Proposal Research Group

Culture and Values Relationship to the Waste Management of the Learners
PORAC NATIONAL HIGH SCHOOL
“Cultures and Values Relationship to the Waste Management of the Learners”
A Proposal Research Presented to
The Faculty of the
Porac National High School
Poblacion, Porac, Pampanga
In Partial Fulfillment Requirements
for the Practical Research 2
Elyssa Joyce Abesamis-Villanueva
Angelica Arnado-Lumanlan
Maryann Carlos-Santiago
Ramcel Angeles-Garcia
February 2018
Accountancy Business and Management

INTRODUCTION
“The greatest threat to our planet is the belief that someone else will save it”– Robert Swan.
Nowadays, the planet and all the living organisms on it are facing myriads of serious
problems. And one of these is the Proper Waste Management. Waste Management (or
waste disposal) are the activities and actions required to manage waste from its inception to
its final disposal. This includes the collection, transport, treatment and disposal of waste,
together with monitoring and regulation of the waste management process (Merriam-
Webster Dictionary). Experts attribute the worsening problem on solid wastes dumping
to the increasing human population and rapid industrialization (Barloa, Lapie, & de la
Cruz, 2016) . Also, the National Solid Waste Management Commission (2013) reported
that the Philippines generates waste every year on an average of 0.40 kg per capita.
With this generation rate, the amount of waste is expected to increase to 16.63 million
tons in 2020 from 14.66 million tons in 2014 with Metro Manila as the highest waste
contributor (DENR, 2015). So in order to save the nature in the future by reducing the
garbages and turning it into a useful material again, some schools has implemented the
“Clean as You Go” (CLAYGO) policy to reinforce the curricular aspect and further
intensify environmental consciousness and response of employees and students to
waste problem in the campus. Though it had been implemented by the school to sensitize,
educate, and engage employees and students in issues, concerns, and initiatives relative to
solid waste management, the garbage production and disposal is still a perennial problem

that the academic institution needs to appropriately address and resolve. So far, no
study in the campus has been conducted to assess how the culture and values affects
the proper waste management of the learners. Thus, the study will be conceive to
investigate how does the culture and values impacts the waste management of the learners
in the campus . Moreover, it is also to examine whether their awareness, attitude, and
practices significantly differ when they were compared according to status and religion.
The correlation between age, educational level, and sex were also need to be examine.
The findings of the study intend to fill the gaps in the literature on solid waste
management in terms of fostering a better understanding, forming ethical attitudes, and
promoting environment-friendly practices towards a safer, healthier, and more
sustainable school campus.

Review of Related Literature and Studies
On the study of Ranada(2015), the Philippines ranked highest in the Southeast Asia
regarding trash collection rate. And Philippines is the world's third-biggest dumper of
plastic in the ocean (Suarez, 2015).The aforecited institutional initiatives aimed at
forming all members of the academic community "advocates of a sustainable
environment" (Ahmad et al., 2015).
According to Desa, Kadir, & Yusooff (2012) though recycling is the most visible,
measurable, and enforceable environmental practice in the campus, the educational
institutions must engage in waste reduction and reuse as effective ways of reducing
the impact of environmental problems . And as a result of the study by Desa, Kadir &
Yusooff (2012) that assessed the attitudes, behavior, and practices towards the solid
waste management of 591 first year students from UKM, Bangi Campus showed that
students have a high level of behavior and practices regarding solid waste management
program. And a similar cross-sectional study was also conducted by Licy et al. (2013) to
assess the knowledge, attitude, and practice of 300 high school and higher secondary
school students on household waste management in Thrissur, Kerala.
Likewise, the study of Adeolu, Enesi & Adeolu (2014) on the knowledge,
attitude, and practices of 358 students in the secondary school towards waste
management in Ibadan, Nigeria found that the students had a relatively moderate level of

