An Evaluation of the Students’ Voluntary Efforts & Resources Through the Environmental Activities at Dlsu-D
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An Evaluation of the Students’ Voluntary Efforts & Resources through the Environmental Activities at DLSU-D
GRANT MARCO M. LABII
BSBA Major in Business Operations Management
August 3, 2011
Date Submitted
_________________________________________________________________ * A research submitted to Ms. Andrea Noroña in partial fulfilment of the research requirements in ENG 102 (Communication Arts and Skills 2). First semester 2011-2012. De LA Salle University- Dasmariñas, Cavite
Table of Contents
Table of Contents
An Evaluation of Student Leaders’ Voluntary Efforts and Resources at Dela Salle University-Dasmarinas City, Cavite I. Abstract:
The main thrust of this study was to trace the whereabouts and developments of the student leaders of DLSU-D in implementing different environmental activities as a basis for program enrichment. The researcher traced the 100 student leaders from different organization of DLSU-D from 5th year college down to the first year college as to attain diversity and for the researcher not to be bias. The research design used was a combination of a two-way survey for the evaluation of the student leaders’ proficiency, effectiveness, and efficiency for the environmental activities. It was found out that not all student leaders re both effective or efficient. And most student leaders from Dela Salle are more effective than efficient.
Based on the aforementioned findings, the following conclusions were drawn that the evaluations of the student leaders at DLSU-D has the rate of 3.84 based from the guidelines of OSS in evaluating the student leaders. II. Introduction:
` Dela Salle University-Dasmarinas is a Catholic University occupying a 27-hectare divided into two geographical areas which are the East Campus and the West Campus in response to the needs of the church and nation for human and Christian education, particularly at youth at risk. Guided by the Lasalian core values of faith, service, and communion who serve as responsible and professionally competent steward of God’s creation (Celestino, 2011).
In this regard, and to realize this vision Dela Salle offers various seven colleges with different nature-related courses such as BSBA major in Agri-Business Management, BSE major in Physical Science, BSE Biological Science, BS Environmental and Sanitary Engineering, and BS Biology with Concentration in Environmental Science to develop the students not only in academic excellence but also for the excellency in the environmental issues and programs being a hope of the patriots and the Cavite’s premiere university.
Additionally, promoting DLSU-D concupiscence to the students in building and training student leaders in regards to natural activities, the Lasalian Community Development Center (LCDC), Office of Student Services (OSS), and the Environmental Resource Management Center and Development Office (ERMCDO) are the offices who evaluate, accredited, and responsible in terms of developing the Student leaders to their assessment and implemented environmental activities. With these views on the importance of the student leaders voluntary efforts and resources and the significant roles played by the OSS and ERMCDO in the university, the researcher would like to render a significant contribution to the University’s student leaders in implementing environmental activities in an effective way for the future. a. Significance of the study: The significance of the study is to achieve its objective about the involvement of student leaders to reach out to the needs of nature into a simplest way. It will also help the student leaders in actively participating and for the implementation of the environmental activities to make it productively, effectively, and efficiently. In addition, this study will hope to serve as a baseline data for future researchers. Lastly, the study can offer an utmost help and great advantage to the three most important organizations in business today which are the corporations, partnerships, and sole-proprietorship in performing corporate social responsibility and outreach activity in an efficient way but effective. b. Review of Related Literature:
b.1. Conceptual Literature: In 1995, youth de defined as those who are 50-30 years old comprises 30.1 percent of the total population and nearly half of the country’s labor force percent of the total population and nearly half of the country’s labor force (NYC, 2000)
According to Atty. Castrodes (2003), the commissioner of the National Youth commission, stated that youth are from 15-30 years old. According to him, he said that youth are divided into four subgroups 1. In-School Youth (ISY); 2. Out-of-School Youth (OSY); 3. Working Youth (WY), 4. Youth with special needs (YSN). He added that there are four major areas that the youth is confronting of or in concern most and one of this is the area of the environment. In a separate study from a gathered documents and researches, Different organizations and institutions use different definitions for the term “youth”. Republic Act 8044, for instance, defines “youth” as persons aged 15 to 30 years old. Presidential Decree 603, on the other hand, defined “youth” as persons below 21 years old. International organizations likewise have different definitions of the term “youth”. The World Health Organization and some government agencies define the youth to be those between 15 to 24 years old; while the United Nations Convention on the Rights of the Child (UNCRC) and the United Nations Children’s Fund (UNICEF), define “children” as young person’s falling below 18 years old
Youth has an important role in national development (Buban, 2007). All youth should be able to participate. Involving youth in the planning, implementation, monitoring and evaluating of youth related policies, programs and services makes them more relevant, efficient and effective for their target group, nation- building and nature-conservation (MTYDP, 2005-2010).
