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CHAPTER I

INTRODUCTION

Background of the Study

Human produces millions of tons of waste each year, and this is a serious

problem for everyone in the globe and authorities must now provide suitable trash

treatment and disposal services due to the enormous volumes of waste that are

generated. According to the World Bank’s New What a Waste 2.0: A Global

Snapshot of Solid Waste Management to 2050 report (2018), the world generates 2.01

billion tons of municipal solid waste annually, with at least 33 percent of that

extremely conservatively not managed in an environmentally safe manner. Waste

generated per person per day averages 0.74 kilogram but ranges widely, from 0.11 to

4.54 kilograms. Though they only account for 16 percent of the world’s population,

high-income countries generate about 34 percent, or 683 million tons, of the world’s

waste. (Global Snapshot of Solid Waste Management to 2050 report, 2018)

To begin with, managing solid waste is a challenging task all over the world

and the major reason behind it is the lack of social awareness, being responsible

individually- which results to the lack of novel solutions. Let us talk what is

happening globally, well it is noted that the waste generation rate increase with

increasing income in other terms global urbanization paves the way for more waste

generation (Kaza , Bhada-Tata, Van Woerden 2018). Another reason behind the waste

heap is due to lack of coverage in waste collection and as per the recent report around

2 billion people are unable to regularly access waste collection throughout the world

(Besen and Fracalanza, 2016).

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In talking about solid waste, we should not neglect in the list about the

electronic waste and here is the Global E-Waste Monitor report in 2020, it was

revealed that 54 Mt of electronics have been discarded and only 17% of it was

recycled. India generated 3.2 million tons of e-waste last year, ranking third after

China (10.1 million tons) and the United States (6.9 million tons). Notably, China

have generated 10.1 Mt of e-waste in 2019. Secondly, US produced 6.9 million waste

and India generates 5.6 million in the same year of 2019. Importantly, ASSOCHAM-

EY joint report estimation of Electronic Waste Management in India have predicted

India will generate 5 million tons of e-waste in 2021 (Bhagat-Ganguly, 2021).

Going back to the waste management, here in the Philippines, it is said that it

has a continuously rising amount of waste and is expected to further increase in the

succeeding years. As reviewed, associated problems with solid waste management in

the country include an increasing amount of solid waste, weak law implementation,

scarcity of sanitary landfills, and improper disposal. The ultimate solution existing in

the country is the RA 9003 or the Ecological Solid Waste Management Act of 2000

which highlights the practices of segregation, proper disposal, and waste diversion.

The importance of envisioning a trash-free Philippines and encouraging people’s

participation and awareness is also emphasized. (Coracero, Camarillo and Bellotindos,

2021)

Furthermore, the Philippines is among the countries with the most plastic

waste being dumped into the sea, despite the enactment of Republic 9003 or the

ecological solid waste management Act since 2001. In Metro Manila which is the

home to more than 12 million people and is certainly facing huge environmental

issues, about 8,600 tons of waste per day are generated. As the other megacities, Asia

is given in the difficulties that it has been facing in terms of waste collection and
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disposal. A sizable proportion of the refuse is openly burned, further worsening the

quality of the city's already polluted air (Remo, 2018). These waste also affects the

health of our people, and it is said that the greatest environmental health effect was

caused by plastic waste, viz., 6.3 Mt of plastic waste have been generated in 2018

itself but only 9% was recycled and 12% was incinerated (Alabi et al., 2019)

All of the aforementioned issues about the solid waste are from international

and here in our nation, but the following is the story of the janitor at Eastern Visayas

State University (EVSU), and these are the things that the researchers have gathered

from his stories and observations. One of the areas on campus where solid trash is

consumed and disposed daily is in the Main Campus Canteen (Techno) at Eastern

Visayas State University. The typical paper cup sold with food at each store is 200

pieces, along with 200 plastic utensils and 200 plastic bottles of beverages. According

to Teodoro Pololia, the janitor of Techno Mart, he collects 45 stacks of trash using the

large trashcan each day and imagine the entire waste that will be produced in the

entire week.

Basing on the statement of Sir Teodoro, plastics and paper cups are very

essential in our lives but is also contributing a lot in terms of solid wastes for the fact

that it is inevitable to not use these kind of products, particularly on the sellers. The

researchers decided to conduct this study, is to determine whether higher levels or

grades of students behave differently when it comes to applying their knowledge of

effective waste management to actual scenarios.

According to Waste Warrior (2012), it is essential to educate students as early

as possible since doing so will enable them to change their behavior in the present.

Make them aware of the risks associated with improper waste management as they
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grow into responsible adults and make little contributions in helping the utility

personnel not only in the campus but also outside in the campus. In addition, it is

essential to know which area the student lacks in terms of practices so that it may be

able to somehow be addressed and take immediate actions. Lastly, the fact about

applying waste management practices will help the school maintain a clean, friendly,

and bacteria free environment.

Statement of the Problem

This study determined the Solid Waste Management Practices among

students of Eastern Visayas State University officially enrolled in the First Semester

of S.Y. 2022 – 2023.

Specifically, this study sought to answer the following questions:

1. What is the profile of the Students of Eastern Visayas State University

in terms of:

1.1. Age.

1.2. Sex, and

1.3. General Weighted Average (GWA)?

2. What is the level of waste management practices of the students in

terms of;

2.1. Segregation.

2.2. Reduce.

2.3. Reuse.
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2.4. Recycle, and

2.5. Disposal

3. Is there a significant relationship between the profile of the students

and their solid waste management practices?

4. What waste management practices intervention can be advanced based

on the findings of the study?

Research Hypothesis

This study advanced and tested the following hypothesis:

There is a significant relationship between the profile of the students

and their solid waste management practices.

Significance of the Study

This study aims to determine the waste management practices by the Colleges

of Eastern Visayas State University and the results that will be revealed in this study

benefits the certain groups as follows:

Administrator. They gain knowledge and insights in regards to waste

management practices. Also, to be aware of it and implement policy as a way of

solving the problems and issues.

School. This study will help the Eastern Visayas State University (EVSU) be

more beautiful, be an environment-friendly school, have a nice ambiance, and give

students motivation to study more because of the amazing environment.

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Teachers. This study will contribute to teachers' knowledge in terms of

additional techniques for implementing solid waste management, especially in

disseminating knowledge to students. The findings might also really help teachers

recognize the effectiveness of their implementation of such practices.

Students. This study will help the students to be awakened, aware, and inspired

to start making changes in themselves in terms of proper waste management practices.

Researcher. This study will help and guide the future researcher who will

conduct a related research study. Any important information this study could provide

will help them with further investigations.

