WASTE SEGREGATION PRACTICES AMONG HIGH

SCHOOL STUDENTS OF SAINT MICHAEL

COLLEGE OF CARAGA

_________________________________________

A Thesis Presented to

The Faculty of STEM Saint Michael College of Caraga

Nasipit, Agusan del Norte

___________________________________________

In Partial Fulfillment Of

The Requirements for Science

Technology Engineering and Mathematics (STEM)

Senior High School

___________________________________________

By
ZEDEN JAY CULASTE
JUNVER DIOLA
KEVIN JAY GUERGIO
ARVIN KENNETH LEGASPI
AXIEL ROSE OMAC
ZILDJIAN PASAOL
JAMES BRYAN YBANEZ
LOVE JHOYE YONSON

March 2018
 iii

ACKNOWLEDGEMENT

The researchers are greatly in debt to several individuals who in one way
or the other have contributed to the success of this endeavor.

They wish to express their biggest thanks and gratitude to the following
persons for their significant roles for completing this research paper:

To their parents, who are always willing to give them their 100% support
both financially and emotionally.

To Mr. Gary Cris R. Pelegrino for his unselfish advises, insightful criticisms
and patient encouragement aided the writings of this thesis.

To Dr. Dennis Mausisa and the members of the thesis panel for their
incisive comments and suggestions.

And above all, to our Almighty Father for all the enlightenment, knowledge
and spiritual guidance, the gift of life and bounty of the earth, Glory be HIS
Name!

The Researchers:

Zeden Jay Culaste

Junver Diola
Kevin Jay Guergio
Arvin Kenneth Legaspi
Axiel Rose Omac
Zildjian Pasaol
James Bryan Ybanez
Love Jhoye Yonson
 iv
TABLE OF CONTENTS

PRELIMINARY PAGES PAGE

Title i

Abstract ii

Acknowledgement iii

Table of Content iv

List of Figure vi

List of Tables vii

List of Graphs viii

CHAPTER

I. THE PROBLEM AND ITS SETTING

Introduction 1

Review of Related Literature 3

Theoretical and Conceptual Framework 8

Schematic Diagram 9

Statement of the Problem 10

Hypothesis 11

Significance of the Study 11

Scope and Limitations 12

Definition of Terms 12

II. RESEARCH METHODOLOGY

Research Design 14
Research Locale 14
 v

Research Respondents 15
Research Instrument 16

Data Gathering Procedure 16

Statistical Analysis 17

Scoring and Quantification of Data 19

III. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

IV. SUMMARY, FINDINGS, CONCLUSIONS, AND RECCOMENDATIONS

Summary 36

Findings 37

Conclusions 43

Recommendations 44

Bibliography

APPENDICES

A. Letter of Approval
B. Research Questionnaire
C. Map
D. Curriculum Vitae
E. Documentation
 vi

LIST OF FIGURE

Figure No. Title Page

1 Schematic Diagram 9
 vii

LIST OF TABLES

Table No. Title Page

1 Sample Size and Population of the High School Students 15

2 Age of the Respondents 22

3 Gender of the Respondents 24

4 Knowledge of the Respondents 25

5 Attitude of the Respondents 28

6 Practice of the Respondents 31

7 Overall Total 34

8 The Significant Difference on the Performance 35

 viii

LIST OF GRAPHS

Graph No. Title Page

1 Age of the Respondents 23

2 Gender of the Respondents 24

3 Knowledge (Mean) 26

4 Attitude (Mean) 29

5 Practice (Mean) 32

6 Overall (Mean) 34
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Waste is more easily recognize than define. Something can become

waste when it is no longer useful to the user, or it is used and fails to fulfill its

purpose (Gourlay, 1992).

The school defined solid waste as thrown away food waste and its plastic,

paper or other materials used for packaging, as well as school operation waste

which are mostly papers. Solid waste, elements which are presumed to be

useless, undesirable and unwanted substances in the solid state produced from

the activities of and discarded by people, comes everywhere including schools

(Desa, 2012).

With most Philippine schools where food is bought or brought from homes

and not supplied, and especially those that are overpopulated by pupils who

consume food and refreshment products packed and bottled of plastic and paper

materials are likely to have trash collection in volume at direct proportionality to

the population. At a rapid pace, it creates predominantly severe problems for the

schools and its safe disposal is now a challenge because wastes continuously

increase at a steady, fast pace. Previous studies have identified awareness,

attitude, and involvement as factors closely related to practices to manage waste

correctly (Coad, 2005).

 2

Saint Michael College of Caraga has a big problem regarding the disposal

of Waste of the school can affect the student and the facilities of the school. The

War on Waste (WOW) promotes the separation of the waste of biodegradable

and non-biodegradable. It is essential to have the correct system of disposal to

help the facilities of the school. The purpose of this research is to know if the

High School students of Saint Michael College of Caraga has practices towards

waste segregation. The proper knowledge of waste segregation can help the

school maintain a clean and diseased free community.

 3

Review of Related Literature

Environmental understanding and perspective of young people (like

students) appear to be decisive as they will ultimately play a significant role in

providing answers to the future environmental problems.

In the study by Ehrampoush et al., (2008) on the knowledge, attitude, and

practice of Medical Sciences students in Iran in respect to the disposal of solid

waste, two hundred thirty-seven understudies were incorporated into this cross-

sectional investigation. The mean review of information of men and ladies was

13.53 and 12.38, of 20, separately. The difference between the knowledge of

males and females was significant (P< 0.016). On the whole, the knowledge of

the students was not appropriate. About 66% of students did not have any action

in segregation and recycling of solid wastes. It is concluded that all students must

take part in formal and informal education classes to promote their knowledge in

this regard.

