environmental science thesis topics philippines

Research Topics & Ideas: Environment

100+ Environmental Science Research Topics & Ideas

Finding and choosing a strong research topic is the critical first step when it comes to crafting a high-quality dissertation, thesis or research project. Here, we’ll explore a variety research ideas and topic thought-starters related to various environmental science disciplines, including ecology, oceanography, hydrology, geology, soil science, environmental chemistry, environmental economics, and environmental ethics.

NB – This is just the start…

The topic ideation and evaluation process has multiple steps . In this post, we’ll kickstart the process by sharing some research topic ideas within the environmental sciences. This is the starting point though. To develop a well-defined research topic, you’ll need to identify a clear and convincing research gap , along with a well-justified plan of action to fill that gap.

If you’re new to the oftentimes perplexing world of research, or if this is your first time undertaking a formal academic research project, be sure to check out our free dissertation mini-course. Also be sure to also sign up for our free webinar that explores how to develop a high-quality research topic from scratch.

Overview: Environmental Topics

• Ecology /ecological science
• Atmospheric science
• Oceanography
• Soil science
• Environmental chemistry
• Environmental economics
• Environmental ethics
• Examples  of dissertations and theses

Topics & Ideas: Ecological Science

• The impact of land-use change on species diversity and ecosystem functioning in agricultural landscapes
• The role of disturbances such as fire and drought in shaping arid ecosystems
• The impact of climate change on the distribution of migratory marine species
• Investigating the role of mutualistic plant-insect relationships in maintaining ecosystem stability
• The effects of invasive plant species on ecosystem structure and function
• The impact of habitat fragmentation caused by road construction on species diversity and population dynamics in the tropics
• The role of ecosystem services in urban areas and their economic value to a developing nation
• The effectiveness of different grassland restoration techniques in degraded ecosystems
• The impact of land-use change through agriculture and urbanisation on soil microbial communities in a temperate environment
• The role of microbial diversity in ecosystem health and nutrient cycling in an African savannah

Topics & Ideas: Atmospheric Science

• The impact of climate change on atmospheric circulation patterns above tropical rainforests
• The role of atmospheric aerosols in cloud formation and precipitation above cities with high pollution levels
• The impact of agricultural land-use change on global atmospheric composition
• Investigating the role of atmospheric convection in severe weather events in the tropics
• The impact of urbanisation on regional and global atmospheric ozone levels
• The impact of sea surface temperature on atmospheric circulation and tropical cyclones
• The impact of solar flares on the Earth’s atmospheric composition
• The impact of climate change on atmospheric turbulence and air transportation safety
• The impact of stratospheric ozone depletion on atmospheric circulation and climate change
• The role of atmospheric rivers in global water supply and sea-ice formation

Topics & Ideas: Oceanography

• The impact of ocean acidification on kelp forests and biogeochemical cycles
• The role of ocean currents in distributing heat and regulating desert rain
• The impact of carbon monoxide pollution on ocean chemistry and biogeochemical cycles
• Investigating the role of ocean mixing in regulating coastal climates
• The impact of sea level rise on the resource availability of low-income coastal communities
• The impact of ocean warming on the distribution and migration patterns of marine mammals
• The impact of ocean deoxygenation on biogeochemical cycles in the arctic
• The role of ocean-atmosphere interactions in regulating rainfall in arid regions
• The impact of ocean eddies on global ocean circulation and plankton distribution
• The role of ocean-ice interactions in regulating the Earth’s climate and sea level

Tops & Ideas: Hydrology

• The impact of agricultural land-use change on water resources and hydrologic cycles in temperate regions
• The impact of agricultural groundwater availability on irrigation practices in the global south
• The impact of rising sea-surface temperatures on global precipitation patterns and water availability
• Investigating the role of wetlands in regulating water resources for riparian forests
• The impact of tropical ranches on river and stream ecosystems and water quality
• The impact of urbanisation on regional and local hydrologic cycles and water resources for agriculture
• The role of snow cover and mountain hydrology in regulating regional agricultural water resources
• The impact of drought on food security in arid and semi-arid regions
• The role of groundwater recharge in sustaining water resources in arid and semi-arid environments
• The impact of sea level rise on coastal hydrology and the quality of water resources

Topics & Ideas: Geology

• The impact of tectonic activity on the East African rift valley
• The role of mineral deposits in shaping ancient human societies
• The impact of sea-level rise on coastal geomorphology and shoreline evolution
• Investigating the role of erosion in shaping the landscape and impacting desertification
• The impact of mining on soil stability and landslide potential
• The impact of volcanic activity on incoming solar radiation and climate
• The role of geothermal energy in decarbonising the energy mix of megacities
• The impact of Earth’s magnetic field on geological processes and solar wind
• The impact of plate tectonics on the evolution of mammals
• The role of the distribution of mineral resources in shaping human societies and economies, with emphasis on sustainability

Topics & Ideas: Soil Science

• The impact of dam building on soil quality and fertility
• The role of soil organic matter in regulating nutrient cycles in agricultural land
• The impact of climate change on soil erosion and soil organic carbon storage in peatlands
• Investigating the role of above-below-ground interactions in nutrient cycling and soil health
• The impact of deforestation on soil degradation and soil fertility
• The role of soil texture and structure in regulating water and nutrient availability in boreal forests
• The impact of sustainable land management practices on soil health and soil organic matter
• The impact of wetland modification on soil structure and function
• The role of soil-atmosphere exchange and carbon sequestration in regulating regional and global climate
• The impact of salinization on soil health and crop productivity in coastal communities

Topics & Ideas: Environmental Chemistry

• The impact of cobalt mining on water quality and the fate of contaminants in the environment
• The role of atmospheric chemistry in shaping air quality and climate change
• The impact of soil chemistry on nutrient availability and plant growth in wheat monoculture
• Investigating the fate and transport of heavy metal contaminants in the environment
• The impact of climate change on biochemical cycling in tropical rainforests
• The impact of various types of land-use change on biochemical cycling
• The role of soil microbes in mediating contaminant degradation in the environment
• The impact of chemical and oil spills on freshwater and soil chemistry
• The role of atmospheric nitrogen deposition in shaping water and soil chemistry
• The impact of over-irrigation on the cycling and fate of persistent organic pollutants in the environment

