SSRN Id3807135

Academic Community Awareness and Compliance to
Environmental Laws
Arden Peejay L. Ezaki1, and Danilo S. Vargas 2
Camarines Norte State College 1 Central Luzon State University2

Email for correspondence: loarden@yahoo.com1; dvargas@clsu.edu.ph2
ABSTRACT
The study aimed to know the community of Camarines Norte State College-Labo Campus (CNSC-
LC ) awareness and compliance with environmental laws. Specifically to: describe the profile of the
respondents; determine the awareness and the compliance of the academic community with regards to R.A.
9003 (Ecological Solid Waste Management Act), R.A. 8749 (Philippine Clean Air Act ), and R.A. 9275
(Philippine Clean Water Act); determine the sources of information on environmental laws, determine the
relationship between the respondents profile and their awareness and compliance to environmental laws
and describe the problems encountered in complying with the environmental laws.
Results revealed that respondents were most aware of R.A. 9003 (Ecological Solid Waste
Management Act), followed by R.A. 8749 (Philippine Clean Air Act ) and the least they were aware of was
R.A. 9275 (Philippine Clean Water Act). The school had not conducted yet any seminar regarding the three
environmental laws. The three most effective sources of information regarding the laws were television,
first; followed by school lectures, second, and number three was through radio.
With regards to compliance to RA 9003, the majority of the respondents recycle wastes such as
pieces of paper, plastic bottles, and other wastes coming from agricultural activities such as corn husk and
rice hulls. Most of the respondents participate in activities related to solid waste management. On the other
hand, they comply with the Clean Air Act by not engaging in burning wastes; did not smoke inside the
school’s vicinity. However, the majority of the respondents helped in conserving water, in compliance with
the Clean Water Act. Most of the respondents said they did not inject or allow any substance or material
that may cause water pollution.
Findings show that the gender, age, and educational attainment of the respondents were not
significantly related to the level of awareness and compliance to environmental laws of the CNSC-LC’s
academic community. The top three most common problems encountered to comply with the three laws
were the following: first was the negative attitude of the students, non-teaching personnel, and faculties
involved in the implementation of the laws. The second was the lack of awareness and the last was the lack
of discipline of the people towards the laws. It was recommended that to enhance the level of
awareness on R.A. 9003, R.A. 8749, and R.A. 9275 related seminars, symposia, and other
educational activities must be conducted.
Keywords: Academic Community, Awareness, Compliance to Environmental Laws, Camarines

Norte College
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Electronic copy available at: https://ssrn.com/abstract=3807135

