Vitae

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CHAPTER 1
THE PROBLEM
Introduction
Proper waste disposal is crucial for the environment's health, yet it remains a
problem in many parts of the world, including the Philippines. Waste management
has become a critical concern in the Philippines due to the increasing population,
urbanization, and industrialization (Ravanera & Panganiban, 2016). Waste
management is a significant environmental issue in today’s world, and it is essential
to practice environmentally proper waste disposal to preserve the environment.
Young people can play a crucial role in environmental conversation efforts, and
understanding their attitudes and practices toward proper waste disposal can help
develop effective waste management strategies. The problem is particularly acute in
urban areas with high population density. Asian Development Bank (ADB)stated that
only 40% of the population in the Philippines has access to proper waste management
services, and the remaining 60% relies on open dumping or burning, which causes
environmental pollution (ADB,2019). The Ecological Solid Waste Management Act
of 2000 (RA 200 9003) mandates the segregation of waste at the source, recycling,
composting, and proper disposal of residual waste. Poor waste management has led to
numerous environmental problems, such as pollution of waste sources, air, and land.
Improper waste disposal not only threatens the environment but also has negative
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impacts on human health and well-being. Thus, it is essential to promote
environmentally proper waste disposal practices among the younger generation, who
will play a significant role in protecting the environment and achieving sustainable
development.
San Pablo National High School, located in the Purok Mauswagon, Poblacion,
San Pablo Zamboanga Del Sur, is a public school serving diverse students. The
school aims to provide quality education while promoting environmental awareness
and sustainability. In line with this, the school encourages students to practice
environmentally proper waste disposal. However, it needs to be clarified how much
students understand the importance of proper waste disposal and whether they engage
in such practices. Schools play a vital role in educating users about proper waste
disposal practices, which can significantly contribute to a cleaner and healthier
environment (Zulkifli et al., 2019). Thus, it is essential to explore the attitudes and
practices of students regarding environmentally proper waste disposal.
This study explores the attitudes and practices of Grade 10 San Pablo National
High School students towards environmentally proper waste disposal. By examining
the perspectives and behaviors of students, this research can provide insights into how
waste management practices can be improved in the school and, potentially, in the
broader community. The study focuses on this specific age group since they are at a
stage where they establish their beliefs, values, and habits that can significantly
impact the environment.

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Theoretical Framework
The theoretical framework of this study is based on the Theory of Value-Belief-
Norms (VBN) model by Stern 2015. The Value-Belief-Norm Theory (VBN) 2015
can be used to understand the attitudes and practices of Grade 10 San Pablo National
High School students towards proper environmental waste disposal. Stern's value-
belief-norm (VBN) theory of environmentalism suggests that perceiving adverse
effects from global warming could promote mitigation behavior.
Statement of the Problem
This study explores the attitudes and practices of Grade 10 Students at San
Pablo National High School towards environmentally proper waste disposal.
Specifically, this study aims to answer the following research questions:
1. How do the personal values, beliefs, and norms of grade 10 students influence
their attitudes towards proper waste disposal?
2. How do the environmental beliefs of grade 10 students contribute to
developing environmental norms regarding proper waste disposal?
3. How can interventions and educational programs be designed to enhance
grade 10 students’ attitudes and practices toward proper waste disposal?
Research Hypothesis
Ho: The attitudes and practices of Grade 10 San Pablo National High School
students towards proper environmental waste are the same.
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Ha: There is a significant difference in the attitudes and practices of Grade 10
San Pablo National High School students towards proper environmental waste
disposal. If the research study finds sufficient evidence to reject the null hypothesis, it
means there is a significant difference in the attitudes and practices of Grade 10
students towards environmentally proper waste disposal. This finding is significant
because it could provide insights into developing interventions and programs to
encourage environmentally proper waste disposal practices among Grade 10 students
in San Pablo National High School.
Significance of the Study
This study will contribute to the existing literature on waste management and
environmental behavior by exploring the attitudes and practices of Grade 10 students
toward proper environmental waste disposal. The findings of this study will help
identify the factors that influence waste disposal attitudes and practices among
students, which can be used to develop effective waste management interventions in
schools. Moreover, the study's results may provide insights into developing
educational programs to promote proper waste disposal practices among students.

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Conceptual Framework
Attitude
Waste Grade 10
Disposal students
Subjective
Practices
Norms
Perceived
Behavioral
Control
Figure 1. Conceptual Framework of the Study
The study will examine the attitudes and practices of Grade 10 students in
San Pablo National High School towards environmentally proper waste disposal.
Subjective norms and perceived behavioral control will influence the attitudes, which
will, in turn, affect the students' waste disposal practices.

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Scope and Limitations
This study focuses on Grade 10 students in San Pablo National High School,
and its findings cannot be generalized to other schools or grade levels. The study will
employ qualitative research methods, and the sample size will be limited to 10
participants. The study will also be limited to exploring attitudes and practices related
to waste disposal and will not cover other aspects of environmental awareness and
behavior.
Definition of Terms
The following terms are defined operationally in this study:

Attitudes - refer to Grade 10 students’ positive or negative evaluation of
environmentally proper waste disposal.
Environmentally proper waste disposal - refers to the proper and responsible
management of waste materials, including their collection, transportation, processing,
and disposal.
Grade 10 students – refer to those enrolled in the 10th-grade level at San Pablo
National High School.
Subjective norms - refer to the student’s perception of social pressure to perform or
not perform a particular behavior.
Waste disposal practices- refer to the students' behavior regarding waste
management, including their collection and segregation.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
The proper disposal of waste materials is a crucial environmental issue, and
it is essential to promote proper environmental waste disposal practices among young
people. Several studies have explored the attitudes and practices of young people
toward waste disposal, and these studies have identified various factors that influence
waste behavior.
A study conducted by Suh and Kim (2018) on the waste disposal behavior
of high school students found that their attitudes toward waste disposal significantly
influenced their behavior. The study also found that subjective norms, such as the
influence of family and peers, played a significant role in shaping waste disposal
behavior. Furthermore, the study found that students who perceived themselves as
having greater control over their waste disposal behavior were likelier to engage in
proper waste disposal practices.
Similarly, a study by Fu et al. (2019) on the waste disposal behavior of
university students found that attitudes and subjective norms significantly influenced
waste disposal behavior. The study also found that they perceived themselves as
having greater control over their waste disposal behavior and were likelier to engage
in proper waste disposal practices.
Another study conducted by Smith and Kahle (2017) on the waste disposal
behavior of middle school students found that knowledge significantly influenced

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waste disposal behavior. The study also found that attitudes toward waste disposal,
perceived behavioral control, and subjective norms influenced waste disposal
behavior.
Attitudes towards Environmental Proper Ways of Disposal:
Attitudes play a crucial role in shaping individuals’ behavior toward
environmental issues. Several studies have explored the attitudes of students toward
proper waste disposal practices. For instance, Smith et al. (2017) surveyed high
school students and found that most participants had positive attitudes toward
environmental conversation and waste management. They recognized the importance
of proper waste disposal and were willing to adopt eco-friendly practices.
Furthermore, Wang and Katzev (2018) investigated the attitudes of middle
and high school students toward recycling and waste reduction. Their findings
indicated that students with positive attitudes towards recycling tended to engage in
proper waste disposal practices. These studies highlight the significance of
understanding students' attitudes as a precursor to encouraging environmentally
responsible behavior.
The Practice of Grade 10 Students in Environmental Proper Ways of Disposal:
Understanding the practices of Grade 10 students towards proper
environmental ways of disposal provides insights into their actual behaviors and the
challenges they face. Several studies have explored disposal practices among
adolescents. For instance, Jensen et al. (2019) conducted a qualitative study among
secondary school students and identified various disposal practices, including

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recycling, composting, and reducing waste generation. However, they also identified
barriers such as lack of awareness, convenience, and social norms that hindered the
adaption of proper disposal practices.
Similarly, Li and Shi (2020) examined the waste management practices of
high school students and found that while many students and found that while many
students expressed concerns about environmental issues, their behaviors did not
always align with their intentions. The study revealed a gap between student’s
knowledge and their actual practices.
Factors Influencing Attitudes and Practices:
Several factors influence the attitudes and practices of Grade 10 students
towards proper environmental ways of disposal. Previous research has identified
various determinants, including environmental education, social norms, parental
influence, and peer interactions. For instance, Bockarjova and Steg (2014) found that
students who received environmental education were more likely to have positive
attitudes and engage in sustainable waste management practices.
Furthermore, studies by Schaln and Holzer (1990) and Jackson et al. (2019)
highlighted the role of social norms and peer influence in shaping students’ attitudes
and behaviors toward waste disposal. The presence of supportive social networks and
perception of others engaging in proper disposal practices were found to impact
students' attitudes and encourage pro-environmental behaviors positively.
The attitudes of Grade 10 students towards proper environmental waste
disposal have been a subject of interest in various research studies. A study conducted
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by Cruz (2017) titled "Assessing Environmental Attitudes of Filipino Youth"
explored the environmental attitudes of Filipino Youth, including grade 10 students.
The findings revealed that while most students expressed concern for the
environment, there needed to be more awareness and understanding regarding proper
waste disposal practices. This indicates a need for further investigation into the
specific attitudes of Grade 10 students toward waste disposal.
Several studies have examined the practices of Grade 10 students in proper
waste disposal. Santos and Reyes (2019) conducted a research study titled "Waste
Management Practices of Grade 10 Students in Metro Manila," which investigated the
waste management practices of Grade 10 Students in Metro Manila, Philippines. The
study found that many students lacked knowledge about proper waste disposal
methods and were not actively engaged in waste segregation. These findings highlight
the importance of understanding the current practices of the Grade 10 Students and
identifying areas for improvement.
Various factors influence the attitudes and practices of Grade 10 Students
towards proper environmental waste disposal. A study by Garcia et al. (2018) titled
"Factors Affecting Environmental Behavior of Filipino Youth" explored the factors
influencing the environmental behavior of Filipino youth, including Grade 10
Students. The research identified parental influence, school programs, and peer
interactions as significant determinants of attitudes and practices. This study
underscores the need to consider these factors in understanding the attitudes and
practices of Grade 10 students toward waste disposal.

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Numerous educational interventions ad initiatives have been implemented to
promote proper waste disposal practices among Grade 10 Students. A study by
Abueva et al. (2020) titled “Effectiveness of Environmental Education Programs on
Waste Management Among Grade 10 Students” examined the effectiveness of
environmental education programs in improving waste management practices. The
result indicated that targeted educational interventions positively influenced the
attitudes and practices of Grade 10 Students toward proper waste disposal. This study
highlights the potential of educational programs to foster positive behavioral changes.