Topics & Ideas: Environmental Economics

• The impact of climate change on the economies of developing nations
• The role of market-based mechanisms in promoting sustainable use of forest resources
• The impact of environmental regulations on economic growth and competitiveness
• Investigating the economic benefits and costs of ecosystem services for African countries
• The impact of renewable energy policies on regional and global energy markets
• The role of water markets in promoting sustainable water use in southern Africa
• The impact of land-use change in rural areas on regional and global economies
• The impact of environmental disasters on local and national economies
• The role of green technologies and innovation in shaping the zero-carbon transition and the knock-on effects for local economies
• The impact of environmental and natural resource policies on income distribution and poverty of rural communities

Topics & Ideas: Environmental Ethics

• The ethical foundations of environmentalism and the environmental movement regarding renewable energy
• The role of values and ethics in shaping environmental policy and decision-making in the mining industry
• The impact of cultural and religious beliefs on environmental attitudes and behaviours in first world countries
• Investigating the ethics of biodiversity conservation and the protection of endangered species in palm oil plantations
• The ethical implications of sea-level rise for future generations and vulnerable coastal populations
• The role of ethical considerations in shaping sustainable use of natural forest resources
• The impact of environmental justice on marginalized communities and environmental policies in Asia
• The ethical implications of environmental risks and decision-making under uncertainty
• The role of ethics in shaping the transition to a low-carbon, sustainable future for the construction industry
• The impact of environmental values on consumer behaviour and the marketplace: a case study of the ‘bring your own shopping bag’ policy

Examples: Real Dissertation & Thesis Topics

While the ideas we’ve presented above are a decent starting point for finding a research topic, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses to see how this all comes together.

Below, we’ve included a selection of research projects from various environmental science-related degree programs to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• The physiology of microorganisms in enhanced biological phosphorous removal (Saunders, 2014)
• The influence of the coastal front on heavy rainfall events along the east coast (Henson, 2019)
• Forage production and diversification for climate-smart tropical and temperate silvopastures (Dibala, 2019)
• Advancing spectral induced polarization for near surface geophysical characterization (Wang, 2021)
• Assessment of Chromophoric Dissolved Organic Matter and Thamnocephalus platyurus as Tools to Monitor Cyanobacterial Bloom Development and Toxicity (Hipsher, 2019)
• Evaluating the Removal of Microcystin Variants with Powdered Activated Carbon (Juang, 2020)
• The effect of hydrological restoration on nutrient concentrations, macroinvertebrate communities, and amphibian populations in Lake Erie coastal wetlands (Berg, 2019)
• Utilizing hydrologic soil grouping to estimate corn nitrogen rate recommendations (Bean, 2019)
• Fungal Function in House Dust and Dust from the International Space Station (Bope, 2021)
• Assessing Vulnerability and the Potential for Ecosystem-based Adaptation (EbA) in Sudan’s Blue Nile Basin (Mohamed, 2022)
• A Microbial Water Quality Analysis of the Recreational Zones in the Los Angeles River of Elysian Valley, CA (Nguyen, 2019)
• Dry Season Water Quality Study on Three Recreational Sites in the San Gabriel Mountains (Vallejo, 2019)
• Wastewater Treatment Plan for Unix Packaging Adjustment of the Potential Hydrogen (PH) Evaluation of Enzymatic Activity After the Addition of Cycle Disgestase Enzyme (Miessi, 2020)
• Laying the Genetic Foundation for the Conservation of Longhorn Fairy Shrimp (Kyle, 2021).

Looking at these titles, you can probably pick up that the research topics here are quite specific and narrowly-focused , compared to the generic ones presented earlier. To create a top-notch research topic, you will need to be precise and target a specific context with specific variables of interest . In other words, you’ll need to identify a clear, well-justified research gap.

Need more help?

If you’re still feeling a bit unsure about how to find a research topic for your environmental science dissertation or research project, be sure to check out our private coaching services below, as well as our Research Topic Kickstarter .

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List of Research Topics in Environmental Engineering

Table of contents

Water and wastewater treatment and reuse, advanced oxidation technologies, air pollution and control, soil pollution and remediation, solid and hazardous waste treatment and disposal.

• CO2 sequestration, separation, and utilization

Bioremediation

Top 60 scopus-indexed journals in environmental engineering.

Environmental Engineering is a discipline of engineering that deals with the prevention & control of water, air, and soil pollution. In this article list of Research Topics in Environmental Engineering is listed.

The active research areas in the field of environmental engineering are water and wastewater treatment and disposal; environmental chemistry; environmental microbiology; environmental impact assessment; membrane technology; advanced oxidation process; catalysis; air pollution, prevention, and control; solid and hazardous waste management.