INTRODUCTION
Environmental laws consist of legal pronouncements that generally refer to the physical
surroundings affecting human lives. We as human beings have no right to abuse more so to destroy anything
that is found in our environment- the air, water, plants, and animals. Contradictory to what is aimed at by
the Creator is the real scenario of what the people do to their environment. Trees are cut down for their
consumption – made into lumber for the furniture business. Factories are established without complying
with the laws that govern air quality assurance and solid and liquid wastes disposal thus causing pollution.
With all these human undesirable acts on the environment, things get worse and endanger the lives of the
people.
Several agencies have marked the launching of the Environmental Awareness Program and the
institution that serves as a facilitator in the information dissemination, including the Camarines Norte State
College – Labo Campus. This institution is tasked primarily to provide higher technological and
professional institutions in the field of economics, agriculture, health, engineering, education, management,
finance, accounting, forest research and conversation, and others. Aside from the purpose of providing
forest research and conservation information one of the institutional goals is the aim of making colleges
socially and ecologically responsive – the foremost reason why the Bachelor of Science in Environmental
Management is offered and aligned with other agricultural courses in Labo Campus – College of
Agriculture and Natural Resources.
The college faces the problem of how it will comply with the environmental laws essential for the
implementation of environmental programs like the Philippine Clean Air Act of 1999 or the R.A. 8749
which states that the state shall protect and advance the right of the people to a balanced and healthful
ecology on account with the rhythm and harmony of nature, the Ecological Solid Waste Management Act
or the R.A. 9003 and the Philippine Clean Water Act or the R.A. 9275, an act providing for a comprehensive
water quality management through proper delegation and effective coordination of functions and activities.
The constraint on compliance becomes the very problem because the people themselves are not
aware and therefore, they hardly abide by the environmental laws that govern each environmental
component. But the fact that many institutions have offered and implemented environmental courses and
the institution is one of them, they become one of the avenues to hone students to become the responsible
adults who will eventually disseminate proper information and simultaneously spearhead the
implementation.
Tracing back the history of environmental management, the late President of the Republic of the
Philippines, Ferdinand E. Marcos, issued a Presidential Decree No. 1152 on June 6, 1977, to promote and
conserve the country's forest for the promotion of environmental condition of the country (Gasgonia, 2012).
Along this line, tree planting took place and is still taking place in the mountains, cities, along the roads, in
the plaza, and some areas near the bank of rivers and lakes.
Before the given decree, the Congress of the Republic of the Philippines enacted Republic Act No.
3931 dated June 18, 1964, which provided for the creation of the National Pollution Control Commission
composed of four divisions: Administrative and Legal, Air Pollution Control, Research and Development
and the Water Control (Gasgonia, 2012). One thing is common; the promotion of environmental conditions
was focused on the avoidance of pollution.
As started, more agencies were created that were individually tasked to introduce programs related
to environmental protection and sustainability and the learning institution was one of its recipients. Even
before the creation of decrees people tend to observe activities that were not harmful to our environment.
But their awareness was practically meaningless when legal bases and legalities were introduced, the more
problems cropped up due to multiple levels of attitudes, behavior, and acceptance of the programs.
Higher education institutions like Camarines Norte State College – Labo Campus are aggressive in
addressing this problem. Trash bins are provided located in almost all strategic places for proper garbage
disposal. Even the canteen personnel support this program, observing the waste segregation – segregating
the waste into degradable, non-degradable, and recyclable. Recyclable materials are piled and made into
useful things such as paper flowers, plastic lanterns and plants, and others, which do not only develop the
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hidden skills of students but also augment their sources of livelihood when sold to interested faculty and
students.
Camarines Norte State College has six (6) campuses which are the CNSC-Main Campus located at
Daet, Camarines Norte, Abano Campus which caters to high school students; College of Education,
Mercedes Campus or the Mercedes School of Fishery, Labo Campus, or the College of Agriculture and
Natural Resources, Jose Panganiban Campus or the College of Arts and Trades and the Entienza Campus.
Specifically, this study was conducted at the CNSC Labo Campus or the College of Agriculture and
Natural Resources. The college offers six courses: the Bachelor of Science in Environmental Management,
B.S. in Agricultural Engineering, B.S. in Agricultural Economics, B.S. in Education, B.S. in Agriculture,
and Bachelor in Agricultural Technology.
CONCEPTUAL FRAMEWORK
Compliance with environmental laws is the best avenue to know whether or not the program for
every environmental issue is on the right track. Proper waste management can be best monitored if measures
are well stipulated. One's awareness of the laws will properly guide the individual to do things he is
supposed to do, out of that awareness, planning may be thought out to start the matter right, thus compliance
is hereby achieved.
Ecological
Solid Waste
Awareness Management
Compliance
Clean Air Clean

Act Water Act
Sources of Information
Figure 1. Research Paradigm
The current study distinctly viewed that whatever action one has to take in the pursuit of proper
environmental management, one’s knowledge on the matter is beyond question.
For the academic community to become aware of the different environmental laws they must be
first exposed to information using different communication media as their sources. Solid waste
management, maintenance of air quality and water are very essential to ensure a healthy environment for
academe where hundreds of enrollees come to get the best education they aimed for themselves.
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MATERIALS AND METHODS
The descriptive survey method was used because the study focused on the present and existing
condition of the ecological system of the college. Particularly, the researcher used the cross-sectional
analytical design for the reason that the data collected came from one set of participants at one point in
time. Furthermore, this study used qualitative and quantitative types of surveys. The qualitative aspect
includes the descriptive analysis of the profile of the respondents as well as the practices and guides adopted
by CNSC and how well the respondents are aware of them and their compliance in the campus and how
best the respondents themselves have also complied with these laws.
A stratified random sampling technique was used in determining the respondents. Samples came
from the students, faculty, non-teaching staff. Table 1 shows the population of the college where the sample
respondents were selected. The sample size was based on the 5% margin of error and 95% confidence level
for each group of respondents. The instruments used in data collection were the survey questionnaires and
interview schedule.
Table 1: Number and Sample Size of Respondents

Respondents Population F
Students 494 217
Faculty 33 31
Offices & other non-teaching staff 16 16
Total 543 264
RESULTS AND DISCUSSION
Profile of the Respondents
Gender
The majority of students ( 55.75%) and faculty (58.06 %) respondents are female. On the other
hand, the greater number of non-teaching are male (68.75%). Most male personnel were assigned in the
field to attend to agricultural projects, do clerical work, and maintenance of the school buildings while
female personnel was confined in the offices to facilitate paper works, specifically counseling,
bookkeeping, and other office and student services. Most of the offices were run and managed by female
personnel like the Guidance Office, Library, and Cashier's Office.
Table 2.Distribution of Respondents by Sex

Students Faculty Staff
Sex Frequency Percentage Frequency Percentage Frequency Percentage
Male 96 44.24 13 41.94 11 68.75
Female 121 55.75 18 58.06 5 31.35
Total 217 100% 31 100% 16 100%
Year of Student Respondents