Scope and Delimitation

This research study aims to investigate waste management practices among

college students enrolled at Eastern Visayas State University, Tacloban City. The

university has a total of six colleges, and the study only included a sample of 60

respondents, 10 from each college, selected through a stratified random sampling

technique with equal allocation. The participants consisted of students officially

enrolled in the school year 2022-2023. To gather relevant data on waste management

practices, the researchers have adapted a survey questionnaire specifically designed

for college students, which serves as a tool for data collection. The questionnaire

focused on capturing information related to the respondents' age, sex, and general

weighted average (GWA). These variables were analyzed to gain insights into the

waste management practices among the college students.

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CHAPTER II

REVIEW OF RELATED LITERATURE STUDIES

This chapter presents the review of related literature and studies which are believed

applicable in the present study.

Related Literature

Environmental attitudes of students appear to be crucial as they will ultimately

play a vital role in providing knowledge-based solutions to incoming future

environmental problems. School environmental program, although addressed to

students can also influence upon the environmental knowledge, attitude, and practices

of adults (parents, teachers, and local community members.(Bradly, Eagles and

Demare, 1999.)

Solid waste management within university campuses, discussing and applying

awareness-raising actions that deal with reduction, reuse and recycling have a direct

influence of a university community consumption patterns and waste generation

(Callewart & Marans, 2013).

Several studies throughout the world were conducted focusing on the areas on

Solid Waste Management (SWM) practices. It is this awareness on the individual

level which can develop into attitudes that will guide countries to sustainable

development solutions for environmental problems such a waste management

(Neikerk, 2014).

Moreover, Hardeep et al. (2011), not that the success of any solid waste

management plan rest on the people of the community.

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Abdella and Balla (2013) who put emphasis on domestic Solid Waste

Management and as impact on human healths and the environment in Shang El Neel,

Khartoum State, Budan, added that the low educational background of the residents

reflects their poor practices and attitude towards solid waste management.

Furthermore, Massaws, et al (2014) revealed that income and status of

employment which a products of the level of education are good indicators to the

degree of willingness and participation in Waste Management Practice.

The solid wastes that are prevalent in most studies reviewed include organic,

plastic, polythene, paper/cardboard, e-waste, metal/cans, sanitary, wood,

leather/textiles, glass/bottle, polystyrene food pack, medical and rubber. However,

there are four major categories that pose the most challenges to the environment, the

atmosphere, the entire populace and during all stages of management because they

contribute the most percentage both by volume and weight. They include: organic,

paper, polythene and plastic. Consequently, the strategies for the four major

categories were discussed in this work. Some of the strategies include prevention of

the generation of avoidable wastes, reduction of the generated waste through

recovery, reuse of the recovered wastes, recycling of the recyclables, composting of

organic wastes for energy/electricity generation, and eventual disposal at sanitary

landfills. The strategies were based on the principles of the Integrated Solid Waste

Management (ISWM) approach (3Rs) of an efficient and effective sustainable waste

management, viz; Reduce, Reuse and Recycle. ( Collins O Ugwu, Chigbogu G

Ozoegwu, Paul A Ozor, Ndukwe Agwu, C Mbohwa, 2021)

In addition to this Ahmad et al (2015) stressed out the importance of the

subjects taken by students like science and other environmental courses which include
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topics on the environment and solid waste management to help them understand the

hazards of waste to the environment and human health and train them on practical

ways to reduce and manage their wastes at home and in the community. This in turn

develop in them awareness on Solid Waste Management Practices.

Pickerin & Shaw (2015) said that a person's age may exert influences on their waste

management behavior; moreover, the influences of age are identifiably different from

the influences of aging. There appear to be contrasts between longer-term processes

associated with aging and facets associated with age, the latter acting as a broad

indicator of or proxy for life stage.

Additionally, according to (Mapa 1997), compared to men, women were more

aware of the importance of good behavior towards the environment. This highlights

the importance of gender-fair campaigns and other related programs relevant to

addressing environmental issues and proposed conservation measures. Meanwhile, a

weak negative relationship was observed between age and knowledge level

(Tatlonghari and Jamias, 2010). Thus, younger respondents appeared to have better

knowledge relative to the elderly, as revealed in this study. The same positive

correlation results between age and the respondent knowledge and practice levels

were obtained by Adeolu et al. (2014) in a study conducted in Oyo State, Nigeria.

In an assessment of secondary school student knowledge, attitude, and practice

towards waste management in Nigeria, findings indicated that the tendency to practice

waste management might differ by sex, age, and class (Adelou et al., 2014). This

contradicts the findings of a survey made by Ferrer (2015) regarding the reduce,

reuse, and recycle practice among three hundred (300) college students from various

courses in Pamatasan ng Lungsod ng Maynila, a chartered university in the

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Philippines, which showed otherwise. He stated that the students recycling practices

are consistently not dependent on any of their profile variables. Since no

demographics obtained were associated with the level of practice of the students, this

led Ferrer to suggest that the reduce, reuse, and recycle practices at all times,

regardless of the profile, should be given the same attention in the care for the

environment.

A study about Waste handling practices and values of University conducted in

Benguet State University, in the Philippines on five hundred eleven (511) selected

first-year to fourth-year undergraduate students from different colleges and institutes

of the university through a survey questionnaire (Dolipas et al., 2015). The results of

the study showed that the students usually practice waste segregation by classifying

their solid wastes and disposed of their waste according to their designated waste bin.

It was also noted that it was the younger years, particularly the freshmen and the

sophomores, who have frequently practiced waste disposal compared to other year

levels.

A study by Tatlonghari and Jamias (2010) revealed that the student knowledge

and attitude were positively correlated with their level of practice. The tendency of the

students to minimize the use of materials was highly associated with satisfactory

knowledge and attitude ratings. Reuse of solid wastes, including plastic and glass

bottles, cans, paper, and rainwater, was also associated with a satisfactory knowledge

rating but not with an attitude rating, whereas a preference to use rechargeable

batteries over disposable types was significantly related to satisfactory attitude

ratings. High positive correlations between knowledge and practice level were also

reported. Similar to the findings of this study, respondents with higher knowledge

scores were more likely to exhibit good practices in solid waste management.
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Similarly, a study involving adolescents showed that pro-environmental attitudes

positively predict pro-environmental behavior (Meinhold and Malkus, 2005). On the

other hand, somewhat contrasting findings were reported in an environmental-KAP

survey that involved students from 16 higher learning institutions in Malaysia

(Ahmad et al., 2015). It was found that both knowledge and attitude did not

necessarily lead to sustainable environmental practices. The study highlighted the

complexity of the relationships between students KAP and sustainable environments

(Ahmad et al., 2015). The same findings were reported by Ifegbesan (2010) in a

knowledge-practice-level assessment done in Ogun State, Nigeria. It was revealed that

secondary school students from the sampled zones were relatively aware of waste

problems in their school compounds, but the same students possessed poor waste

management practices (Ifegbesan, 2010).