b.2. Research Literature
One of the important ways of evaluating the effectiveness of environmental activities of the youth at DLSU-D is to keep track of the youth leaders on every organizations or groups inside the University (Ilas, 2011). It is necessary to found out whether they are employed or a scholarship grantee whether it is in internal or external sponsorship. What these student leaders are doing and in what ways the school has helped them in their present environmental activities in determining whether or not the student leaders are achieving its goal. Various studies have been undertaken both here and abroad about students’ involvement in regards to environmental activities. Significant related studies are cited and reviewed for their relevance to the study (Montivergen, 2003) b.2.1. Foreign Study A study done by Emmons (1997) that he defined positive environmental action as a deliberate strategy that involves decisions, planning, implementation and reflection in order to achieve a specific positive environmental outcome through the youth leaders active participation.
In a separate study conducted by Skogen (1999) stated that the youth should avoid him/herself from the simplistic interpretation in regards to the environmental issue for it can be the cause of undimensional phenomenon ranging from strong to weak or the motivation may become weak.
Corollary to the abovementioned study, Smith(2007) make some research about some motivational actions in part of the youth leaders that youth must actively participating in some environmental strategy, and they should promote the importance of avoiding simplistic interpretations of environmental concern. With this the youth ignition may be increased.
b.2.2. Local Study
Recuenco (2010) points out that environmental education is an essential component in the youth‘s total enlightenment and that educating them early on Environmental matters will ensure that they can be good stewards of nature. The results of the study showed that Filipino environmentalists generally consider their childhood experiences as the developmental foundation for their environmental sensitivity such as life experience in a natural environment, education, people, membership in organizations, negative experiences, and media. They also mentioned that later formative experiences beyond their childhood years were significant. To ensure that environmental education will achieve its ultimate goal of educating the youth, the respondents stressed the value of personal and professional development of teachers along the discipline.
b.3.Synthesis:
The preceding reviews provided the researcher with valuable insights that guided the conduct of the present study. There had been follow-up studies on the college level and even to the administration of DLSU-D, however none of them dealt with the student leaders of DLSU-D that were involved in the environmental issues or activities. Since the subject matter involved is an entirely different milieu, the researcher encountered the dearth on the resources. Nevertheless, some of the valuable information found were studies done many years ago as stated above.. In response to the said study, DLSU-D believes in the holistic development moulding the students to become a productive leaders and competent stewards of God’s creation. With innovative classes and lecture strengthens academic excellence, the Office of student services ( OSS ) supervises the extra-curricular activities and various student development programs such as the activities in environment whether it is in in-campus or off-campus activities as part of a well-balanced training. c. Objectives:
This research proposal generally aims to evaluate different student leaders at DLSU-D in regards to their voluntary efforts and resources to the environment. 1. How they are efficient and effective in implementing different activities including the level of involvement and awareness for the sustainability of our environment, participants, and benificiaries. 2. It also aims to compare the commonality and the differences of all conducted environmental activities in the past, present and event in the future. 3. Determine the positive and the negative indicators of the said activities. III. Methods
This Chapter presents the methodology of this study subdivided into the following topic headings: (A) research design, (B) population and sample, (C) data gathering instrument, (D) validation of the questionnaire, and data gathering procedure, and (F) statistical treatment of data. a. Research Design:
The subjective and objective research design was utilized to analyze the whereabouts and developments of the Student Leaders who were involved in environmental activities of Dela Salle University-Dasmarinas (DLSU-D) of the curriculum years 2008 up to the present as a basis of program enrichment through the different data and documentations of an organization implemented by the student leaders of DLSU-D that can be used for the commonality and the difference between the student leaders at different organizations. b. Population and sample The researcher used the systematic random sampling in order fairly generalize the results back to the population from which the sample was chosen. The advantage of using sampling is to reduce the cost, greater speed, greater scope, and it is greater accuracy in which it is based upon the researcher’s objective (Reyes, 2008). Since there are 80 groups inside the sample space shown below at the appendix C. The researcher took at least 20 organizations randomly selected at first following the interval or the kth from the sample space using the formula of kth = N/n. the 20 events taken from the sample space in accordance to the systematic random sampling are = {SERVE, JPMAP, OAS, Vicissitude, CBASC, CIHMSC, BIOPC, ISA, FDC, PLS, Heraldo Filipino, LS Verde, DMS, HS, USC, COESC, COSA, VOX, YFC, CPM} c. Data Gathering Procedure: The research sought the permission of the Dean in the Office of Student Services (OSS), Mr. Paulino H. Gatpandan, to administer the questionnaire to the student leaders from different organizations/ groups including the publications and the councils. Another letter of permission was given to the Assistant to the Director, Mrs Rosario N. Pareja at ERMCDO. After being granted to conduct the study, the researcher distributed the questionnaires, retrieved and polish them after giving enough time to the student leaders to answer the questionnaires. Direct or face-to-face interview was conducted to support the study. Furthermore, documentary analysis was also utilize to analyze the variables in the study. The researcher looked into the record of student leaders and the total number of groups from 5th year dawn to the first year college inside the university. d. Statistical Treatment of Data To evaluate the efficiency and effectiveness of the student leaders involved in the different environmental activities through the gathered data, the researcher used the following statistical instruments: 1. Frequency Distribution (Table) (Montevergin, 2003), 2. Percentage ( Graph ) (Selznick, 1997),
IV. Results & Discussion:
The researcher divided the results and discussion into three parts. 1. An instrument used for the past involvement of the student leaders. 2. An instrument used to measure their efficiency and effectiveness. 3. An over-all analysis and interpretation of gathered data.
The following findings resulted from the study:
1. The researcher found out that almost 60% of the total population of the student leaders in a primary experienced on environmental activities during their first year college and only few student leaders who primary experienced an environmental activities on their upper year. On the other hand, the researchers found out that on their first year in college almost 36% student leaders implement their own environmental activities. Additionally, according to the survey, most students implemented their first environmental activities in a type of terrestrial and most common is the tree planting. Fortunately on their first implemented projects, most student leaders got the rank of 4, equivalent to a very good or outstanding performance. Good enough for the first time.
2. The researcher found out that the students of DLSU-D are more effective than efficient in terms of budgeting money and the use of resources. In addition, the shortest hour rendered by the student organization was 2 hours and below while the highest hour is just only 6 hours and below.
3. Based on the aforementioned findings, the following conclusions were drawn.
1. The researcher at DLSU-D did not reach the highest standard but having an outstanding and a very good performance in accordance to the guidelines of the OSS,
2. Student leaders have a greater effectiveness than efficiency,
3. Most student leaders prefer to terrestrial activities. Nevertheless some of the student leaders were scholars in internal, external and even both so they even learned how to balance their time in academic an in their organizations or groups that makes DLSU-D to be proud of through the students involvement and voluntary efforts to the environment
4. The remarkable growth in the number of student activity and development in terms of environmental activity attributed to the innovations, creativity, enrichment, and strengthening of the programs spearheaded by the past and presents environmental activities proficiency.
5. Lastly, in terms of their environmental programs, the student leaders have maintained, preserved and sustained their high quality and standards. Furthermore, they could still be improved to reach the highest level, which is excellent.
References:
Atty. Castrodes, M. (2003). 2nd Global Filipino Networking Convention.