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CHAPTER 3
METHODOLOGY
Research Design
This study employed a qualitative research design to explore the attitudes and
practices of Grade 10 Students at San Pablo National High School towards
environmentally proper waste disposal. Qualitative research design allows the
researcher to explore and understand the participants’ perspectives, experiences, and
behaviors concerning the research topic.
Research Environment
The study was conducted at San Pablo National High School in Poblacion,
San Pablo, Zamboanga Del Sur, Philippines. The public educational institution
provides secondary education to students in the town and nearby barangays. The
research environment included classrooms, the school canteen, and outdoor spaces
where students usually spend their free time.
Sampling Design
The study used a random sampling technique to select ten (10) Grade 10
Students willing to participate. The researcher used a lottery method to select
participants from the list of Grade 10 Students the school's administration provided.
Research Respondent
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The study’s respondents were ten (10) Grade 10 Students at San Pablo
National High School selected through a random sampling technique. The students
were both male and female. The respondents were selected based on their willingness
to participate in the study and availability during the data-gathering period.
Research Tools and Instruments
The study used a semi-structured interview guide and an observation checklist
as research instruments. The interview guide consisted of open-ended questions to
explore the students' behaviors and actions concerning proper waste disposal.
The following is a sample set of guide questions that will be used to steer the
course of the discussion:
RQ1. How do the personal values, beliefs, and norms of Grade 10 Students
influence their attitudes toward proper waste disposal?
 What factors influence your decision to recycle or dispose of waste
improperly?
 Are you actively involved in environmental initiatives or organizations
promoting proper waste disposal?
RQ2. How do the environmental beliefs of Grade 10 Students contribute to
 How important do you believe proper waste disposal is for the
environment?
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 Are you aware of the potential environmental consequences of
improper waste disposal?
 Are you actively involved in environmental initiatives or organizations
promoting proper waste disposal?
RQ3. How can interventions and educational programs be designed to enhance
Grade 10 Students’ attitudes and practices toward proper waste disposal?
 Have you received any formal education or training on proper waste
disposal techniques, and how does it help?
Ethical Considerations
Participants’ rights and safety are priorities in the conduct of the study. Thus,
the researcher sought informed consent from the participants before the conduct of
the study. It also sought the permission of the Campus administrator before
proceeding with the interview process. Obtained data during the interview were kept
confidential to protect the identity and privacy of the research participants. Finally,
sufficient confidentiality of research data was assured so as not to jeopardize the
study's intention; thus, participants were given the right to withdraw at any point
during the research process if they did not feel safe or comfortable answering
questions.
Data Gathering Procedure

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The study used two data-gathering techniques, namely, interviews and
observation. The researcher conducted individual face-to-face interviews with the
selected participants' consent and took notes during the interviews. The observation
checklist records the students' behaviors and actions concerning proper waste
disposal. The researcher observed the students in the school's classrooms, canteen,
and outdoor spaces where they usually spend their free time.
Data Analysis Procedure
The researcher transcribed the audio-recorded interviews and reviewed the
observation checklist to identify themes and patterns related to the research
objectives. This study utilized qualitative research methods, particularly a case study
design using Merriam's Approach. The researcher used thematic analysis to analyze
the data and Merriam's Approach, which involves identifying and categorizing
patterns, themes, and codes from the data. The results of the data analysis were
presented and discussed in Chapter 4.

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CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the research findings of the data collected from the case
study samples. Internet research is used to supplement the primary data source of
interviews. The findings will be presented about the research objectives stated in the
study. The methodology chapter already discusses the method used to analyze the
data.
1. How do the personal values, beliefs, and norms of grade 10 students
influence their attitudes towards proper waste disposal?
1.1 What factors influence your decision to recycle or dispose of waste

improperly?
1.2 Are you actively involved in environmental initiatives or organizations
promoting proper waste management?
Table 1. Factors influence their attitudes towards proper waste disposal.
INDICATORS RESPONSE FREQUENCY RANK
1. Factors that made Lack of awareness
them irresponsible of the possible consequences 5 1
of improper waste disposal
Laziness and carelessness 4 2

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Sluggishness and my heart
are stubborn 1 3
2. Involved in some Yes, so that we can help
environmental cleaning cleans up our environment 9 1
organizations that can that we can maintain
promote waste disposal cleanliness in our environment
Did not answer the question 1, 2
The personal values, beliefs, and norms of grade 10 students significantly
shape their attitudes toward proper waste disposal. Students prioritizing
environmental sustainability and conservation are more likely to view waste disposal
as a responsibility and adopt eco-friendly practices. Conversely, those who lack
awareness or value for environmental issues may exhibit apathy or disregard for
proper waste disposal. The table shows the response of the respondents in every
indicator.
Factors influence their decision to dispose of waste improperly.
As indicated in Table 1., the five respondents stated that they are unaware of
the possible consequences of improper waste disposal.

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“Something that influences my decision to recycle materials is that I am not
fully aware of the possible consequences of improper waste disposal.”-P1.
Lack of awareness and education: Students may need to understand the
environmental impact of improper waste disposal or the importance of proper waste
management. Furthermore, four respondents stated that carelessness and laziness
often result in a lack of motivation to take necessary steps for proper waste disposal.
“One of the factors is my laziness and my carelessness.”-P4.
Additionally, one respondent says Sluggishness often indicates a lack of
energy or motivation to act.
"The biggest factor influencing me to dispose of waste improperly is
Sluggishness, and my heart is stubborn. That is why I cannot do the proper
way of disposal."-P3.
Smith, J. (2020). Attitudes and behavior of the student's attitudes and
behaviors towards the environment and waste management can play a significant role.
They may only prioritize proper waste disposal practices if they are careful and open
toward the environment.

