Knowledge, Attitudes, and Practices of Grade 6 Pupils on Sustainable Plant Care: Implications for Eco-Friendly School Gardening Programs

Abstract. Sustainable plant care is a vital component of environmental education that promotes ecological responsibility among learners. This study examined the knowledge, attitudes, and practices (KAP) of 148 Grade 6 pupils using a descriptive–correlational design. Data were gathered through a validated 30-item knowledge test and Likert-scale measures for attitudes and practices, and analyzed using descriptive statistics, Spearman's rho, and regression analysis. Results revealed a moderately high level of knowledge (M = 19.45, SD = 5.93), favorable attitudes (M = 4.12, SD = 0.585), and generally practiced sustainable behaviors (M = 3.94, SD = 0.567), although gaps were noted in technical areas. Significant positive relationships were found among knowledge, attitudes, and practices, with attitudes showing the strongest association with practices (ρ = .455, p < .001). Regression results confirmed that attitudes significantly predict practices (β = 0.217, p = .008), but with low explanatory power (R² = .046). The findings suggest that while knowledge supports awareness, attitudes play a more critical role in shaping sustainable behavior, highlighting the importance of experiential and community-based interventions to strengthen eco-friendly practices among learners.