Buban, C. (2007, September 10). Young Pinoy environmentalist makes a global impact. Retrieved July 31, 2011, from Sosy / Sosy: http://services.inquirer.net/print/print.php?article_id=87727
Celestino, I. (2011). Vision-Mission. 2010-2014 :: Students Handbook.
Emmons, K. (1997). Perspective on Environmental Actions. The Journal of Environmental Education, 34-44.
Ilas, R. (2011, August 1). CSO Outreach Activity. (G. Labii, Interviewer)
Montevergin, A. (2003). A tracer Study of DLSU-D, Graduate School of Education, Arts and Sciences Dela Salle University-Dasmarinas Cavite . A Master's Thesis, 59-119.
MTYDP. (2005-2010). National Framework for Youth Development (Medium-Term Youth Development Plan)::2005 - 2010. Retrieved September 19, 2011, from nyc.gov.ph: http://nyc.gov.ph/images/downloads/2005-2010-MTYDP-draft-REVISED-01122005.pdf
NYC. (2000). YOUTH IN THE PHILIPPINES:A Review of the Youth Situation and National Policies and Programmes. Economic and Social Commission for Asia and the Pacific, i-141.
Recuenco, A. (2010). Childhood Experiences of Filipino Environmentalist: A Guide for Developing Environmental Sensitivity. Alipato,A journal of Basic Education .
Reyes, Z. (2008). Elementary Statistics. Manila: MG Reproghraphics.
Selznick, P. (1997). Leadership in Administration: A Sociological Interpretation. Ney York: Lon Peterson Company.
Skogen, K. (1999). Acto Sociologica. Chicago: Taylor & Francis Ltd.
Smith, S. (2007). Student environmentalist. Earth Island, 23-24.
Appendix A. Transmittal Letters with Questionnaire
______________________________________________________________________________
July 25, 2011
Ms. Jemily B. Mamayson
Director,SDAO
De La Salle University-Dasmariñas
Dear Mrs.Mamayson:
I am a Business Operations Management student, taking the course code ENG 102 (Communication Arts and Skills 2) and currently pursuing my research proposal as part of our curriculum, entitled “An Evaluation of the Students’ Voluntary Efforts & Resources through the Environmental Activities at DLSU-D”.
The objective of this study is to determine and to analyze the involvement of youth leader in this University regarding to the environmental issues and the relevance of ecological balance in our society. We will conduct a survey and interview to the following respondents as a key element of our study and it follows:
1) CSO-RSO (Council of Student Organization-Recognized Student Organization ) 2) USC and CSC ( University Student Council and College Student Council) 3) SCE (Student Commission on Election)
In line with this, may I request your good office for a copy of documentations of their project proposals and accomplishment report of the abovementioned organizations/groups enrolled at DLSU-D (SY: 2011-2012) to identify their commonality and the differences of the implemented environmental activities.
I hope this letter will merit your positive response.
Thank you.
In St. La Salle,
Grant Marco M. Labii
BOM 23
Noted:
Ms. Andrea Noroña
English Professor
Appendix A. Transmittal Letters with Questionnaire
______________________________________________________________________
July 29, 2011
TO: USC
CSO-RSO
SCE CSC
RE: Ms. Jemily B. Mamayson Director, SDAO
Greetings of Peace!
I am a BSBA major in Business Operations Management student, taking the course of ENG 102 (Communication Arts and Skills 2) and currently pursuing my research proposal as part of our curriculum, entitled “An Evaluation of the Students’ Voluntary Efforts & Resources through the Environmental Activities at DLSU-D”.
In line with this I would like to inform your good office that I would be having an interview regarding about the proficiency of leadership skills of the student leaders particularly to their environmental activities through outreach activity.
Enclosed is a copy of my questionnaire.
I am hoping for usual support and kind consideration.