In a study by Bator, et al. (2001), there appears to be a lack of knowledge

of the recycling procedure among Environmental Studies students of Waterloo

University. The students of the college are environmentally-based than the rest of

campus, so an assumption was made that as a whole the students at the

University of Waterloo are the same or less knowledgeable about recycling

procedure. To increases knowledge on campus, it was recommended that a

more diversified source of educating is needed

Freud (2002), identified several factors impeding the effective and efficient

solid waste management including wrong attitudes and perceptions of the people

about sanitation issues contributed to SWM problems. He recommended that

more education should be provided to sensitize the people on the need to keep

the surrounding clean. Arora and Agarwal (2011) agreed with Freudah (2002)

and pointed out that the environmental attitude of young people appears to be

crucial as they ultimately play a direct role in providing solutions to impending

ecological problems. To maintain long-term program support, the public needs to

know precisely what kind of behavior is desired and why. Moreover, involving

people in the how’s and why’s of waste management requires a significant

educational effort by the community. For this, successful public education

programs must be consistent to stimulate interest in how waste management

decisions are made.

On July 24, 2000, the Philippine Congress enacted RA 9003 or the

Ecological Solid Waste Management Act, a law that provides for an ecological

SWM program. This Act mandated the Department of Education (DepEd) and

other concerned government agencies to incorporate solid waste management in

the school system at all levels. Genuinely protecting the environment and

responding positively to environmental concerns of the institution and the

community at large is on top of the institution’s priorities. That is why in response

to the call, and in cooperation with Calamba City’s City Environment and Natural

Resources Office (CENRO), Colegio de San Juan de Letran -Calamba

enacted

a policy on solid waste management called Environmental Waste Management

System on August 1, 2013. The policy states that SWM practices such as

volume reduction, proper segregation at source and proper waste disposal shall

be implemented in all departments, which includes the Graduate School,

Colleges, and the Basic Education Department where the unit belongs. The

policy also specifies that students shall ensure that proper waste management is

observed in all activities and that students are encouraged to support its

implementation. At the time when the institution policy was enacted, the Letran

Grade School did not segregate waste, and increased volume of trash can be

observed on a daily basis. Waste even increases when there were school

activities that require pupils to consume more food and beverages either bought

from the school canteen or brought from their respective homes. The Basic

Education Department –Grade School, in collaboration with its Community

Extension Services Department (CESD) wanted to have an implementation plan

whose primary goal is to empower the elementary pupils. And the faculty

members to create a school-based SWP program that works by the institutional

policy and in perfect harmony with the DepEd’s memorandum and

governmental decree, which will create a lasting learning experience for its
pupils where they can develop a positive attitude on SWM. To address the

problem on SWM, not only in schools but also in communities, the DepEd issued

memorandum no. 33 s, 2001, providing for the monitoring of school

implementation of ecological SWM. In this protocol, schools must get involved in

zero waste resource management as this will complement the

government’s national green agenda, particularly in producing and reducing

trash. Similarly, in 2000, the Republic Act No.9003 provided for an

environmental SWM program was made into law. Again in 2011, in response to

the growing problem in SWM, the environmentalists urged the DepEd to push the

country’s public and private elementary and secondary schools to engage in

waste prevention (Villanueva, 2011). Because of the increasing global concerns

for environmental action and the DepEd’s endeavor, Letran Grade School’s

Barangay Organization launched the War on Waste, dubbed “Wow, SOLWAMS”

and “Lugar Ko, Linis Ko” campaigns. These programs aimed at developing self-

awareness, environmental consciousness, wholesome health habits and

attitudes among peers (letran-calamba.edu.ph). Despite the plans implemented

before, solid waste in the elementary school remained not adequately

segregated. The study of Arora and Agarwal (2011) supported the importance to

develop skills, awareness, and attitude while Esa et al. (2012) highlighted the

importance to gauge the awareness of the public with regards to waste

management. Similarly, Vivek et al. (2013) posited that giving social awareness

may improve the practices of waste management. These two studies agreed with
Schübeler (1996) to influence attitude through public information campaign and

education measures. Decision Maker’s Guide to Solid Waste Management

(2007) supported the idea that reduction of solid waste should be included when

people think of SWM. Schubeler (1996) pointed out also that people’s attitudes

influence not only the characteristics of waste generation but also the demand for

waste disposal and may be positively

influenced through awareness-building campaigns and educational measures on

the negative impacts of improper waste management. Such campaigns should

inform people of their responsibilities as waste generators. While attitudes

towards solid waste may be positively influenced by public information and

educational measures, improved waste handling patterns could hardly be

maintained in the absence of practical waste disposal options. Awareness-

building actions should, therefore, be coordinated with improvements in waste

management.

Desa et al. (2009) concluded that making waste reduction and reuse are

effective at reducing environmental impact on waste. The related studies have

identified attitudes, involvement, awareness building, public information and

educational measures as key to address problems in the local community

contexts. The literature cited focused on identifying the factors that contribute to

providing a solution for existing problems on SWM, but none of these studies

approached the SWM problems in schools as a domain of teaching-learning

process conducted within the auspices of active learning strategies with private
school elementary pupils. None of these cited studies dealt directly on the

reduction of waste and promotion of materials recovery to adequately reduce

waste at the same time raise awareness, increase and sustain involvement and

promote a set of attitude and behavioral tendencies toward a highly significant

issue –waste management.

Theoretical and Conceptual Framework

The theoretical framework of this study is based on the three theories the

Waste Hierarchy Theory, Theory of Reasoned Action and the Theory of Planned

Behavior.

The Waste Hierarchy refers to the very famous “3Rs” reduce, reuse and

recycle. This theory classifies waste management strategies according to their

desirability regarding waste minimization.

The waste hierarchy remains the mainspring of most waste reduction

strategies. The purpose of the Waste Hierarchy is to extract the maximum

practical benefits from products and to generate the minimum amount of waste.

The 3Rs of reducing, reuse and recycle have been considered to be a

base of environmental awareness and a way of promoting ecological balance

through conscious behavior and choices. It is accepted that these patterns of

behavior and consumer choices will lead to savings in materials and energy

which will benefit the environment. Some waste management experts have

recently incorporated an additional R: "Re-think," with the implied meaning that

the present system may have fundamental flaws, and that a thoroughly efficient

system of pounce upon management may need an entirely new way of looking at

waste.