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Involved in some environmental cleaning organizations that can promote proper
waste disposal
According to Table 1, nine students were involved in any environmental
initiatives or organizations, and one of the respondents did not answer the question.
“Yes, just like in our Arpan subject activity in the first quarter, our teacher
taught us about segregating waste, and in our Purok. Moreover, I am
involved in that because I want to help clean up our environment and
maintain cleanliness in our environment.”-P7.
Environmental cleaning organizations employ various strategies, such as
social norms and incentives, to encourage individuals to adopt proper waste
management practices (Abrahamse, Steg, Vlek, & Rothengatter, 2005).
2.1 How important do you believe proper waste disposal is for the
environment?
2.2 Are you aware of the potential environmental consequences of
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Table 1.1 Environmental beliefs of the students that can contribute to
developing environmental norms.
INDICATORS RESPONSE FREQUENCY RANK 1.
Importance of It is vital to 10 1
believing proper keeping our environment clean
waste disposal because it is our responsibility
is to preserve the
environment
environment to keep clean and green and
It is an essential factor in
cleaning the environment
for it helps us organize our
own waste
2. Involved in any Yes, I am actively involved 5 1
environmental
initiatives or
organizations that No, I am not 4 2
promote proper waste
disposal?
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3. Aware in some Yes, I am aware of the potential 10 1

potential environment consequences
consequences of improper waste disposal
of improper waste
disposal
The environmental beliefs of the students play a crucial role in shaping and
developing environmental norms regarding proper waste disposal. Environmental
beliefs foster awareness about the impact of improper waste disposal on the
environment and human health. They emphasize the importance of proper waste
management and educate individuals about the potential consequences of
irresponsible waste disposal practices.
The importance of believing proper waste disposal is for the environment.
As presented in Table 1.1, ten respondents claimed that proper waste disposal is
significant for the environment to maintain cleanliness and illness.
"I believe proper waste disposal is crucial for the environment to maintain
cleanliness to our environment, and also it can help us because proper waste
disposal can also prevent illness."-P2
“I believe that proper disposal is for the environment. For instance, we throw
garbage somewhere, so for me, our environment will be the most vulnerable
to the effects. So proper waste disposal is for the environment is good."-P10.

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Aware of some potential environmental consequences of improper waste
disposal
As presented in Table 1.1, ten respondents stated they are fully aware of improper
waste disposal's possible or potential consequences.
“Yes, I am fully aware of the potential environmental consequences of
improper waste disposal.”-P7.
Several studies have shown that students aware of the environmental
consequences of improper waste disposal exhibit a higher inclination toward
responsible waste management practices. (Jones et al., 2018; Smith & Johnson,
2019). When students understand that improper waste disposal can contribute to
pollution, they are more likely to perceive the importance of proper waste disposal.
Involved in any environmental initiatives or organizations that promote proper
waste disposal
As represented in Table 1.1, five respondents claimed they are engaged in some
environmental organizations, and four are not.
“Yes, I am actively involved in any environmental organizations just like

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Envi-Movement Organization.”-P7
"No, sorry, I am not active on that."-P2
How can interventions and educational programs be designed to enhance
Table 1.2 Interventions and educational programs to enhance the students’
attitudes and practices toward proper waste disposal
INDICATORS RESPONSE FREQUENCY
RANK
1. Are the students have Yes, I did at school 3 2
ever any formal education discussions regarding
or training on proper about planet earth
waste disposal techniques?
Nope, but I would support
if I were involved. 2 3
Yes, specifically in our
Barangay, they taught
us how to segregate appropriately 5 1

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and separate the waste from
bio-degradable from non-biodegradable
Education and training programs on waste disposal techniques foster a sense
of responsibility and engagement within communities. When knowledgeable about
proper waste management, individuals are more likely to participate in recycling
programs, community clean-up initiatives, and other environmentally conscious
activities. This collective effort can lead to cleaner, healthier, and more sustainable
communities.
Formal education or training on proper waste disposal techniques
As represented in Table 1.2, three respondents stated that they received any
formal education or training, particularly in school.
"Yes, I did at school, discussions regarding planet earth."-P8.
Additionally, two respondents stated they received training from elementary
to high school.
“Nope, but I would support it if I were involved”-P5
Finally, five stated they received training in their locality or Barangay.

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“Yes, I received, parehas atong Envi-movement Organization sa SK sa
Barangay Poblacion, San Pablo, ZDS apil ko ana nga organisasyon sa
pagpanglimpyo.” [Yes, I received, just like on Envi-Movement Organization
of SK Poblacion, San Pablo, ZDS, I am a participant of that organization
cleaning training.]-P1
“Yes, sa barangay namin tinuturo nila kung paano e-separate ang mga waste
sa biodegradable at non-biodegradable.” [Yes, in our barangay, they taught
us how to separate the waste from biodegradable to non-biodegradable.]-P7
The respondents emphasized the training techniques they had encountered,
specifically the segregating waste from biodegradable to non-biodegradable.
Training students on biodegradable and non-biodegradable materials is crucial
for promoting environmental awareness and responsible waste management.
The respondents confidently stated the name of their cleaning training
organization in their Barangay. Their responses also stated their experiences with this
formal education or training on proper waste disposal techniques. Furthermore, they
also acknowledged the importance of Barangay cleaning training.
Barangay Cleaning Training. Barangay cleaning training is crucial in
maintaining a clean and healthy environment within local communities. It equips

