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Waste Analysis and Characterization, Knowledge and

Practices of Students at Isuc: Basis for Solid Waste
Management Planning
Bondee L. Peñaflor
Chair,BS Environmental Science Program
Chair of the MSc in Disaster Risk Management and Climate Change Adaptation Program Isabela State
University (ISU) Cabagan, Isabela, Philippines
Daniel C. Jacinto, Ph.D.
Dean, Institute of Business Management Isabela State University (ISU) Cabagan, Isabela, Philippines

Article Info Abstract:

Volume 82 An e-learning is overtaking conventional classroom teaching The prevalent waste
Page Number: 5545 - 5559 problem in the Campus has come up with a study on students’ knowledge and
Publication Issue: practices on Solid Waste Management (SWS)simultaneously with Waste Analysis
January-February 2020 and Characterization (WACS) and photo-documentation of the SWM.The survey
employed cross-sectionaldesign and descriptive-correlational method. A WACS
protocol by the Department of Environment and Natural Resources-Environmental
Management Bureau (ENR-EMB) with slight modification was adopted. Results
revealed that student-respondents have moderate to high level of knowledge on
SWM (weighted mean=2.89-4.44).Generally, students are strongly responsible in
their practices butarealso responsible in burning uncollected wastes (mean=2.20)
and illegal dumping(mean=1.70). No significant difference was found on students’
extent of practices from various colleges (p-value=0.101123). Further, Spearman’s
rho resultsrevealed weak correlation (coefficient=0.209) between students’ level of
knowledge and extent ofSWM practices. WACS results show that majority
(77.03%) of generated wastes is biodegradable,residual=12.31%,
recyclable=10.49%, and special=0.17%. Residential generates the highest
(14.38kg/day). Per capita waste generation is 0.012kg. Unfortunately, all generated
wastes are being disposed. Moreover, waste diversion strategy is burning
whilesaleable scraps are sold. Projected waste generationis expected to increase in
the next 10 years (2019-2028, mean=60.153kg/yr). Photo-documented Campus
initiatives include:Segregation and Reduction; Collection; Processing; Recycling;
Article History and Marketing of Saleable/Recyclables. Results reveal the necessity of adoption for
Article Received: 18 May 2019 the development of short-to-long termCampusESWMPlan and WACS
Revised: 14 July 2019 Methodological Guidelines.
Accepted: 22 December 2019
Publication: 27 January 2020 Keywords: Waste Analysis and Characterization Study (WACS), Knowledge,
Practices, Solid

INTRODUCTION because of the interconnected impacts that it give

It has been very evident in some places to the other component of the environment such as
within the campus about the scattered solid wastes the air, soil, water, and even to other organisms,
mainly due to mismanagement and poor including human beings.One of the major laws
discipline.These practices of campus constituents that tackle the concern on solid waste is R.A.
are not allowed by local and even national level 9003, otherwise known as the Ecological Solid
policies, regulations, ordinances, and laws Waste Management Act of 2000. It gives the

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mandate about how to manage solid waste from generated (recycled and disposed) in the campus
waste generation, segregation, storage, collection, is not available as of the moment and quantities of
transfer and transport, and to final disposed waste are not measured.
disposal.Nevertheless, it is a topic that is rarely at It is for these reasons that this research
the forefront of discussion, by the media or by the undertaking was conducted. One of its goal is to
general public. It is usually only during a crisis surface the roots of continuing problems on solid
that much attention is given to waste management. wastes in the campus which could serve as basis
In the absence of a crisis, people prefer not to in coming up for decision support platforms for
think about waste problem. the promotion of a cleaner and greener Isabela
In the study of Arora and Agarwal (2011), State University Cabagan (ISUC) Campus.
they mentioned that the problems of waste Moreover, it will provide baseline assessment that
management are predominant in developing would suggest areas for improvement, i.e. a “form
countries without substantial environmental of needs”, and analysis for subsequent education
awareness programs.Licy et al. (2013) mentioned and awareness initiatives.
that while most people are aware of the negative
impacts of mismanaged wastes on the OBJECTIVES OF THE STUDY
environment, their negative attitude coupled with The overall objective of this researchwas
insufficient environmental knowledge usually to conduct waste analysis and characterization
corresponds to poor practices towards maintaining study (WACS) and ascertain the knowledge and
good environmental conditions. practices of students on solid waste management
Quality education does not only mean in the campus which could serve as an input for
having exemplified instructors and sophisticated the development of short-to-long term Ecological
school facilities, it also include a clean and orderly Solid Waste Management Plan for ISU Cabagan
areas conducive for learning and for the people to Campus.
stay. Hence, there is a need to ensure agood Specifically, the research aimed to:
quality of the environment.However, in order to 1. Develop methodological guidelines for the
achieve sound environmental quality, knowledge conduct of WACS at academic
on environmental protection and preservation institutions;
coupled with improved practice should primarily 2. Conduct waste quantity analysis and
originate from the school constituencies. There is determine the composition of waste
therefore a need to evaluate the level of generated in the campus;
knowledge coupled with the practices of campus 3. Ascertain the knowledge and practices of
constituencies. students on solid waste management; and
Meanwhile, an accurate characterization of 4. Document the situation of solid waste
the waste stream in the campus is crucial in order management in the campus.
to design an effective ecological solid waste
management system that will meet the needs of METHODOLOGY
the school. An understanding of waste generation The research was conducted from May
rates and characteristics is also critical in 2018 to April 2019 (one year) at Isabela State
determining present and future needs and in University in the Municipality of Cabagan,
designing the facilities/equipment that will Province of Isabela, Philippines.
provide effective waste management. Accurate The approach for the conduct of WACS
information on the quantity of waste that is started with the consultation with Key Informants