In St. La Salle,
Grant Marco M. Labii
BOM23, student
Noted by:
Ms. Andrea Noroña
English Professor
AN INSTRUMENT USED TO EVALUATE STUDENT LEADERS’ VOLUNTARY EFFORTS AT DLSU-D TO THE ENVIRONMENT
AN INSTRUMENT USED TO EVALUATE STUDENT LEADERS’ VOLUNTARY EFFORTS AT DLSU-D TO THE ENVIRONMENT
Dear participants, The researcher is a student of Dela Salle University-Dasmarinas and is conducting this survey as an input of his ENG 102 (Communication Arts & Skills 2 ) and in partial of the requirements for the Degree BSBA major in Business Operations Management. It is in the context that he is requesting you’re very much needed cooperation.
The ultimate purpose of this instrument is to evaluate the student leaders’ voluntary efforts and resources in regards to the environmental activities, which serve as focal points for a continuing development environmental program. Please accomplish this questionnaire and the rest assured that any information you provide will be treated with full confidentiality and anonymity Grant Marco M. Labii Researcher
_____________________________________________________________________________
Name (optional): _________________________________Age:_____________________
Position/organization: ____________________________Gender:___________________
Instruction: Please read each statement carefully and put a shade in each boxes. Strictly one answer is allowable. Please avoid erasures.
Part 1: Assessment questionnaire for the past involvement of the student leaders to environment 1. When was the first time you involve yourself in environmental activities? * 1st year college 2nd year college * 3rd year college 4th year college 2. When did you start implementing projects in regards to environmental activities? 1st year college 2nd year college Never 3rd year college 4th year college 3. What type of environmental activities was your first project? Aquatic Aerial Terrestrial Agrarian
4. What was the rate of your first environmental activities (5 is the highest and 1 is the lowest)
5 4 3 2 1
Part 2: Instrument used to measure their efficiency and effectiveness
1. Are you a scholar? No Yes In External _ PAG FAG SCE USC /Council Officers 2. What was the shortest hour that the activity on the environment had consumed?
2 hours and below 3-5 hours 6 hours and above 3. What was the maximum hours/day that the activity on the environment had consumed?
6 hours and below 7-11 hours 1day – 2 days 3 days and above 4. What type of environmental activities that is efficient and effective to the participants and beneficiaries? Aquatic Arial Terrestrial Agrarian
5. Assess yourself for the environmental activities and involvement. 5 is the highest and one is the lowest while 0 if not observed. Please avoid erasures! Are you effective? | | Are you efficient? | |
Part 3: Instrument used to identify the future projects 1) What specific projects will you be conducting in the nearest future regarding to the environmental involvement as your outreach activity? * Social Media for Public Involvement (Forums, Seminars, Publications) * Conservation for the renewable resources (Tree Planting, use rechargeable batteries) * Protection for non-renewable resources (no to mining in Palawan) * Ecological solid waste management ( 3R reuse, reduce, recycle) * Proper waste disposal (CLAYGO) * Others: ________________________________________________
3). How much is the propose budget of the said activity * 1,000 below 1,500 – 5,000 * 5,000 – 10,000 11,000 above
4) Who are your target beneficiaries? University (Students, Administrators, personnel and staff) Community (People outside the university)
5) Who are the participants of this activity? Youth Leaders Students Faculty, staff and administrators Government and NGO’s (Volunteers, SK’s)
Thank you!!!!!
Thank you!!!!!
07 September 2011
Mr Red Ilas
CSO, Adviser and Psychologist
De La Salle University-Dasmariñas
Dear Sir Ilas:
Greetings of Peace!
I am a Business Operations Management student and taking the course code ENG 102 (Communication Arts and Skills 2) and currently pursuing my research as part of my curriculum. One of the objectives of this is to evaluate and assess the students’ leaders in terms of environmental activities. This is in connection with my research entitled “An Evaluation of the Students’ Voluntary Efforts and Resources on Environmental Activities.
In line with this may I ask your permission to conduct an interview about the evaluation and assessment of students leaders who are currently implementing activities in regards to environmental issues.
This request is in connection with the gathering of my data as the requirement to finish my abovementioned course subject.
Enclosed is a copy of my questionnaire.
Your favourable response will be highly appreciated.