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residents with the necessary knowledge and skills to effectively manage waste,
practice proper sanitation, and promote cleanliness.
Importance of Environmental Education. Environmental education plays a
significant role in shaping students’ attitudes, behaviors, and decision-making
processes concerning the environment. It equips them with the knowledge and skills
to address environmental challenges and promote sustainable practices
(Sterling,2020).
The eight research respondents claim they had yet to receive formal education
on proper waste disposal techniques. In conclusion, receiving formal education or
training on proper waste disposal techniques is essential for environmental protection,
health and sanitation, resource conservation, legal compliance, community
engagement, and long-term sustainability. It equips individuals with the knowledge
and skills needed to make informed decisions about waste management, leading to a
cleaner and more sustainable future. The findings of Bockarjova and Steg (2014)
highlighted the positive influence of environmental education on students' attitudes
and behaviors related to waste management. The results indicated that students who
received environmental education were likelier to exhibit positive attitudes toward
waste reduction, recycling, and composting. Moreover, these students were more
actively engaged in sustainable waste management practices than their peers who did
not receive such education.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter summarizes our study's findings, conclusions, and

recommendations.
Summary of Findings
The research was conducted to explore the attitudes and practices of grade 10
students toward proper environmental waste disposal. The section generates a
summary of findings generated following the order in the presentation of the
statement of the problem stated in Chapter 1.
1. How do the personal values, beliefs, and norms of grade 10 students
influence their attitudes towards proper waste disposal?
1.1 What factors influence your decision to recycle or dispose of waste

improperly?
1.2 Are you actively involved in environmental initiatives or organizations
The findings revealed that personal values, beliefs, and norms play a significant
role in shaping the attitudes of grade 10 students toward proper waste disposal. We
found that personal values play a significant role in shaping students’ attitudes toward
proper waste disposal. Those who highly value environmental sustainability and
conservation tended to have more positive attitudes toward waste disposal practices.
These students felt responsible for protecting the environment and recognized the
impact of waste mismanagement on ecosystems and human health. On the other hand,
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only some of the Grade 10 Students have encountered that laziness and careless
attitudes are the factors that influenced them not to dispose of waste properly. They
should have paid more attention to proper waste management practices, such as
responsibly separating recyclables and disposing trash. Laziness was attributed to
convenience, lack of motivation, and a belief that someone else would take care of the
waste. Beliefs about the consequences of improper waste disposal were strongly
linked to attitudes. Students who believed improper waste disposal contributes to
pollution, habitat destruction, and climate change were likelier to exhibit positive
attitudes toward proper waste disposal.
On the other hand, students who lacked awareness of environmental
consequences or held misconceptions about waste disposal tended to have fewer
positive attitudes. Another crucial finding was the need for more awareness among
grade 10 students regarding the consequences of improper waste disposal. Many
participants needed more knowledge about the environmental impact, health risks,
and long-term consequences of improper waste management. Norms played a
significant role in influencing students' attitudes towards waste disposal. Students
who perceived waste disposal as socially accepted and expected behavior within their
groups and communities were likelier to adopt positive attitudes.
On the contrary, students who felt that proper waste disposal was not valued or
practiced by their social circle exhibited more negative attitudes. In addition, findings
revealed that students engaged in some organizations are more likely to be aware of
good proper waste disposal practices. The findings of Garcia et al. (2018) shed light
on several factors influencing the environmental behavior of Filipino youth. The

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quantitative analysis revealed that environmental knowledge, attitudes, and perceived
behavioral control significantly influenced their pro-environmental behaviors.
Additionally, the qualitative data provided insights into the role of family, peers, and
education in shaping the environmental behavior of Grade 10 students.
This study contributes to the existing literature by highlighting the importance of
understanding the multifaceted factors that influence the environmental behavior of
Filipino youth. The findings underscore the need for comprehensive interventions that
address knowledge gaps, foster positive attitudes, and provide opportunities for
environmental education and engagement among Grade 10 students.
2.1 How important do you believe proper waste disposal is for the
environment?
2.2 Are you aware of the potential environmental consequences of
The study found that Grade 10 Students with solid environmental beliefs were
likelier to adopt responsible waste disposal practices. Factors such as educational
experiences, family influence, and community engagement played a significant role
in shaping the development of environmental norms among the students. Most grade
10 students recognized the importance of proper waste disposal for maintaining a
healthy and sustainable environment. They understood improper waste disposal can
lead to pollution, habitat degradation, and negative ecosystem impacts.

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However, there were variations in the student's awareness of the potential
environmental consequences of improper waste disposal. Students who had engaged
in some cleaning organization demonstrated a higher level of knowledge in this area
than those who needed more exposure or education. Nevertheless, even among
students with limited awareness, there was a willingness to learn and act once
provided with information.
Finally, the findings underscore the significance of grade 10 students'
environmental beliefs in shaping environmental norms related to proper waste
disposal. Many respondents recognized the importance of proper waste disposal for
the environment. However, there were variations in their awareness of the potential
environmental consequences associated with improper waste disposal. These findings
emphasize the importance of environmental education and targeted interventions to
foster a sense of environmental responsibility and promote sustainable waste
management practices among Grade 10 Students.
3. How can interventions and educational programs be designed to enhance
3.1 Have you received any formal education or training on proper waste
The findings revealed that waste segregation interventions effectively
enhanced grade 10 students' attitudes and practices toward proper waste disposal.
Implementing these interventions improved the students' knowledge and
understanding, as they clearly understood the distinction between biodegradable and