knowledge, attitude, and practice of waste management. According to Tartiu (2012)
students must have awareness about environmental problems so that they can play their
role very effectively in proper waste management. From literatures awareness depending on
its level may or may not translate to appropriate practices ( Azodo and Ismaila, 2016).
According to research conducted by Ferrer (2015), when students are grouped
according to certain profile variables, students' reduction practices are dependent on their
course, year level, and academic grade; the students' reuse practices are dependent on their
course and year level; and the students' recycling practices are not dependent on any of the
profile variables. While on the study of Vivek et al. (2013) older students in the secondary
school do not practice proper waste management compared to younger students .On the
study of Adeolu et al. (2014) educational status, age and gender influence the solid waste
management in secondary schools . But in terms of the type of family to which students
belong, no difference in students' practice about waste management was found ( Vivek et al.
2013).
Based on the study of Vivek et al. (2013) the prevailing practice in families from
Karnataka, India is throwing household wastes outside their premises . While in urban Accra,
most households use community bins or had waste picked up at their homes by private
contractors, while others disposed of their waste in gutters, streets, holes and nearby bushes
( Yoada et al. 2014).

However, only 5% is recycled despite many ongoing recycling campaigns and
recycling bins provided in certain places. This is a result of the lack of knowledge and skills in
the solid waste management system, especially in waste separation ( Festus and
Ogoeggbunam, 2012).According to Licy et al. (2013), Solid Waste Management Policy,
(2016) has been introduced to create a solid waste management system that is systematic,
environmentally friendly, cost-effective, sustainable, and is socially accepted by the people
who stress the preservation of the environment, the choice of technology that is affordable
and guarantees public health.
Similarly, indiscriminate solid waste disposal methods like open dumping and open
burning was reported in Nigeria (Adeolu et al., 2014). The major drawbacks concerning
wastes management, especially in the developing countries are the ineffective waste
collection strategies and the lack of disposal sites (Reyes et al., 2013). On the study of Périou,
(2012) global production of waste has practically doubled over the past ten years and is
expected to reach 2.5 billion tons per year in 2025 as a result of the combined effect of
urban development and changes in consumption patterns.
Today, solid-waste management (SWM) conditions in the developing world are
often quite dire and reminiscent of those found in the developed world several generations
ago(McAllister, Jessica, 2015). There is no permanent solution for environmental problems,
only thing we can reduce and control waste generation by proper awareness and practice.

Proper management of the waste generated is most important in this matter(CD Licy, R
Vivek, K Saritha, TK Anies, 2013). Household solid waste management is becoming a serious
public health concern in Meru town. This is mainly because Meru town residents are not
conscious of proper and well-maintained waste management systems(P Mugambi, N
Gichuki,2017)
The aim of this study is to explore the relationship between culture and waste
recycling, in order to provide a possible estimation of the impact of cultural participation
upon households’ behavior within the meta-issue of sustainability(A Crociata, M Agovino, PL
Sacco, 2015). Sociological approaches to waste treat it as a depletion, dissipation, or loss of
value- generally as a by-product of greed, inefficiency or distorted economic relations(M
O'Brien, 2012).
Synthesis
The aforementioned literature and studies were found to be very useful as bases of
this study. The literature and studies strengthened the concepts and serve as sources of
important data needed to conduct this study.
The presented study is nearly parallel in terms of the relationship of culture and
values in the waste management of the learners. Waste Management thereby contributing
to additional threats to the environment. And we need to take an action about this because
this is a big threat in our homeland and especially in our lives.

Conceptual Framework
The primarily goal of the study is to determine the Culture and Values Relationship to
the Waste Management of the Learners as shown in figure 1.
INPUT
• The Culture and
Values Relationship
to the Waste PROCESS
Management of the
Learners • Survey
OUTPUT • Gathering
of Data
• Factors Affecting
Waste Management
of the Learners
Figure 1: Cultures and Values Relationship to the Waste Management of the Learners.

Statement of the Problem
This study aims to determine the Cultures and Values Relationship to the Waste
Management of the Learners.
The researchers sought to find answer on the following research questions:
1. How does cultures and values affect the waste management of the learner’s?
2. What are the factors affecting the learner’s waste management?
3. What are the behavior or attitude a student should possess in doing waste
management?
4. Is there any relationship between the culture and values to the waste management
of the learners?
Hypothesis of the Study
H0 There is no significant difference between the Culture and Values
Relationship to the Waste Management of the Learners.
H1 There is a significant difference between Culture and Values Relationship
to the Waste Management of the Learners.