As presented in table 3, shows that there were more first-year student-respondents (34%). While,
second-year student-respondents are composed of 19.82%; However, only 29.03% of the respondents are
third-year students. A fourth-year student composed of 17.05% of the total respondents who were chosen
randomly to serve as respondents of the study.
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The student-respondents came from various departments such as Agricultural Economics,
Agriculture, Agricultural Technology, Secondary Education (Major in TLE), Agricultural Engineering, and
Environmental Management. Students coming from Environmental Management gave more detailed and
accurate answers than those from other courses because the subject Pollution and Waste Management (EM
114) is included in their curriculum. B.S.E (TLE) has Environmental Education (Special Topics) and B.S.
in Agricultural Economics has Principles of Environmental Science (EM 100) in their line of subjects but
they ascertained that they tackled little information about solid waste management, air pollution control,
and water management, and these are not enough for them to become fully aware of the issues.
Table 3. Year Level of Student Respondents

Year of Students Frequency Percentage (%)
First Year 74 34.10
Second Year 43 19.82
Third Year 63 29.03
Fourth Year 37 17.05
Total 217 100%
Educational Attainment
Table 4, shows that 45.16% of faculties were graduate of the baccalaureate degree, 35.48% had
MS/MA degree and only 14.35% had a doctoral degree for the faculty respondents while for the non-
teaching personnel, 50% had baccalaureate degree; 37.55 had MS/MA and 12.5% had a doctorate.
Most of the non-teaching personnel who were not degree holders were usually assigned in the field
or utilized as manpower in the implementation of projects, while professionals serve as support staff to the
college to cater to the needs of the students, process documents of faculty members and serve as support
personnel of the college.
Table 4. Distribution of Faculty and Staff Respondents by Educational Attainment

Faculty Staff
Educational
Frequency Percentage Frequency Percentage
Attainment
Baccalaureate 14 45.16 8 50
MS/MA 11 35.48 6 37.5
Ph.D. 6 14.35 2 12.5
Total 31 100% 16 100%
Non-Teaching Personnel by Area of Assignment
Table 5 shows that there were 56.25% of them worked in the field and did ground cleaning or
served as liaison officers and project manpower. While, 43.75% work in the different offices as a clerk,
Guidance Counselor, Registrar, Cashier, Bookkeeper, Librarian, and Supply Officer and cater to the needs
of the students as well as the faculty members. Non-teaching personnel with Baccalaureate MS/MA degrees
were the ones assigned to office works such as the Guidance Counselor and as Registrar while the non-
degree holder individuals did the manual labor and served as errand satisfier.
Table 5. Non-Teaching Personnel by Area of Assignment

Area Frequency Percentage (%)
Field 9 56.25
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Office 7 43.75
Total 16 100%
Awareness of Environmental Laws
Solid Waste Management Act (RA 9003)
The data showed in the students’ column display that 71.43% were aware of the R.A. 9003 also
known as the Ecological Solid Waste Management Act of 2003. While 28.57% testified that they knew
nothing about the act which means they were not aware of it. All faculty and staff respondents (100%)
reflected their awareness of the law. Bildan (2003) cited in his study that the R.A. 9003 was enacted to
intensify more the campaign of awareness among educators and their constituents. And based on the result,
the campaign was more effective among the faculty and staff because they were completely aware of the
law.
Philippine Clean Air Act (R.A. 8749)
The majority of student-respondents, (58.99%) signified their awareness of R.A. 8749 also known
as the Philippine Clean Air Act. .Faculty respondents' result on the other hand shows a very impressive
result by their 100% awareness of the Republic Act. The staff's result also showed the same as the faculty's
result.
Philippine Clean Water Act (R.A. 9275)

The majority of the student-respondents (54. 84%), and faculty respondents (90.32%) said that
they were aware of R.A. 9275. On the other hand, 100% of the staff-respondents, signified their awareness
of the law. The results show that an information campaign on awareness must be sustained.
Table 6.Awareness of Environmental Laws

Response Students Faculty Staff
R.A.9003 Frequency Percentage Frequency Percentage Frequency Percentage
Yes 155 71.43 31 100 16 100
No 62 28.57 0 0 0 0
Total 217 100% 31 100% 16 100%
R.A.8749
Yes 128 58.99 31 100 16 100
No 89 41.01 0 0 0 0
Total 217 100% 31 100% 16 100%
R.A. 9275
Yes 119 54.84 28 90.32 16 100
No 98 45.16 3 9.68 0 0
Total 217 100% 31 100% 16 100%
Awareness of Integration to school curricula/syllabi of Solid Waste Management