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non-biodegradable waste. This knowledge, coupled with a heightened environmental
consciousness. This led to a significant shift in their waste disposal habits. The
students were willing to segregate waste at its source, adopting sustainable practices
in their daily routines.
Additionally, involving community engagement and collaboration proved
influential in promoting responsible waste management. The students felt responsible
for waste management beyond the premises, influencing the wider community. The
findings also highlighted the potential for long-term behavioral change, as the
students committed to waste segregation even after the interventions. Overall, waste
segregation interventions effectively contributed to developing responsible waste
disposal habits and fostered a sustainable waste management culture among grade 10
students.
Conclusion
The researchers concluded that a few Grade 10 students had encountered the
factors such as Sluggishness, carelessness, and laziness, influencing them to dispose
of waste improperly. Another critical finding was the need for more awareness among
grade 10 students regarding the consequences of improper waste disposal. Students
who needed more awareness of environmental consequences or held fallacies about
waste disposal tended to have fewer positive attitudes. Many students claimed that
they are actively involved in environmental cleaning organizations and that proper
waste disposal is good for the environment. Additionally, findings revealed that
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students involved in some organizations are more likely to be aware of proper waste
disposal practices. This research shed light on the complex interplay between
personal factors and environmental attitudes regarding waste disposal. It was
observed that personal values, beliefs, and norms significantly influence grade 10
students' attitudes toward proper waste disposal. Students with values centered around
environmental sustainability and preservation demonstrated more positive attitudes
toward waste disposal practices.
Similarly, students with solid personal norms emphasizing responsible waste
management exhibited more responsible behaviors in waste disposal. Furthermore,
the study revealed that environmental beliefs played a crucial role in shaping the
development of environmental norms regarding proper waste disposal. Grade 10
students with strong environmental beliefs, such as recognizing the importance of
preserving natural resources and mitigating pollution, were likelier to adopt proper
waste disposal norms. These beliefs were a motivational factor for students to engage
in responsible waste management practices. Based on these findings, interventions,
and educational programs can be designed to enhance grade 10 students' attitudes and
practices toward proper disposal. It is evident that promoting environmental values,
such as the importance of sustainability and conservation, can positively influence
students' attitudes. Incorporating environmental education that emphasizes the
impacts of improper waste disposal on the environment and human health can further
enhance students' understanding and motivation to act responsibly.
Moreover, interventions should foster personal norms promoting responsible
waste management. Encouraging peer influence and social norms that prioritize
33
proper waste disposal can create a positive environment where responsible behaviors
are reinforced. Practical initiatives, such as providing accessible waste segregation
facilities and organizing waste management campaigns, can also facilitate students'
engagement in proper waste disposal practices. In conclusion, this research chapter
highlights the significance of personal values, beliefs, and norms in shaping grade 10
students' attitudes toward proper waste disposal. Environmental beliefs contribute to
developing environmental norms, further influencing students' waste disposal
behaviors. By designing targeted interventions and educational programs that
promote environmental values, emphasize the importance of responsible waste
management, and provide practical support, we can effectively enhance grade 10
students' attitudes and practices towards proper waste disposal, particularly in
segregating biodegradable and non-biodegradable waste.
Recommendations
This chapter provides recommendations based on the findings and
implications of the qualitative study on exploring the attitudes and practices of grade
10 students toward proper waste disposal. These recommendations aim to inform
educators, policymakers, and stakeholders involved in environmental education and
waste management initiatives. Implementing these recommendations is hoped that a
positive change in the attitudes and practices of grade 10 students towards
environmental waste disposal can be achieved.

34
1. Integration of Environmental Education:
 The study emphasizes the importance of incorporating environmental
education into the grade 10 curriculum. Educators should design and
implement comprehensive programs that raise awareness about proper
waste disposal practices, environmental conservation, and
sustainability.
 Environmental education initiatives should foster a sense of
responsibility and ownership among students, helping them understand
the consequences of improper waste disposal and promoting
sustainable waste management practices.
2. Collaboration between Schools and Local Waste Management
Authorities:
 Establish partnerships between schools and local waste management
authorities to develop joint initiatives and programs. This collaboration
will give students practical knowledge and resources to dispose of
waste and create a cleaner environment effectively.
 Organize workshops, seminars, or guest lectures with waste
management experts to educate students on the importance of waste
segregation, recycling, and composting. Practical demonstrations help
students understand the impact of their actions on the environment.
3. Creation of School-Based Waste Management Systems:

35
 Schools should establish effective waste management systems
encouraging students to participate in waste reduction and recycling
efforts actively. This can include the installation of waste segregation
bins, composting facilities, and recycling stations on school premises.
 Involve students in the planning and implementation of these systems.
This participatory approach will promote a sense of ownership and
responsibility among students and empower them to act.
4. Encouraging Student-Led Environmental Clubs or Organizations:
 Schools should facilitate the formation of student-led environmental
clubs, or organizations focused on waste management and
conservation. These clubs can be platforms for students to share ideas,
initiate projects, and raise awareness among their peers.
 Provide resources and support to these clubs, such as funding for eco-
friendly initiatives, organizing regular meetings, and inviting guest
speakers who can inspire and guide students in their environmental
efforts.
5. Long-term Monitoring and Evaluation:
 Implement a long-term monitoring and evaluation system to assess the
effectiveness of the recommended interventions. Regular assessment
and feedback will help identify strengths and areas for improvement
in the initiatives and adjust strategies accordingly.

36
 Conduct follow-up studies to track changes in students' attitudes and
practices toward proper waste disposal. This will provide valuable
insights into the long-term impact of the implemented interventions
and inform future initiatives.
By implementing these recommendations, grade 10 students' attitudes and
practices toward proper environmental waste disposal are expected to improve
significantly. Continuous efforts, collaboration, and education will help create a
generation of environmentally responsible citizens who actively contribute to waste
reduction and sustainable living.