Significance of the Study
This study is about the cultures and values relationship to the waste management of
the learners in the school year 2019-2020, which will beneficial to many, most especially to
the learners to become more aware and responsible in doing waste management .
The result of the study would be helpful and useful to the following:
Students.
This will help them realize that they shall possess a good attitude and discipline their
self in terms of segregating waste and be responsible in doing waste management. This
study clearly intended to help learners to be conscious and aware to the relationship of their
culture and values on their waste management. This study will also set information that can
be use by them in order to have a proper supervision of their culture and values effects on
waste management.
Parents.
This study will serve as their reminder that they shall be primarily responsible in
curving the attitudes by standing as a good example to their children in segregating waste at
home. It is hoped that the parents will guide and continuously molding their children to
become more responsible and disciplined in doing waste management.

Teacher
This study will facilitate the educator in executing and giving advices to their student
regards with the right culture and values the student should possess in order to do the waste
management. It is hoped that teachers will provides rules and regulation in their classes
regarding the right values a student should know and possess.
Administrator
The administrator will gain a clearer insight how these attitudes and values effect the
learners waste management
Future Researchers
They may able to use the result of the study in further research similar to what the
study is.
Research Design
In this study quantitative research was utilized, this study employ the descriptive
correlational wherein we use it to know the culture and values relationship to the waste
management of the learners.
Respondents
The Grade 7,8,9,10,11 and 12 in the school year 2019.-2020 were the participants of the
study. We have 25 participants per grade level. The total number of participants is 150 from
Grade 7 to 12.

Sampling Method
School Grade No. of Frequency Percent Total
Students
PNHS 7 25 25 16.67% 16.67%
PNHS 8 25 25 16.67% 16.67%
PNHS 9 25 25 16.67% 16.67%
PNHS 10 25 25 16.67% 16.67%
PNHS 11 25 25 16.67% 16.67%
PNHS 12 25 25 16.67% 16.67%
Total 6 150 150 100% 100%
Research Setting
The study was conducted at Porac National High School (PNHS) located at Poblacion,
Porac, Pampanga.
Research Instrument
The researchers used the survey and questionnaire in gathering data from the
participants. It was personally constructed by the researchers. The questionnaire was
composed of 3 parts with 3 attributes each.

Data Gathering Procedure
The researchers in this study will seeks permission to the office of the principal in Porac
National High School before conducting the survey questionnaire to the respondents. The
researchers will administer the questionnaires to the respondents after giving them some
background information of what are our intentions and what is the study all about.
Ethical Consideration
The respondents of this study were informed that the protection privacy of
adequate level of confidentiality and anonymity of individuals were assured.
Statistical Treatment
Individual responses were put in the table for the statistical treatment.
The following statistical tools were utilized in the analysis and interpretation of
the data gathered:
1. Frequency Tally . This statistical tool was employed to determine and categorize
the demographical profile of the Senior High Learners in each specific question
reflected in the survey questionnaire.
2. Mean is the appropriate statistical tool because there is only one description
interpretation that describes the impacts of gadgets in Grade 12 ABM Students`
Academic Performance.

The formula for mean is:
Formula: M= ∑fx / n
Where: M= mean
∑ = (sigma) summation
fx = product of the frequency and the weight of the summative
n=total number of participants
The Likert Scale Model
Rating Response Range Interval

Category
5 Strongly Agree 4.5-5
4 Agree 3.5-4.49
3 Neutral 2.5-3.49
2 Disagree 1.5-2.49
1 Strongly Disagree 0-1.49
Rating Response Category Range Interval

