LEVEL OF WASTE MANAGEMENT AWARENESS AND HABITS OF THE

STUDENTS IN THE UNIVERSITY OF EASTERN PHILIPPINES LAOANG

LABORATORY HIGH SCHOOL

MYLZ MARKIELLE ANISHA C. TEJERO

HANNAH L. CASANE
REY BENEDICT G. DULA
REAGAN NIÑO S. SANCHEZ
REAGAN E. FROILAN
HEUER G. CANTONJOS

UNIVERSITY OF EASTERN PHILIPPINES

LAOANG LABORATORY HIGH SCHOOL
LAOANG, NORTHERN SAMAR

2024
 LEVEL OF WASTE MANAGEMENT AWARENESS AND HABITS OF THE
STUDENTS IN THE UNIVERSITY OF EASTERN PHILIPPINES LAOANG
LABORATORY HIGH SCHOOL

MYLZ MARKIELLE ANISHA C. TEJERO

HANNAH L. CASANE
REY BENEDICT G. DULA
REAGAN NIÑO S. SANCHEZ
REAGAN E. FROILAN
HEUER G. CANTONJOS

A Thesis Proposal
Submitted in Partial Fulfillment
For the Requirements in Elective 10: Research
University of Eastern Philippines
Laoang Laboratory High School
Laoang, Northern Samar

February 2024

i
 Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
LAOANG LABORATORY HIGH SCHOOL
Laoang, Northern Samar
School ID: 600079; Email: [email protected]

APPROVAL SHEET

This study titled LEVEL OF WASTE MANAGEMENT AWARENESS

AND HABITS OF THE STUDENTS IN THE UNIVERSITY OF EASTERN
PHILIPPINES LAOANG LABORATORY HIGH SCHOOL, prepared and
submitted by MYLZ MARKIELLE ANISHA C. TEJERO, HANNAH L.
CASANE, REY BENEDICT G. DULA, REAGAN NIÑO S. SANCHEZ, REAGAN
E. FROILAN, and HEUER G. CANTONJOS in partial fulfillment of
the requirements for the subject Elective 10: Research, is
hereby recommended for pre-oral defense.

JOVILOU A. PARANE, LPT JIEROSS CARL V. MENDOZA, LPT

Statistician Adviser
Date: __________ Date: __________

Recommended for acceptance and approval:

PANEL OF EXAMINERS

_________________________
Chairperson
Date: _______
Date: __________

_________________________ _________________________
Member Member
Date: __________ Date: ___________

Accepted and approved for pre-oral defense in partial

fulfillment for the requirements in Elective 10; Research.

_____________ ALEJANDRO L. GIRAY, JR., MAT

Date Principal, UEPLLHS

ii
 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

TABLE OF CONTENTS iii

Chapter

I.INTRODUCTION

Background of the Study 1

Objectives of the Study 4

Significance of the Study 6

Scope and Limitations of the Study 7

Theoretical Framework 8

Conceptual Framework 9

Paradigm 10

Hypothesis 10

Definition of Terms 11

II.REVIEW OF LITERATURE

Waste Disposal 13

Waste Segregation 15

Awareness 16

Habits 18

III.METHODOLOGY

Locale of the Study 21

Research Design 24
 The Variables 25

Population and Sampling 26

The Respondents 26

Research Instrument 26

Scoring and Interpretation 27

Validation of Research Instrument 28

Data Gathering Procedure 28

Statistical Treatment of Data 29

LITERATURE CITED 31

APPENDIX

Questionnaire 34

iii
 Chapter I

INTRODUCTION

Background of the Study

All over the world, garbage is present. Every single

day, humans throw away different types of garbage in the

form of solid to liquid. People have been taught to properly

manage their waste ever since they were a child, but some of

them develops a habit of not throwing away their garbage

properly by ignoring the correct ways taught to them. Not

being able to manage waste can be a hindrance to having a

clean and safe environment and is one of the reasons why

waste becomes a global problem.

Waste is a product which is no longer needed for its

intended use, and is any material discarded after being

utilized. Waste materials like plastics are resilient and

takes a long period of time to decompose, which is why there

is a need to be careful when disposing waste. Proper waste

disposal and segregation are one of the practices people can

do as a way of being careful with waste. Waste disposal

refers to the action of discarding remains, while waste

 2

segregation means the act of separating something on the

basis of waste.

Waste management is important for it reduces the effect of

waste on the environment and health of the people, this will

not only protect the environment but will also make it clean

and save expenses for disposing it.

The researchers have observed that students are unaware

on how to properly dispose and segregate their waste. It is

important to have knowledge and be aware on how to properly

dispose and segregate since actions may lead to serious

issues like pollution. Students can improve in this matter

by educating themselves about the consequences of not being

able to properly dispose and segregate their waste and also

by disciplining themselves with regard to this matter and

emphasize the importance of reusing and recycling.