• Performance evaluation of improved biological treatment technologies for the treatment of sewage followed by UV disinfection for reuse
• A study of co-treatment of fecal sludge and sewage in the sewage treatment plant
• Performance evaluation of treatment and reuse of greywater by wetland system
• A comprehensive study on polluted river stretches on the Ganga River in India
• Development of treatment process for water treatment using ceramic membrane filtration to produce potable water
• Performance evaluation of microbial fuel cells for the treatment of industrial wastewaters
• Disinfection of secondary treated sewage using a novel UVC-LED reactor system for reuse
• A study on emerging contaminants in Indian waters and their treatment technologies
• Performance evaluation of improved anaerobic baffle filter reactor in treating domestic wastewater
• A study on the impact of perfluorinated compounds on human health
• A study on secondary treated domestic wastewater using an advanced oxidation process
• Development of novel photocatalytic reactors for treatment of industrial wastewaters
• Treatment of textile wastewater by using zero-valent iron nanoparticles
• Development of photocatalytic reactors for hydrogen production by water splitting technique
• Treatment of industrial wastewater by wet air oxidation processes
• Development of a novel photocatalytic reactor system for degradation of persistent organic pollutants from pharmaceutical wastewater
• Decolourization of textile dye wastewaters using ozone-based technologies
• Degradation of industrial wastewaters using TiO 2 -based nanocomposites
• Development of photocatalytic membrane reactor for the treatment of industrial and domestic wastewaters
• Photocatalytic hydrogen production from sulfide wastewater using nanocomposites
• Development of photocatalytic reactor for removal of endocrine-disrupting compounds from water and wastewaters
• Photocatalytic degradation of SO x and NO x using nanocomposites
• A study on endocrine-disrupting compounds in the atmosphere – effects on human and wildlife
• A study on vehicular movements in India – Effect of CO on human and wildlife
• A study on vertical profiling of air pollution in urban and metro cities
• Performance evaluation of alternative fuel technology to reduce greenhouse gas emissions in industries
• Design, development, and performance evaluation of slotted slack-petal pot chimney over a conventional chimney
• Effect of fine particulate matter and NOx on human and wildlife
• A study on the reuse of air conditioner condensate
• A study on sulfur reduction in coal-based thermal power plants
• Degradation of persistent organic pollutants from contaminated soil using photocatalytic processes
• Treatment of textile wastewater contaminated soil by using iron nanoparticles
• Removal of petroleum hydrocarbon compounds from contaminated soil using natural-based products
• Leachability and physical stability of solidified and stabilized sludge from textile effluent
• Assessment of heavy metal toxicity in soil and their remedial measures
• Alkali pre-treatment for bio mechanization of solid waste
• Converting inert wastes into bio-amendments / bio-fertilizers – pilot projects at legacy waste dumping sites in India
• Hydrothermal carbonization of crude oil sludge for recovery of solid fuel
• Encapsulation and solidification of salt-based evaporation residues
• Use of textile and tannery sludge as fine aggregates in concrete mix
• Development of novel methods for the treatment of E-waste
• A study on the treatment of nuclear waste

CO 2 sequestration, separation, and utilization

• CO 2 gas separation from fuel and flue gas using composite membranes
• Recovery of useful products from industrial flue gases
• Development of novel composite membranes for separation of CO 2 from flue gas
• Carbonation of coal fly ash for CO 2 sequestration
• Conversion of CO 2 to useful products by novel methods
• Performance evaluation of biomedical waste facility in India
• Occurrence, fate, and risk-based remediation of antibiotics in agricultural environments
• Bio-degradation of persistent organic compounds using bacterial species  
• Bioremediation of oily sludge
• Biochar and compost-based bioremediation of crude oil contaminated soil

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• environmental project topics for college students
• new research topics in environmental engineering
• research papers on environmental engineering
• thesis topics in environmental engineering

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Greetings and Regards My name is Reza Fadaei, I am 49 years old. I have been in Iran’s Environmental Organization for 22 years as an expert in the natural environment departments, laboratory offices, water and soil pollution control office, and waste management. I am working as the manager of the provincial general administration. PhD student in environmental sciences and engineering, Islamic Azad University, Tabriz branch, Iran. I participated in a waste management training workshop with professors from Japanese universities and the Japanese Ministry of Energy and Environment. I am very interested in the rich and ancient culture of Japan. I would very much like to continue my doctoral studies in Japan and the subject of my doctoral dissertation. to do in your country. I hope you help.

I wanted to choose the topic of my PhD thesis in the field of environmental engineering with topics related to water or wastewater. My bachelor’s and master’s degrees were applied chemistry and the subject of my master’s thesis (the effect of magnetic nanoparticles on the removal of chromium from leather industry wastewater). Please guide me and if you have a chance, help me as a second guide or consultant. I would like to have a free study opportunity in your university if possible. I am also Azeri and I expect you to help me to present a high level thesis thanks again

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20 Timely Thesis Topics for Environmental Science Students

The study of the environment revolves around everything that has to do with the Earth, its atmosphere, natural bodies and elements that define what we know today as our planet. Therefore, coming up with environmental thesis topics is something you can do by taking into consideration the diverse niches under the body or environmental sciences.

This article will explore the different aspects of environmental science with the aim of coming up with a list of environmental dissertation topic. So read along and do not hesitate to use any of the topic ideas discussed here as the brainchild of your thesis.

Environmental Science Thesis Topics

• An Analysis of the Western World’s Policy towards Healthy Ocean Management and Its Results
• Scrutinizing the Role of Technology in Environmental Engineering with the Aim of Improving the Environment
• Evaluating Alternative Energy Systems and the Role They Play in Managing the Earth’s Ecosystem and Minimizing Pollution
• Analyzing the Nigeria’s Niger Delta, its Environmental and Legal Issues and how Environmental Engineering Can be Used to Solve Them
• The Ecological Importance of the Amazon Forest, its Troubles and how Policies Can be Developed to Counter Them.
• The Importance of Creating Environmental Policies, protocols, and Laws to Preserve some of the Earth’s Symbolic Locations
• A Research on Public Education and the Different Techniques that can be Employed to Increase Public Awareness of Environmental Issues
• An Analysis of China’s Environmental Pollution Struggle and the Role Technology can Play in Alleviating its Problems
• An Analysis of Public Health, Animal Rights and the Need to Create Policies to Guide both Concepts
• A Research on the Greenhouse Gas Emissions in Western Nations and the Role of Human Habits in Aiding its Fluctuations
• An Analysis of Noise and Light Pollution and Their Effects on Public Health
• The Global Warming Phenomena, its Diversions, and the Studies Dedicated to Tracking Changes Attributed to Global Warming
• An Analysis of Carbon dioxide Fluxes Covering the Roles Played by Plants, Animals, and Water Bodies
• An Analysis of Water and Air Pollution and Their Impact Microorganisms
• An Analysis of Water Pollution, the Transportation of Water Pollutants and their Effects on Ocean Life Forms
• Analyzing Soil Contamination in Marshy Lands and the Importance of Computer Modeling for Understanding Their Impact
• The Impact of Soil and Water Pollution on Pond-dwelling Organisms and Their Effects on Amphibians
• Scrutinizing the National Environment Policy Act and How It Can be Implemented in the Developing World
• Making a Case for an International Environmental Protocol to Monitoring and Managing Public Health
• An Analysis of the Developing World and how the Interaction between these Societies and the Environment Affects Public Health

These are some of the timely environment thesis topics we promised you at the introductory section of this article. Here we have provided environmental health dissertation topics and other ideas which you are welcome to work with.