Abocejo and Vivar (2015) indicated that there are a lot of human activities that

contribute to waste generation. These waste materials if failed to be disposed in the

proper manner and in the proper place create a serious problem to humans and threat

to nature. Moreover, Marello & Helwege (2014) noted that in today's polluted world,

learning the correct methods of handling the waste generated has become essential.

Thus, Solid Waste Management plays a big role on the preservation of life and nature

as managing wastes has become a problem especially in highly urbanized areas.

Management of solid wastes in the Philippines has long been a responsibility

of the Local Government Units in the country since the enactment of Republic Act

9003 also known as the Ecological Solid Waste Management Act of 2002. In support

to the local government of Batangas City, this study was conducted to propose a plan

of action that will enhance the level of implementation of solid waste management in

the city, lessen the harmful effects to the environment and health of the people and
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find solutions to problems encountered in its implementation. (Paz B Reyes, Mabelle

V Furto, 2013).

In addition, as Philippines is considered as the tiger economy of Asia for its

fast growth and development, this advancement comes together with problems of

solid waste management. In connection to this, former Philippine President Gloria

Macapagal Arroyo signed into law Republic Act (RA) 9003 which mandates Local

Government Units to implement policies to promote proper solid waste management

through establishing an ecological solid waste management program within their

jurisdictions and provide the necessary institutional mechanisms to attain its

objectives. This act is the most comprehensive piece of government legislation and its

enforcement to the LGU's emphasizes the importance of minimizing waste by using

techniques as recycling, resource recovery, reuse, and composting (Abocejo and

Vivar, 2015).

Moreover, Section 55-56 of Republic Act 9003 or The Ecological Solid Waste

Management Act stipulates that the national government in coordination with

Department of Education (DepED), Technical Education and Skills Development

Authority (TESDA); Commission on Higher Education (CHED) and Philippine

Information Agency (PIA), should conduct a continuing education and information

campaign on solid waste management and strengthen the integration of environmental

concerns in school curricula at all extents, with particular emphasis on the theories

and practices of waste management principles like segregation at source, reduction,

recycling, re-use and composting, in order to promote environmental awareness and

action among the citizenry (Paghasian, 2017).

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For Solid Waste Management (SWM) Practices, here are some main points

given emphasis. Segregation at source is a solid waste management practice of

separating different materials found in solid waste at the point of origin in order to

promote recycling and re-use of resources and to reduce the volume of waste for

collection and disposal (Art2, Sec 3, RA 9003). Ambayic et al. (2013) added that

reduction is bringing down the amount of trash disposed by consciously buying items

that generate a lot of trash. It instills a culture of responsible waste management

among students while helping schools reduce their waste. Furthermore, the solid

waste generated within the area of jurisdiction shall be characterized for initial source

reduction and recycling element of the local waste management plan. A separate

container is required for each type of waste for on-site collection properly marked as

"compostable", "non-recyclable", "recyclable" or "special waste"(Aquino et al.,

2013).Reuse is the process of recovering materials intended for the same or different

purpose without the alteration of physical and chemical characteristics (Art. 2, Sec. 3,

R.A 9003). When none of the 3Rs options apply, then responsible disposal of the

waste is required. One very common irresponsible disposal of waste is littering

(Paghasian, 2017). Equally-important is the-knowledge of waste quantities, for

calculating the-need for and the-size of waste-disposal-facilities, such-as incinerators,

landfills, and recycling-facilities. Knowledge of both; waste- quantities and waste-

composition is, therefore, vital for monitoring- progress, towards the-best waste-

management-option, in any community (Osei-Mensah et al., 2014; Paghasian, 2017).

Related Studies

Research on determinants affecting waste management practices has provided

great researchers with different view of the said topic. Among the authors that have

done research on this topic are:

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Problems on waste generation need to be addressed at the individual level and

require the development of knowledge and a sense of responsibility towards the

environment. This descriptive study determines the student’s level of knowledge, the

extent of compliance, and the degree of problems encountered on Solid Waste

Management (SWM). It compared how these components vary among ages, grade

levels, and sexes of 363 students who responded to an instrument. Descriptive scores

were analyzed and interpreted using mean and standard deviation. Kruskal Wallis

Tests and Mann-Whitney U Test were utilized to test if there were significant

differences between and among independent variables and Spearman’s Correlation

was used to test for significant relationships. The study revealed a high level of

knowledge of students on Solid Waste Segregation (SWS). It showed that as students

advance through the grade levels and get older, the more they are knowledgeable. On

the other hand, students complied moderately to waste segregation leading with a high

degree of problems encountered. Significant differences lie between the profile,

knowledge, and compliance on waste segregation. It implied that the students’

knowledge and compliance, vary depending on sex, age, and grade level. Finally, a

significant relationship was established between the extent of compliance and degree

of problems encountered on proper SWS signifying that students’ compliance does

influence their problems encountered on proper waste segregation.

In the study by Ibrahim and Babayemi (2010) on the knowledge and attitudes

towards solid waste management, gender was shown not to have any significant

influence on the knowledge and attitudes of students towards solid waste

management. It was concluded that although students had low knowledge of solid

waste management, their attitudes toward it were positive. It was recommended that

environmental education issues, especially solid waste management, be incorporated

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into college education curricula and properly taught for in-depth knowledge

acquisition.

In addition, according to Leshara Maniego from the Manila Times, “one of the

biggest illusions is that when our trash gets picked up by the garbage collector, it’s no

longer our problem; out of sight, out of mind”. The use of solid waste is not entirely

the root cause of the problem, it is the improper disposal of them. There are different

effects cited by Metropolitan Transfer Station (MTS) on their website, explaining the

negative effects of improper solid waste disposal. It was explained that soil

contamination is caused by the irresponsible disposal of hazardous wastes to the

natural resources. “Contamination occurs by spilling and burying hazardous

components in soil. So, we need to be watchful of how we process petroleum

hydrocarbons, solvents, pesticides, heavy metals and lead,” said MTS. Aside from soil

contamination, they also gave emphasis to water contamination. Since water is a

solvent, it is more vulnerable to contain numerous dissolved chemicals which then

results in “mixes to toxic liquid substances and seeping into the water streams to end

up in nearby water bodies. Thus, the neighborhood fountain, pond, lake or even

drinking water taps are susceptible to the dangers of contamination”. Lastly, the most

evident result of improper waste disposal is climate contamination. Harmful

greenhouse gases are emitted from decomposing waste. These gases are released to

the atmosphere and trap heat. Because of this, there’s an extreme weather condition

change happening.