According to the Republic Act No. 9003, segregation

shall refer to a solid waste management practice of

separating, different materials found in solid waste in

order to promote recycling and re-use of resources and to

reduce the volume of waste for collection and disposal.1

1
Constitutional Commission of 1986, Philippine Constitution,
(1987), Republic Act 9003 “Segregation” Retrieved November 16 2023
https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003-s-
2001/
 3

The researchers have also noticed that the students’

way of disposing and segregating their waste seem to be

environmentally unsound. Students are not following the

rules of proper waste disposal and segregation. Littering is

one of the most observable habits of the students, which

means making a place unpleasant by not throwing waste

properly. Students throw their waste in every place they

want. This way of disposing garbage will not only make the

environment polluted, but it can also lead to health risks.

Even though our school has 3 trash bins for 3 types of

waste, which are biodegradable, nonbiodegradable, and

recyclable, the students still seem to not segregate their

wastes properly. The researchers have seen multiple students

throw their waste in bins where it does not belong to. Waste

segregation is important, not being able to segregate means

that the garbage will end up mixed in landfills the same way

it was inside the trash bins. Waste products can mix and

they decompose, releasing run-off into the soil and harmful

gas into the atmosphere which may lead to air pollution and

can cause warming and affect various aspects of climate.2

2
AVMA. “What is waste?”, Waste Disposal by Veterinary Practices:
What Goes Where?, Retrieved November 16 2023
https://www.avma.org/resouces-tools/one-health/waste-disposal-
veterinary-practices/definitions-what-waste
 4

The aim of the study is to help make the school cleaner

and also more appealing since you will not see garbage

scattered everywhere anymore. This will also help in making

our school a safe and hygienic environment for the students.

This study will also help in improving the students’

attitude towards disposing and segregating their waste, as

well as providing them with knowledge about this matter.

Waste plays a significant role in our environment; each

of us must learn how to properly dispose and segregate

waste. By doing so, us people are ensuring that future

generations can also enjoy the natural world. Needless to

say, the main reason why it is important for us to know

about proper disposal and segregation of waste is to protect

the environment and health of the people.

Objectives of the Study

Generally, this study looks into the waste disposal and

segregation awareness and habits of the students enrolled in

the University of Eastern Philippines Laoang Laboratory High

School.

Specifically, this study aims to:

 5

1. determine the level of waste management awareness

of the respondents;

2. determine the level of waste management habits of

the respondents;

5. ascertain the significant relationship between the

waste management awareness and waste management habits of

the respondents;

Significance of the Study

The outcome of the study will benefit the following:

Students. This study will help the students by

providing them with knowledge on how to properly manage

their waste. If students improve their awareness and habits,

they will be able to maintain the cleanliness and also avoid

health risks.

Teachers. This study will help the teachers as to they

will not constantly remind the students to dispose their

trash in the bins and to segregate them.

University of Eastern Philippines Laoang Laboratory

High School. The initial result of this study will have a

big impact on the school. This is due to the fact that

 6

students will most likely be disciplined and start to

dispose and segregate their waste properly. The school will

also become cleaner and health risks will be reduced.

Utility Personnel. The findings of this study will ease

their work and will also guide the development of tailored

educational campaigns and behavioral change strategies,

empowering the utility personnel to implement initiatives

that resonate with students and foster responsible waste

management habits.

Future researchers. The findings of this study would

give them information about this matter and it could be a

good resource for future researchers, supplying them with

knowledge from a related study.

Scope and Limitation of the Study

This study focuses on the waste disposal and

segregation awareness and its relation to the waste disposal

and segregation habits of the students in the University of

Eastern Philippines Laoang Laboratory High School.

The respondents of this study are the students of the

University of Eastern Philippines Laoang Laboratory High

School who were officially enrolled during the school year

 7

2023-2024. This study is limited to the students in the high

school department.

Theoretical Framework

This study will be anchored on two theories, the Theory

of Habit Formation and Change by Lucas Carden and Wendy

Wood, and Theory of Waste Management by E. Pongrácz, P. S.

Phillips, and R. L. Keiski.

First, the Theory of Habit Formation, according to this

theory habits form as people pursue goals in daily life.