Table 7 shows that 48.85% of students confirmed that solid waste management was integrated into
their curriculum and syllabi particularly in the BS Environmental Management while 51.15% answered
that it was not being taught in their academic discussions.
Under faculty respondents, 80.65% integrated the program in their syllabi since the discipline they
teach is mandated by law and only 19.35% did not integrate because it was not covered by the curriculum.
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Although they were aware of the program they did not do full integration for it was out of their approved
curricula.
As discussed in Table 7, only B.S. in Environmental Management had full integration of such topic
in the curricula, the subject was EM 114 or Pollution and Waste Management. Other courses did not have
this topic in their curricula.
Valmonte said that integration of the Solid Waste Management, Clean Air Act, and Water Act was
facilitated by competent teachers who made learning interesting. Morales (1998) on the other hand stated
that effectiveness in teaching is reflected in the learner’s favorable development of desirable personality, in
which case a teacher has a great influence.
Table 7. Awareness of Integration to school curricula/syllabi of Solid Waste Management

Students Faculty
Response Frequency Percentage Frequency Percentage
Yes 106 48.85 25 80.65
No 111 51.15 6 19.35
Total 217 100% 31 100%
Source of Information on Environmental Laws
As presented in table 8 students obtained their knowledge about R.A. 9003 from the school lectures;
television, newspaper, and radio. On the other hand, television ranked first as the main source of
information of faculty respondents, followed by school lectures, newspapers, and other sources like
Internets, seminars outside the school, and pamphlets. Their least source of information was radio, which
signifies that faculties spent more of their time in front of the computers and activities other than listening
to the radio to broaden their knowledge.
For the staff, television again ranked one as their source of information, followed by the newspaper,
radio, school lectures and one respondent from the faculty said that he acquired the information about the
law from the seminar he attended as a member of a non-government organization.
Under the column of student-respondents, the following sources of information starting from the
highest are ranked as follows – television, school lectures, radio, and newspaper. For the faculty column,
the top source of information was also the television, then newspaper, radio, lectures, and other sources
such as seminars in the barangays and posters. For the staff-respondent column, sources of information
were ranked first; television, second; newspaper, third; radio; fourth; lectures. Other sources cited included
posters. In summation, media sources became the most effective avenue of gaining information since it was
the source easily accessible to the respondents.
Clean Water Act (R.A. 9275)

Student-respondents column shows the media of information about the Act ranked from highest to
lowest with television as first; followed by school lectures, newspaper, and radio. With the faculty, the
sources were ranked as follows – first was television, followed by school lectures, other sources such as
internet and flyers, then the newspaper and radio. For the staff, their sources of information observe this
ranking – television, first; newspaper, second; radio, third and school lectures, fourth. Television so far
was the most popular and effective medium of information where respondents can get the information.
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Table 8. Source of Information for R.A. 9003 by Respondent Type
R.A 9003 Students Faculty Staff
Sources Frequency Rank Frequency Rank Frequency Rank
Television 63 2 21 1 13 1
Newspaper 19 3 12 3 8 2
Radio 18 4 2 5 5 3
School Lectures 89 1 19 2 3 4
Others 5 5 8 4 1 5
R.A. 8749
Newspaper 10 4 10 3.5 8 2
Radio 11 3 3 5 6 3
Others 0 5 10 3.5 1 5
R.A.9275
Newspaper 7 3 7 4 8 2
Radio 11 4 0 5 5 3
Others 0 9 3 1 5
School Sponsors Seminars on Environmental Laws
It is shown in the table that none among the students, faculty, and staff had attended any seminar
regarding solid waste management sponsored by the school. The respondents said that seminars
regarding solid waste management were important to increase one's awareness about the law and
this will pave the way to better compliance of the stakeholders.
As presented in the table, student-respondents said that none of them had attended any seminar
related to Clean Air Management. With this result, it can be observed that people who respond to this aspect
must exert effort to organize training/seminars related to clean air preservation to level up the level of
awareness of the CNSC-LC's academic community and therefore participate better in complying with the
stated rules and guidelines of R.A. 8749.
Clean Water Act (R.A. 9275)

Table 8, shows that none of the respondents had attended a seminar regarding Clean Water Act in school
that is why their awareness and compliance were lacking.
Table 8. School Sponsors Seminars on Environmental Laws

Response Student Faculty Staff
R.A. 9003 Frequency Percentage Frequency Percentage Frequency Percentage
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Yes 0 0 0 0 0 0
No 217 100 31 100 16 100
Total 217 100% 31 100% 16 100%
R.A.8749
Yes 0 0 0 0 0 0
No 217 100 31 100% 16 100
Total 217 100% 31 100% 16 100%
R.A. 9275
Yes 0 0 0 0 0 0
No 217 100 31 100% 16 100
Total 217 100% 31 100% 16 100%
Compliance to Solid Waste Management Act
Waste Segregation
Table 9, below shows that 199 or 91.7% out of 217 students knew how to segregate waste before
throwing it into the trash cans and only 18 or 8.3% did not segregate waste. For the faculty and staff, there
was 100% compliance, as far as waste segregation was concerned.
Results reveal that compliance to the matter was properly delivered by both faculty and staff but to
the students, further information must be given, monitoring at the same time must be observed. As cited by
Uriarte (2008) in his book Principles and Practices of Solid Waste Management wastes from strictly
agricultural or agro-industrial operations, such as rice and coconut husks and sugarcane bagasse should be
disposed of separately from municipal solid wastes. CNSC-Labo Campus having known as the only
agricultural school in the province and known for producing this type of wastes was already practicing and
still is practicing proper ways of segregation
Table 9. The practice of Waste Segregation by Type of Respondents