Furthermore, unplanned waste management, lack of commitment, too much

freedom, and lack of self-discipline made garbage problem a gigantic battle. This

study determined the practices, thought contributions, and concrete suggestions of the

participants in managing garbage at home and at school. Thirty-three purposively

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chosen participants were involved. Using qualitative heidegerian phenomenological

method and researchers-made validated interview questions, the researchers found

that generally the participants were aware of the existing laws and policies on garbage

management; understood the importance of waste facilities on proper waste disposal;

believed that becoming a model and responsible citizen could make difference. They

were convinced that stricter laws, rigorous enforcement of sanctions, and education

were essential. They suggested imposing discipline and conduct of information drive

on proper waste disposal be maintained by people in authority. It was concluded that

educational institutions have great role in garbage management; thus, garbage

management for healthy campus need to be incorporated in higher education’s

Corporate Social Responsibility (CSR) and curriculum; set students’ disciplined to

become responsible citizens and minimize the ‘throwaway culture.’ Also, educational

institutions need to provide structural garbage facilities to optimize everyone’s

cooperation; strictly application of existing laws and at the same time formulates

programs to continuously promote proper garbage disposal.

Solid waste management is one of the challenges faced by many countries.

Poor solid waste management will lead to various problems in health, environment,

and socio-economic aspects. Since, educational institution is an agent of change and

through R.A. No. 9003, solid waste management concepts are being integrated in

science education. In this study, descriptive – quantitative approach was utilized using

the researcher made instrument - Solid Waste Management Awareness and Practices

Questionnaire (SWMAPQ). A total of 332 Grade 12 students participated in the study

from a State College, of which 68 are Science, Technology, Engineering and

Mathematics (STEM) students, 166 are Technical Vocational Livelihood (TVL)

students and 98 are General Academic Strand (GAS) students. Results shows that
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students have enough knowledge in terms on definition of solid waste, effect of

improper solid waste disposal, solid waste prohibited activities, school initiatives

towards solid waste, importance of solid waste management and students’

responsibilities. However, students have low knowledge on the different laws relevant

to solid waste management. Television or radio, parents, and social media are the

sources of these awareness. The result also shows that students have good solid waste

management practices in terms on segregation, reduction, reuse, recycle and disposal.

In most studies reviewed, it has been acknowledged that rapid population

growth (urbanization), inadequate human resources, lack of facilities such as vehicles

and infrastructure, improper route planning, weak organizational structure,

insufficient budget, weak legislation, lack of enforcement, low public awareness,

corruption, conflict, political instability, and lack of political well, as well as other

activities resulting from lack of government regulation, are the underlying problems

affecting SWM in most developing countries. The main difficulty facing proper

management of SWM is that one-third to two-thirds of SW generated is not collected.

This amount of uncollected waste pollutes the soil, water, and atmosphere, and the

negative impact of the pollutants represent a significant health risk to animals, plants,

and the human population. Moreover, this review article revealed a significant

difference in SWM’s awareness, attitude, and practices, when linked to education and

age. It was found that the understanding of SWM or environmental issues, awareness

of the environmental problems, and attitudes toward environmental sustainability

issues were associated with the students’ educational level, age, and the geographical

location of the studies. Younger participants, due to less experience in the field and

less education, may be less open to receiving information about SWM, when

compared to older age. However, the same result was achieved about environmental
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attitude. This suggests that higher environmental awareness, environmental attitude,

and practices committed toward environmental issues related to environmental

sustainability are important to achieve overall sustainability. (Debrah, 2021).

The research findings revealed that there are significant issues with

unauthorized waste disposal practices due to a lack of proper waste management

processes. Leshara Maniego of the Manila Times claims that improper waste disposal,

not the use of solid waste, is what really causes issues. As our research shows that

most of the students of the Eastern Visayas States University that we surveyed are

aware of solid waste management practices but do not put them into practice. Garbage

or trash is not the primary cause of this issue at the university; rather, it is the

individuals who fail to put their newly acquired knowledge of good segregation into

practice by just throwing their waste anywhere and failing to follow the three R’s.

Furthermore, the lack of practical application of regulations and laws has been

identified as a barrier to students engaging in proper waste management processes

such as recycling and waste separation because faculties are unable to enforce these

practices. Knowledge, awareness, and cooperation gaps have been identified.

As aforementioned in the literatures and studies, poor waste management

practices have a negative impact on the natural environment and long-term

development in the study area. As a result, awareness of the impact of SWM on sound

environmental development or sustainable development appears to be low. As a

result, it is critical that the SWM be developed from the ground up. Waste storage and

primary disposal are the most common methods of waste management. As a result, it

has created significant challenges in the research area. As a result, waste separation at

the school level, proper storage, more efficient waste collection systems, and
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sustainable recovery and disposal practices have been identified as necessary

processes in the research area. Given the nature and composition of waste generated

by households and businesses, waste reduction, reuse, recycling, and composting

processes would be more appropriate for dealing with the problem.

Theoretical Framework and Conceptual Framework

This study is anchored in the theory of waste management represent a more in-

depth account of the domain analyses of waste, the activity upon waste, and a holistic

view of the goals of waste management. Waste Management Theory is founded on the

expectation that waste management is to prevent waste causing harm to human health

and the environment. (Pongracz, Philips and Keiski). The primary aim of the waste

management is to provide a holistic view of waste management, provide explanation

(definitions) of all waste related concepts and offer a formal conceptual model

(methodology) of waste management.

Another theory was proposed by Hines, Hungerford and Tomera, The model

argues that possessing an intention of acting is a major factor influencing

environmental responsible behavior (ERB). The model of Responsible Environmental

Behavior indicates that the following variables; intentions to act, locus of control (an

internalized sense of personal control over the events in one’s own life),

attitudes,sense of personal responsibility,and knowledge suggested whether a person

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would adopt a behavior or not. The authors asserted that the control center directly

affects an individuals attitudes which can lead to an improved intention of acting and

improved behaviour. Thus, the theory concentrates more on existing interactions

between parameters that influence a person’s behaviour than on the singular variable

Hines, Hungerford and Tomera (1990).

This theory was proposed by Ajzen and Fishbein. The Reasoned Action

Theory assumes that a human behavior is grounded in rationale thought, in the model

uses the Principle of Compatibility, which predicts that attitudes reflect behavior only

to the extent that the two refer to the same valued outcomes state of being (evaluate

disposition). The theory stipulates that the intentention of acting has a direct effect on

behavior, and that it can be predicted by attitudes. This attitudes are shaped by

subjective norms and beliefs, and situational factors influence these variable’s relative

importance. Reasoned Action Theory accounts for times when people have good

intentions but translating intentions into behavior is thwarted due to lack in confidence

or the feeling of lack of control over the behavior Schifer, Arjen (1985).