When repeatedly performing a behavior in a particular

context, people develop implicit associations in memory

between contexts and responses. As people repeat behavior in

a stable context, their intentions and goals to perform the

behavior gradually becomes less influential.3

3
Carden, L. & Wood, W. (January 2018). Habit Formation and
Change. Current Opinion on Behavioral Science. Retrieved November 12,
2023
https://www.researchgate.net/publication/322222649_Habit_Formation_and_C
hange
 8

Second, the Waste Management Theory, according to this

theory waste management is to prevent waste causing harm to

human health and the environment.4

The first theory suggests that some habits are done

subconsciously because of repetition, removing a level of

awareness to their actions. This theory is relevant to this

study, due to habits being heavily part in daily life of

people, in this case, students, they tend to forget these

habits and thus not being aware of said habits on waste

disposal and segregation.

The second theory suggests that waste management is to

prevent improper waste disposal for the safety of people.

This theory is relevant to this study, due to the

researchers need to identify the improper waste disposal

habits and waste segregation habits of the students.

Conceptual Framework

Waste management awareness is the knowledge and

awareness of an individual about managing waste, and waste

management habits are the customs and practices that one

4
E. Pongrácz, P. S. Phillips & R. L. Keiski. (2004). The Theory
of Waste Management. WIT Transactions on Ecology and the Environment.
Retrieved November 16, 2023
https://www.witpress.com/elibrary/wit-transactions-on-ecology-and-the-
environment/78/14399
 9

does to manage their waste. The independent variable of this

study is the waste management awareness, and the dependent

variable is the waste management habits. This study seeks to

explain the relationship between the waste management

awareness and waste management habits of the students.

To conceptualize this study, an illustration is

shown in Figure 1.

Paradigm

Independent Variable Dependent Variable

Waste Management Waste Management

Awareness Habits

Figure 1: the relationship between the independent and

dependent variable

Hypothesis

1. There is no significant relationship between the

waste management awareness and habits of the respondents.

 10

Definition of Terms

To ensure a common understanding of key concepts and

their measurement, we provide both conceptual and

operational definitions for the following variables:

Level of Waste Management Awareness. Conceptually

and operationally, it refers to an individuals’

consciousness on managing waste.

Level of Waste Management Habits. Conceptually and

operationally, it refers to the level of customs and

practices of people in managing their waste.

 Chapter II

REVIEW OF LITERATURE

Waste Disposal

Waste disposal is an activity that is directly

responsible for such environmental damage, and locating

waste disposal sites, determining what waste materials were

disposed of through time and exactly where, and determining

ownership and whether disposal methods were proper or

improper are important issues in environmental litigation.5

The study of Tanabe & Hoshino found that the

concentrated on secondary waste generated from wastewater

treatment and as well as these issues should be added to our

waste disposal subject, but we will concentrate on the

ground side of waste disposal.6

The study of Aming-Hayudini, et al. found out that the

majority of the respondents are aware about the effect of

solid waste if not disposed properly. It also concluded that

there is a significant effect of solid waste on environment.

5
Introduction to Environmental Forensics (Third Edition). (2015).
https://www.sciencedirect.com/topics/agricultural-and-biological-
sciences/waste-disposal
6
H. Tanabe, & K. Hoshino (2015). Consideration of Treatment and
Disposal of Secondary Wastes Generated from Treatment of Contaminated
Water. In Nuclear Back-end and Transmutation Technology for Waste
Disposal (pp. 321-328). https://link.springer.com/chapter/10.1007/978-4-
431-55111-9 28
 14

Among the findings and conclusions, the highest priority

recommendation policies in this study are to strengthen the

Republic Act 9003also known as Ecological Solid Waste

Management of 2000 to maintain the necessary policy

framework and continue implementing the integrated waste

management plan based on 3Rs (reduce, reuse, and recycle) of

which the Local Government of Jolo, Sulu, Philippines is

strictly complying on the said mandates.7

Improper waste disposal, inefficient waste collection

and lack of disposal facilities are among the dominant

concerns in the country’s solid waste management. Unless

these are addressed, the waste generated from various

sources will continually lead to health hazards and serious

environmental impacts such as ground and surface water

contamination, flooding, air pollution and spread of

diseases.

Waste Segregation

7
M. A. E. Aming-Hayudini, et al. (2022). Practices on Waste
Disposal and Its Environmental Effects. International Journal of
Multidisciplinary: Applied Business and Education Research, 3(8), 1569-
1576. https://dx.doi.org/10.11594/ijmaber.03.08.19
 15

According to Dolipas, et al., implementation of waste

segregation at source in the university evolved over time.

