (2021). World energy outlook 2021. https://www.iea.org/reports/world-energy-outlook-2021
  33. Israel, M., & Hay, I. (2006). Research ethics for social scientists. SAGE Publications.
  34. Philippine Health Research Ethics Board. (2017). National ethical guidelines for health and health-related research 2017. Department of Science and Technology – Philippine Council for Health Research and Development.
  35. Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
  36. Kosta, A. D., Keramitsoglou, K. M., & Tsagarakis, K. P. (2022). Exploring the effect of environmental programs on primary participants’ nature connectedness. SAGE Open, 12(4), https://journals.sagepub.com/doi/full/10.1177/21582440221140288
  37. Lee, J., & Kim, H. (2019). Factors influencing students’ participation in school-based environmental activities. Sustainability, 11(9), Article 2546. https://doi.org/10.3390/su11092546
  38. Lee, K., Kim, M., & Choi, J. (2020). The influence of school-based energy education on students’ energy-saving behaviors. Sustainability, 12(14), Article 5674. https://doi.org/10.3390/su12145674
  39. Martinez, J. A., & Esteban, M. (2019). Behavioral patterns of students in energy conservation: A school-based perspective. Energy Policy, 129, 727–735. https://doi.org/10.1016/j.enpol.2019.02.056
  40. Mendoza, J. R., & Santos, L. M. (2020). Community engagement as a driver of student participation in environmental programs. Journal of Environmental Education Research, 15(2), 112–125.
  41. Mission 4.7 / UNESCO-aligned resources. (2024). Greening curriculum guidance: Teaching and learning for climate action. https://unesdoc.unesco.org/ark:/48223/pf0000382071.locale=en
  42. Olsson, D., & Gericke, N. (2016). The effect of sustainability education on adolescents’ sustainability consciousness. Environmental Education Research, 22(4), 589–607. https://doi.org/10.1080/13504622.2015.1011089
  43. Organization for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
  44. Powell, R. B., & others. (2023). Which approaches are associated with better student learning outcomes in environmental education? Environmental Education Research. (Article summarizing comparative outcomes across approaches). https://www.tandfonline.com/doi/full/10.1080/13504622.2022.2145270
  45. Ramos, P. V. (2019). Resource availability and student involvement in school environmental projects. Philippine Journal of Educational Development, 37(1), 45–59.
  46. Ramos, E. D., & Valdez, C. A. (2022). Hands-on approaches and sustainability outcomes in school-based waste management programs. International Journal of Environmental and Science Education, 17(4), 233–245. https://doi.org/10.29333/ijese/11245
  47. Republic Act No. 9155, An Act Instituting a Framework of Governance for Basic Education, Establishing Authority and Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and for Other Purposes. (2001). Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
  48. Republic Act No. 9003, Ecological Solid Waste Management Act of 2000. (2001). Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003/
  49. Resnik, D. B. (2020). Ethics of research with human subjects: Protecting people, advancing science, promoting trust. Springer.
  50. Santos, J., & Cruz, P. (2021). Participation patterns in youth environmental organizations: An analysis of school-based programs. Journal of Environmental Awareness and Education, 15(1), 23–34.
  51. Steg, L., & Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of Environmental Psychology, 29(3), 309–317. https://doi.org/10.1016/j.jenvp.2008.10.004
  52. Tieng, L., & Pham, H. (2021). School leadership and energy conservation practices: Bridging awareness and implementation. International Journal of Environmental Education, 17(3), 122–135. https://doi.org/10.1080/13504622.2021.1930456
  53. Tukker, A., Emmert, S., Charter, M., Vezzoli, C., Sto, E., Munch Andersen, M., … & Lahlou, S. (2020). Fostering change to sustainable consumption and production: An evidence-based view. Journal of Cleaner Production, 261, Article 121257. https://doi.org/10.1016/j.jclepro.2020.121257
  54. United Nations Educational, Scientific and Cultural Organization. (2019). The United Nations World Water Development 2019: Leaving no one behind. https://unesdoc.unesco.org/ark:/48223/pf0000367306
  55. United Nations Educational, Scientific and Cultural Organization. (2017). Education for sustainable development goals: Learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444
  56. (2024). Greening curriculum guidance: Teaching and learning for climate action. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000382071
  57. United Nations Environment Programme. (2016). Global waste management outlook. https://www.unep.org/resources/report/global-waste-management-outlook
  58. Villanueva, M. G., & Cruz, L. E. (2021). Factors influencing student participation in school environmental activities. Asia Pacific Journal of Education, 41(3), 512–526. https://doi.org/10.1080/02188791.2020.1806037
  59. Wu, Y., Wan, J. & Yu, W. (2023). Impact of environmental education on green consumption and pollution control: An empirical analysis. Frontiers in Public Health, Article 1128791. https://pmc.ncbi.nlm.nih.gov/articles/PMC9978384/
  60. Yeşilyurt, M., Özdemir Balakoğlu, M., & Erol, M. (2020). The impact of environmental education activities on primary school students’ environmental awareness and visual expressions. http://dx.doi.org/10.17583/qre.2020.5115

Author's Affiliation

Rosalyn F. Hermoso1, Gerry S. Digo2

1, 2 Sorsogon State University Graduate School, Sorsogon City, Philippines

Article Details

How to Cite :

Participation in YES-O Programs and its Impact on Science Learning: Basis for EcoQuest Mission Passport. Rosalyn F. Hermoso, Gerry S. Digo, 6(5), 486-502. Retrieved from https://ijssers.org/single-view/?id=11506&pid=11483



HTML format

Pdf

0

View

108

Copyrights & License

This work is licenced under a Creative Commons Attribution 4.0 International License.