37
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40
APPENDIX - A
DEPARTMENT OF EDUCATION
Region IX
Schools Division of Zamboanga del sur
District of San Pablo
SAN PABLO NATIONAL HIGH SCHOOL
303813
May 29, 2023
Edgardo R. Dolauta
Secondary School Principal 1
San Pablo National High School
Sir,
As part of the process, we, the Grade 11 STEM students' researchers, will conduct our
Practical Research 1 study entitled “Exploring the Attitudes and Practices of Grade 10
Students towards Environmental Proper Waste Disposal” as a requirement for us to
gather the needed data for our study.
In connection with this, we would like permission from your good office to allow our
group to conduct our research study inside the school vicinity. Rest assured that the
data we will gather will remain confidential and be used for academic purposes only.
41
You are with us in our enthusiasm to finish the requirements as compliance for our
subject and to develop our well-being. We hope for your positive response on this
humble matter. Your approval to conduct this study will be greatly appreciated.
Thank you, and more power!
Respectfully yours, Noted by:
FREDELITA Y. PAMPLONA
ANA MIA ALDERITE Practical Research 1 - Teacher
LIDELYN JANE CAŇALITA Approved by:
MC RENZ TAMPARONG EDGARDO R. DOLAUTA

Researchers School Principal - 1
Grade 10 Teachers:
CHARLYN FAITH B. JUMAWAN

Grade 10 – Saturn
DANIEL R. AMPARADO
Grade 10 – Jupiter
JOANNALYN T. MANGUBAT
Grade 10 – Neptune
JONALYN C. BUHISAN
Grade 10 – Uranus
42
JERRY MAE B. MARCO

Grade 10 - Venus
APPENDIX - B
43
Region IX
303813
May 29, 2023
CHARLYN FAITH JUMAWAN

DANIEL AMPARADO
JONALYN BUHISAN
JOANNALYN MANGUBAT
JERRY MAE MARCO
Grade 10 Advisers
Poblacion, San Pablo, ZDS
Ma’am/Sir:
Please let us inform you that we are students from STEM 11 DAISY. We are
currently conducting research titled “Exploring the Attitudes and Practices of Grade
10 Students towards Environmental Proper Waste Disposal” as a student requirement.
We will survey students’ attitudes, practices, and behavior about proper waste
disposal and how the factors influence their decision to dispose of waste properly and
improperly.
The primary goal of this research is to determine the students’ behavior in
engaging in some environmental cleaning organizations. To collect the necessary
data, we must conduct this study at San Pablo National High School, which was
44
purposefully chosen as our research location. In this regard, we plan to survey
farmers with at least two years of experience. Data collection will take the form
of a self-made data collection tool.
With this, we request permission from your classroom to engage with your
students for the abovementioned purpose. We will ensure that the information
obtained from the students is kept confidential and used solely for academic
purposes.
Thank you, and God bless.
Sincerely yours,
ANA MIA I. ALDERITE
LIDELYN JANE Q. CAŇ ALITA
MC RENZ A. TAMPARONG
Approved:
CHARLYN FAITH B. JUMAWAN

Grade 10 – Saturn
DANIEL C. AMPARADO
Grade 10 – Jupiter
JOANNALYN T. MANGUBAT
45
Grade 10 – Neptune
JONALYN C. BUHISAN
Grade 10 – Uranus
JERRY MAE B. MARCO

Grade 10 - Venus
APPENDIX - C
46
Region IX
303813
Dear Participant:
We are the Senior High School researchers from San Pablo National High School,
and we are currently working on a research project titled “Exploring Attitudes and
Practices of Grade 10 Students towards Environmental Proper Waste Disposal'. The
project investigates how environmental cleaning organization affects the students'
attitudes. We are inviting you to take part in this study because you are one of the
people who can provide the most valuable data for our investigation. We request your
permission to use your research as a data source.
We will not record your name to keep all information private. If you choose not to
participate, you may refuse to allow us to use your output at any time.
We appreciate you taking the time to help us with our educational goals.
Sincerely,
ANA MIA I. ALDERITE

47
LIDELYN JANE Q. CAŇALITA
Researcher
Student’s Signature:
APPENDIX - C
48
Region IX
303813
Dear Participant:
attitudes. We are inviting you to take part in this study because we believe you are
one of the people who can provide the most valuable data for our investigation. We
request your permission to use your research as a data source.
Sincerely,
ANA MIA I. ALDERITE

49
Researcher
APPENDIX - C
50
Region IX
303813
Dear Participant:
Sincerely,
ANA MIA I. ALDERITE

51
Researcher
APPENDIX - C
52
Region IX
303813
Dear Participant:
attitudes. We're inviting you to take part in this study because you are one of the
Sincerely,
ANA MIA I. ALDERITE

53
Researcher
APPENDIX - C
54
Region IX
303813
Dear Participant:
Sincerely,
ANA MIA I. ALDERITE

55
Researcher
APPENDIX - C
56
Region IX
303813
Dear Participant:
Sincerely,
ANA MIA I. ALDERITE

57
Researcher
APPENDIX - C
58
Region IX
303813
Dear Participant:
Sincerely,
ANA MIA I. ALDERITE

59
Researcher
APPENDIX - C
60
Region IX
303813
Dear Participant:
Sincerely,
ANA MIA I. ALDERITE

61
Researcher
APPENDIX - C
62
Region IX
303813
Dear Participant:
Sincerely,
ANA MIA I. ALDERITE

63
Researcher
APPENDIX - C
64
Region IX
303813
Dear Participant:
attitudes. We are inviting you to take part in this study because you are one of the
Sincerely,
ANA MIA I. ALDERITE

65
Researcher
APPENDIX – D
66
Research Instruments
5 STRUCTURED QUESTIONNAIRES
1. What factors influence your decision to recycle or dispose of waste
improperly?
2. Are you actively involved in environmental initiatives or organizations
3. How important do you believe proper waste disposal is for the
environment?
4. Are you aware of the potential environmental consequences of improper
waste disposal?
5. Have you received any formal education or training on proper waste
APPENDIX – D
67
improperly?
environment?
waste disposal?
APPENDIX – D
68
improperly?

environment?
waste disposal?
APPENDIX – D
69
improperly?
environment?
waste disposal?