To facilitate easy compliance, individual garbage bins are

removed, non-segregated wastes bins which were installed

around the campus and offices. However, confusion was

observed on what waste goes into the right bin. Further

improvements were then introduced. The segregated bins were

labeled with pictures. Moreover, to encourage maximum

resource recovery, paper bins have been installed among

offices; “bussing” areas have been placed in the canteens to

facilitate food waste segregation.8

Practicing proper waste segregation at source accounts

for several essential consequences; effective segregation of

waste goes to landfill. Segregated wastes are cheaper to

dispose since it does not call for manual and mechanical

sorting of mixed wastes.9

Awareness

8
B. B. Dolipas, et al. (2020). Awareness and Compliance on Waste
Segregation: Implication to Waste Management Program in a University.
Athena Journal of Sciences-Volume 7, Issue 2, 67-76.
https://doi.org/10.30958/ajs.7-2-1
9
Environmental Monitoring Solutions – EMS (2016). Why should I
segregate any waste properly? Retrieved from: http://www.em-
solutions.co.uk/blog/why-should-i-segregate-my-waste-properly/[Accessed
11 June 2017].
 16

Education and awareness in the area of waste and waste

management is increasingly important from a global

perspective of resource management.10

Environmental knowledge is the key to a clean and

sustainable environment. Lack or absence of funding, lack of

educated teachers, insufficient knowledge, awareness,

practice, interest are obstacles to environmental

sustainability. However, these obstacles can be overcome in

schools. So much so that schools create appropriate

curricula to promote sustainability through practice,

awareness, and participation. The situation leads to

sustainable development and cleaner and greener

production.11

Being aware of natural cycles is a huge step toward

developing nature connectedness. This will be the first

stage to raise environmental awareness. According to Anija-

Obi, environmental education is a field of study that seeks

to promote citizens, not only awareness and understanding of

the environment, but the relationship of man with the

10
A.G. U. Lagbas-Aranas (2015). The Theoretical Underpinnings of
the Solid Waste Management Practices: A Proposed Blueprint Towards
Government Action. European Scientific Journal. edition vol.11, No. 23
ISSN: 1857-7881 (Print) e- ISSN 1857-7431. https://eujournal.org/
11
J. K. Debrah, et al. (2021). Raising awareness on solid waste
management through formal education for sustainability: A developing
countries evidence review. Recycling, 6(6), 1-21.
https://doi.org/10.3390/recycling6010006
 17

environment and mandatory actions of responsibility to allow

survival, while improving the life quality standard.12

A study by Evans et al., indicates that the children

understand the ecological and human impacts on the

environment from environmental problems awareness.13

The research by Tikka et al., indicates that education

influences environmental awareness and attitude. Most

students in the developing countries do not have the

practical knowledge to enable the practice of correct waste

management in their schools and, at home, to impact their

family’s knowledge.14

A case study by Panko and Sharma also indicated that

submerging students into practicalities of environmental

education, i.e., waste management, enhance a profound

understanding of the broader principle of knowledge and

attitudes to be acquired. Sustainable and effective waste

management can be accomplished within developing countries

when a conscious effort is put into developing the

curriculum levels of education and teachers, giving the

12
F.N. Anija-Obi. 2001. Fundamentals of Environmental Education
and Management; University of Calabar Press: Calabar, Nigeria.
13
B. Evans, et al. 2006. Governing local sustainability. J.
Environ. Plan. Manag. 49, 849-867
14
P.M. Tikka, et al. (2010). Effect of Educational Background on
students’ attitudes, activity levels and knowledge concerning the
Environment. J. Environ. Educ. 31, 12-19
 18

necessary training in practically imparting knowledge and

creating awareness in students.15

A study conducted by Martinez-Borreguero et al., indicates

that teachers in developing countries lack practical

knowledge of waste and understanding of what they teach.

This is because most of the country’s tertiary institutions

that educate the teachers do not have regulated curriculum

for waste management.16

Habits

The waste disposal habits of students can be traced to

values, culture and indigenous knowledge inculcated in them

at the family level.17

Within waste disposal practices at Ogun State, Nigeria,

the most common method of disposing waste in secondary

schools is open burning and only few people practice

composting.18
15
M. Panko.; R. Sharma. (2016). Integrating Waste Management and
Pollution Control in Tertiary Vocational Education Programmes: Case
Studies. Int. J. Inf. Educ. Technol. 228-231
16
G. Martinez-Borreguero, et al. (2019). Knowledge analysis of the
prospective secondary school teacher on a key concept in sustainability:
Waste.
17
E. E. Daniel, E. Ibok (2013). Solid Waste Disposal Habits of
Students in Nigerian Universities: A Case of University of Uyo, Nigeria.
IOSR Journal off Environmental Science, Toxicology and Food Technology
5(6): 46-50.
18
A. Ifegbesan (2009). Exploring secondary school students’
understanding practices of waste management in Ogun State, Nigeria.
International Journal of Environmental & Science Education 5(2): 201-
 19

According to Lao, there is also another category of

waste coming from households, which includes masks, that may

be potentially infectious. Additionally, he stated that

since the threat of cross-contamination is very high,

disposable masks and other similar materials must be

separated and placed into yellow bins or bags to avoid the

possible spread of infection, it needs to have personal

protective equipment for haulers and separate containers for

infectious waste as the individual makes a habit of

disposing garbage properly.19

Moreover, the Urban Local Bodies or ULBs are encouraged

to distribute color-coded bins (two bins per household) to

separate waste at the source. Green bins are recommended for

wet waste (i.e., biodegradables), while blue bins are

recommended for non-biodegradable and other types of waste.