Response Frequency Percentage Frequency Percentage Frequency Percentage
Yes 199 91.7 31 100 16 100
No 18 8.3 0 0 0 0
Total 217 100% 31 100% 16 100%
Waste Recycling
Only 47% of the students recycled their waste. It shows that majority of the students did not
segregate wastes. But unlike the student-respondents, only 6.45% of the faculty respondents said they did
not recycle wastes and 100% of the staff did recycling of wastes.
Uriarte (2008) said that recycling is an effective source of waste reduction. When the respondents
were asked what type of recycling they did, the following answers were given; they used the back of the
used paper as a draft for photocopying of office and students documents, lectures, and office forms;
wastes coming from agricultural activities such as rice stalk, rice hull, coconut husks, and the like were
used in vermicomposting which was one of the major income-generating projects of CNSC-LC; corn husks
were being made as figurines, bags, vase, and flowers; plastic bottles were made as trash cans; and pieces
of used paper were formed into paper matches, flower vase, flowers, and other useful products.
Table 10. Recycling Practices of the Respondents

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Yes 102 47% 29 93.55 16 100
No 115 53% 2 6.45 0 0
Total 217 100% 31 100% 16 100%
Set Guidelines and Targets for Solid Waste Avoidance and Volume Reduction
The table above shows that 186 or 85.70% of students-respondents followed the guidelines set by
the school for solid waste avoidance and volume reduction while 31 or 14.29% did not observe the
guidelines set.
At present, CNSC-LC has no written guidelines about solid waste management yet. The guidelines
referred to are those announced by the management during flag ceremonies, general meetings, and faculty
and staff meetings. The top administration of CNSC-LC is on its way to conducting a study about the
environmental audit of the whole CNSC, and the written guidelines will be made based on the results of
the study.
Under the faculty column, 30 or 96.77% of the faulty religiously observed the guidelines and only
1 or 3.33% failed to comply. For the staff, 16 or 100% of them showed full compliance with the guidelines
set by the school.
Table 11. Set Guidelines and Targets for Solid Waste Avoidance and Volume Reduction
Yes 186 85.71 30 96.77 16 100
No 31 14.29 1 3.23 0 0
Total 217 100% 31 100% 16 100%
Solid Waste Management Program Participation by Respondents
The table above shows that 161 (74.2%) of the students participated in the implementation of solid
waste management, while 56 of them, or 25.8% did not participate in the program. Under the faculty and
staff columns, 100% of participation was given in the waste management program of the school. Monitoring
and encouragement to participate in such a program should be given to students to achieve their full
participation.
Table 12. Solid Waste Management Program Participation by Respondents

Yes 161 74.2 31 100 16 100
No 56 25.8 0 0 0 0
Total 217 100% 31 100% 16 100%
Clean Air Act
Knowledge of Waste Burning by Respondents
When the respondents were asked if they practice burning waste inside the school premises, 8.29%
of the student-respondents affirmed that they did burn wastes and 91.71% said no. For the faculty-
respondents, only 3.23% said he burned waste and 96.77% said no. Unlike the student and faculty
respondents, 100% of the staff said that they did not practice such waste-burning activity.
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Under Republic Act 8749, Article 3, Section 20 entitled Ban on Incineration, it was defined that
burning of municipal biomedical and hazardous waste, which emits poisonous and toxic fumes, is
prohibited. However, it shall not apply to the traditional small-scale methods of community sanitation such
as "siga”, traditional, agricultural, health, and food preparation.
The respondents who said that they did engage in waste burning inside the school were asked what
type of burning activity they are practicing. They said that it was only a small-scale method of burning or
the common term for it, which is called “siga”. They clarified that most of the wastes burn were pieces of
paper, dried leaves, and branches and did not include plastics materials, rubber, and wet wastes such as
carcasses from piggery and poultry.
Table 13.Knowledge of Waste Burning by Respondents