Posted by Mike Sung

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Environmental Science

Programs offered, diploma in environmental science curriculum.

Objectives The Diploma in Environmental Science Program aims to (1) equip its graduate with a basic understanding of the environment and (2) develop and enhance the capabilities of laymen as well as decision makers, policy implementers and educators for proper management of the environment

Admission into the Program Admission into the M.S. Program shall require:

• A Bachelor’s degree in Science or Engineering or their equivalent from a recognized institution o higher learning
• A high degree of intellectual capacity and aptitude for graduate study and research
• Satisfaction of additional University requirements such as a health clearance and other special admission requirements that may be imposed by the Graduate Committee.

General Requirements for Graduation

To qualify for Diploma in Environmental Science, a student must satisfy the following requirements:

• complete at least 20 units of formal graduate courses;
• maintain a cumulative weighted average grade (CWAG) of 2.00 or better at the end of each academic year; and
• complete 1-unit seminar course.

The course requirement includes 17 units of core courses which includes 15 units of lecture courses and 2 units of laboratory courses; 3 units of Specialization Courses; and 1 unit of Graduate Seminar.

Semestral Study Load The normal study load per semester shall be 9-12 units of formal courses for full-time students and 6- 9 units for part-time students.

Residence Period The recommended residence period is 1 year. However, the time limit or “maximum residence period” for the completion of Diploma degree requirements shall be no more than 3 years.

Application Application for admission into the M.S. program must be accomplished in the Official College Application form and accompanied by official transcript of records, written recommendations from two (2) former professors or experts in the field, and the officially prescribed application fee.

All applications shall be submitted to and processed by the Graduate Office, referred to the Graduate Committee concerned for evaluation and endorsed by the latter to the Dean for official action. Please refer to the Graduate Office-College of Science website for details.

Download the document here.

MASTERS IN ENVIROMENTAL SCIENCE CURRICULUM

(thesis option).

Objectives The M.S. (Environmental Science) Program aims to develop students for careers in environmental assessment and planning and in environmental education. The proposed program envisions to fill the need for highly trained environmental scientists in the government, private industries and educational institutions.

Admission into the Program

• A Bachelor’s degree in Science or Engineering or their equivalent from a recognized institution of higher learning
• Application for admission into the M.S. program must be accomplished in the Official College Application form and accompanied by official transcript of records, written recommendations from two (2) former professors or experts in the field, and the officially prescribed application fee.
• All applications shall be submitted to and processed by the Graduate Office, referred to the Graduate Committee concerned for evaluation and endorsed by the latter to the Dean for official action.

General Requirement To qualify for the M.S. (Environmental Science) degree under the Thesis Option, a student must satisfy the following requirements:

• complete a minimum of twenty-four (24) units of formal graduate courses;
• maintain a Cumulative Weighted Average Grade (CWAG) of “2.0” or better in his/her graduate courses at the end of each academic year;
• complete one (1) unit of a graduate seminar course;
• successfully defend a Master’s Thesis in a Master’s Examination and
• submit at least six (6) bound certified copies of the approved Master’s Thesis

Course Curriculum Every student under the M.S. program shall be required to complete at least twenty-four (24) units of formal graduate courses consisting of eighteen (18) units of core courses and at least six (6) units of specialization or elective courses. (pdf of POS)

Master’s Thesis

• Nature Each student in the Thesis Option shall be required to submit a master’s thesis which must be scholarly work embodying a supervised scientific research by the student and presenting, in a scholarly manner, a worthwhile contribution to scientific knowledge in Environmental Science.
• advising the students in the preparation of his/her thesis proposal,
• guiding and supervising his/her thesis research, and
• endorsing his/her master’s thesis for defense in Master’s Examination

Thesis Process

• Thesis Proposal Before the thesis research can be formally started, the student must first prepare a written thesis proposal with the advisee of his/her Thesis Adviser and Thesis Reader (as well as thesis Co-Adviser, if any) and submit it to the Environmental Science Graduate Program Committee for approval. Upon approval of his/her Thesis Proposal, the student may then proceed to carry out his/her thesis research. A certified copy of the approved thesis proposal must be submitted by the Environmental Science Graduate Committee to the Graduate Office of the College.
• Defense of Master’s Thesis Upon completion of the master’s thesis and its endorsement by the Thesis Adviser and the Thesis Reader to the Environmental science Graduate Program committee, the latter shall recommend to the Dean the formal appointment of two (2) Thesis Examiners who, together with the Thesis Adviser and Thesis Reader (plus the Thesis Co-Adviser, if any) shall constitute the Master’s Examination Panel of four (4) or five (5) members. The Thesis Reader or one of the Thesis Examiners shall be designated by the Thesis Adviser to chair the Master’s Examination Panel.

(Non-Thesis Option)

• Admission into the M.S. Program shall require:

General Requirement To qualify for the M.S. (Environmental Science) degree under the Non-Thesis Option, a student must satisfy the following requirements:

• complete a minimum of thirty-three (33) units of formal graduate courses;
• pass the Masteral Preliminary Examination
• pass the Masteral Qualifying Examination

Course Curriculum Every student under the M.S. program shall be required to complete at least thirty-three (33) units of formal graduate courses consisting of eighteen (18) units of core courses and at least fifteen (15) units of specialization or elective courses. (pdf of POS)

The Preliminary Examination The Preliminary Examination is a written and/or oral examination that has to be taken by the student in the MS Non-Thesis Option within one (1) year after completing the core courses in his/her program of study. This examination is intended to test the student’s ability to integrate and apply the overall knowledge that he/she has gained from the core courses.

The Qualifying Examination

The Qualifying Examination is an oral examination that must be taken by a student in the Non- Thesis Option after he/she has passed the Preliminary Examination and completed all the course and seminar requirements for the MS (Environmental Science) Non-Thesis Option. In this examination the student is required to give a seminar on a topic covering a recent development in Environmental Science and is examined on his/her (a) grasp of topic as well as related topics and (b) mastery of the basic principles and methods of Environmental Science.