Theory of Reasoned Action (TRA) and its extension, the Theory Planned

Behavior (TPB), as a framework not only good for understanding, explaining and

predicting behaviors, but also to provide a useful guide for designing intervention

strategies to change or maintain behaviors. The theory is based on an

assumption that individual behavioral intentions are directly related to their

attitudes. The TRA views a person ‘s intention to perform (or not perform) as the

immediate determinant of the action. This behavioral intention, in turn, has two

determinants. One is the attitude towards the behavior—a person who believes

that performing a given behavior will lead to mostly positive outcomes will hold a

favorable attitude toward performing the behavior. The other is the subjective

norm—a person believes that most referents with whom s/he is motivated to

comply think s/he should perform the behavior will perceive the social pressure to

do so. The beliefs that underlie a person ‘s attitude toward the behavior are

termed behavioral beliefs, and those that underlie the subjective norm are termed

normative beliefs (Ajzen & Fishbein, 1980). The Theory of Planned Behavior

(TPB) states that what an individual does is determined by personal motivation

which is determined by attitude, social support and perceived behavioral control.

These factors are grounded by the persons‘perception of social, personal, and

situational consequences of the specified action (Ajzen, 1985; Maddan, Ellen &

Ajzen, 1992; Ajzen & Driver, 1992). TPB allows for a better evaluation of human

behavior when participation decisions are voluntary and under an individual

control. The Theory of Planned Behavior has been widely used in environmental

behavior research to predict a person ‘s intent to participate in a specified

behavior (Gamba & Oskamp, 1994; Scott & Willets, 1994; Kuhlemier, Van den

Berg, & Lagerweij, 1999; Grodzinska-Jurczak, Agata, & Agata, 2003). TPB has

been used successfully

10

empirically and conceptually by many researchers in environmental behavior to

explore attitudes that trace the correlation of beliefs to behavior. Apart from the

TRA/TPB Understanding and Practices of Waste Management 203 theories, the

expectancy-value theory has also been identified in literature as capable of

serving as framework for attitude-behavior study of this nature (Van Der Pligt &

De Vries, 1998).
 11

Schematic Diagram

Independent Variables Dependent Variables

Student`s Profile Waste Segregation

Performance
1.1 Age
1.2 Gender 1. Knowledge
2. Attitude
3. Practices
Fig. 1 The Schematic Diagram shows the interplay between the Independent &
Dependent Variables of the study.

12

Statement of the Problem

The primary purpose of the study was to determine the Waste Segregation

Practices among high school students of Saint Michael College of Caraga.

This seeks to answer the following questions:

1. What is the student`s profile of the High School students of Saint Michael

College of Caraga regarding:

1.1 age; and

1.2 gender?
2. What is the level of waste segregation Performance among High School

students of Saint Michael College of Caraga in terms of:

2.1 knowledge;

2.2 attitude; and

2.3 practices?

3. Is there a significant difference on the performance towards Waste

Segregation among High School students?

13

Hypothesis

There is no significant difference on the performance towards Waste Segregation

among High School students.

Significance of the Study

The study will be beneficial to the following:

School Administration. The findings of this study will provide essential insights

to the school authorities in formulating policies and programs to improve the

practice of the school when it comes to waste segregation.

Teachers. The result of the study will provide them useful information in

understanding the level of awareness of the students concerning waste

management, and this will be able to give a better approach in implementing the

proper waste segregation inside the class.

Parents. The study will help them understand the importance of waste

segregation and practiced by their children as this will be rebound to benefit their

homes at the end.

Students. The findings of the study will provide them information and insights to

improve awareness and attitude about correct and proper waste segregation.

14

Local Government. This study will help them in the practices of waste

segregation and in crafting legislative measures that will help them raise the

awareness of the town people about proper waste segregation.

Future Researchers. This study is essential to those who wish to conduct

further studies on this subject. Any vital information the study can provide will

help them make further investigation in this area.

Scope and Limitation of the Study

The study will determine the waste segregation practices among high

school students of Saint Michael College of Caraga, in Nasipit, Agusan Del

Norte. The respondents of this research are the high school students of Saint

Michael College of Caraga. School Year 2017-2018.

15

Definition of Terms

For a better and more precise understanding of this study, the following

terms are defined:

Age. Refers to the age of the high school student of Saint Michael College of

Caraga.

Attitude. Refers to how supportive are the high school students towards the

Waste Segregation Practices of the school.

Biodegradable. Refers to the process of organic substances of waste that may

turn into fertilizer or methane gas.

Gender. Refers to the male and female of the high school students of Saint

Michael College of Caraga.

Incineration. Refers to the way of disposing of garbage involves burning

combustible solid waste. The waste is reduced to ash.

Knowledge. Refers to the understanding of the respondents regarding proper

waste segregation.

Non-biodegradable. Refers to the waste that produces pollutions in the

environment.

Practice. Refers to how the way the respondents dispose of their waste

materials.

16

Recyclable. Refers to the used materials that can be recovered and may sell in

the market.

Students. Refers to the high school students of Saint Michael College of Caraga.

Waste. Refers to the trash, food, goods and other material that is expelled.

Waste Disposal. Refers to the proper disposition of a discarded or discharged

material.
Waste Segregation Practices. Refers to the waste segregation practices

among high school students of Saint Michael College of Caraga.

CHAPTER II

RESEARCH METHODOLOGY

This chapter presents the design of the study, the instrumentation,

and schemes observed in the gathering and processing of the data needed from

the research respondents.

Research Design

This study is a descriptive type of research, which utilizes a questionnaire

as the instrument for data gathering.

Research Locale

The chosen locale of the study was Saint Michael College of Caraga.

Located at Atupan Street, Barangay 4, Nasipit, Agusan Del Norte near the

municipal hall, beside the Saint Michael Parish. Saint Michael College of Caraga

has founded on 1948 with Fr. Francisco Van Dyke as its First Director and Mr.

Gregorio E. Orais as its First Principal.

The present administration has improved the school now the school is

offering Pre-school, Junior High School, College (with Bachelor and Technical

Courses) and the newest curriculum that they offer is the Senior High School, in

which they provide the whole Academic strand (ABM, HUMSS, STEM, and

GAS), and the Technical Vocational strand (Home Economics, ICT and the

Electronics).

18

Research Respondents

In the School Year 2017-2018, the total environment of SMCC is 1,606.

The total students in Grade 7 is 316, and Grade 8 is 267, Grade 9 is 229, Grade

10 is 185, while in senior high school Grade 11 has 301 and Grade 12 has 308

students.