Yes 18 8.29 1 3.23 0 0
No 199 91.71 30 96.77 16 100
Total 217 100% 31 100% 16 100%
Compliance with No Smoking Policy by Respondents
Smoking inside a public building or an enclosed public place including public vehicles and other
means of transport or in any enclosed area outside of one's private residence, private place of work, or any
duly designated smoking area is prohibited under the R.A. 8749, Article V, Section 4. (Pollution from
smoking). CNSC-LC has no particular area duly designated as a smoking area for those who want to smoke.
The respondents who smoked said that if there was a specific area for smoking they were willing to obey.
Table 26 shows that 195 (89.86%) out of 217 students, 29 (93.55) out of 31 faculties, and 10
(62.5%) out of 16 staffs strictly follow the no-smoking signs on the campus. While the others said that they
still smoke in the nearby vicinities, which were still under the jurisdiction of the college.
Table 14.Compliance with No Smoking Policy by Respondents

Yes 195 89.86 29 93.55 10 62.5
No 22 10.14 2 6.45 6 37.5
Total 217 100% 31 100% 16 100%
Compliance with Water Act
Water Conservation
The table shows that 112 or 51.61% of student respondents said they helped in the conservation of
water inside the school premise and 105 (48.39%) did not mind the conservation at all. For the faculty
respondents, 29 (93.55%) said that they helped in conserving water while only 2 (6.45%) said no. As for
the staff, 100% said that they observed water conservation.
When the respondents were asked what type of conservation they practiced, the following answers
were given; said they helped in conserving water by turning off the faucet when not in use; they reported
any leaking pipe to the management for immediate action; and they used water for important purposes only
such as the washing of dishes, flushing of toilets and cleaning.
Table 15.Water Conservation Practices in School Premises

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Yes 112 51.61 29 93.55 16 100
No 105 48.39 2 6.45 0 0
Total 217 100% 31 100% 16 100%
Discharging of Water Polluting Substance
The table shows that 9.22% answered yes when asked if they discharge water-polluting substances.
For the faculty, only 3.23% said yes while 100% of the staff said that they did not discharge any substance
that may cause water pollution.
Table 16. Discharging of Water Polluting Substance

Yes 20 9.22 1 3.23 0 0
No 197 90.78 30 96.77 16 100
Total 217 100% 31 100% 16 100%
Operation of Water-Pollutant Discharging Facility
The table shows that 86.63% of the students and 100% of the faculty and staff said that the school
did not operate facilities that discharged water pollutants.
Table 17. Operation of Water-Pollutant Discharging Facility

Student Faculty Staff
Yes 29 13.36 0 0 0 0
No 188 86.63 31 100 16 100%
Total 217 100 31 100% 16 100%
Correlation between Gender and Awareness and Compliance to Environmental Laws
The acquired Chi-square value was 3.77. The computed value of 3.77 is not significant at 0.5 level,
degree of freedom = 2, because it was less than the critical value of 5.991. Therefore, gender was not
significant in the awareness and compliance of the CNSC-LC academic community to environmental laws.
The awareness and compliance should not be based on the gender of the respondents, whether it is male or
female.
Table 18. Correlation between Gender and Awareness and Compliance to Environmental Laws
Gender Student Faculty Staff Total
Male 96 13 11 120
Female 121 18 5 144
Total 217 31 16 264

Chi-square Value = 3.77 Critical Value = 5.991
Correlation between Educational Attainment and Awareness and Compliance to

Environmental Laws
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Using a chi-square, a test of independence on the relationship between the knowledge of laws and
educational attainment of faculty and non-teaching personnel was determined. Based on the result, the chi-
square value was 3.98. The computed value of 3.98 was not significant at 0.5 levels, with a degree of
freedom equal to 2, because it was less than the critical value of 5.99. These results indicated that there was
no statistically significant relationship between the level of awareness and awareness with regards to their
educational attainment.
Table 19. Correlation between Educational Attainment and Awareness and Compliance to
Environmental Laws
Degree Faculty Staff Total
Baccalaureate 14 8 22
MS/MA 11 6 17
Ph.D. 6 2 8
Total 31 16 47
Correlation between Status or Line of Work and Awareness and Compliance to RA 9003
The chi-square value was 17.55. The computed value of 17.55 was significant at 0.5 level; df = 2,
because it was more than the critical value of 5.991. In terms of this study, awareness and compliance and
the status or line of work are related. It appears that the status (e.i. student, faculty, staff) matters when it
comes to their awareness and compliance to R.A. 9003.
Table 20. Correlation between Status or Line of Work and Awareness and Compliance to RA 9003
O E O-E (O-E)2 (O-E)2/E P
155 166.04 -11.04 121.88 0.73
62 50.96 011.04 121.88 2.39
31 23.72 7.28 52.99 2.23

0 7.28 -7.28 52.99 7.28
16 12.24 3.76 14.14 1.16
0 3.76 -3.76 14.14 3.76
X2=17.55 > .05
The Chi-square value was 29.06. The computed value of 29.06 was significant at 0.5 level of
probability; with a degree of freedom of 2 because it is more than the critical value of 5.991. In this study,
awareness and compliance and the status or lines of work were related. It appeared that the status mattered
when it came to their awareness and compliance to R.A. 8749. The higher the status or line of work the
respondent has, the higher also was the level of awareness and the level of compliance.
Table 21. Correlation between Status or Line of Work and Awareness and Compliance to RA 8749
128 143.84 -15.84 250.91 1.74
89 73.16 15.84 250.91 3.43
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31 20.55 10.45 109.20 5.31
0 10.45 -10.45 109.20 10.45
16 10.61 5.39 29.05 2.74
0 5.39 -5.39 29.05 5.39

