Students’ Instructional Participation and Awareness on Biodiversity Conservation In the Sawaga River as Historical Landmark and Sacred Site of Bukidnon

River flows connect people, places, and other forms of life, inspiring and sustaining diverse cultural beliefs, values, and ways of life. This study aimed to determine the Students’ Instructional Participation and Awareness of Biodiversity Conservation in the Sawaga River. The study employed a non-experimental, descriptive-correlational, quantitative design. Different methods were used to gather pertinent information to address the study objectives. The relationship of biodiversity conservation to the instructional participation, environmental awareness, historical landmark and sacred site awareness of students was found to be positively weak. But the only significant associations or relationships that exist with biodiversity conservation are classroom activities, environmental awareness, nature appreciation, and religious use of sites. The regression model obtained significantly predicts biodiversity conservation since the p-value obtained is less than the significance level of 0.05. It can be concluded that students have the interest to participate in the instructional activities conducted relating to the Sawaga River. Their participation was evident in the activities done in the fieldwork, classroom, and online. The students’ environmental awareness has influenced their deep understanding of the importance of biodiversity conservation. thus making them contribute somehow to the protection, upliftment, and management of biodiversity. Moreover, educating students about the monumental value and religious use of the Sawaga River leads to a significant prediction of the biodiversity conservation of the Sawaga River.

Keywords: Sawaga River, Science Students, Instructional Materials, Conservation, Biodiversity