TABLE 1
 Sample Size and Total Population of High School

Total Population Sample Size

Male Female Total Male Female Total
Sections
F % F % F % F % F % F %

Grade 7 137 8.53 179 11.15 316 19.68 28 8.75 35 10.94 63 10.69

Grade 8 115 7.16 152 9.46 267 16.63 22 6.88 31 9.69 53 16.56

Grade 9 113 7.04 116 7.22 229 14.26 21 6.56 25 7.81 46 14.38

Grade 10 96 5.98 89 5.54 185 11.52 19 5.94 18 5.63 37 11.56

Grade 11 114 7.10 187 11.64 301 18.74 23 7.19 37 11.65 60 18.75

Grade 12 137 8.53 171 10.65 308 19.18 27 8.44 34 10.63 61 19.06

Total 708 44.34 893 55.60 1606 100 140 43.75 180 56.25 320 100

n = 320

19

Research Instrument

The questionnaire used in the study was based on the thesis entitled

“Evaluation of the Solid Waste Management Program (SWMP) of Ateneo De

Zamboanga University La Purisima Campus” (2007) of Eduardo A. Fronda. And

was used in the study based on the thesis entitled “Level of Attitudes among

Grade Eight Students of Saint Michael College of Caraga towards the War on

Waste Management Program” (2015) of Ortiz, J.P. et al.

 The survey questionnaire was composed of four parts. Part I, the general

information of the students. Part II, questions on the knowledge of the students

towards waste segregation. Part III, questions on the attitude of the students

towards waste segregation. And Part IV, questions on the practices of the

students towards waste segregation.

Data Gathering Procedure

A letter of request was sent to and approved by the principal of the high

school department which served as the researcher’s permission to research

within the school campus.

The survey questionnaire was distributed to the research respondents the

high school students of Saint Michael College of Caraga.

20

The questionnaires were gathered one by one after the student answer

them and the surveys were scrutinized by the researchers to see that all the

needed data were filled up.

The data that were collected and checked presented, analyzed and

interpreted with the application of the following statistical tools.

Statistical Analysis

The data were gathered through a survey sheet and was recorded,

analyze, interpreted with the following statistical tools.

1.) Frequency and Percentage

% = f / n x 100

Where:

% - refers to the percentage

f - Refers to the frequency of responses in the population

n - Refers to the number of respondents involved in the study

100 - Constant multiplier

21

2.) Weighted Mean

∑ x i∗w i
x́= i=1n
∑ wi
i=1

Where:
 Σ - the sum of

w - the weights

x - the value

3.) ANOVA. This was used to test the degree of two or more groups or differ in

an experiment. This statistical tool would answer problem number 3.

One-way ANOVA Formula:

MST
F=
MSE

Where:

F= ANOVA coefficient

MST= Mean sum squares due to treatment

MSE= Mean sum of squares due to error

22

The formula for MST:

SST
MSE=
p−1

SST =∑n(x− x́ )2
 Where:

SST= Sum of squares due to treatment

p= total number of respondents

n= Total number of samples in a population

The formula for MSE:

SSE
MSE=
N−p

SSE=∑ (n−1) S 2Where:

SSE= Sums of squares due to error

S= Standard deviation of the samples

23

Scoring and Quantification of Data

A. Student`s Age

Level Age Bracket Verbal Description

1 11-13 years old Over Under Age

 2 14-15 years old Under Age

3 16-17 years old Normal Age

4 18 above Over Age

B.
Level Gender

1 Male

2 Female

24

C. Knowledge Level

Level Knowledge Verbal Description

4 Outstanding Have a lot of Knowledge

About Waste Segregation

3 Excellent Have Knowledge About

 Waste Segregation

2 Needs Improvement Have a little knowledge

About Waste Segregation

1 Poor Have no knowledge

About Waste Segregation

D. Attitude Level

Level Attitudes Verbal Description

4 Outstanding Is Always supportive of the

Waste Segregation Program

3 Excellent Is supportive of the Waste

Segregation Program

2 Needs Improvement Don`t care of the Waste

Segregation Program

1 Poor Do not support the Waste

Segregation Program

25

E. Practice Level

Level Practices Verbal Description

4 Outstanding Always Practicing

Waste Segregation

3 Excellent Practices Waste

 Segregation

2 Needs improvement Practices Waste

Segregation a little

1 Poor Does not practice Waste

Segregation at all

CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This Chapter presents analyses and interprets the data gathered on the

Waste Segregation Practices among High School Students of Saint Michael

 College of Caraga. The presentation is shown by the tables and graphs to

facilitate the data analysis which is arranged orderly on the statement of the

problem.

1. What is the student`s profile of the High School students of Saint

Michael College of Caraga on terms of:

1.1 On Age

TABLE 2

Age of the Respondents

Verbal
Age Frequency Percentage Rank
Description

11-13 years old 114 35.62% Over-under age 1

14-15 years old 79 24.69% Under age 3
16-17 years old 107 33.44% Normal age 2
18 years old & above 20 6.25% Over Age 4
Total 320 100%

27

GRAPH 1

Age of the Respondents

 160
140
120
100
80
No. of Students

Frequency
60
40
20
0
.
a.. .
ye a.. .
13 ye a.. ..
1- 15 ye o.
1 4- 17 ar
s
1
1 6- ye
Age Bracket 18

Table 1 and Graph 1 show the age of the respondents. It further explains

that 114 or 35.62% of the students are 11-13 years old ranked 1 among all with a

verbal description of over-under age; 79 or 24.69 % of the students are 14-15

years old ranked 3 with a verbal description of under age; 107 or 33.44% of the

students are 16-17 years old ranked 2 with a verbal description of normal age; 20
or 6.25% of the students are 18 years old and above ranked 4 among all with a

verbal description of over age.

Therefore, majority of the population belongs to 11-13 years old with a

verbal description of over-under age.

28

1.2 On Gender

TABLE 3

Gender of the Respondents

Gender Frequency Percentage Rank

Male 141 44.06% 2
Female 179 55.94% 1
Total 320 100%

GRAPH 2
No. of Students

200
150
100
50
0
Male Female
Gender
Frequency

Gender of the Respondents

 Table 2 and Graph 2 show the gender of the respondents. It explains that

141 or 44.06 % of the population are males ranked 2 and 179 or 55.94 % of the

population are females ranked 1.