X2=29.06 >
.05
The computed chi-square value of 25 was significant at the 0.5 level of probability; with df = 2
because it was more than the critical value of 5.991. Therefore, awareness and compliance and the status
or line of works were related.
Table 22.Correlation between Status or Line of Work and Awareness and Compliance to RA 9275
119 133.98 -14.98 224.40 1.67
98 83.02 14.98 224.40 2.70
28 19.14 8.86 78.50 4.10
3 11.86 -8.86 78.50 6.62
16 9.88 6.12 37.45 3.79
0 6.12 -6.12 37.45 6.12

X2=25 > .05
Chi-square Value = 25 Critical Value = 5.991
Problems Encountered in Implementing R.A. 9003
The researcher further asked the respondents what were the problems they encountered in
implementing R.A. 9003. The different problems encountered by the respondents were put in Table 11 for
easy understanding.
For student respondents, lack of discipline was the number one problem encountered in
implementing R.A. 9003. According to them, some students did not follow simple instructions like
segregating wastes when throwing into already labeled trash bins and they did not mind throwing trash
around the school grounds even if there were trash cans available. Negative attitude ranked 1 for faculty
and NTP’s most common problems encountered in implementing R.A. 9003. This pertains to the
unwillingness of the person to follow rules and to cooperate in related activities.
Table 23. Problems Encountered in Implementing R.A. 9003

Problems Encountered Frequency Rank Frequency Rank Frequency Rank
Lack of Self Discipline 74 1
Lack of Awareness 50 2
Negative Attitude 27 3 13 1 10 1
No Recycling 11 6
Insufficient number of trash bins 13 5 7 4 1 4.5
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Improper waste segregation 25 4
No labels/ signage 1 12 1 4.5
Poor implementation 6 9 12 2
Not included in the curriculum 2 11
Poor cooperation/participation 9 7.5
Funds unavailability 9 7.5 9 3 3 2
No problems encountered 4 10
No identified area for Solid
2 3
waste management
Problems encountered in implementing R.A. 8749
For student-respondents, lack of awareness was the number one problem encountered in
implementing R.A. 8749. In Table 7.a (Familiarity to R.A. 8749) it was stated that only 58.99% of the
students were knowledgeable about the law, and from the students' perspective, a person should be aware
to participate in the said implementation.
The attitude of the people topped the most common problem encountered for the faculty and NTP
respondents. For them, the unwillingness of the people to observe the law was the biggest problem in
implementing R.A. 8749. In their perspective, even if the person is already aware of the law they refused
to be a part of the success of the implementation, which led to its unsuccessful execution.
Table 24. Problems encountered in implementing R.A. 8749

The attitude of the People 24 4 14 1 11 1
Lack of Awareness 64 1 12 2 3 2.5
Smoke-belching vehicles 21 5 9 3 3 2.5
Burning 36 2
Smoking 10
Lack of Discipline 28 3
Poor implementation due
18 6 1 4
to lack of fund
Poor
4 8
cooperation/participation
Problems Encountered in Implementing RA 9275
For students, lack of awareness topped the problems encountered in the implementation of R.A.
9275. Lack of discipline was the number one for faculty-respondents and poor implementation topped the
list of the NTP respondents. According to NTPs, the cause of poor implementation had many factors, and
this included lack of awareness, lack of funds, and most of all were the lack of support from the
administration in conducting activities that would help encourage the stakeholders in participating and
making the execution successful.
Table 25. Problems Encountered in Implementing RA 9275