Sanitary waste is recommended to be wrapped in paper and

disposed separately, and hazardous waste is recommended to

be disposed of separately and processed scientifically.20

215.
19
J.O. Enano (2020). Waste segregation more crucial amid pandemic.
https://newsinfo.inquirer.net/1277808/waste-segregation-more-crucial-
amid-pandemic.
20
G.K. Bharat and S.S. Swachh Bharat (2016). Mission (Urban)
towards Cleaning India: A Policy Perspective. TERI India; New Delhi,
India.
https://www.teriin.org/policybrief/files/SwachhBharatMission/mobile/
index.html
 20

To summarize, it is necessary to develop a link between

waste segregation and the existing socio-behavioral context,

which will reflect the environmental impact of individual

lives. Appropriate waste segregation is an ecological habit

that affects both the built and natural environment. Pro-

environmental behavior or environmentally sustainable

behaviors include responsibly engaging in home waste

segregation with an adaptive reaction, characterizing

behavior as a specific conduct that is useful to the

environment.21

21
K. C. Sahoo, et al. (2022). Dynamics of Household Waste
Segregation Behaviour in Urban Community in Ujjain, India: A Framework
Analysis. Int J Environ Res Public Health. doi: 10.3390/ijerph191217321.
PMID: 35742570; PMCID: PMC9224205.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9224205/
 Chapter III

METHODOLOGY

Locale of the Study

The study will be conducted in the University of

Eastern Philippines Laoang Laboratory High School.

The University of Eastern Philippines Laoang Campus was

formerly known as Laoang National Trade School (LNTS) was

born upon the enactment of Republic Act 2440 authored by

late Congressman Eladio T. Balite of the Ione Congressional

District of Northern Samar. Its operation started on June

21, 1959 but the formal opening classes was held on November

7, 1960, the date considered as the school’s Foundation Day.

The school started with 25 students and classes were held

temporarily in the old Spanish Building owned by the

government located near the Saint Michael the Archangel

Church facing Plaza Rizal. Its first principal was Mr.

Arcadio Sacaguing and with him were three teachers: Mr.

Abelardo G. Muncada, Mr. Remegio Celoza, and Mrs. Quirina L.

Muncada. In 1963, the school was transferred to the present

site in Brgy. San Miguel Heights covering an area of

approximately 20.3 hectares. Of this area, 9 hectares is

 22

occupied by the school campus; 2.8 is used for green

revolution projects and the athletics oval; and 10 hectares

has been converted into a fishpond. The first Commencement

Exercises was on December 16, 1964 with 25 graduates of

different vocational courses. In the year 1975-1976, the

Bachelor of Science in Industrial Technology (BSIT) Program

was offered. This was under the administration of the School

Superintendent Mr. Conrado G. Mercado who assumed office on

January 11, 1975. In 1994, the Bachelor of Secondary

Education curriculum major in Technology and Home Economics

was opened with 20 pioneer graduates.22

On February 7, 2000, LNTS was elevated into UEP

Laoang thru its integration to the university system by

virtue of R.A 8292 known as the Higher Education

Modernization Act of 1997. With the integration of the

school to the UEP System, 1.5 of the total area of the

school site was transferred to the LNTHS, a DepEd school,

together with 13 faculty members. The secondary department

offers Junior and Senior High School. The Junior High School

has four grade levels with 25 students for each level from

grades 7 to 10; while the Senior High School offers two

strands under the academic track: GA and STEM. In tertiary

22
Student Handbook, 2018 Edition, University of Eastern
Philippines Laoang Campus, Laoang Northern Samar, p. 2
 23

level, the following courses are presently offered. Bachelor

of Secondary Education with Specializations in English,

Filipino, Social Studies, Science, and Mathematics; Bachelor

of Elementary Education; Bachelor of Science in Civil

Engineering; Bachelor of Science in Electrical Engineering;