DOCTOR OF PHILOSOPHY IN ENVIROMENTAL SCIENCE CURRICULUM

The Ph.D. (Environmental Science) Program aims to develop students for careers in environmental assessment and planning and in environmental education. The Program envisions to fill the need for highly trained environmental scientists in the government, private industries and educational institutions.

• A B.S. or M.S. (Environmental Science) degree or their equivalent from a recognized institution of higher learning
• A high degree of intellectual capacity and aptitude for advanced study and research in Environmental Science, and
• Satisfaction of additional university requirements such as health clearance and other special admission requirements that may be imposed by the Environmental Science Graduate Program Committee
• Each application for Admission into the Ph.D. (Environmental Science) Program must be accomplished in the Official College application form and accompanied by official transcript of records, two (2) written recommendation from former professors or experts on the field, and the officially prescribed application fee.
• All applications shall be submitted to and processed by the Graduate Office, referred to the Graduate Committee concerned for evaluation and endorsed by the latter to the Dean for official and formal action.

General Requirement Qualification for Ph.D. (Environmental Science) degree in the College of Science shall require the following:

• Completion of a Program of Study consisting of at least forty-five units of formal Environmental Science Graduate courses in the case of students admitted into the Ph.D. (Environmental Science) Program without a graduate courses in the case of students admitted into the Ph.D. (Environmental Science) Program without a master’s degree in Environmental Science or of at least twenty-four (24) units of formal graduate courses in Environmental Science in the case of students admitted into Ph.D. program with a master’s degree in Environmental Science
• Maintenance of a Cumulative Weighted Average Grade (CWAG) of 1.75 or better at the end of each academic year until completion of the program of study;
• Passing of the Preliminary Examination based on the core courses in the student’s program of study;
• Passing the Candidacy Examination after completion of at least two-thirds (2/3) of the student’s program of study; Completion of at least one (1) unit of a graduate seminar course in Environmental Science during the student’s course work and presentation of a yearly seminar report during the student’s Dissertation work;
• Completion of a Doctoral Dissertation based on an independent and original research;
• Successful defense of the Doctoral Dissertation based on an independent and original research;
• Submission of a Scientific reprint based on the approved Doctoral Dissertation and endorsed by the Dissertation Committee as an acceptable article for publication in a reputable scientific journal; and
• Submission of at least six (6) bound and certified copies of the approved Doctoral Dissertation.

Course Curriculum Student entering the Ph.D. (Environmental Science) Program with only a B.S. degree in the program’s discipline or a master degree in a related discipline shall be required to complete at least forty-five (45) units of formal graduate courses. (pdf of POS)

Candidacy Examination

1) Nature The Candidacy Examination is an oral examination that must be taken by the student after passing the Preliminary Examination and completing at least two-thirds (2/3) of his/her program of study. In this examination the student is required to give a seminar on an approved research topic in his/her chosen field of specialization and is examined on his/her

• grasp of this chosen field of specialization,
• mastery of the basic principles and methods of the discipline, and
• readiness for dissertation research in the chosen field of specialization.

Rating of the Candidacy Examination The Candidacy Examination shall be rated as either “Passed” of “Failed” by a simple majority vote of the special examination panel. Its result must be officially reported by the special examination panel to the Graduate Office through the Environmental Science Program Graduate Committee within the first working day after the examination. If the student fails the Candidacy Examination, he/she will be allowed to take a second Candidacy Examination within one (1) year after the first examination. Failure in the second Candidacy Examination shall disqualify the student from the Ph.D. (Environmental Science) Program.

The Doctoral Examination

• embody an original, independent and significant scientific research by the student;
• show the student’s capacity to make a critical evaluation of previous work done in his/her chosen research topic; and
• demonstrate his/her ability to present scientific research findings in a clear, systematic, and scholarly manner
• The Dissertation Proposal

Before the dissertation research can be formally started, the student must first prepare a written dissertation proposal with the advice of his/her Dissertation Committee and submit it to the Environmental Science Graduate Committee for approval. Upon approval of his/her dissertation proposal, the student may proceed to carry out his/her dissertation research under the guidance of his/her dissertation committee. A certified copy of the approved dissertation proposal must be submitted by the Environmental Science Graduate Committee to the Graduate Office.

Defense of Doctoral Dissertation The Doctoral Examination, in which the student must defend his/her dissertation before the Doctoral Examination Panel, may be held within the College at any mutually convenient time upon the recommendation of the Doctoral Examination Panel, the endorsement of the Environmental Science Graduate Program Committee, and the formal authorization of the Dean.

The Doctoral Examination may be held only if (a) the student has already satisfied the seminar requirement, (b) the dissertation manuscript has been received by each member of the Doctoral Examination Panel at least one (1) month beforehand, and (c) at least four (4) members of the Doctoral Examination Panel are present. The schedule and place of the Doctoral Examination shall be officially announced by the Dean and publicized throughout the College by the Environmental Science Graduate Committee at least two (2) weeks beforehand. The schedule of the Doctoral Examination may be changed only upon the recommendation of the Doctoral Examination Panel, the endorsement of the Environmental Science Graduate Committee, and the formal authorization of the Dean.

The Doctoral Examination shall be public oral examination lasting no less than two (2) hours and no longer than five (5) hours, In accordance with the examination guidelines of the Environmental Science Graduate Committee, questions may be asked by anybody from the audience during the examination, but the evaluation and rating of the student’s dissertation shall be done by the Doctoral Examination Panel in closed-door meeting to be held immediately after the Doctoral Examination.

DOCTOR OF PHILOSOPHY IN ENVIRONMENTAL SCIENCE (OPTION 3/PhD BY RESEARCH) CURRICULUM

Objectives The PhD by Research programs emphasize independent study without coursework, but hone skills in analytical and critical thinking, as well as synthesis as evidenced by the required number of publications. This option addresses the following objectives:

• provide research-track opportunities to qualified students towards obtaining a PhD degree in a shorter span of time·
• increase the number of environmental scientists who will help address the evolving societal needs and;
• increase the number of publications in Environmental Science that are responsive to the current and emerging issues.