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who are mainly involved in the conduct of WACS Establishments, general stores and
in the Municipal Level. These Key Informants canteens were considered. Lastly, under
were usually consulted by various Local Residential, dormitories, staff housing, and
Government Units (LGUs) in the preparation of boarding houses were considered. The
their 10-Year Ecological Solid Waste WACS was conducted in the Campus on
Management (ESWM) Plan. Such Plan is required February 18-20, 2019. For the persons
to all LGUs in the Philippines concordant to the involved (e.g. staff and students) in the
mandates of RA 9003. The protocol that was used conduct of WACS, detailed lecture was
in this research was based from the guidelines set conducted so as to fully capacitate them.
by the Department of Environment and Natural The site for the field work, preparation of
Resources-Environmental Management Bureau schedule for sampling and the materials to
(DENR-EMB). The protocol was discussed so as be used,provision of supplies as well as
to evaluate its suitability since it will be conducted other logistics related to the field study
in an academic institution set up. The were considered.
methodological approach that was adopted is  Waste quantity analysis –the solid wastes
hereby discussed. collected from the identified sources were
Methodological Guidelines for the conduct of brought into the identified site (i.e. CFEM
Waste Analysis and Characterization Study compound) for the proper recording of
(WACS) daily waste generation. The volume of
The first part of the research was the solid waste generated in the campus were
conduct of Waste Analysis and Characterization logged into data sheets and eventually
Study(WACS) which had the following methods inputted into Microsoft Excel.
as applied in the campus:  Waste composition study – the collected
 Planning and mobilization – identification samples were manually sorted into
of possible sources of solid wastes within different categories, and the data were
the campus. The identified sources in this recorded accordingly. All the collected
study are: Academic Units; Non-academic generated solid wastes in the campus were
Units; Commercial Establishments; and broadly classified into four (4)
Residential Areas. After identifying the classifications, namely: Biodegradable,
potential sources of solid wastes, Recyclable, Residual, and Special. Each of
determination of samples proceeded. these classifications is composed of
Under the Academic Units, solid wastes various types of solid wastes. All the
were collected from the College of information were analyzed to determine an
Forestry and Environmental Management average composition for each
(CFEM), the Institute of Business category/type and subsequently computed
Management (IBM), and the College of with the four major classifications
Education (CEd). On the other hand, under The Approach for the survey on the Knowledge
the Non-Academic Units, the and Practices of Students on Solid Waste
Administration Building, the Campus Management
Prints and Publishing Solutions, the
Environmental Information Center For the assessment of knowledge and
Building, and the Extension Office were practices of students, the following were
included. Meanwhile, under Commercial conducted:
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Respondents of the Study study. Moreover, this study is descriptive-