Therefore, majority of the respondents are females.

29

2. What is the level of waste segregation Performance among High School

students of Saint Michael College of Caraga in terms of:

2.1 On Knowledge
TABLE 4
Items Outstanding Excellent Needs Poor Weighted Verbal
Improvements Mean Description
(4) (3) (2) (1)

1.) Saint Michael has a Solid Excellent

Waste Management Program. 137 123 49 11 3.21
2.) Disposables are waste Excellent
materials that cannot be re- 79 129 89 23 2.83
used, sold or recycled.
3.) Styrofoam, plastic straws, Excellent
plastic wrappers, foil packs are 141 122 50 7 3.24
examples of disposables.
4.) Disposables should be Excellent
disposed into a blue colored 102 138 66 14 3.03
trashcan.
5.) Recyclables (non- Excellent
biodegradable) are solid waste 134 127 48 11 3.20
materials that can be sold,
recycled or re-used.

6.) Mineral water bottles, Excellent

aluminum cans, glass bottles 164 103 45 8 3.32
and metals are examples of
recyclables.
7.) Recyclables should be Excellent
disposed into a black colored 89 134 76 21 2.91
trashcan.
8.) Biodegradable are wastes Excellent
that can be composted or turned 132 124 53 11 3.18
into an organic fertilizer.
9.) Garden wastes (e.g. dried Excellent
leaves, grass trimmings), used 120 125 65 10 3.11
tissue, wet papers and left over
foods are examples of
biodegradable wastes.
10.) Disposables should be Excellent
disposed into a yellow colored 75 141 77 27 2.83
trashcan.
Weighted Mean Total 3.08 Excellent
Knowledge of the Respondents

30

GRAPH 3

3.32
3.40 3.24
3.30 3.21 3.20 3.18
3.20 3.11
3.03
3.10
3.00 2.91
Mean

2.83 2.83
2.90
2.80
2.70
2.60
2.50
1 2 3 4 5 6 7 8 9 10
Knowledge

Knowledge (Mean)

Table 4 Graph 3 show the Knowledge of the respondents. It illustrates that Item

number 1 Saint Michael has a Solid Waste Management Program with a mean of

3.21 with a verbal description of Excellent; Item number 2 Disposables are waste

materials that cannot be re-used, sold or recycled with a mean of 2.83 with a

verbal description of Excellent; Item number 3 Styrofoam, plastic straws, plastic

wrappers, foil packs are examples of disposable. with a mean of 3.24 with a

verbal description of Excellent; Item number 4 Disposables should be disposed

into a blue colored trashcan with a mean of 3.03 with a verbal description of

Excellent; Item number 5 Recyclables (non-biodegradable) are solid waste

materials that can be sold, recycled or re-used with a mean of 3.20 with a verbal

description of Excellent; Item Number 6 Mineral water bottles, aluminum cans,

glass bottles and metals are examples of recyclables with a mean of 3.32 with a

verbal description of Excellent; Item number 7 Recyclables should be disposed

into a black colored

31

trashcan with a mean of 2.91 with a verbal description of Excellent; Item number

8 Biodegradable are wastes that can be composted or turned into an organic

fertilizer with a mean of 3.18 with a verbal description of Excellent; Item number 9

Garden wastes (e.g. dried leaves, grass trimmings), used tissue, wet papers and

left over foods are examples of biodegradable wastes with a mean of 3.11 with a

verbal description of Excellent; Item number 10 Disposables should be disposed

into a yellow colored trashcan with a mean of 2.83 with a verbal description of

Excellent.

Therefore, the overall knowledge of the waste segregation of the

respondents has a weighted mean of 3.08 with a verbal description of Excellent

meaning the respondents have knowledge about Waste Segregation.

 32

2.2 On Attitude

TABLE 5
Outstanding Excellent Needs Poor
Items Weighted Verbal
Improvements
Mean Description
(4) (3) (2) (1)
1.) Having a clean environment is vital to Outstanding
209 96 13 2 3.60
health.
2.) It is important that I should know Excellent
about the Solid Waste Management
185 102 24 9 3.45
Program of Saint Michael College of
Caraga.
3.) I am willing to participate in the Solid Excellent
Waste Management Program of Saint 155 133 23 9 3.36
Michael College of Caraga.
4.) It is wrong to throw my garbage Excellent
anywhere around the campus, lobby, 185 95 22 18 3.40
canteen, comfort rooms, and etc.
5.) It concerns me if I see garbage Excellent
132 138 32 18 3.20
scattered around the campus.
6.) Segregating garbage would do well to Excellent
145 126 31 18 3.24
me and other people in the campus.
7.) I should throw the garbage in the Excellent
164 113 28 15 3.33
designated trashcan.
8.) I should not throw my trash into any of Needs
the garbage bins; Anyway it is the job of 77 82 71 90 2.46 Improvement
the janitors to sort it out.
9.) I am optimistic that the Solid Waste Excellent
Management Program of Saint Michael 123 141 45 11 3.18
College of Caraga would succeed.
10.) The Saint Michael College of Caraga Excellent
waste segregation scheme is easy to 113 147 40 20 3.10
learn.
11.) I am willing to practice waste Excellent
149 118 37 16 3.25
segregation in the campus.
12.) There is no point of segregating Excellent
waste because it goes into one garbage 84 102 76 58 2.66
truck anyway.