The Theory of Reasoned Action is important to the extent that it provides a

foundation for the understanding of why people may not act in favor of the

environment, despite having good intentions either due to their lack of confidence to

the reason that they feel lack control above the behavior. Furthermore, as asserted by

Arjen and Fishbein, based on different experiences and different experiences and

different normative beliefs, people may form different attitudes beliefs on the

consequences of performing a behavior. These beliefs, in turn determine attitudes and

subjective norms, which then determine intention and the corresponding behavior.
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The aforementioned theories helped the researchers to determine whether or

not there is a connection to the respondent’s awareness about solid waste

management, to their behavior and practices. It is for the occurrence of the human

consciousness towards particular things in their environment.

On the other hand, this study will show a figure which seeks to determine the

waste management practices of the respondents of Bachelor of Elementary Education

Department students of Eastern Visayas State University. The figure shows how the

demographic profiles of the respondents can possibly be connected to their knowledge

level and practices towards waste management and what possible intervention could

there be to solve problems and/or improve behavior.

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Profiles
- Age Knowledge Level Waste
on Waste Management
- Sex
Management Policy Formulation

- GWA

Figure 1. Shows the variables and intervention/s that is relevant to the study.
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Definition of Terms

The following terms used in the study defined conceptually and

operationally to ensure clarity and better understanding.

Age. It is defined by the dictionary that age is the period someone has been

alive, or something has existed (Meriam Dictionary). However, age in this research is

used as the respondent age.

Correlation. It is defined as a mutual relationship or connection between two

or more things (Meriam Dictionary). However in this study, it is used as the

relationship of variables.

Disposal. It is defined as the act of process of getting rid of something,

especially by throwing it away (Meriam Dictionary). However in this study, it is used

as the respondent’s way of throwing the solid waste.

General Weighted Average (GWA). It is defined as the average of a

student’s grades in all subjects taken during a particular semester or academic year

(Meriam Dictionary). However in this study, it is used as the respondent’s final or

overall grade.

Knowledge Level. It is defined as a rational basis for the behavior of a system

using artificial intelligence (Meriam Dictionary). However in this study, it is used as

the respondents' views on waste management practices.

Practices. It is defined as an action or activities that are repeatedly regular and

in each cultural context (Meriam Dictionary). However in this study, it is used as the

respondent’s routine on waste management.

 24

Recycle. It is defined as to sort and collect trash to treat it and produce useful

materials that can be recovered and may sell in the market (Meriam Dictionary).

However in this study, it is used to refer to the respondent’s used materials that can be

recovered.

Reduce. It is defined as the number of materials and goods you consume

(Meriam Dictionary). However in this study, it is used to refer to the respondent’s

consumption of materials and goods.

Reuse. It is defined as the act of taking old items that you might consider

throwing away and finding a new use for them (Meriam Dictionary). However in this

study, it is used as the respondent’s way of using the same materials.

Sex. It is defined as referring to the biological aspects of maleness or

femaleness (Meriam Dictionary). However in this study, it is used as the respondent’s

identity or gender.

Segregation. It is defined as the action or state of setting someone or

something apart from others (Meriam Dictionary). However in this study, it is used as

the respondent’s way of separating waste.

Solid Waste. It is defined as any discarded materials that are abandoned,

disposed of or incinerated (Meriam Dictionary). However in this study, it is referring

to the respondent’s leftover garbage.

Student. It is defined as to the learner who is enrolled in an educational

institution. (Meriam Dictionary). However in this study, it refers to the respondents of

the research.
 25

CHAPTER III

METHODOLOGY

This chapter presents the method employed in the study. It includes the

research design, the research respondents, the locale of the study, the research

instrument, the validation of the instrument, the data gathering procedure, ethical

considerations, methods of scoring, and interpretation.

Research Design

This study specifically used a descriptive-correlated design to determine the

waste management practices among the college students of Eastern Visayas State

University, S.Y. 2022-2023: A descriptive correlational research design investigates

relationships between variables without the researcher controlling or manipulating

any of them (Bhandari, 2022).

The researcher used a survey questionnaire to satisfy the objective of the

study. The data were gathered from the responses from the six colleges; we selected

ten respondents from each of the six colleges to use as our sample for the data

collection. We chose a sample from a population using probability sampling, which is

based on the idea of randomization, that is, chance or random selection for the

respondents. The entire population was divided into various subgroups using stratified

sampling as well.
 26

Research Respondents

The study's chosen college students from Eastern Visayas State University

served as the respondents. Six colleges are present, including the College of

Architecture and Allied Disciplines (CAAD), the College of Arts and Sciences

(CAS), the College of Education (COED), the College of Business and

Entrepreneurship (COBE), the College of Engineering (COE), and the College of

Technology (COT). We chose ten respondents from each college. Stratified random

sampling was used to make the determination. Each respondent was selected fully at

random, and there is a fair possibility that every person in the population was

represented in the sample. The respondents that are relevant to this study are college

students in their first through fourth years.

Research Locale

The research locale for this study was the Eastern Visayas State University in

Tacloban City. There are six colleges who are involved in this study namely; the

College of Architecture and Allied Disciplines (CAAD), the College of Arts and

Sciences (CAS), the College of Education (COED), the College of Business and

Entrepreneurship (COBE), the College of Engineering (COE), and the College of

Technology (COT). We chose ten respondents from each college.

Eastern
Visayas State
University.
 27

Figure 3: This shows the map of Leyte.

Research Instrument
Photo: Google Map

The research instrument used in this study for efficient and data collection is a

survey questionnaire that is adapted from the research entitled Awareness and

Implementation of solid waste management SWM practices (Emerson, 2020). It aims

to draw out the appropriate answers or responses to the purpose or objective. The

respondents was asked to answer the adapted survey questionnaire and it is divided

into two sections (1) their demographic profile, the respondents was asked to provide

their demographic profile (2) their practices and knowledge level of the respondents

towards waste management practices. The survey questionnaire is consisted of 30

items.

Validation of Instrument

The questionnaire was validated using expert validation. In quantitative

research validity is the extent to which any measuring instrument measures what it is

intended to measure (Thatcher, 2010). The validation procedure follows: a) a copy of

questionnaire was submitted for correction to the research adviser, b) after corrections

are entered, the questionnaire was finalized and shown to the research adviser for

more corrections and suggestions for improvement, c) after corrections of the adviser

are incorporated, the researchers waited for the approval of the adviser and the

statistician. After this was done, d) a pilot test was conducted at Tanauan EVSU
 28

Campus, by the researchers and administering the questionnaire to the selected

College students.