The respondents in this study were correlational in nature. The study involved college
students from the seven (7) colleges in the students enrolled in various courses offered in
campus.According to Ahmad et al. (2015), several Colleges in Isabela State University
students are particularly targeted since they are Cabagan Campus. The number of officially
regarded as the future of the nation and schools enrolled students was acquired from the database
are expected to develop their potential as system of the Campus Registrar. A total of 346
advocates of sustainable environment. In fact, studentswereconsidered as respondents in this
several community surveys have sought to capture research. Upon determination of the desired
the level of knowledge, attitude, practices (KAP) sample size, non-probability sampling procedure
among students regarding the environment. (opportunistic sample technique) was employed
The study involved college students for the determination of the student-respondents.
enrolled in various courses offered in several According to Kazdin (2003), as cited by Dung, et
Colleges in Isabela State University Cabagan al. (undated), a cross-sectional survey research
Campus. The number of officially enrolled design is a study in which participants are selected
students was acquired from the database system of and assessed on a current or present variable of
the Campus Registrar. A total of 346 interest at a time. The participants were
studentswereconsidered as respondents in this studentsfromvariouscolleges in ISU Cabagan,
research. The participation of the student- whose knowledge and practices toward solid
respondents was purely voluntary and they were waste management were assessed at a particular
allowed to withdraw at any stage of the interview. time. The design is, therefore, best suited for this
Again, the final number of students included in study. Moreover, this study is descriptive-
this study was 346 based on completeness and correlational in nature.
validity of their responses in the structured
questionnaire. Table 1. Sample Size Distribution per
College/Unit.
Research Design NO. OF SAMPLE
Cross-sectional survey research design UNIT STUDENTS SIZE PER
was employed in this study. According to Kazdin PER COLLEGE COLLEGE
(2003), as cited by Dung, et al. (undated), a cross- CEd 1099 114
sectional survey research design is a study in CDCAS 228 24
which participants are selected and assessed on a PTIA 322 33
current or present variable of interest at a time. CFEM 269 28
The participants were IBM 599 62
studentsfromvariouscolleges in ISU Cabagan, CCJE 444 46
whose knowledge and practices toward solid CCSICT 378 39
waste management were assessed at a particular
time. The design is, therefore, best suited for this
Research Instrument qualitative and quantitative data. Ocular
Structured questionnaire was constructed observation was also used in order to verify some
to gather information relative to the study. An statements mentioned by the respondents
interview schedule coupled with distribution of (triangulation). The use of documents from the
the survey questionnaires weredone to gather both

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existing files from the administrationwas also This part presents the quantity and the
considered to gather secondary data. composition including other characteristics of
wastes generated within the premises of Isabela
Statistical Analysis State University in Cabagan, Isabela. It also
Data generated from the field works were describes the projected solid wastes generation in
logged using database-retrieving system in the Campus for a period of ten years.
Microsoft Excel where all statistical procedures
were performed. The different sets of information Waste Analysis and Characterization
were statistically analyzed using both descriptive Study (WACS) was conducted in the 3-day series
(weighted mean) and inferential statistics (Single in order to identify, quantify and further analyze
Factor ANOVA and non-parametric correlation the solid wastes being generated from various
e.g. Spearman’s rho). A 5-point and 3-point Likert sources within the Campus. The sources include:
scales were used to determine the level of Academic Units which include the College of
knowledge and the practices, respectively, of the Forestry and Environmental Management
student-respondents. Table 2 and 3show the (CFEM), the Institute of Business Management
Arbitrary levels for the Likert Scale used in this (IBM), and the College of Education (CEd); Non-
study. Academic Units which include the Administration
Building, the Campus Prints and Publishing
Table 2. Arbitrary levels for the knowledge Solutions, the Environmental Information Center
of student-respondents. Building, and the Extension Office; Commercial
QUALITATIVE Establishments (general stores and canteens); and
SCALE DESCRIPTION Residential which include dormitories, staff
1.00- 1.79 VERY LOW housing, and boarding houses. The WACS was
1.80- 2.59 LOW conducted in the Campus on February 18-20,
2.60- 3.39 MODERATE 2019.
3.40- 4.19 HIGH
4.20- 5.00 VERY HIGH Generated Waste
Generated waste is defined as the total
Table 3. Arbitrary levels for the practices of quantity or volume of waste disposed and diverted
student-respondents. based on the WACS that was conducted. The table
QUALITATIVE below gives a detailed presentation on the waste
SCALE DESCRIPTION generated in the Campus.
Most of the generated wastes in the
1.00- 1.66 NOT RESPONSIBLE
Campus are biodegradable wastes, which
1.67- 2.33 RESPONSIBLE comprise about 77.03percent of the total solid
STRONGLY wastes generated followed by residual wastes at
2.34- 3.00 RESPONSIBLE 12.31%, recyclable wastes at 10.49%, and special
wastes at 0.17%. Among the sources, residential
areas was found to have the highest generated
RESULTS AND DISCUSSION wastes with a total of 14.38 kilograms per day
WASTE ANALYSIS AND representing 33.74 percent of the total solid
CHARACTERIZATION STUDY (WACS) wastes generated in the campus.
Waste Characteristics

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Composition of waste generated (kg/day)