Very respectfully yours,
Grant Marco M. Labii
Student Researcher
Noted by:
Ms. Andrea Norona
Eng102 Professor
AN INSTRUMENT USED TO MEASURE THE PROFICIENCY AND THE COMMONALITY OF DIFFERENT STUDENT LEADERS AT DLSU-D
1. How effective are the student leaders in implementing environmental activities?
2. How efficient was the student of DLSU-D in terms of environmental activities?
3. Being the advisor of CSO, mother organization of all othe organizations of DLSU-D, what were the commonality and the difference of environmental activities done by the student leaders in each organization?
4. What amount was the maximum expense done by the organization for the environmental activities and what was this all about?
5. What amount was the minimum expense done by the organization for the environmental activities and what was this all about?
Thank you for your usual support and understanding. Thank you and more power to this organization.
INTERVIEWEE: IN WITNESSED BY:
Mr Red Ilas ___________________
CSO, Adviser and Psychologist ___________________
De La Salle University-Dasmariñas ___________________
Grant Marco M. Labii
Interviewer
07 September 2011
Mrs. Rosario N. Pareja
Project Officer, Environmental Advocacy
Lasalian Community Development Center
Dela Salle University- Dasmarinas
Dear Mrs. Pareja:
Greetings in St. La Salle!
I am currently enrolled in the course code ENG 102 (Communication Arts and Skills 2) and currently pursuing my research as part of my curriculum. My research problem entitled “An Evaluation of the Students Voluntary Efforts and Resources in organizing Environmental Activities.” The focus of this study is to determine the effectiveness and efficiency of the student leaders who were involved and implemented past activities up to the present environmental activities.
This study would not only be of utmost contribution to the research, but also to the university as well. Being the former assistant to the director at ERMCDO,I would like to seek you in answering the attached questionnaire.
This request is in connection with the gathering of my data as the requirement to finish my abovementioned course subject. Your favourable response will help me finish my study at the soonest time possible. Thank you.
Very respectfully yours,
Grant Marco M. Labii
Student Researcher
Noted by:
Andrea C. Norona
Eng102 Professor
AN INSTRUMENT FOR MONITORING THE STUDENT LEADERS FOR THEIR ENVIRONMENTAL ACTIVITIES
PART1. MONITORING THE STUDENT
1. When did the student leaders started in implementing different environmental activities at DLSU-D? And what is this kind of activity?
2. How did you increase the level of awareness pertaining to the environmental activities of the student leaders?
3. What are the most common environmental activities done by the students?
PART2. MONITORING THE SCHOOL
1. How the school response to the needs of nature?
2. How does the school support the student leaders in implementing environmental activities
3. What are the benefits done by the student leaders for the university in terms of environmental activities?
INTERVIEWEE:
Mrs. Rosario N. Pareja
Project Officer, Environmental Advocacy
Lasalian Community Development Center
Dela Salle University- Dasmarinas
Grant Marco M. Labii
Interviewer
Appendix B: The Instruments * SOME OF THE INSTRUMENTS CAN BE FOUND IN THE APPENDIX A
FIGURE 1.1A : Systematic Random Sampling * sampling method used by the researcher