3 Always 2.5-3
2 Sometimes 1.5-2.49
1 Never 0-1.49

Bibliography
Evaluation_of_Attitudes_Knowledge_Regarding_Municipal_Waste_among_Students
_Case_study_Bucharest_Academy_of_Economic_Studies.
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ENVIRONMENTAL_MANAGEMENT_SYSTEM_BASED_APPROACH_TO_
CLIMATE_CHANGE_ADAPTATION_AND_MITIGATION_NATURE_BENEFITS_
AND_CONSIDERATION_IN_NIGERIA .
Assessment_of_Secondary_School_Students'_Knowledge_Attitude_and_Practice_to
wards_Waste_Management_in_Ibadan_Oyo_State_Nigeria
Awareness_Attitude_and_Practice_of_School_Students_towards_Household_Waste
_Management/links/548e6d9e0cf2d1800d8424ba.pdf…Retrieved from:
https://www.researchgate.net/profile/Vivek_Raghavan2/publication/269520226
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https://www.tandfonline.com
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Viewcontent.cgi?article=1537&context=gradreports. Retrieved from:
https://digitalcommons.usu.edu
Waste and Waste Management The Open Repository @ Binghamton (The ORB).
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Impact of Pollution on Diversity of Cyanobacteria in Nearby Areas of Pulp, Oil and
Fertilizer Factories of Assam (India). Retrieved from: https://www.longdom.org/open-access/
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https://www.thebalancesmb.com/
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form: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6466021/

Results
This part presents the analysis and interpretation of the data gathered to answer the
problems stated in the Introduction. One hundred fifty(150) survey questionnaires were
distributed among the Grade 7,8,9,10,11 and 12 respondents .
Findings of the study are presented, analyzed and interpreted in three parts.
The first part is on How does Culture and Values affect the Waste Management of the
Learners which consists of (2) sub-problems the Culture and Values.
The second part is on What are the Factors affecting the Waste Management of the
Learners?
The third part is on What are the Behavior or Attitude a student should possess in
doing Waste Management?

Part I. How does Culture and Values affect the Waste Management of the
Learners?
Table 2 Weighted Mean and Descriptive Rating of the Culture and Values of the
Learners of Porac National High School
Culture and Values role A. Culture

to the waste Weighted Descriptive
management of the Mean Interpretation
learners
1. Me and my siblings 4.11 Agree
are aware on how to
dispose trash.
2. We have trash cans in 4.32 Strongly Agree
our house.
3. My parents has 4.33 Strongly Agree

taught me the right way
of segregation.
4. I teach my siblings to 4.11 Agree
throw garbage properly.
5. My parents segregate 4.12 Agree
our trash
∑ WM 4.198 Agree
How does culture and B. Values

values affect the waste Weighted Descriptive
management of the Mean Interpretation
learners?
1. I know how to 4.43 Agree
recycle.
2. I throw my garbage at 4.42 Agree
the proper trash can.
3. I left my trash 2.50 Neutral

everywhere
4. I know how to 4.29 Agree
segregate
biodegradable from
non-biodegradable
5. I dispose my waste 4.35 Agree
properly.
∑ WM 3.998 Agree
From the Result in Table 2 on Weighted Mean and Descriptive Rating of the Culture
and Values of the Learners of Porac National High School, culture and values affects the
majority of the one hundred fifty (150) respondents from Porac National High School in
terms of waste management.
The table shows that the My parents has taught me the right way of segregation got
the highest weighted mean of 4.33 on how does culture and values affect the waste
management of the learners (in terms of culture) while the Me and my siblings are aware on
how to dispose trash and I teach my siblings to throw garbage properly got the lowest
weighted mean of 4.11.
The table also shows that the I know how to recycle got the highest weighted mean
of 4.43 on how does culture and values affect the waste management of the learners (in
terms of values) while the I left my trash everywhere got the lowest weighted mean of 2.50.
The culture got the weighted mean of 4.198 which means that most of the
respondents agreed that culture affects the waste management of the learners . While the
values got the weighted mean of 3.998 which means that most of the respondents agreed
that values also affects the waste management of the learners.
This reveals that, most of the respondents in Porac National High School, agreed that
culture and values affect their waste management.

Part II. What are the factors affecting the waste management of the learners?
Table 3. Weighted Mean and Descriptive Rating of the Factors affecting the
waste management of the learners
Factors affecting the Porac National High School

waste management of Weighted Descriptive
the learners Mean Interpretation
1. I stand as a good 4.17 Agree
example in segregating
waste.
2. I insert trash on my 2.50 Neutral
chair.
3. I spend time to clean 3.99 Agree
our room.
4. I encourage others to 4.07 Agree
do proper segregation
of waste.
5. Once I saw a trash on 3.81 Agree
the road I will pick it and
throw it on the trash
can.
∑ WM 3.708 Agree
Table 3 reveals what are the factors that affects the waste management of the
learners.
Based on the table 3 it was revealed that the I stand as a good example in segregating
waste got the highest weighted mean of 4.17 on what are the factors affecting the waste
management of the learners while I insert trash on my chair got the lowest weighted mean
of 2.50.
This reveals that freewill is what most of the respondents in Porac National High
School have in Factors Affecting the Waste Management of the Learners.