70
APPENDIX – D
improperly?
environment?
waste disposal?

71
APPENDIX – D
improperly?
environment?
waste disposal?

72
APPENDIX – D
improperly?
environment?
waste disposal?

73
APPENDIX – D
improperly?
environment?
waste disposal?

74
APPENDIX – D
improperly?
environment?
waste disposal?

75
APPENDIX – D
improperly?
environment?
waste disposal?
CURRICULUM VITAE
LIDELYN JANE QUIAPO CAŇALITA
Purok Maabtikon, Poblacion, San Pablo, ZDS

Cell Number: 09166206563
E-mail address: lidelynqc@gmail.com
76
PERSONAL INFORMATION:
NICKNAME: Lite
BIRTHDAY: June 26, 2005
BIRTHPLACE: Poblacion, San Pablo, ZDS
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Protacio M. Caňalita Jr.
MOTHER’S NAME: Erlinda S. Quiapo
EDUCATIONAL BACKGROUND:
SECONDARY: SAN PABLO NATIONAL HIGH SCHOOL

Science, Technology, Engineering, and Mathematics
Poblacion, San Pablo
SHS (2023-2024)
JHS (2018-2022)
ELEMENTARY: SAN PABLO CENTRAL ELEMENTARY
SCHOOL
(2012-2018)
ANA MIA INDUS ALDERITE
Purok Malinawon, Poblacion, San Pablo, ZDS

77
E-mail address: anamiaalderite03@gmail.com
NICKNAME: Am- am
BIRTHDAY: March 22, 2006
BIRTHPLACE: Poblacion, San Pablo, ZDS
AGE: 17
RELIGION: Roman Catholic
FATHER’S NAME: Alner N. Alderite
MOTHER’S NAME: Milna I. Alderite

11th Grade
Science, Technology, Engineering, and
Mathematics
(2022-2023)
ELEMENTARY: SAN PABLO CENTRAL ELEMENTARY
SCHOOL
MC RENZ AYAWAN TAMPARONG
Purok Makiangayon,Tandubuay , San Pablo, ZDS

78

E-mail address: mcrenzayawantamparong@gmail.com
NICKNAME: Tabibing
BIRTHDAY: May 10, 2006
BIRTHPLACE: Kalamansig, Sultan Kudarat
AGE: 17
RELIGION: Cristohanon
FATHER’S NAME: Bernabe P. Tamparong Jr.
MOTHER’S NAME: Juvy A. Tamparong

11th Grade
Science, Technology, Engineering, and
Mathematics
(2022-2023)
ELEMENTARY: TANDUBUAY ELEMENTARY

Tandubuay, San Pablo, ZDS (2017-2018)
79

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1

urbanization, and industrialization (Ravanera & Panganiban, 2016). Waste

management is a significant environmental issue in today’s world, and it is essential

to practice environmentally proper waste disposal to preserve the environment.

develop effective waste management strategies. The problem is particularly acute in

environmental pollution (ADB,2019). The Ecological Solid Waste Management Act

impacts on human health and well-being. Thus, it is essential to promote

school aims to provide quality education while promoting environmental awareness

environmentally proper waste disposal. However, it needs to be clarified how much

disposal practices, which can significantly contribute to a cleaner and healthier

practices of students regarding environmentally proper waste disposal.

High School students towards environmentally proper waste disposal. By examining

impact the environment.

The theoretical framework of this study is based on the Theory of Value-Belief-

belief-norm (VBN) theory of environmentalism suggests that perceiving adverse

effects from global warming could promote mitigation behavior.

Statement of the Problem

Pablo National High School towards environmentally proper waste disposal.

Specifically, this study aims to answer the following research questions:

their attitudes towards proper waste disposal?

2. How do the environmental beliefs of grade 10 students contribute to

developing environmental norms regarding proper waste disposal?

3. How can interventions and educational programs be designed to enhance

grade 10 students’ attitudes and practices toward proper waste disposal?

Ha: There is a significant difference in the attitudes and practices of Grade 10

means there is a significant difference in the attitudes and practices of Grade 10

students towards environmentally proper waste disposal. This finding is significant

because it could provide insights into developing interventions and programs to

encourage environmentally proper waste disposal practices among Grade 10 students

in San Pablo National High School.

Significance of the Study

environmental behavior by exploring the attitudes and practices of Grade 10 students

students, which can be used to develop effective waste management interventions in

educational programs to promote proper waste disposal practices among students.

Figure 1. Conceptual Framework of the Study

will, in turn, affect the students' waste disposal practices.

Scope and Limitations

The following terms are defined operationally in this study:

REVIEW OF RELATED LITERATURE

The proper disposal of waste materials is a crucial environmental issue, and

it is essential to promote proper environmental waste disposal practices among young

proper waste disposal practices.

Similarly, a study by Fu et al. (2019) on the waste disposal behavior of

in proper waste disposal practices.

behavior of middle school students found that knowledge significantly influenced

perceived behavioral control, and subjective norms influenced waste disposal

Attitudes towards Environmental Proper Ways of Disposal:

Attitudes play a crucial role in shaping individuals’ behavior toward

environmental conversation and waste management. They recognized the importance

of proper waste disposal and were willing to adopt eco-friendly practices.

Furthermore, Wang and Katzev (2018) investigated the attitudes of middle

proper waste disposal practices. These studies highlight the significance of

understanding students' attitudes as a precursor to encouraging environmentally

The Practice of Grade 10 Students in Environmental Proper Ways of Disposal:

Understanding the practices of Grade 10 students towards proper

secondary school students and identified various disposal practices, including

adaption of proper disposal practices.

Similarly, Li and Shi (2020) examined the waste management practices of

knowledge and their actual practices.

Factors Influencing Attitudes and Practices:

Several factors influence the attitudes and practices of Grade 10 students

towards proper environmental ways of disposal. Previous research has identified

various determinants, including environmental education, social norms, parental

attitudes and engage in sustainable waste management practices.