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Lack of Awareness 58 1
Lack of Self-Discipline 40 2 19 1 3 2
Improper Usage 9 6.5 2 3.5
Garbage throwing into the
18 4 1 5
waters
Improper waste segregation 11 6
Heavy pile/heap of garbage 2 10
Negative attitude 21 3 2 3.5
Poor implementation 9 13 2 7 1
Fund sourcing 12 5 1 4
Insufficient source of water 9 6.5
Use of chemicals 1 9 4 3
Conclusion
From the above findings, the following conclusions were drawn:
Respondents were most aware of R.A. 9003, followed by R.A. 8749 and the least they were aware
of was R.A. 9275. The school had not conducted yet any seminar regarding the three environmental laws.
The three most effective avenues for the information dissemination regarding the laws were television, first;
followed by school lectures, second, and number three was through radio.
The top three most common problems encountered in the implementation of the three laws were
the following: first was the negative attitude of the students, non-teaching personnel, and faculties involved
in the implementation second was the lack of awareness and the last was the lack of discipline of the people
towards the program.
The academic community recycles wastes such as pieces of paper, plastic bottles, and other wastes
coming from agricultural activities such as corn husk and rice hulls. They did not burn waste and did not
smoke inside the school’s vicinity and helped in conserving water.
Most of the respondents said they did not inject or allow any substance or material that may cause
water pollution. For those who said they did, they identified such pollutants as the fertilizers used in rice
farming mixed with water run-off.
Gender and age were not significant in the level of awareness and compliance of the CNSC-LC's
academic community. Based on the study conducted, there was is no statistically significant relationship
between the level of awareness with regards to the educational attainment of the respondents.
Recommendation
Given the findings and conclusions, the following recommendations are hereby presented;
To enhance the level of awareness on R.A. 9003, R.A. 8749, and R.A. 9275 related seminars, symposia,
and other activities must be conducted. Distribution of leaflets, frequent airing on the local radio stations,
posting of related posters, and inclusions of such topics in the curricula.
Subject directly related to the laws should be included in the curricula of other courses aside from the
BSEM.
Sourcing of funds to be used for environmental projects like trash bins with proper labels, provision of
potable water must be made and also seminars must be conducted to escalate awareness.
There should be a place intended for smokers to avoid smoking in different areas affecting many
stakeholders who do not smoke.
Chemicals used in different school activities that may cause water pollution should be avoided.
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There should be a provision of guidelines to direct the academic community on proper solid waste
management, air pollution control, and water management.
Strict monitoring and evaluation of policies should be supervised.
REFERENCES
Gasgonia, D.B. (2012) Environmental Law and Policy (Philippines, Central

Book Supply Inc., 2012) p. 5.
R.A. 9003 -Ecological Solid Waste Management Act), Congress of the Philippines
R.A. 8749 - Philippine Clean Air Act. Congress of the Philippines
R.A. 9275 -Philippine Clean Water Act. Congress of the Philippines
Uriarte, F. A. Jr., Solid Waste Management Principle and Practices, 2008, p.16
Jack Thigpen, “Rural Land Owners Involvement in Natural Resources-Based Economic
Development”, Sociological Abstract, Texas, AM&U College Station, Texas, 1992, page 16.
17 | P a g e

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Academic Community Awareness and Compliance to

Arden Peejay L. Ezaki1, and Danilo S. Vargas 2

Camarines Norte State College 1 Central Luzon State University2

Keywords: Academic Community, Awareness, Compliance to Environmental Laws, Camarines

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Clean Air Clean

Figure 1. Research Paradigm

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Table 1: Number and Sample Size of Respondents

RESULTS AND DISCUSSION

Profile of the Respondents

Table 2.Distribution of Respondents by Sex

Year of Student Respondents

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Table 3. Year Level of Student Respondents

Table 4. Distribution of Faculty and Staff Respondents by Educational Attainment

Non-Teaching Personnel by Area of Assignment

Table 5. Non-Teaching Personnel by Area of Assignment

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Awareness of Environmental Laws

Solid Waste Management Act (RA 9003)

Philippine Clean Air Act (R.A. 8749)

Philippine Clean Water Act (R.A. 9275)

Table 6.Awareness of Environmental Laws

Awareness of Integration to school curricula/syllabi of Solid Waste Management

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Table 7. Awareness of Integration to school curricula/syllabi of Solid Waste Management

Source of Information on Environmental Laws

Solid Waste Management Act (RA 9003)

Philippine Clean Air Act (R.A. 8749)

Clean Water Act (R.A. 9275)

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School Sponsors Seminars on Environmental Laws

Solid Waste Management Act (RA 9003)

Philippine Clean Air Act (R.A. 8749)

Clean Water Act (R.A. 9275)

Table 8. School Sponsors Seminars on Environmental Laws

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Compliance to Solid Waste Management Act

Table 9. The practice of Waste Segregation by Type of Respondents

Table 10. Recycling Practices of the Respondents

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Solid Waste Management Program Participation by Respondents

Table 12. Solid Waste Management Program Participation by Respondents

Clean Air Act

Knowledge of Waste Burning by Respondents

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Table 13.Knowledge of Waste Burning by Respondents

Compliance with No Smoking Policy by Respondents

Table 14.Compliance with No Smoking Policy by Respondents

Compliance with Water Act

Table 15.Water Conservation Practices in School Premises

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Discharging of Water Polluting Substance

Table 16. Discharging of Water Polluting Substance

Operation of Water-Pollutant Discharging Facility

Table 17. Operation of Water-Pollutant Discharging Facility

Correlation between Gender and Awareness and Compliance to Environmental Laws

Total 217 31 16 264

Correlation between Educational Attainment and Awareness and Compliance to

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31 23.72 7.28 52.99 2.23