SOURCE Total Percentage
Biodegradable Recyclable Residual Special
ACADEMIC UNIT 9.34 2.33 1.23 0.00 12.90 30.26
NON-ACADEMIC
5.67 0.53 0.61 0.04 6.85 16.07
UNIT
COMMERCIAL 6.47 0.52 1.51 0.00 8.50 19.94
RESIDENTIAL 11.36 1.09 1.90 0.04 14.38 33.74
TOTAL 32.84 4.47 5.25 0.07 42.63 100.00
PERCENTAGE 77.03 10.49 12.31 0.17 100.00
Table 4. Waste Generation by source (kg/day).
32.84 kilograms of biodegradable wastes is
0.17% disposed per day. This implies that organic
12.31 Biodegra fertilizer production using the
% dable
10.49 biodegradable/organic wastes should be promoted.
5 Recyclabl There are about 4.47 kilograms of recyclable
e
wastes are disposed on a daily basis. These solid
Residual wastes have good
77.03 Special
% potential for recycling activities in order to
produce innovative recycled products that can be
Figure 2.Percentage composition of generated utilized for beautification along roadsides, offices
waste by classification. and/or in student centers. Otherwise, recyclables
should be stored and be accumulated which can
The per capita waste generation per day is then be sold to itinerant buyers or to junkshops
0.012 kilograms. This was computed using the accordingly. Meanwhile, it can be deduced from
school year 2018-2019 population of about 3, 570 the same table that majority of the solid wastes
people. being disposed comes from residential areas. This
Disposed Waste implies that promotional activities pertaining to
Practically, the volume of solid wastes disposed in solid waste management concerns should be
the campus on a daily basis is equal to the volume prioritized in this source.
of solid wastes generated per day as discussed
above. Table 5 below shows that there are about

Table 5. Disposed Waste by Sector and Classification (in kilograms per day).
Composition of waste disposed (kg/day)
SOURCE Total Percentage
Biodegradable Recyclable Residual Special
ACADEMIC UNIT 9.34 2.33 1.23 0.00 12.90 30.26
NON-ACADEMIC
5.67 0.53 0.61 0.04 6.85 16.07
UNIT
COMMERCIAL 6.47 0.52 1.51 0.00 8.50 19.94
RESIDENTIAL 11.36 1.09 1.90 0.04 14.38 33.74
TOTAL 32.84 4.47 5.25 0.07 42.63 100.00
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PERCENTAGE 77.03 10.49 12.31 0.17 100.00

bottles, glass bottles, cans, metals, including

35.00 newspapers, cartons, among others, are bought by
30.00
25.00 itinerant buyers.
20.00 32.84
15.00
10.00 Projected Waste Generation
5.00 4.47 5.25
0.00 0.07 As shown in Table 6, waste generation in the
Residual
Biodegradable

Special
Recyclable

Campus is expected to increase in the next ten

(10) years due to slight increase in population as
well. At the end of the ten-year period (2019-
2029), the estimated average waste generation of
the whole Campus is about 662.349 kilogramsper
Composition of disposed solid year. The estimated average annual generation of
waste (kg/day)
biodegradable materials is about 47.706 kilograms
Figure 3. Composition of solid waste disposed per per year. Biodegradable wastes can be a focus of
day (in kilograms). investments in organic fertilizer production in the
Campus.
Diverted Waste For the recyclable wastes, recovery and
Diverted waste is the quantity of waste currently processing should be intensified and alternative
re-used, recycled, sold to junkshops and and/or innovative technology to divert the residual
composted or processed based on existing wastes to be generated should be implemented.
information. To gather data on the estimated Likewise, the projected residual and special
quantity or volume of waste currently diverted, wastes generation must be handled properly as
review of existing office files and personal well as necessary actions should still be done to
observation from all waste sources were avoid the dangerous and irreversible impacts of
conducted. these wastes materials.
Result of the direct observation and
personal interviews with the employees and Recovery and processing of recyclable wastes
studentsrevealed that the most common waste should be intensified and alternative innovative
diversion strategy is burning of wastes and selling and cutting-edge technologies to divert residual
of scraps. Quantity of wastes being burned, wastes to be generated should be implemented.
however, was not accurately estimated by the Although projected residual and special wastes
respondents. Hence they were no longer included generation is not very significant compared to the
in the results. projected biodegradable wastes, it still requires
As seen in the documents provided by the necessary actions to avoid complications in the
administration, service centers and junkshop future. The table below presents the details of
agents (bidders) went to the campus in order to projected waste generation by classification of
buy and eventually collectvaluable recyclable wastes per year in the next 10 years:
and/or resalable materials such as scraps/crafts
materials, condemned equipment and vehicles,
and the like. On the other hand, those stored PET
Table 6. Projected Waste Generation in the Campus (kg/year).