Part III. What are the behavior or attitude a student should possess in doing
waste management?
Table 4 . Weighted Mean and Descriptive Rating of the Behavior or Attitude a

student should possess in doing waste management
Behavior or Attitude Porac National High School

Weighted Descriptive
Mean Interpretation
1. Kicking the plastic 1.65 Sometimes
bottles on the road.
2. Picking waste and 2.45 Always
throwing it on the trash.
3. Reading the label of 2.60 Always
the trash cans carefully.
4. Discipline in terms of 2.73 Always
waste segregation
5. Peers are aware on 2.54 Always
the right waste
management
∑ WM 2.394 Always
Table 4 depicts the behavior or attitude a student should possess in doing waste
management.
Based on the table 4 it was revealed that the Discipline in terms of waste
segregation got the highest weighted mean of 2.73 on what are the behavior or attitude a
student should possess in doing waste management while Kicking the plastic bottles on the
road got the lowest weighted mean of 1.65.
This reveals that most of the respondents in Porac National High School are always
disciplined in terms of waste segregation.

Pearson (r) result
Source of SS df MS F P-value
variation
Between 0.1 1 0.1 0.278574811 0.611958312
Groups
Within 2.87176 8 0.35897
Groups

Total 2.97176 9
Interpretation:
If p> 0.05 then there is no statistically significant difference.
So the answer in our SOP 4 is there no relationship between the culture and values
to the waste management of the learners.

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Culture and Values Relationship to the Waste Management of the Learners

PORAC NATIONAL HIGH SCHOOL

“Cultures and Values Relationship to the Waste Management of the Learners”

A Proposal Research Presented to

The Faculty of the

Porac National High School

Poblacion, Porac, Pampanga

In Partial Fulfillment Requirements

for the Practical Research 2

Elyssa Joyce Abesamis-Villanueva

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

intensify environmental consciousness and response of employees and students to

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

management in terms of fostering a better understanding, forming ethical attitudes, and

promoting environment-friendly practices towards a safer, healthier, and more

sustainable school campus.

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

Review of Related Literature and Studies

plastic in the ocean (Suarez, 2015).The aforecited institutional initiatives aimed at

forming all members of the academic community "advocates of a sustainable

environment" (Ahmad et al., 2015).

measurable, and enforceable environmental practice in the campus, the educational

school students on household waste management in Thrissur, Kerala.

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

knowledge, attitude, and practice of waste management. According to Tartiu (2012)

According to research conducted by Ferrer (2015), when students are grouped

( Yoada et al. 2014).

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

However, only 5% is recycled despite many ongoing recycling campaigns and

Ogoeggbunam, 2012).According to Licy et al. (2013), Solid Waste Management Policy,

environmentally friendly, cost-effective, sustainable, and is socially accepted by the people

and guarantees public health.

urban development and changes in consumption patterns.

Today, solid-waste management (SWM) conditions in the developing world are

ago(McAllister, Jessica, 2015). There is no permanent solution for environmental problems,

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

conscious of proper and well-maintained waste management systems(P Mugambi, N

recycling, in order to provide a possible estimation of the impact of cultural participation

upon households’ behavior within the meta-issue of sustainability(A Crociata, M Agovino, PL

Sacco, 2015). Sociological approaches to waste treat it as a depletion, dissipation, or loss of

value- generally as a by-product of greed, inefficiency or distorted economic relations(M

important data needed to conduct this study.

this is a big threat in our homeland and especially in our lives.

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

the Waste Management of the Learners as shown in figure 1.

Accountancy Business and Management

PORAC NATIONAL HIGH SCHOOL

Statement of the Problem

Management of the Learners.

The researchers sought to find answer on the following research questions:

2. What are the factors affecting the learner’s waste management?

Hypothesis of the Study

H0 There is no significant difference between the Culture and Values

Relationship to the Waste Management of the Learners.

H1 There is a significant difference between Culture and Values Relationship

to the Waste Management of the Learners.