Bachelor of Science in Criminology; and Bachelor of Science

in industrial Technology. In 2018, two new programs were

added to the curricular offering: Bachelor of Physical

education (BPEd), and Bachelor of Technical Vocation Teacher

Education (BTVTEd). The school offered Graduate Studies was

transferred to the Main Campus. In its 21 years of existence

as a satellite school, UEP Laoang has been blessed to be

under the management of four efficient and competent

administrators. The first was Mr. Ruben V. Villegas Sr. who

was then the superintendent during the integration and whose

position title was later changed to Executive Director III,

the position he held up to his retirement in January 2,

2003. Sir Ruben Villegas was succeeded by Dr. Myrna A. Poso

as Executive Director and later as Campus Director from

January 3, 2003 to November 10, 2014. On November 11, 2014,

Dr. Luisito P. Muncada assumed the Campus Director position

up to July 13. 2020. From July 14 2020 up to present, UEP

Laoang is under the leadership and management of Dr. Ronato

 24

S. Ballado. This study will be conducted in the second

semester of the Academic Year 2023-2024.

Research Design

This study will follow the quantitative approach,

specifically the descriptive and correlational research

methodology. The researchers will utilize the descriptive

method to describe the level of waste management awareness

and habits of the respondents. Then, they will use

correlational to find the relationship between the level of

waste management awareness and level of waste management

habits of the respondents.

The Variables

The independent variable in this study is the

level of waste management awareness, while the dependent

variable is the level of waste management habits of the

respondents. The level of waste management awareness become

the independent variable in this study since the

respondents’ awareness towards managing their waste could

cause a positive or negative effect on their level of waste

 25

management habits which is the dependent variable in this

study.

Population and Sampling

The researchers will use complete enumeration to

conduct this study. This will include all the students in

the University of Eastern Philippines Laoang Laboratory High

School from Junior High School to Senior High School.

The Respondents

This study will involve 234 respondents which are

the grades 7, 8, 9, 10, 11-GA, 11-STEM, 12-GA, and 12-STEM

students who are officially enrolled in the University of

Eastern Philippines Laoang Laboratory High School in the

School Year 2023-2024.

Research Instrument

This study will use a patterned survey

questionnaire from IJAPR 2021 Students’ Awareness on Waste

Management: Their Effect on Waste Management Practices23 and

23
Panganiban-Santos, A. & Pastrana, R. R. M. (2021). Students’
Awareness on Waste Management: Their effect on Waste Management
Practices. International Journal of Academic Pedagogical Research
 26

JETIR 2022 Solid Waste Management Awareness and Practices

among Zone 2 Higher Education Institution in Zambales.24 The

researchers will not use the entire questionnaire in these

studies. The researchers patterned IJAPR 2021 Awareness of

Students on Waste Management table to their Waste Disposal

Awareness and also patterned JETIR 2022 Table 7 for their

Waste Segregation Awareness, Table 6 for their Waste

Disposal Habits, and Table 3 for their Waste Segregation

Habits. This study will consist of four (4) parts. The part

I will focus on the respondents Waste Disposal Awareness and

Part II will be on the Waste Segregation Awareness. Part III

will identify the Waste Disposal Habits and Part IV will be

on Waste Segregation Habits among all students in the high

school department.

Scoring and Interpretation

Weight/Scale Mean Range Verbal Interpretation

5 4.20-5.00 Extremely Aware/Always

4 3.40-4.19 Moderately Aware/Often

(IAJPR), 9-36.
http://ijeais.org/wp-content/uploads/2021/5/IJAPR210503.pdf
24
Gantang, M. A. R. (2022). Solid Waste Management Awareness and
Practices Among Zone 2 Higher Education Institution in Zambales. Journal
of Emerging Technologies and Innovative Research (JETIR).
https://www.jetir.org
 27

3 2.60-3.39 Somewhat Aware/Sometimes

2 1.80-2.59 Slightly Aware/Seldom

1 1.00-1.79 Not Aware/Never

Validation of Research Instrument

The researchers will use a patterned survey

questionnaire; thus, validation will not be required.

Data Gathering Procedure

After the construction of the questionnaire, the

researchers will collect the data needed by going to the

classrooms of the students in the University of Eastern

Philippines Laoang Laboratory High School. There, the

researchers will politely ask permission from the teacher

and the students. After gaining permission, the

questionnaires will be distributed to the students who are

the respondents of this study and they will answer the

questionnaire given to them. Instructions will be given

before the data collecting begins and the students can ask

questions regarding the questionnaire.

 28

The questionnaires will be collected on the day

when the students are finished filling it out. After that

data will be calculated using an appropriate statistical

method.

Statistical Treatment of Data

The following statistical procedures will be used to

interpret the data gathered from the respondents of the

study.

Mean and Standard Deviation. The combination of mean

and standard deviation offers a comprehensive summary of the

dataset, capturing both the central tendency and the degree

of variability present in the collected observations.