The information’s collected from this procedure was counted. The

questionnaire that was used in the study revealed and was able to generate necessary

data needed to answer the problem statements. After the procedure, the researchers

will know if the questionnaire still needs to be constructed or if the questionnaire was

now ready for the survey that to be conducted to respondents of the study. The

researchers was able to find validity in their instrument with the help of the statistician

and with 25 items being validated using the Cronbach’s Alpha Reliability which

resulted .865 means that the adapted instrument used in the study is 100% reliable and

valid.

Data Gathering Procedure

After the research adapted questionnaires was validated, the researchers

formally wrote a letter to the Vice President for Academic Affairs Office for their

consent to conduct the study and the request to formally conduct a face-to-face survey

to the respondents’. Once the request has been granted, a survey questionnaire was

immediately administer to the respondent. Then, after collecting all the necessary

data, the researchers tabulated the students' responses. Lastly, using the acquired data

from the survey, the researcher statistically analyzed and interpreted using the most

appropriate statistical procedure.

 29

Ethical Considerations

The researchers considered gathering the data by going to the respective rooms

of the respondents after the approval of the Head of Department. The researchers, then

proceed in giving the structured survey questionnaire to the respondents with full

consent; without harming anyone's identity and without using force and violence. The

anonymity and confidentiality will not be revealed in data collection.

Methods of Scoring and Interpretation

The study adopted the correlation design data collection methods, they rely on

stratified random sampling and structured data collection instruments that fit diverse

experiences into predetermined response categories. They produce results that are

easy to summarize, compare and generalize. Moreover, they are concerned with

testing hypotheses derived from theory and or being able to estimate the size of a

phenomenon of interest. Typical descriptive correlation method in data gathering

strategies was used:

Administering surveys with closed-ended questions (e.g, face-to-face and

questionnaires).

Statistical Treatment of the Data

The gathered data was subjected to different statistical treatments in order to

answer the research questions and test the hypothesis. The data gathered were

categorized and tabulated. The computation of the results was done using the

Statistical Package for the Social Sciences (SPSS).

 30

For research question 1, on the profile of the students of Eastern Visayas State

University; the frequency, and percentage (proportion) were used.

Percentage. To analyze the percentage value of a variable associated with a

population, the following formula was used:

X
P
N

where

P – proportion

N – population size

X – number of observations

For research question 2, on the level of extent of practice on solid waste

management practices of the students; the mean were used.

Mean. To analyze the mean score of the items in the variables, the following

formula was used:

x
x
n

where

x – mean

n – number of weeks

 x – sum of the number of observations

For research question 3, on the relationship between the profile of the students

and their solid waste management practices; the Pearson Product Moment

Correlation, and Point-Biserial Correlation were used.

Pearson Product Moment Correlation. Pearson’s R was used to determine if

there is a significant linear relationship between two continuous variables. This was
 31

used to determine the relationship of age and general weighted average to the solid

waste management practices. The following formula of Pearson’s product moment

correlation was used:

n ∑ xy−( ∑ x )( ∑ y )
r xy =
√[ n ∑ x −(∑ x) ][n ∑ y −(∑ y ) ]
2 2 2 2

where:

rxy
– correlation coefficient between x and y

x– sum of values of x

 y – sum of values of y

 x 2 – sum of squares of x

 y2 – sum of squares of y

 xy – sum of product of x and y

n – sample size

Point-Biserial Correlation. This is formula is used to establish the

relationship between a dichotomous variable and a continuous variable. This was used

to determine the relationship between the sex and the solid waste management

practices. The following formula for the point-biserial correlation was used:

r pb=
x 1−x 0
sx √ n1 n0
n ( n−1 )

where:

x 0 – mean on the interval or ratio-scale variable of one group

x 1 – mean on the interval or ratio-scale variable of the other group

n 0 – number of cases in one group

 32

n1 – number of cases in another group

n – total number of cases

s x – standard deviation of all measures in the interval or ratio-scale

variable.

The results of correlation were described as follows (Best & Khan, 1989):

Coefficient Interpretation

± 0.90 – 1.00 Very High

± 0.80 – 0.90 High

± 0.60 – 0.80 Substantial

± 0.40 – 0.60 Moderate

± 0.20 – 0.40 Low

± 0.00 – 0.20 Negligible

 33

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents the tables, discussions, and interpretations of the results

of the study. The discussion includes the profile and solid waste management (SWM)

practices of the students in Eastern Visayas State University, and the various tests that

established the relationship or the lack thereof among the different variables. It can be

gleaned from the succeeding presentations the significant studies of various

researchers as they have reinforced, substantiated and/or negated the findings of this

study.

Profile of the students at Eastern Visayas State University.

To determine the profile of the respondents, the following table presents the

profile of the respondents in terms of age, sex, and general weighted average (GWA)

with the corresponding frequencies and percentages.

Age. Table 1 shows the profile of the respondents according to their age. The

data revealed that most respondents were 22 years old, which comprises 16 out of the

60 respondents (26.7%). There were three respondents (5%) who were 18 years old,

ten respondents (16.7%) who were 19 years old, 12 respondents (20%) who were 20

years old, 15 respondents (25%) who were 21 years old, and four respondents (6.7%)

who were 23 years old.

Sex. Table 1 also shows the distribution of the respondents according to their

sex. Most of the respondents were females, as shown by the frequency of 37 out of 60

respondents (61.7%). Meanwhile, male respondents accounted for 23 out of the 60

total respondents (28.3%).

General Weighted Average (GWA). For the general weighted average, it was

discovered that the majority of the respondents had a very good GWA, which
 34

comprises 42 out of the 60 total respondents (70%). There were three respondents

(5%) who had an excellent GWA, ten respondents (16.7%) who had a superior GWA,

four respondents (6.7%) who had a good GWA, and one respondent (1.7%) who had a

GWA that can be categorized as passed.

Table 1. Profile of the Students of Eastern Visayas State University

Profile Variables Frequency (n = 60) Percentage (%)

Age

18 3 5.0

19 10 16.7

20 12 20.0

21 15 25.0

22 16 26.7

23 4 6.7

Sex

Male 23 38.3

Female 37 61.7

General Weighted Average (GWA)

Excellent (1.0) 3 5.0

Superior (1.1 – 1.5) 10 16.7

Very Good (1.6 – 2.0) 42 70.0

Good (2.1 – 2.5) 4 6.7

Passed (2.6 – 3.0) 1 1.7

 35

Table 2. Extent of Practice on Solid Waste Management Practices among Students of Eastern Visayas State

University

Areas Mean Verbal Interpretation

Segregation 4.02 High Extent

1. I segregate biodegradable (paper, banana peels, 4.23 Very High Extent

cardboard, food wastes, leaves, twigs, and

vegetables) and non-biodegradable (plastic

toys, glass, steel, rubber) waste at school.