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CLASSIFICATION
YEAR TOTAL
Biodegradable Recyclable Residual Special
2019 36.021 4.905 5.756 0.080 46.762
2020 37.999 5.174 6.072 0.085 49.330
2021 40.077 5.457 6.405 0.089 52.029
2022 42.276 5.756 6.756 0.094 54.883
2023 44.594 6.072 7.126 0.100 57.892
2024 47.031 6.404 7.516 0.105 61.056
2025 49.607 6.755 7.927 0.111 64.400
2026 52.330 7.125 8.362 0.117 67.934
2027 55.200 7.516 8.821 0.123 71.660
2028 58.226 7.928 9.305 0.130 75.589
Average Annual
46.336 6.309 7.405 0.103 60.153
Generation
Waste Generation
0.009198 0.001252 0.001470 0.000021 0.012
per capita/day
Cumulative Total 463.361 63.092 74.046 1.035 601.534

Knowledge and Practices of Students on Solid batteries; Used engine/motor oils; Segregation and
Waste Management collection shall be conducted at the barangay
In ISU Cabagan, the student-respondents level; Collection of the non-recyclable and
have very high knowledge on very few of the residual wastes is the responsibility of the
indicators and these are: solid wastes are the most municipality or city; Waste storage facilities
visible environmental problem; there is a law should be secured and its place must be
governing solid wastes management in the strategically identified; There is an existing
country; there is money in wastes; and improper collection of garbage by the Municipality. These
waste disposal can cause flooding, spread of signify that students have little knowledge along
diseases, and can pollute the soil/water/air. these variables, hence, promotion is necessary.
Surprisingly, the student-respondents in the Among the indicators presented from the
campus have high knowledge on most of the students, “There is money in wastes” (Indicator
indicators that were asked from them. However, No. 22) has the highest weighted mean with 4.44.
the students are have moderate knowledge on the This is followed by Indicator No. 12 (There is a
following indicators: Example of RESIDUAL law governing solid wastes management in the
WASTES are Sanitary napkins, disposable country). Meanwhile, Indicator No. 17 (There is
diapers, worn-out rugs, ceramics, candy an existing collection of garbage by the
wrappers/sachets, cartons which contain a plastic Municipality) got the lowest weighted mean with
lining usually used for milk and juice containers, 2.89 followed by Indicator No. 11 (Collection of
etc.; Example of SPECIAL WASTES are the non-recyclable and residual wastes is the
Fluorescent lamps, containers of: Toilet Cleaners responsibility of the municipality or city) with a
and Bleaches; Paint Thinners, solvents; Pesticides, weighted mean of 2.93 (Table 7).
sprays; Medical/clinic waste; Used lead-acid

Table 7.Level of knowledge of ISUC student-respondents on solid waste management.

Very Weighted Qualitative

INDICATORS Very High High Moderate Low
Low Mean Description
1) ISUC has solid waste 80 169 77 18 2 3.89 HIGH

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problem
2) There exist a Center in
the campus with
primary concern on 122 154 44 17 9 4.05 HIGH
wastes and its
management
3) Solid wastes are the
most visible 140 154 46 5 1 4.23 VERYHIGH
environmental problem
4) In urban areas, people
generate 0.50-0.70
kg/capita/day of solid
73 132 109 29 3 3.7 HIGH
waste, whereas in rural
areas, people produce
0.30 kg/capita/day
5) LGUs are primarily
responsible for the
implementation and
enforcement of the 100 153 72 19 2 3.95 HIGH
provisions of RA 9003
in their respective
jurisdictions
6) Example of
BIODEGRADABLE
WASTES are Fruit and
vegetable peelings,
leftover foods, 112 171 47 13 3 4.09 HIGH
vegetable trims,
fish/fowl/meat/animal
entrails/ soft shells,
seeds, leaves, etc.,
7) Example of
RECYCLABLE
WASTES are
Newspaper, ferrous and
non-ferrous scrap 89 127 45 59 26 3.56 HIGH
metals, corrugated
cardboard, aluminum,
tin cans, glass, papers,
etc.,
8) Example of
RESIDUAL WASTES
are Sanitary napkins,
disposable diapers,
MODERAT
worn-out rugs, 80 82 88 77 19 3.37
E
ceramics, candy
wrappers/sachets,
cartons which contain a
plastic lining usually
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used for milk and juice