Admission into the Program Admission requirements

• an M.S. degree in Environmental Science or related field from a recognized institution of higher learning with at least 24 units of graduate courses;
• at least one publication in the field of Environmental Science in a peer-review journal (e.g. Web of Science or Scopus indexed) in the last five years in which the applicant is the primary author as defined by the Institute;
• passing of assessment examination and interview process administered by the Institute;
• presentation of capsule proposal for dissertation research and acceptance of a faculty member of the Institute as prospective dissertation adviser; and
• proof of English proficiency for foreign students whose medium of instruction in the previous degree program is not English, i.e. a score of 6.5 in the International Language Testing System (IELTS) or the equivalent in alternative English Language qualifications approved by the University policy

Graduation Requirements

• 12 units of Env Sci 395 Advanced Studies in Environmental Science to be taken at 4 units interval;
• 2 units of Env Sci 296 Seminar to be taken at 1 unit interval;
• 12 units of Env Sci 400 Ph.D. Dissertation, which can be taken at 3-6 units interval;
• Passing the oral presentation of the Dissertation Proposal;
• Submission of a progress report approved by the Dissertation Adviser and Reader at the end of each semester if enrolled in Env Sci 400;
• Presentation of a Colloquium (dissertation progress report) as prescribed by the Graduate Program of the College of Science;
• Passing the oral presentation and defense of the Dissertation;
• Submission and acceptance of at least two papers from the Dissertation Research in a peer-reviewed journal (e.g. Web of Science /Scopus indexed ) in which the student is the primary author, as defined by the Institute;
• Oral presentation in an international or national conference within the residence period; and
• Submission of bound and digital dissertation manuscript

Description of Courses

• Env Sci 296 Graduate Seminar (lecture), 1 unit (1 hour per week)
• Env Sci 395 Advanced Studies in Environmental Science (laboratory), 4 units (12 hours per week)
• Conduct of directed, specific research on a problem in the field of Environmental Science. Note that Env Sci 395 shall be taken three times and final output shall consist of two submitted manuscripts to an international peer-reviewed journal.
• Env Sci 400 Dissertation, 12 units (can be taken in 3-6 units per semester)

Residence Period The recommended residence period is three years. However, the time limit or "maximum residence period" for the completion of the degree shall be no more than five years.

Application Each application for admission into the program must be accomplished in the Official College application form and accompanied by official transcript of records, two (2) written recommendation from former professors or experts on the field, and the officially prescribed application fee. All applications shall be submitted to and processed by the Graduate Office of the College of Science, referred to the Graduate Committee concerned for evaluation and endorsed by the latter to the Dean for official and formal action. Please refer to the Graduate Office-College of Science website for details.

Course List

CORE COURSES: LECTURE

CORE COURSES: FIELD/LAB

SPECIALIZATION COURSES

EXISTING COURSES IN THE COLLEGE OF SCIENCE

EXISTING COURSES IN OTHER COLLEGES

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THESIS STUDENTS

For some components of our  projects , we seek program participants with academic backgrounds in marine and environmental science. Besides helping our research, we hope that by providing opportunities for early career scientists, we may help create the conservationists of tomorrow.

We seek dedicated people with a background in marine science (either current students or people looking for working experience after completing their studies).

We recognize that thesis students typically contribute much more than regular volunteers both to conservation and to our organisation, and that the work carried out has a desirous long term application. Since we don’t have external funding, we  do however need you to cover most of your costs. The heavily reduced participation fee reflect your contribution to us.

We will provide any letters, documents or other help needed if you are looking for grants or other funding. Keep in mind it often takes a while for requests by grants to get approved, so start looking long before you plan to join us.

• Enrolled in a MSc or BSc program in (marine) biology, environmental sciences or similar;
• Willing to carry out an independent research project at MCP;
• Will design a research proposal back home;
• A university tutor will help with writing a research proposal and final report;
• The research proposal needs to be logistically compatible with our running programs. This is agreed upon by us before you come;
• Inform us before you come what your university expects of us in terms of evaluation and tutoring;
• Stay for a minimum of 16 weeks, so you have ample time to get to know the location, hone your research skills and gather your data;
• Bring your own laptop for data entry. Any other research materials that aren’t available already need to be brought or bought by you from your own budget.
• Collected data will be freely available for everybody. Your research report will be published on our website.
• If you publish a scientific article, your MCP tutor will be listed as co-author. If MCP publishes an article, you will be co-author if part of the data is from your research.

What You Will Learn

You will improve your skills as a researcher. You will learn to be independent and self-reliant. It is a good step up if you would like to continue as a researcher after your studies. With your tutor back home you will design a good research proposal and you will carry it out while with us. This will improve your creativity both in designing feasible research proposals, managing changing circumstances and reporting it in a consistent manner.

If you have your own topic in mind, you can discuss it with us, and we’ll consider it carefully, if we think it is feasible with logistics, our location and facilities in mind.

What We Offer

• Tutoring on site;
• Feedback on your proposal, activities and methodology;
• Usage of all the MCP facilities;
• Training in methodology and species identification if required for your work;
• 66% discount on the normal volunteer fee. You will pay only $150/week. This includes three daily meals; tea, coffee and water; various snacks; basic dorm accommodation; free scuba diving and use of dive gear; marine park fees.
• Ability to join any  PADI dive course  you wish to. (to the extent it offered anyway, and if not detrimental to program needs or scheduling) You have to pay for the PADI certification and required manual(s). Kindly note divemaster training takes many weeks, and may not be compatible with a thesis-placement due to workload.
• Assistance from program volunteers for data collection if needed and depending on availability, scheduling and program needs.
• Possibility of presenting your research proposal and research findings to the staff and volunteers, and – if relevant, to the community as well.
• An inspiring and fun working environment of local and international conservationists, volunteers and scientists.

If you a thinking about doing the divemaster course while writing your thesis with us, add at least four extra weeks to have enough time. The minimum duration is then 20 weeks.  During those four week, during your divemaster course, you will be paying the regular volunteer price.