13.) Waste segregation is not a waste of Excellent

142 126 27 25 3.20
time.
14.) By practicing waste segregation will Excellent
amount to any significant
144 139 29 8 3.31
impact/contribution to the Solid Waste
Management Program.
Weighted Mean Total 3.20 Excellent
Attitude of the Respondents

33

GRAPH 4

35.00
30.00
25.00
20.00
Mean

15.00
10.00
5.00
0.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Attitude

Attitude (Mean)

Table 5 Graph 4 shows the attitude of the respondents. It illustrates that

Item number 1 Having a clean environment is vital to health with a mean of 3.60

with a verbal description of Outstanding; Item number 2 It is important that I

should know about the Solid Waste Management Program of Saint Michael

College of Caraga with a mean of 3.45 with a verbal description of Excellent;

Item number 3 I am willing to participate in the Solid Waste Management

Program of Saint Michael College of Caraga. with a mean of 3.36 with a verbal

description of Excellent; Item number 4 It is wrong to throw my garbage

anywhere around the campus, lobby, canteen, comfort rooms, and etc. with a

mean of 3.40 with a verbal description of Excellent; Item number 5 It concerns

me if I see garbage scattered around the campus, with a mean of 3.20 with a

verbal description of Excellent; Item number 6 Segregating garbage would do

well to me and other people in the campus with a mean of 3.24 with a verbal

description of Excellent; Item number 7 I should throw the garbage in the

designated trashcan with a mean of 3.33 with a

34

verbal description of Excellent; Item number 8 I should not throw my trash into

any of the garbage bins; Anyway it is the job of the janitors to sort it out with a

mean of 2.46 with a verbal description of Needs Improvement; Item number 9 I

am optimistic that the Solid Waste Management Program of Saint Michael

College of Caraga would succeed with a mean of 3.18 with a verbal description

of Excellent; Item number 10 The Saint Michael College of Caraga waste

segregation scheme is easy to learn. with a mean of 3.10 with a verbal

description of Excellent; Item Number 11 I am willing to practice waste

segregation in the campus with a mean of 3.25 with a verbal description of

Excellent; Item number 12 There is no point of segregating waste because it

 goes into one garbage truck anyway with a mean of 2.66 with a verbal

description of Excellent; Item Number 13 Waste segregation is not a waste of

time with a mean of 3.20 with a verbal description of Excellent; Item Number 14

By practicing waste segregation will amount to any significant impact/contribution

to the Solid Waste Management Program with a mean of 3.31 verbal description

of Excellent.

Therefore the overall attitude of the waste segregation of the respondents

has a weighted mean of 3.20 with a verbal description of Excellent meaning the

respondents is supportive on Waste Segregation Program.

35

2.3 On Practices

TABLE 6

Practices of the Respondents

Items Outstanding Excellent Needs Poor Weighted Verbal

Improvements Mean Description
(4) (3) (2) (1)
1.) Do you practice waste
133 121 51 15 3.16 Excellent
segregation in the campus?
2.) Did you see other faculty
members/students practicing waste 108 133 66 13 3.05 Excellent
segregation in the campus?
3.) Did you see other faculty
members/students not practicing 72 132 87 29 2.77 Excellent
waste segregation in the campus?
4.) Did you see the janitors/garbage
collectors putting different types of 112 108 63 37 2.92 Excellent
garbage into one garbage bin?
5.) Do you see any faculty
members/students throwing and 69 104 94 53 2.59 Excellent
burning waste.
6.) Do your school canteen minimize
the use of single-use disposable
products such as plastic, bags, 103 117 75 25 2.93 Excellent
straws, spoons, forks and disposable
laminated paper cups and plates?

7.) Do your school encourage

students to bring reusable food and 81 129 78 32 2.81 Excellent
water containers?
8.) Does your school use recyclable
(plastics, bottles, etc.) as seed beds 87 124 78 31 2.83 Excellent
in the nursery or garden.
9.) Does your school canteen avoid
selling processed food wrapped in
86 104 92 38 2.74 Excellent
non-recyclable packaging, e.g.
candies, cookies, biscuits, etc.
10.) The Saint Michael College of
Caraga waste segregation scheme is 89 125 88 18 2.89 Excellent
easy to learn.
11.) I am willing to practice waste
88 151 61 20 2.96 Excellent
segregation in the campus.
12.) There is no point of segregating
waste because it goes into one 143 95 52 30 3.10 Excellent
garbage truck anyway.
Weighted Mean Total 2.90 Excellent
36

GRAPH 5

30

25

20
Mean

15

10

0
1 2 3 4 5 6 7 8 9 10 11 12
Practice

Practice (Mean)
 Table 6 Graph 5 show the Practices of the respondents. It illustrates that

Item number 1 Do you practice waste segregation in the campus with a mean of

3.16 with a verbal description of Excellent; Item number 2 Did you see other

faculty members/students practicing waste segregation in the campus. with a

mean of 3.05 with a verbal description of Excellent; Item number 3 Did you see

other faculty members/students not practicing waste segregation in the campus

with a mean of 2.77 with a verbal description of Excellent; Item number 4 Did you

see the janitors/garbage collectors putting different types of garbage into one

garbage bin with a mean of 2.92 with a verbal description of Excellent; Item

number 5 Do you see any faculty members/students throwing and burning waste

with a mean of 2.59 with a verbal description of Excellent; Item Number 6 Do

your school canteen

37

minimize the use of single-use disposable products such as plastic, bags,

straws, spoons, forks and disposable laminated paper cups and plates with a

mean of 2.93 with a verbal description of Excellent; Item number 7 Do your

school encourage students to bring reusable food and water containers with a

mean of 2.81 with a verbal description of Excellent; Item number 8 Does your

school use recyclable (plastics bottles, etc.) as seed beds in the nursery or

garden with a mean of 2.83 with a verbal description of Excellent; Item number 9

Does your school canteen avoid selling processed food wrapped in non-

recyclable packaging, e.g. candies, cookies, biscuits, etc. with a mean of 2.74
with a verbal description of Excellent; Item number 10 The Saint Michael College

of Caraga waste segregation scheme is easy to learn with a mean of 2.89 with a

verbal description of Excellent; Item number 11 I am willing to practice waste

segregation in the campus with a mean of 2.96 with a verbal description of

Excellent; Item number 12 There is no point of segregating waste because it

goes into one garbage truck anyway with a mean of 3.10 with a verbal

description of Excellent.

Therefore the overall practice of the waste management of the

respondents has a weighted mean of 2.90 with a verbal description of Excellent,

meaning the respondents practice waste segregation.