containers, etc.,
9) Example of SPECIAL
WASTES are
Fluorescent lamps,
containers of: Toilet
Cleaners and Bleaches;
MODERAT
Paint Thinners, 60 70 85 111 20 3.11
E
solvents; Pesticides,
sprays; Medical/clinic
waste; Used lead-acid
batteries; Used
engine/motor oils
10) Segregation and
collection shall be MODERAT
54 121 98 53 20 3.39
conducted at the E
barangay level
11) Collection of the non-
recyclable and residual
MODERAT
wastes is the 28 89 86 118 25 2.93
E
responsibility of the
municipality or city.
12) There is a law
governing solid wastes
140 154 52 - - 4.25 VERYHIGH
management in the
country
13) Reduce in waste
generation is 79 117 90 51 9 3.6 HIGH
encouraged
14) Segregation at source is
81 129 84 40 12 3.66 HIGH
encouraged
15) Waste storage facilities
should be secured and MODERAT
45 119 80 73 29 3.23
its place must be E
strategically identified
16) The use of durable yet
cost-effective garbage 131 160 55 - - 4.22 HIGH
bins is promoted
17) There is an existing
MODERAT
collection of garbage 33 85 75 118 35 2.89
E
by the Municipality
18) There is ordinance
pertaining to Solid
71 123 83 60 9 3.54 HIGH
waste management in
the municipality
19) Recycling of solid
wastes could generate 112 99 85 40 10 3.76 HIGH
income

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20) Recycled products can

118 108 89 28 3 3.9 HIGH
beautify surroundings
21) Composting of
biodegradable wastes is 71 125 90 51 9 3.57 HIGH
promoted
22) There is money in
185 129 32 - - 4.44 VERYHIGH
wastes
23) Burning of solid wastes
77 119 85 62 3 3.59 HIGH
is prohibited
24) Improper waste
disposal can cause
flooding, spread of
128 171 47 - - 4.23 VERYHIGH
diseases, and can
pollute the
soil/water/air
Solid Waste Management Practices of Students

It can be gleaned from table 8 that the them, they don’t have other choice but to do so in
students in ISU Cabagan Campus are strongly order to maintain the cleanliness of their homes
responsible in terms of: wastes reduction in their and get rid of possible diseases due to the
home; use durable yet cost-effective garbage bins presence of uncollected solid wastes. Moreover,
in their house; practice of waste recycling and there were students who mentioned that there is
selling the products; practice of waste recycling no collection of garbage by the authorities in their
and use to beautify surroundings; composting of localities.
biodegradable wastes; regularly clean our Various studies have shown that students
surroundings to get rid of diseases. These imply exhibit moderate to unsatisfactory practice level
that the students are conforming to the practices on waste management (Desa et al., 2011; Adeolu
and principles of solid waste management. et al., 2014; Ahmad et al., 2015). In the study
However, the students of ISUC are found to be conducted among the secondary schools in the
responsible in burning the uncollected solid Division of Leyte, Ramos and Pecajas (2016)
wastes in their homes with a mean of 2.20. concluded that the solid waste management
Further, with a weighted mean of 1.70, it is very practices are moderately and fairly practiced by
unfortunate that there are student-respondents who the respondents which need more supervision by
practice throwing of garbage into the river or the school administrators.
everywhere their uncollected wastes. According to

Table 8. Solid waste management practices of student-respondents

SWM PRACTICES OF WEIGHTED MEAN
STUDENTS PTIA CCJE CFEM CED CCSICT IBM CDCAS ISUC
1) I practice wastes reduction in
our home 2.36 2.46 2.21 2.52 2.49 2.63 2.21 2.47
2) I do waste segregation 2.18 2.39 2.21 2.37 2.31 2.32 2.33 2.32
3) I use durable yet cost-
effective garbage bins in our 2.09 2.39 2.29 2.40 2.28 2.40 2.29 2.34

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house
4) I practice waste recycling and
sell the products 2.33 2.54 2.29 2.29 2.23 2.48 2.25 2.35
5) I practice waste recycling and
use to beautify surroundings 2.36 2.59 2.00 2.41 2.26 2.44 2.13 2.36
6) I do composting of
biodegradable wastes 2.30 2.30 2.18 2.40 2.36 2.40 2.17 2.34
7) I regularly clean our
surroundings to get rid of
diseases 2.30 2.61 2.18 2.46 2.33 2.40 2.33 2.41
8) I burn the uncollected solid
wastes 2.09 2.50 2.18 2.24 2.05 2.19 1.83 2.20
9) I throw into the river or
everywhere our uncollected
solid wastes 1.79 2.09 2.04 1.61 1.67 1.56 1.29 1.70

Difference in SWM Practices of students from F-value which is 1.875836 is less than the critical
various colleges value of 2.265567. It generally means that there is
no significant difference on the practices of the
The table below shows the Analysis of students from various colleges on solid waste
Variance of the SWM practices of students from management. Moreover, the p-value is 0.101123
various colleges. As presented, it revealed that the which is way above at 0.05 level of significance.