• MCP, Siit Arboretum 6218 Lutoban Village Zamboanguita, Negros Oriental Philippines
• +63 09276633300
• info@mcp.email
• marine-conservation-philippines

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Home > ETD > Science Education > ETDM_SCIED

Science Education Master's Theses

Theses/dissertations from 2023 2023.

Assessment of students' mathematical ideas in decoding-representing-processing-implementing problem-solving process , John Lemer G. Bravo

The effects of strategic intervention material with Edpuzzle-hosted Video Lesson (EdSIM) as a remediation tool for Grade 9 students in solving problems involving triangle similarity and right triangles , Kim Gabrielle Marin Del Puerto

Analyzing the cognitive academic mathematical communication in an online distance learning for grade 11 , Mary Joyce N. Italia

Ethnomathematical practices in tahiti farming: Integration for a localized and authentic mathematics curriculum , Wrendell Coralde Juntilla

Promoting classroom dialogue through the use of teacher scheme for educational dialogue analysis (T-SEDA) , Aubrey D. Macaspac

Characterizing stem students’ engagement in model-making through the lens of Epistemologies in Practice (EIP) , Shermaine Baylon Pingol

Theses/Dissertations from 2022 2022

Problem-posing as an instructional strategy to improve engagement in a flexible learning environment , Randy Apolinario

Virtual simulation and home-based manipulatives: Improving the practice of physics teaching , Anna Carmela B. Bonifacio

The effects of bar model in the students' performance in solving word problems involving fractions , Jireh Anne G. Cancio

Design and implementation of performance-based assessment with metacognitive prompts in mathematics , Pamela Mae Y. Cerrado

Using metacognitive e-modules on cell cycle: Exploring students' conception and self-efficacy , Joyce Ann R. Dacumos

Historical vignettes: An approach to bring back students interest in science , Kristine Joyce G. dela Cruz

The use of model method in the improvement of students' performance in solving problems involving linear equations , Carlos R. Doria

Enhancing student learning in cell cycle using interactive and reflexive E-modules , Ana Marie A. Dungca

Students’ practical flexibility and potential flexibility in performing operations involving fractions , Joy Camille M. Faustino

Supplementing printed modular distance learning with teacher-made video-based learning materials in algebra , Richelle Ann C. Mangulabnan

Implementation of collaborative learning in an online mathematics class , Romyna Fortuna G. Mapile

Investigating students' proving process in geometry through the commognitive theory , Shawn Dale C. Mendoza

Efficacy of differentiated instruction on photosynthesis and cellular respiration using google classroom , Monique Soriano Molina

Enhancing the teaching of astronomy by integrating online interactive historical video vignettes , Sherwin D. Movilla

Enhancing students' conceptual understanding and engagement in learning genetics through mobile-friendly interactive multimedia learning module , Areeya Amor Dequillo Ongoco

Empowering feedback through communication channels to strengthen conceptual learning during modular distance learning , Nathalie Gaile R. Pantoja

Students' conceptual and procedural understanding of conic sections through online guided discovery learning , Rejean Mosuela Papa

A proposed environmental management model of Chemistry laboratory: From procedure awareness and laboratory practices to extent of conformance to environmental management system , Joysol B. Tamio

Discovering Grade 9 students' metacognition in mathematical problem solving: A case study , Jingye Zhan

Theses/Dissertations from 2021 2021

Development and validation of a nature of science-based online course in evolution by natural selection , Kenneth Ian Talosig Batac

Photovoice and photo-elicitation: Engaging participatory assessment on chemical reactions and equations towards multifaceted conception , Rick Jasper A. Carvajal

Enhancing conceptual understanding and environmental literacy using online learning modules on ecological systems , Geminna Wel C. del Rosario

Validation and reliability of Filipino Colorado Learning Attitudes about Science Survey (CLASS) , Mikka Angela A. Elviña

Improving students' concepts and confidence level in learning photosynthesis through 3-minute micro-lectures , Leonardo M. Francisco Jr.

Investigating mathematics teachers' perceived design thinking mindset and related factors , Melinda A. Gagaza

Math teachers' implementation of 5E instructional design in online distance learning: A case study , Abigail H. Gaon

Second generation of didactical Engineering: Development of an ethnogeometric teaching resource based on the Kalinga tribe's material culture , Julius Ceasar Hortelano

Students’ mathematics motivation and learning strategies towards academic performance , Angelyn Taberna Natividad

Assessing students' learning competencies and socio-emotional learning skills during online distance learning , Alicia Jane F.. Peras

Implementation and evaluation of home-based virtual learning program (HVLP) in teaching ecosystems , Jojo L. Potenciano

Design, implementation, and evaluation of an asynchronous learning module on symbolic logic for college deaf students , John Joseph E. Rivera

Using expressive writing tasks in reducing students' learning anxieties in an online chemistry class , Angelo Saja

The use of gamified differentiated homework in teaching General Chemistry 1 , Edelito G. Villamor

Basic arithmetic skills intervention for classes (B.A.S.I.C.): Towards improved arithmetic skills for junior high school mathematics , Kenneth Alex R. Villanueva

An investigation of students' van Hiele levels of geometric thinking based on Chinese Mathematics curriculum , Yu Zhang

Theses/Dissertations from 2019 2019

Fast feedback methods in G7 physics: Effects on conceptual mastery and intrinsic motivation , Karen R. Alcantara

Representational consistency, normalized gain and scientific reasoning among grade-11 students in physics , John Ray Stephen P. Arcillas

Interactive strategic intervention material (iSIM) in teaching chemistry for senior high school students-at-risk (STAR) , Enrique V. Austria

Grade 8 students’ level of conceptual change through the use of virtual and physical manipulation , Jesserene Prodigalidad Bantolo

Instilling citizenship science skills using project-based learning+1 pedagogy module among grade 9 learners , Stephen C. Capilitan

Technology-enhanced explicit vocabulary instruction in teaching biology: Improving scientific discourse and performance , Abigail A. Eval