Pearson Product Moment Coefficient of Correlation. The

use of the Pearson Product-Moment Correlation Coefficient in

statistical treatment involves assessing the pairwise

relationships among four continuous variables. This

coefficient quantifies the strength and direction of linear

associations between each pair, providing insights into the

degree of correlation between variables. With values ranging

from -1 to 1 for each pair, researchers can discern the

nature and intensity of the linear relationships within the

 29

multivariable dataset. This analysis facilitates a

comprehensive understanding of how changes in one variable

correspond to systematic changes in another, contributing to

a nuanced interpretation of the overall dataset.

 30

LITERATURE CITED

AVMA. “What is waste?”, Waste Disposal by Veterinary

Practices: What Goes Where?, Retrieved November 16
2023 https://www.avma.org/resouces- tools/one-
health/waste-disposal-veterinary-
practices/definitions- what-waste

Carden, L. & Wood, W. (January 2018). Habit Formation and

Change. Current Opinion on Behavioral Science.
Retrieved November 12, 2023
https://www.researchgate.net/publication/322222649_Hab
it_Formation_and_Change

Constitutional Commission of 1986, Philippine Constitution,

(1987), Republic Act 9003 “Segregation” Retrieved
November 16 2023
https://www.officialgazette.gov.ph/2001/01/26/republic
-act-no- 9003-s-2001/

E. Pongrácz, P. S. Phillips & R. L. Keiski. (2004). The

Theory of Waste Management. WIT Transactions on Ecology
and the Environment. Retrieved November 16, 2023
https://www.witpress.com/elibrary/wit-transactions-on-
ecology- and-the-environment/78/14399

Introduction to Environmental Forensics (Third Edition).(

2015).https://www.sciencedirect.com/topics/agricultura
l-and- biological- sciences/waste-disposal

H. Tanabe, & K. Hoshino (2015). Consideration of Treatment

and Disposal of Secondary Wastes Generated from
Treatment of Contaminated Water. In Nuclear Back-end
and Transmutation Technology for Waste Disposal (pp.
321-328).
https://link.springer.com/chapter/10.1007/978-4- 431-
55111-9 28

M. A. E. Aming-Hayudini, et al. (2022). Practices on Waste

Disposal and Its Environmental Effects. International
Journal of Multidisciplinary: Applied Business and
Education Research, 3(8), 1569-1576.
https://dx.doi.org/10.11594/ijmaber.03.08.19.
 31

B. B. Dolipas, et al. (2020). Awareness and Compliance on

Waste Segregation: Implication to Waste Management
Program in a University. Athena Journal of Sciences-
Volume 7, Issue 2, 67-76.
https://doi.org/10.30958/ajs.7-2-1

Environmental Monitoring Solutions – EMS (2016). Why should

I segregate any waste properly? Retrieved from:
http://www.em- solutions.co.uk/blog/why-should-i-
segregate-my-waste- properly/[Accessed 11 June 2017].

A.G. U. Lagbas-Aranas (2015). The Theoretical Underpinnings

of the Solid Waste Management Practices: A Proposed
Blueprint Towards Government Action. European
Scientific Journal. edition vol.11, No. 23 ISSN: 1857-
7881 (Print) e- ISSN 1857-7431. https://eujournal.org/

J. K. Debrah, et al. (2021). Raising awareness on solid

waste management through formal education for
sustainability: A developing countries evidence
review. Recycling, 6(6), 1-21.
https://doi.org/10.3390/recycling6010006

F.N. Anija-Obi. (2001). Fundamentals of Environmental

Education and Management; University of Calabar
Press: Calabar, Nigeria.

B. Evans, et al. (2006). Governing local sustainability. J.

Environ. Plan. Manag. 49, 849-867
P.M. Tikka, et al. (2010). Effect of Educational Background
on students’ attitudes, activity levels and
knowledge concerning the Environment. J. Environ.
Educ. 31, 12-19

M. Panko.; R. Sharma. (2016). Integrating Waste Management

and Pollution Control in Tertiary Vocational
Education Programmes: Case Studies. Int. J. Inf.
Educ. Technol. 228-231

G. Martinez-Borreguero, et al. (2019). Knowledge analysis

of the prospective secondary school teacher on a
key concept in sustainability: Waste.
 32

E. E. Daniel, E. Ibok (2013). Solid Waste Disposal Habits

of Students in Nigerian Universities: A Case of
University of Uyo, Nigeria. IOSR Journal of
Environmental Science, Toxicology and Food Technology
5(6): 46-50.

A. Ifegbesan (2009). Exploring secondary school students’

understanding practices of waste management in Ogun
State, Nigeria. International Journal of
Environmental & Science Education 5(2): 201-215.