38

TABLE 7

Overall Total

Weighted Mean Verbal Rank

Description
Knowledge 3.08 Excellent 2
Attitude 3.20 Excellent 1
Practice 2.90 Excellent 3
TOTAL 3.06 Excellent

GRAPH 6
Overall (Mean)
 9
8
7

Weighted Mean
6
5
4
3
2
1
0
Knowledge Attitude Practice

Table 7 and Graph 6 shows the overall average of the respondents. It

illustrates that Attitude ranked 1 among all with a mean of 3.20 with a verbal

description of Excellent, Knowledge ranked 2 with a mean of 3.08 with a verbal

description of Excellent, and Practice ranked 3 among all with a mean of 2.90

with a verbal description of Excellent.

39

3. Is there a significant difference on the performance towards Waste

Segregation among High School students in terms of:

TABLE 8

The Significant Difference on the performance towards Waste Segregation

among High School students

Sum of Mean
df F Sig. Decision
Squares Square
Between 87,684.1 4.35E-
263,052.56 3 147.10 Rejected Ho
Groups 8 43
 Within
83,449.44 140 596.08
Groups
Total 34,6502 143

Table 8 shows the computed significant difference on the Performance

towards Waste Segregation among High School Students of Saint Michael

College of Caraga. The total of sum of squares for “between group” and “within

group” was 83,449.44, the degrees of freedom was 143, and the F (ratio of

value) was 147.10. The p-value was 4.35E-43 which result was significant at p <

0.05 hence, the null hypothesis that “there’s a significant difference on the

Performance towards Waste Segregation among High School Students of Saint

Michael College of Caraga.” Thus, the decision of the hypothesis is Rejected.

CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSION AND RECCOMENDATIONS

This chapter contains the summary of the study, integrates the findings,

formulates conclusion and offers recommendations.

Summary

The main purpose of the study was to determine the Waste Segregation

Practices among high school students of Saint Michael College of Caraga,

Nasipit, Agusan Del Norte.

This seeks to answer the following questions:

 1. What is the student`s profile of the High School students of Saint Michael
College of Caraga in terms of:

1.1 age; and

1.2 gender?

2. What is the level of waste segregation Performance among High School

students of Saint Michael College of Caraga in terms of:

2.1 knowledge;

2.2 attitude; and

2.3 practices?

3. Is there a significant difference on the performance towards Waste

Segregation among High School students?

41

The descriptive method was used in this study. It identified and described

a particular condition in a given school environment, as a reference point in

planning and making appropriate educational decisions. It is an organized

pattern, which includes analysis, interpretation of the results on the Knowledge,

Attitude, and Practices of the students.

In identifying the number of respondents, purposive sampling was

employed in the selection, which involves 320 high school students. The

collected data were analyzed using the following statistical tools; frequency and

percentage, weighted mean and one-way anova.

Findings

Based on the analysis the following findings are noted.

1. On the Age Profile of the Respondents.

There is a difference on the frequency and the percentage on the age

bracket of the respondents in which majority of the respondents belongs to 11-

13 years old with a verbal description of “over-under age” and followed by 16-17

years old with a verbal description of “normal age” and followed by the 14-15

years old with a verbal description of “under age” and 18 years old and above

with a verbal description of “over age”.

42

2. On the Gender of the Respondents.

There is only a slightly difference between the frequency and the

percentage on the gender of the respondents in which majority of the

respondents are females with a percentage of 55.94% followed by the males with

a percentage of 44.06%.

In the study by Ehrampoush et al., (2008) on the knowledge, attitude, and

practice of Medical Sciences students in Iran in respect to the disposal of solid

waste, two hundred thirty-seven understudies were incorporated into this cross-

sectional investigation. About 66% of students did not have any action in
segregation and recycling of solid wastes. It is concluded that all students must

take part in formal and informal education classes to promote their knowledge in

this regard.

3. On the Knowledge of the Respondents.

Based on the results on the Knowledge of the respondents. It illustrates

that Item number 1 Saint Michael has a Solid Waste Management Program with

a mean of 3.21 with a verbal description of Excellent; Item number 2 Disposables

are waste materials that cannot be re-used, sold or recycled with a verbal

description of Excellent; Item number 3 Styrofoam, plastic straws, plastic

wrappers, foil packs are examples of disposable with a verbal description of

Excellent; Item number 4 Disposables should be disposed into a blue colored

43

trashcan with a verbal description of Excellent; Item number 5 Recyclables (non-

biodegradable) are solid waste materials that can be sold, recycled or re-used

with a verbal description of Excellent; Item Number 6 Mineral water bottles,

aluminum cans, glass bottles and metals are examples of recyclables with a

verbal description of Excellent; Item number 7 Recyclables should be disposed

into a black colored trashcan with a verbal description of Excellent; Item number

8 Biodegradable are wastes that can be composted or turned into an organic

fertilizer with a verbal description of Excellent; Item number 9 Garden wastes

(e.g. dried leaves, grass trimmings), used tissue, wet papers and left over foods
are examples of biodegradable wastes with a verbal description of Excellent;

Item number 10 Disposables should be disposed into a yellow colored trashcan

with a verbal description of Excellent;

Therefore, the overall knowledge of the waste management of the

respondents has a weighted mean of 3.08 with a verbal description of Excellent

meaning the respondents have knowledge about Waste Segregation.

4. On the Attitude of the Respondents.

Based on the results on the Attitude of the respondents. It illustrates that

Item number 1 Having a clean environment is vital to health with a verbal

description of Outstanding; Item number 2 It is important that I should know

about the Solid Waste Management Program of Saint Michael College of Caraga

with a verbal description of Excellent; Item number 3 I am willing to participate in

the Solid

44

Waste Management Program of Saint Michael College of Caraga with a verbal

description of Excellent; Item number 4 It is wrong to throw my garbage

anywhere around the campus, lobby, canteen, comfort rooms, and etc. with a

verbal description of Excellent; Item number 5 It concerns me if I see garbage

scattered around the campus with a verbal description of Excellent; Item number

6 Segregating garbage would do well to me and other people in the campus with

a verbal description of Excellent; Item number 7 I should throw the garbage in

the designated trashcan with a verbal description of Excellent; Item number 8 I

should not throw my trash into any of the garbage bins; Anyway it is the job of

the janitors to sort it out with a verbal description of Need Improvement; Item

number 9 I am optimistic that the Solid Waste Management Program of Saint

Michael College of Caraga would succeed with a verbal description of Excellent;

Item number 10 The Saint Michael College of Caraga waste segregation scheme

is easy to learn with a verbal description of Excellent; Item number 11 I am

willing to practice waste segregation in the campus with a verbal description of

Excellent; Item number 12 There is no point of segregating waste because it

goes into one garbage truck anyway with a verbal description of Excellent; Item

Number 13 Waste segregation is not a waste of time with a verbal description of

Excellent; Item Number 14 By practicing waste segregation will amount to any

significant impact/contribution to the Solid Waste Management Program with a

verbal description of Excellent.