Effects of block scheduling on grade 12 STEM students’ academic performance in general physics 1 , Marjorie A. Nariz

Effects of multiple representation in student’s metacognitive awareness and conceptual understanding in physical science: Mechanics , Mark Joseph F. Orillo

Teaching bioenergetics through guided experience approach and mobile devices: Towards meaningful learning , Rodel S. Pendergat

Physics Olympics: An innovative platform of performance tasks to enhance students’ motivation and learning , Fredyrose Ivan L. Pinar

Interactive engagement in rotational motion via flipped classroom and 5E instructional model , Jhoanne E. Rafon

Technology-integrated and brain-friendly teaching of biology: Effects on students' motivation, engagement, retention and understanding , Lourence E. Retone

Addressing learner errors through the S.E.R.O. model wrong answer note system , Ronald Christopher S. Reyes

Addressing the alternative conception of senior high school students in chemical kinetics , Marc Lancer J. Santos

The effectiveness of wait-time and inquiry-based learning in teaching evolution in grade 10 science , Allyza Mae R. Seraspi

Theses/Dissertations from 2018 2018

The effectiveness of using the 7E learning cycle model in grade 10 students' mathematics performance and motivation , Joan Marie T. Alegario

Integration of gamification in teaching grade 10 physics: Its effect on students motivation and performance , Hazel H. Arabeta

The effect of comic-based learning module in mechanics on students' understanding, motivation and attitude towards learning physics , Jeah May O. Badeo

Effects of historical physics vignettes on student's understanding on the nature of science and epistemological beliefs toward learning physics , Marc Vener C. Del Carmen

Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction , Domarth Ace G. Duque

The effects of instructional scaffolding in students conceptual understanding, proving skills, attitudes and perceptions towards direct proofs of integers , Audric Curtis Pe Dy

The efficacy of creative play approach in teaching modern physics , Martin Antonio V. Frias

Using deep learning approach (DLA) in teaching gas laws , May Anne T. Lacse

Exploring senior high school STEM students' critical thinking skills and metacognitive functions in solving non-routine mathematical problems , Meriam J. Lepasana

Use of socio-scientific issues-based module in teaching biodiversity , Camille S. Mandapat

Development and validation of pre-assessment tools in grade 7 physics , Edwin A. Rieza Jr.

Learning molecular genetics in a metacognitive-oriented environment , Richard Deanne C. Sagun

Integration of historical chemistry vignettes on students' understanding of the nature of science , Jan B. Sarmiento

Theses/Dissertations from 2017 2017

Investigating the effect of gamifying a physics course to student motivation, engagement and performance , Coleen M. Amado

Scientific reasoning across grades 7-11 in the K-12 curriculum , Isalyn F. Camungol

Describing students' problem-solving in differential calculus through metacognition and attitude in mathematics , Joanne R. Casanova

Teachers implementation of the new grade 7 mathematics curriculum in selected schools: Opportunities for improvement , Anthony C. Castro

Comparative study of students performance in Newtonian physics , Jhoanne Catindig

The impact of the station rotation model in grade 11 STEM students' learning: A blended learning approach to teaching trigonometric functions , Carlo R. Dela Cruz

Use of guided inquiry with interactive simulations to enhance students conceptual understanding and attitude towards learning forces, motion and mechanical energy , Ma. Kristine L. Estipular

Metacognitive awareness and conceptual understanding in flipped physics classroom , Jaypee M. Limueco

The ultimate chemistry experience: A gamified learning system to improve student motivation and learning , Ronadane Narido Liwanag

The impact of a metacognitive intervention using I.M.P.R.O.V.E. model on grade 7 students' metacognitive awareness and mathematics achievement , Napoleon A. Montero III

Use of statistical investigation in assessing student's understanding and performance statistics , Jessica T. Obrial

Assessing the electric circuits conceptions of technical vocational education students , Jasmin Elena Boñon Orolfo

Gamified physics instruction in a reformatory classroom context , Analyn N. Tolentino

The implementation of the mother tongue-based multilingual education policy in mathematics education , Katherine Therese S. Tungul

Effect of vocabulary learning strategies on word and concept retention among different learning styles , Roxanne Diane R. Uy

Theses/Dissertations from 2016 2016

Gamification: Enhancing students' motivation and performance in grade 10 physics , Ma. Krisitina B. Dela Cruz

The effectiveness of using the 7E learning cycle model in the learning achievement of the grade 8 learners with different science views , Theresann T. Hernandez

The development and validation of Grade Eight physics test in the K-12 science curriculum , Arnel A. Lorenzana

The laboratory performance, anxiety level, and perceptions of Grade-8 students at Tanza National Trade School toward a guided inquiry physics experiment , Luzette Divina Oraa

Development and implementation of RME-based lessons on sinusoidal functions using geogebra , Maria Celeste R. Rellosa

Theses/Dissertations from 2015 2015

Assessing the mathematics performance of grade 8 students as basis for enhancing instruction and aligning with K to 12 competencies , Romee Nicker A. Capate

Mathematics teachers' perceived preparedness in the senior high school modelling program , Von Christopher G. Chua

An assessment of number sense among Grade 7 students of De La Salle University Integrated School , Perlita Torrente Padua

An investigation of the problem posing skills of selected college students in business mathematics , Geoffrey Reuel J. Pasague

Students' conceptions of forces: Similarities and differences among grade six and grade ten students , May R. Ronda

Effects of Geogebra on students' attitudes and achievement in learning quadratic functions, equations and inequalities , John Nico A. Urgena

Theses/Dissertations from 2014 2014

Behavior of gases: Describing students understanding pattern and experience variation through phenomenographic approach , Ranie G. Abia

Developing scientific reasoning skills using interactive applications , Genevieve Arizala Pillar

Students' understanding of stoichiometry using BPR holistic approach , Relen-Job M. Tolosa

Theses/Dissertations from 2013 2013

The Development of a Mechanics Science KIT and POGIL-Based laboratory manual for High School Physics , Michael A. Chiao

Students conceptual understanding, metacognitive awareness, and perceived academic self-efficacy in a POGIL-based lesson on organic reactions , Gabriel M. Mozo

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