2. I separate recyclable wastes (paper, cardboard, 4.00 High Extent

plastic bottles from non-recyclable or residuals

which have no potential for reuse and recycling

(sando bags, napkins, diapers, ball pens, etc.).

3. I separate non-harmful waste from toxic and 4.10 High Extent

hazardous wastes such as pentel pens,

laboratory chemicals, ink, cell batteries and

others.

4. I separate and segregate garbage in different 3.92 High Extent

containers.

5. I segregate recyclable items for collection. 3.88 High Extent

Reduce 3.99 High Extent

1. I borrow, share, and/or rent things that are 4.02 High Extent

needed occasionally.

2. I buy only what is needed so that one will not 4.23 Very High Extent

end up throwing away extra food.

3. I pack lunch in reusable lunchbox so that one 3.53 High Extent

cannot buy wrapped/packed food at school.

4. I bring water in reusable water bottles than 4.18 High Extent

buying water in one used plastic bottles at the

 36

school.

5. I am being cautious and responsible to every 4.00 High Extent

waste one produce.

Table 2. (continued) Extent of Practice on Solid Waste Management Practices among Students of Eastern
Visayas State University

Practices Mean Verbal Interpretation

Reuse 3.91 High Extent

1. I reuse old materials than buying a new one. 3.87 High Extent

2. I keep those unfilled papers and uses it as scratch. 4.03 High Extent

3. I reuse grocery bags. 4.20 High Extent

4. I reuse washable food containers. 4.17 High Extent

5. I reuse scrap paper into memo pad. 3.30 Moderate Extent

Recycle 3.48 High Extent

1. I redesign waste materials into a new product. 3.22 Moderate Extent

2. I make decors out of plastic wrappers and other colorful 3.30 Moderate Extent

waste materials.

3. I promote the importance of recycling. 4.13 High Extent

4. I initiate income-generating activities out of waste 3.37 Moderate Extent

materials.

5. I use recycled products out of redesigned waste materials. 3.40 Moderate Extent

Disposal 3.69 High Extent

1. I throw and leave my garbage anywhere. 1.67 Very Low Extent

2. I burn waste material. 1.93 Low Extent

3. I throw waste materials in common open dumps. 2.22 Low Extent

4. I dispose biodegradable waste into a compost pit. 2.75 Moderate Extent

5. I dispose hazardous/ toxic/special waste such as laboratory 2.47 Moderate Extent

leftover (chemicals) or electronic waste in any garbage

container.

Overall 3.82 High Extent

Extent of practice on solid waste management practices on Eastern

Visayas State University.

 37

This covers the discussion of the extent of practice on solid waste management

of the respondents which was determined by an adapted survey questionnaire. This

also includes the discussion the level of the extent of practice on solid waste

management. The responses in items 1, 2, 3, and 5 for the disposal area was reverse

scored to accommodate consistency in the analysis.

Table 2 presents the extent of practice on solid waste management practices

among students of Eastern Visayas State University. Overall, the students had a high

extent of managing their solid waste as evidenced by the mean of 3.82 (SD = 0.41).

This was expected since all the areas of solid waste management had a high extent.

The most practiced area in solid waste management by the students was segregation,

with a mean of 4.02 (SD = 0.60). This was followed by the area of reduction, with a

mean of 3.99 (SD = 0.58). Then the area of reuse, with a mean of 3.91 (SD = 0.64),

and the area of disposal, with a mean of 3.69 (SD = 0.61). Meanwhile, the least

practiced solid waste management was the area of recycle, which had a mean of 3.48

(SD = 0.88).

Segregation. For the area of segregation, all the statements were practiced by

the respondents to high extent or better. The most practiced by the respondents was

the segregation of biodegradable and non-biodegradable waste at school, which had a

mean of 4.23 (SD = 0.79) and the only statement which had a level of very high

extent. The least practiced was segregation of recyclable items for collection, with a

mean of 3.88 (SD = 0.71).

Reduce. For the area of reduce, the statements were practiced by the students

to high extent or better. The most practiced by the respondents was to buy only what

is needed so that they will not end up throwing away extra food, with a mean of 4.23

(SD = 0.67) and the only statement which had a level of very high extent. Meanwhile,
 38

the least practiced was packing lunch in reusable lunchbox so that they do not need to

buy wrapped/packed food at school, which had a mean of 3.53 (SD = 0.98).

Reuse. For the area of reuse, the statements were practiced by the students by

moderate extent to high extent. The most practiced by the respondents was to reuse

grocery bags, which had a mean of 4.20 (SD = 0.86), while the least practiced was

reusing scrap paper into memo pad, with a mean of 3.30 (SD = 1.05).

Recycle. For the area of recycle, the statements were practiced by the students

by moderate to high extent. The most practiced by the respondents was promoting the

importance of recycling, with a mean of 4.13 (SD = 0.81) and the only statement

which had a level of high extent. Meanwhile, the least practiced was to redesign waste

materials into a new product, which had a mean of 3.22 (SD = 1.18).

Disposal. For the area of disposal, the statements were practiced by the

students on very low to moderate extent. The most practiced by the respondents was

that they dispose of biodegradable wastes into compost pits, which had a mean of 2.75

(SD = 1.08), while the least practiced was throwing and leaving garbage anywhere,

which had a mean of 1.67 (SD = 1.12).

Table 3. Relationship between the Profile and the Solid Waste Management (SWM) Practices of the Students

of Eastern Visayas State University

Profile Variable SWM Practices Correlation Coefficient p-value

Segregation r = – 0.305* 0.018

Reduce r = – 0.094 0.474

Age Reuse r = – 0.017 0.896

Recycle r = – 0.253 0.051

Disposal r = 0.261* 0.044

Sex Segregation rpb = – 0.183 0.163

Reduce rpb = – 0.093 0.481

 39

Reuse rpb = – 0.032 0.807

Recycle rpb = – 0.011 0.933

Disposal rpb = 0.020 0.881

Segregation r = 0.038 0.773

Reduce r = 0.065 0.622

General Weighted Average
Reuse r = 0.166 0.206
(GWA)
Recycle r = 0.246 0.058

Disposal r = – 0.011 0.936

*Significant at 5% level

Relationship between the profile of the students of Eastern Visayas State

University and their solid waste management practices.

This section focused on the discussion of the relationship between the profile

of the students and their solid waste management practices. Table 3 shows the results

of the tests that established the relationship or the absence thereof between the profile

variables – age, sex, and general weighted average (GWA) – and solid waste

management practices of the students – segregation, reduce, reuse, recycle, and

disposal.