45

Therefore, the overall attitude of the waste management of the

respondents has a weighted mean of 3.20 with a verbal description of Excellent

meaning the respondents are supportive of the Waste Segregation Program.

5. On the Practice of the Respondents.

Based on the results on the Practices of the respondents. It illustrates that

Item number 1 Do you practice waste segregation in the campus with a verbal
description of Excellent; Item number 2 Did you see other faculty

members/students practicing waste segregation in the campus with a verbal

description of Excellent; Item number 3 Did you see other faculty

members/students not practicing waste segregation in the campus with a verbal

description of Excellent; Item number 4 Did you see the janitors/garbage

collectors putting different types of garbage into one garbage bin with a verbal

description of Excellent; Item number 5 Do you see any faculty

members/students throwing and burning waste with a verbal description of

Excellent; Item Number 6 Do your school canteen minimize the use of single-use

disposable products such as plastic, bags, straws, spoons, forks and disposable

laminated paper cups and plates with a verbal description of Excellent; Item

number 7 Do your school encourage students to bring reusable food and water

containers with a verbal description of Excellent; Item number 8 Does your

school use recyclable (plastics, bottles, etc.) as seed beds in the nursery or

garden with a verbal description of Excellent; Item number 9 Does your school

canteen avoid selling processed food wrapped in non-

46

recyclable packaging, e.g. candies, cookies, biscuits, etc. with a verbal

description of Excellent; Item number 10 The Saint Michael College of Caraga

waste segregation scheme is easy to learn with a verbal description of Excellent;

Item number 11 I am willing to practice waste segregation in the campus with a

verbal description of Excellent; Item number 12 There is no point of segregating

waste because it goes into one garbage truck anyway with a verbal description of

Excellent.

Therefore, the overall practice of the waste management of the

respondents has a weighted mean of 2.90 with a verbal description of Excellent

meaning the respondents practice waste segregation.

6. On the Significant Difference

Based on the result on the significant difference. It illustrates that the

Significant Difference on the Performance towards Waste Segregation among

High School Students of Saint Michael College of Caraga. It can be gleaned from

the data that the computed F (ratio of value) was 147.10. The p-value was 4.35E-

43 which result was significant at p < 0.05 hence, the null hypothesis that “there’s

a significant difference on the Performance towards Waste Segregation among

High School Students of Saint Michael College of Caraga. Thus, the decision of

the hypothesis is Rejected.

47

Conclusions

Based on the findings of the study, the researchers concluded that

majority of the population belongs to 11-13 years and most of them are female.
The researchers also concluded that on the knowledge based, the respondents
have a verbal description of Excellent meaning the respondents have knowledge
about Waste Segregation. On the attitude based, the respondents have a verbal
description of Excellent meaning the respondents support the Waste
Segregation. While on the practice based, the respondents have a verbal
description of Excellent meaning the respondents practice waste segregation.

Even though the students have knowledge on waste segregation there is

still significant difference on their attitude and practices towards waste
segregation.

There’s a study on the causes of the increasing global concerns for

environmental action and the DepEd’s endeavor, Letran Grade School’s
Barangay Organization launched the War on Waste, dubbed “Wow, SOLWAMS”
and “Lugar Ko, Linis Ko” campaigns. These programs aimed at developing self-
awareness, environmental consciousness, wholesome health habits and
attitudes among peers (letran-calamba.edu.ph). Despite the plans implemented
before, solid waste in the elementary school remained not adequately
segregated (Villanueva, 2011). So, in order to improve the waste segregation
program, according to the theory of Waste Hierarchy Theory, Theory of
Reasoned Action views a person ‘s intention to perform (or not perform) as the
immediate determinant of the action by (Ajzen & Fishbein, 1980) and the Theory
of Planned Behavior states that what an individual does is determined by
personal motivation which is determined by attitude, social support and perceived
behavioral control by (Ajzen, 1985; Maddan, Ellen & Ajzen, 1992; Ajzen & Driver,
1992).

48

Recommendations

Based on our study, the following recommendations were made:

Primary Recommendation

According to Freudah (2002) he recommended that more education

should be provided to sensitize the people on the need to keep the surrounding
clean. Arora and Agarwal (2011) agreed with Freudah (2002) and pointed out
that the environmental attitude of young people appears to be crucial as they
ultimately play a direct role in providing solutions to impending ecological
problems. To maintain long-term program support, the public needs to know
precisely what kind of behavior is desired and why.

Secondary Recommendation

According to the Republic Act No. 9003 Section 55, “The Commission
shall, in coordination with DECS, TESDA, CHED, DILG and PIA, conduct a
continuing education and information campaign on solid waste management,
such education and information program shall:

(a) Aim to develop public awareness of the ill-effects of and the community based
solutions to the solid waste problem;

(b) Concentrate on activities which are feasible, and which will have the greatest
impact on the solid waste problem of the country, like resource conservation and
recovery, recycling, segregation at source, re-use, reduction, and composing of
solid waste; and

(c) Encourage the general public, accredited NGOs and people's organizations to
publicity endorse and patronize environmentally acceptable products and
packaging materials.”

49

According to the Republic Act No. 9003 Section 56, “The national
government, through the DECS and in coordination with concerned government
agencies, NGOs and private institutions, shall strengthen the integration of
environmental concerns in school curricula at all levels, with particular emphasis
on the theory and practice of waste management principles like waste
minimization, specifically resource conservation and recovery, segregation at
source, reduction, recycling, re-use, and composing, in order to promote
environmental awareness and action among the citizenry.”
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