Table 9. Analysis of Variance: Single Factor.

SUMMARY
Groups Count Sum Average Variance
PTIA 9 19.81818 2.20202 0.035813
CCJ 9 21.86957 2.429952 0.026439
CFEM 9 19.57143 2.174603 0.009708
CED 9 20.71053 2.30117 0.073484
CCSICT 9 19.97436 2.219373 0.056396
IBM 9 20.83871 2.315412 0.092879
CDCAS 9 18.83333 2.092593 0.113619

ANOVA
Source of
Variation SS df MS F P-value F crit
Between Groups 0.656549 6 0.109425 1.875836 0.101123 2.265567
Within Groups 3.266699 56 0.058334
Total 3.923248 62

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Relationship between Level of Knowledge and the with p-value of 0.589 which is way higher than
Practices of Students on Solid Waste Management 0.05 level of significance (Table 10). This
supports the findings of Barloa et al. (2016) who
The results of non-parametric correlational found out that the relatively higher average rating
analysis show no significant relationship or weak for knowledge (87.8%) (and attitude (87.0%)) of
correlation between the level of knowledge and the students were both inconsistent with the lower
the extent of practices of students on solid waste average practice rating (72.5%)
management with correlation coefficient of 0.209

Table 10. Correlation analysis between level of knowledge and the extent of
practices of students toward solid waste management.
SWM Level of
Spearman's rho Practices Knowledge
Correlation Coefficient 1 0.209
SWM Practices Sig. (2-tailed) . 0.589
N 9 9
Correlation Coefficient 0.209 1
Level of
Sig. (2-tailed) 0.589 .
Knowledge
N 9 24

Documentation of the Situation of Solid Waste Collection

Management in the Campus At present, there is an existing collection
system in the campus since the collection
Source Reduction and Segregation-at-source equipment is already in place,
Although the campus constituencies are
doing their usual practice in handling and although there is a need for an effective collection
disposing their generated wastes i.e. thrown scheme to be implemented once the Centralized
anywhere and/or practice open burning. That is MRF will become operational. The construction
what they normally do. However, common to all of the Centralized MRF of the campus has been
is the segregation of recyclables/saleable solid initiated/launched during the celebration of Earth
wastes like metals, cans, plastics, bottles, and the Day on April 22, 2019.
like. These are somehow bringing benefit to them
as these are being sold to junkshops or to itinerant Processing Facilities
buyers. Furthermore, biodegradable materials are The processing of biodegradable waste
not normally collected as these materials are left into compost materials are conventionally done as
untouched until they become fully decomposed. biodegradable wastes are left untouched on
Some are also collected for the vermi-composting ground. Meanwhile, the present recovery facility
technology of the Provincial Technical Institute of of the campus is situated near the Administration
Agriculture (PTIA). building. Vermi-composting facility is also
available and this is being maintained in the PTIA.

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Recycling Programs various colleges on solid waste management.More

Recycled products prepared by the so, it was concluded that there was no significant
students are outputs from their classes and/or relationship between the level of knowledge and
campus/college-based competition programs. the extent of practices of students on solid waste
management as revealed in the results of the non-
Markets for Recyclables/Saleable Solid Wastes parametric correlation analysis made. Lastly, it
Junkshop agents (bidders) and ambulant was also concluded that the Campus has a lot of
scrap buyers roam in order to buy valuable initiatives in relation to solid waste management
recyclable and/or resalable materials such as PET programs like: Source Reduction and Segregation-
bottles, glass bottles, cans, metals, newspapers, at-source; Collection; Processing Facilities;
cartons, other scrap/crafts materials, condemned Recycling Programs; and Markets for
equipment and vehicles, compost, and the like. Recyclables/Saleable Solid Wastes, among others.