Age. Table 3 shows the Pearson’s r correlation coefficients for age and solid

waste management practices of students at Eastern Visayas State University. It can be

gleaned that age and segregation had a significant weak negative relationship (r = –

0.305, p = 0.018). This implies that as the students get older, the less they segregate

their trash. In addition, age and proper disposal had a weak significant positive

relationship (r = 0.261, p = 0.044). This means that as the students get older, the more

they dispose of their trash properly. Meanwhile, age does not have a significant

relationship with the areas of reduce (r = – 0.094, p = 0.474), and reuse (r = – 0.017,

p = 0.896). Although a weak negative relationship between age and recycle has been
 40

discovered (r = – 0.253, p = 0.051), it was not deemed significant. This means that

age is not a factor in a students practice of the three R’s of waste management.

Sex. Table 3 shows the point-biserial correlation between sex and solid waste

management practices of students at Eastern Visayas State University. Sex does not

have a significant correlation with segregation (rpb = – 0.183, p = 0.163), reduce (rpb

= – 0.093, p = 0.481), reuse (rpb = – 0.032, p = 0.807), recycle (rpb = – 0.011, p =

0.933), and disposal (rpb = 0.020, p = 0.881). The absence of the relationships is

reflected by the high p-values and correlation coefficients that are close to zero for

each variable. This means that the solid waste management practices of the students

have nothing to do with their sex.

GWA. Table 3 shows the Pearson’s r correlation coefficients for GWA and

solid waste management practices of students at Eastern Visayas State University. It

was discovered that GWA does not have a significant relationship with segregation (r

= 0.038, p = 0.773), reduce (r = 0.065, p = 0.622), reuse (r = 0.166, p = 0.206), and

disposal (r = – 0.011, p = 0.936). A weak positive relationship between GWA and

recycle can be observed (r = 0.246, p = 0.058), however, it can be considered as non-

significant. This means that GWA is not a factor for a student’s solid waste

management practices.
 41

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter present the summary of the research work conducted, the

conclusions, and the recommendations made as an outcome of the study. This study is

on the “Solid Waste Management Practices among the College students at Easter

Visayas State University”.

Summary

The main purpose of the study was to determine the solid waste management

practices of the college students at Eastern Visayas State University. Specifically, this

study sought to answer the following questions: What is the profile of the students of

Eastern Visayas State University in terms of age, sex, and general weighted average

(GWA)?

What is the level of practice of the students in terms of solid waste

management practices in terms of segregation, reduction, reuse, recycling, and

disposal?
 42

Is there a significant relationship between the profile of the students and their

solid waste management practices?

What waste management practices intervention can be advanced based on the

findings of the study?

Findings

Based on the analysis the following findings are noted;

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 22 years old followed

18 years old, 19 years old and 20 years old. Based on the results Age has weak

negative relationship with segregation and proper disposal while age does not have a

significant relationship with reduce, reuse or recycle. Age is not a factors in students

waste management practices.

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 61.7% followed by the males with a percentage of 28.3%. Based

on the finding Sex does not have a significant correlation with solid waste

management practices of students at Eastern Visayas State University, reflected by

high p-values and correlation coefficient close to zero.

General Weighted Average (GWA) does not have a significant relationship

with solid waste management practices at Eastern Visayas State University and a

weak positive relationship between GWA and recycle is non-significant.

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

practice of Medical Scientist students in Iran in respect to the disposal of solid waste,
 43

two hundred thirty-seven under studies 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.

Based on the results on the Practices of the respondents.

REUSE was practiced to moderate to high extent; REDUCE was practiced to

moderate to high extent; RECYCLE was practiced to moderate to high extent;

SEGRATION the most important details in this study are the practices of segregation,

was practiced to high extent to better; and DISPOSAL was practiced to very low to

moderate extent while throwing and leaving garbage anywhere was practiced to very

extent.

Based on the results there’s a significant relationship between the

demographic profile of students. All the results found in the coefficient correlation

and p-value did not reach the level of significant which is 5%. Therefore, the null

hypothesis that “there’s a significant relationship between the demographic profile

and their solid waste management practices” is rejected and there’s no relationship

between age, sex, and GWA variables and solid waste management practices.

CONCLUSION

The researchers concluded this study basing on the results of the statement of

the problem:

To begin with, this study shows that age is not a factor of the students’ waste

management practices. Also, it is found that sex does not have a significant

correlation with solid waste management practices, as well as the general weighted

average (GWA).
 44

In addition, this study show that Reuse was practiced from moderate to high

extent; Reduce was practiced from moderate to high extent; Recycle was practiced

from moderate to high extent; Segregation, which is the most important, was

practiced high extent and better; and lastly, Disposal was practiced to very low to

moderate extent.

Moreover, this study also shows that there is no significant relationship

between the demographic profile of the students and their solid waste management

practices.

Furthermore, the researcher of this study made an Action Plan proposing an

intervention which aims in having a school with a solid waste-free environment.

The aforementioned conclusion are purely based on the findings of this study

which helped the researchers to conclude that the respondents have knowledge on the

practices of solid waste management but does not put into action. When it comes to

their age, sex and general weighted average (GWA), they tend to not practice

segregation, disposal, and the three R’s is not even a factor to consider n their

practice.

RECOMMENDATIONS

The researcher formulated three policies as a recommendation to enhance the

solid waste management practices:

1. We suggest implementing a monthly "Plastic-Free Holiday" in schools to

foster environmental awareness and responsible consumption practices

among pupils. Through this, the students are urged to forego purchasing

any plastic goods for one day each month in order to contribute to a

cleaner and more sustainable environment. The introduction of a monthly

 45

Plastic-Free Holiday in schools will not only contribute to a cleaner and

more sustainable environment but will also foster a sense of responsibility,

awareness, and mindful consumption among students. By doing this,

students will actively contribute to reducing plastic waste and fostering a

culture of environmental stewardship.

2. We suggest that each college create a solid waste management orientation

program. This project strives to raise awareness of the value of proper

garbage disposal, recycling, and waste reduction among students. The

implementation of an orientation program for solid waste management in

each college will play a crucial role in fostering a culture of responsible

waste management within the school community. By fostering a culture of

responsible waste management, the school can significantly contribute to

environmental conservation and create a cleaner and healthier campus.

3. We suggest using bins for different types of waste and posting signs. This

all-encompassing project strives to establish a transparent and easily

accessible waste disposal system that motivates academics, staff, and

students to categorize their garbage for proper recycling and disposal. The

school can considerably upgrade its waste management system and help

create a cleaner, more sustainable environment by promoting waste

segregation through dedicated bins and educational signage.

46
 47

BIBLIOGRAPHY
 48

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APPENDICES