Formula: kth = N/n = 80/20 = 4. Thus the kth is four * An instrument used to identify the respondents inside the sample space. USC | MEEPC | CPM | JPAMA | CBASC | AMPC | PLS | VB | PhpPC | BJPC | PATRIOTS | JPIA | CDPC | SCE | LCS | FS | CCJESC | VOX | UPCG | OAS | DSPC | ISA | ORSP | DMS | ArchPC | EEEPC | ROTC | HRMS | PHPC | Symphonic | ESEPC | FL | COESC | BGMPC | SERVE | TLS | CIHMSC | Chorale | Heraldo Filipino | Genshiken | CEATSC | CLASC | ABSoc | DPS | PSPC | LPB | FLUX | Lifebox | CpEPC | YFC | BOMS | Vicissitude | PPC | FDC | Lifters | HS | IEEPC | CPC | JFINEX | DPMS | COSSC | PNF | DPUFC | Marche’ Societe | COSA | Silvertongue | JPMAP | VPAPU | BIOPC | Teatro | LSVerde | MAO | CCJE-STAG | InTPC | JMA | ENCORE | CSPC | SBL | SHIDOKAN | Freudian Society |
The 20 events from the sample space are = {SERVE, JPMAP, OAS, Vicissitude, CBASC, CIHMSC, BIOPC, ISA, FDC, PLS, Heraldo Filipino, LS Verde, DMS, HS, USC, COESC, COSA, VOX, YFC, CPM}
FIGURE 1.1B : Organizational Structure of Different Groups at DLSU-D * See the attached documents at the appendix E
FIGURE 1.1C: Clustering of the groups/ organizations according to their Category * See the attached documents at the appendix E
FIGURE 2: CHARTS/ TABULARS/ GRAPHS (NON-PROSE)
Qualitative or Categorical FDT:
PART 1.A: Measuring the student leaders first experience and awareness in environmental activities in college year at DLSU-D College Year | Frequency | Percentage | College Year | Frequency | Percentage | 1st year College | 80 | 66.67% | 2nd year College | 28 | 23.33% | 3rd year college | 5 | 4.17% | 4th Year College | 4 | 3.33% | No Answer/Never | 3 | Total of Student Leaders: 120
Total of Student Leaders: 120
2.5% | ` - More than half of the student leaders experienced to be involved in different environmental activities starting on their first year.
PART 1.B Start of implementation in college year College Year | Frequency | Percentage | College Year | Frequency | Percentage | 1st year College | 44 | 36.67% | 2nd year College | 32 | 26.67% | 3rd year college | 12 | 10% | 4th Year College | 4 | 3.33% | No Answer/Never | 28 | Total of Student Leaders: 120
Total of Student Leaders: 120
23.33% | * Most student leaders has already been developed during on their first year in college as their first involvement and awareness in environmental activities at DLSU-D thus during on their fourth year, they become more disciplined, more matures, and more professionals.
PART I.C. TYPE OF THE FIRST IMPLEMENTED ENVIRONMENTAL ACTIVTIES TYPE | Frequency | Percentage | TYPE | Frequency | Percentage | Aquatic | 28 | 23.33% | Aerial | 0 | 0% | Terrestrial | 60 | 50% | Agrarian | 20 | 16.67% | No | 12 | Total of Student Leaders: 120
Total of Student Leaders: 120
10% |
PART 1.D. Rate of the first implemented activities
RATE | 5=EXCELLENT | 4=VG | 3= GOOD | 2=NI | 1=POOR | NONE/DN | PERCENTAGE | 3.33% | 50% | 16.67% | 3.33% | 0% | 26.67% | Half of the first implementers rated to become a very good,while none of the total population of the student leaders got the poor evaluation.
PART 2. A. Shortest and Highest Hour Rendered 60 | 40 | 20 | 2 HOURS BELOW | 3-5 HRS | 6 HOURS ABOVE |
SHORTEST HOURMODE: 2 HOURS & BELOW | 50 | 45 | 20 | 5 | 6 HRS & BELOW | 7-11 HRS | 1DAY-2DAYS | 3DAY & ABOVE |
LONGEST HOURMODE: 6 HRS & BELOW |
PART 2. B. LEVELS OF EFFICIENCY AND EFFECTIVENESS
EFFECTIVENESS: MEAN: 3.995
EFFICIENCY: MEAN: 3.691 * Student leaders come to the nearest evaluation of 5. But student leaders are more effective than being efficient
PART 3. Over-all Analysis:
Qualitative or Categorical FDT:
Table: Frequency Distribution of Youth Leaders Environmental Activities from 20 groups and organizations at Dela Salle University Dasmarinas-Cavite from 2006-2011.
TYPE OF ENVIRONMENTAL ACTIVITIES | MOST Common Used By The Student Leaders | Aerial Activities | | 2.94% | | Terrestrial Activities | | 58.82% | | Aquatic Activities | | 32.35% | | Others | | 5.88% | | Total | 99.99% |
Appendix D: Accumulated Expenses
Accumulated Expenses
KALIKASAN in Cavite
July 21, 2011 – September 21, 2011