CONCLUSION The foregoing conclusions provide strong

Based on the findings of the study, it was baseline information that would serve as basis for
concluded that in ISU Cabagan,most of the decision-support platforms for the effective solid
generated wastes are biodegradable wastes waste management program of the campus i.e. this
followed by residual wastes and recyclable be considered as an input for the development of a
wastes. There is a minimal generation of special short (3-5 years) to long term (e.g. 10 years)
wastes in the campus. Residential areas have the ecological solid waste management plan of the
highest generated wastes. There is also a minimal Campus. The Plan that can be formulated may
per capita generation among campus have features such as: Introduction, Campus
constituencies. The volume of solid wastes Profile, Current Solid Waste Management
disposed in the campus on a daily basis is the Condition, Waste Characteristics, Legal
same to the volume of solid wastes generated per Institutional Framework, Plan Strategy, Solid
day. Majority of the solid wastes being disposed Waste Management System, Implementation
comes from residential areas. It is also concluded Strategy, Institutional Aspects, Social and
that the most common waste diversion strategy is Environmental Aspects, Financial Aspects, and
burning of wastes and selling of scraps. There are Plan Implementation.
service centers and junkshop agents (bidders) that Biodegradable wastes can be one of the
visit the campus to buy collectvaluable recyclable focus of investments (e.g. organic fertilizer
and/or resalable materials. PET bottles, glass production). Recyclable wastes have good
bottles, cans, metals, including newspapers, potential for recycling activities in order to
cartons, among others, are bought by itinerant produce innovative recycled products that can be
buyers. Further, waste generation in the Campus utilized for beautification along campus roadsides,
will increase in the next ten (10) years due to offices and/or in student centers or products that
slight increase in population as well. Moreover, can be marketed. Otherwise, recyclables should be
there is minimal generation of solid wastes as stored and be accumulated which can then be sold
compared with municipal solid wastes (MSW) to itinerant buyers or to junkshops accordingly.
generation. Alternative and/or innovative technology (e.g.
Meanwhile, the student-respondents have residual containment area, septic vault, production
moderate to strong level of knowledge on solid of eco-hallow blocks, eco-bricks, briquetted
waste management. There is no significant charcoal, among others) to divert the residual
difference on the practices of the students from wastes to be generated should be implemented.

Published by: The Mattingley Publishing Co., Inc. 5558

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ISSN: 0193 - 4120 Page No. 01 - 11

Likewise, the projected residual and special Journal of Chemical, Environmental, and
wastes generation must be handled properly as Pharmaceutical Research 2: 40-43.
[3] Desa, A., Kadir, N., Yusooff, F. 2011. A Study
well as necessary actions should still be done to on the Knowledge, Attitudes, Awareness
avoid the dangerous and irreversible impacts of Status and Behaviour Concerning Solid Waste
these wastes materials. Although projected Management. Procedia Social and Behavioral
residual and special wastes generation is not very Sciences 18: 643-648.
[4] Dung, M.D., Mankilik, M., and Ozoji, B.E.
significant compared to the projected Undated. Assessment of College Students’
biodegradable wastes, it still requires necessary Knowledge and Attitudes Toward Solid Waste
actions to avoid complications in the future. Management in North Central Zone of
Further, it is highly recommended that Nigeria. Federal College of Education,
Pankshin, Nigeria. Department of Science and
Information, Education and Communication (IEC) Technology Education, Faculty of Education,
or Advocacies, Communication, and Education University of Jos, Nigeria. International
(ACE) programs for the students (and also for the Council of Association for Science Education.
employees) should be in place and sustainably be Science Education Journal, Vol. 28, Issue 2.
pp 143.
implemented in order to elevate their level of [5] Kazdin, A.E., (Ed.), (2003). Methodology:
knowledge on SWM. Moreover, contested events Why is it so important. Methodological Issues
relative to SWM matters should be organized in and Strategies in Clinical Research.
order to increase awareness and promote Washington, D.C: American Psychological
Association.
participation among students. Once the students [6] Licy, C.D., Vivek, R., Saritha, K., Anies, T.K.,
are involved/engaged, they’ll soon start to Josphina, C.T. 2013. Awareness, Attitude, and
appreciate every effort made in the campus. Practice of School Students towards
Moreover, once the students’ level of knowledge Household Waste Management. Journal of
Environment 2: 147-150. Available online at:
is strengthened, their practices would significantly www.scientific-
improve. Meanwhile, LGUs’ role cannot be journals.co.ukhttps://www.researchgate.net/pu
overlooked since they play significant role in blication/269520226_Awareness_Attitude_an
d_Practice_of_School_Students_towards_Hou
influencing the practices of the students. It was
sehold_Waste_Management Retrieved:
revealed that students have little to no knowledge 05/16/2019
about LGUs waste collection system which forced
them to even practice the prohibited acts of which
these are being carried over when the students go
and stay in the school premises. Therefore, LGU
plans, programs and projects on SWM should be
prepared, printed and distributed to their local
constituencies.

REFERENCES
[1] Adeolu, A.T., Enesi, D.O., Adeolu, M.O.
2014. Assessment of Secondary School
Students’ Knowledge, Attitude and Practices
toward Waste Management” in Ibadan, Oyo
State, Nigeria. Journal of Research in
Environmental Science and Toxicology 3:
187-194.
[2] Arora, L., Agarwal, S. 2011. Knowledge,
Attitude and Practices Regarding Waste
Management in Selected Hostel Students of
University of Rajasthan, Jaipur. International

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