J.O. Enano (2020). Waste segregation more crucial amid

pandemic.
https://newsinfo.inquirer.net/1277808/waste-
segregation- more-crucial-amid-pandemic.
G.K. Bharat and S.S. Swachh Bharat (2016). Mission (Urban)
towards Cleaning India: A Policy Perspective. TERI
India; New Delhi, India.
https://www.teriin.org/policybrief/files/SwachhBharatM
ission/mobi le/index.html

K. C. Sahoo, et al. (2022). Dynamics of Household Waste

Segregation Behaviour in Urban Community in Ujjain,
India: A Framework Analysis. Int J Environ Res Public
Health. doi: 10.3390/ijerph191217321. PMID: 35742570;
PMCID: PMC9224205.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9224205/

Student Handbook, 2018 Edition, University of Eastern

Philippines Laoang Campus, Laoang Northern Samar, p. 2

IvyPanda. (2023, October 29). Descriptive Correlational

Design in
Research. https://ivypanda.com/essays/descriptive-
statistics-and-correlational-design/

Panganiban-Santos, A. & Pastrana, R. R. M. (2021). Students’

Awareness on Waste Management: Their effect on
Waste Management Practices. International Journal of
Academic Pedagogical Research (IAJPR), 9-36.
http://ijeais.org/wp-
content/uploads/2021/5/IJAPR210503.pdf

Gantang, M. A. R. (2022). Solid Waste Management Awareness

and Practices Among Zone 2 Higher Education
 33

Institution in Zambales. Journal of Emerging

Technologies and Innovative Research (JETIR).
https://www.jetir.org

QUESTIONNAIRE ON THE WASTE MANAGEMENT AWARENESS AND HABITS

OF THE STUDENTS IN THE UNIVERSITY OF EASTERN PHILIPPINES

LAOANG LABORATORY HIGH SCHOOL

Name (Optional): __________________________________________

PART I: WASTE DISPOSAL AWARENESS

Direction: Mark a check (⁄) on the boxes of your chosen

answers, whether if you are extremely aware, moderately

aware, somewhat aware, slightly aware, and not aware about

the proper waste disposal using the following scale:

5 – Extremely aware

4 – Moderately aware

3 – Somewhat aware

2 – Slightly aware

1 – Not aware

Statements 5 4 3 2 1

1. I am aware about the

existence of solid waste

management rules.

2. I am aware about the

 34

existence of solid waste

management plan in the

institution.

3. I know solid waste disposal

symbols.

4. I am aware that waste must

be segregated into different

categories at the source.

5. I know the 3R. (Reuse,

Reduce, Recycle)

6. I am aware that

receptables/waste containers

shall be protected against

vermin and other animals.

7. I know that disposal area

should be placed

strategically.

8. I know that solid waste

should not be left in food

preparation areas overnight.

9. I know that food-bone

illness may occur if there

is an improper handling of
 35

solid wastes.

10. I know that

inappropriate of solid

wastes results in

environment degration.

PART II: WASTE SEGREGATION AWARENESS

Direction: Mark a check (⁄) on the boxes of your chosen

answers, whether if you are extremely aware, moderately

aware, somewhat aware, slightly aware, and not aware about

the proper waste disposal using the following scale:

5 – Extremely aware

4 – Moderately aware

3 – Somewhat aware

2 – Slightly aware

1 – Not aware

Statements 5 4 3 2 1

1. I have knowledge about

Republic Act 9003 of the

Ecological Solid Waste

Management Act of 2000.

 36

2. I am aware of the Solid

Waste Management (SWM)

Program of the School.

3. I am familiar on the

policies of the school’s

solid waste management

program.

4. I know the corresponding

sanctions of any violations

of the Solid Waste

Management (SWM) program.

5. I am properly informed on

the purpose of implementing

the Solid Waste Management

(SWM) program.

6. I am knowledgeable on

possible illnesses that one

can get whenever trashes are

not properly disposed.

7. I am aware that before

throwing garbage, it is a

must to read those trash-can

labels for segregation.

 37

8. I can distinguish and

identify biodegradable from

non-biodegradable.

9. I am well informed on the

importance of recycling.

10. I am practicing waste

minimization practices like

reuse, recycle, and reduce.

PART III: WASTE DISPOSAL HABITS

Direction: Below are some of the habit students do in

disposing waste. Mark a check (⁄) on the boxes of your

chosen answers using the following scale:

5 – Always

4 – Often

3 = Sometimes

2 – Seldom

1 – Never

Statements 5 4 3 2 1

1. I dispose

hazardous/toxic/special
 38

wastes such as laboratory

leftover (chemicals) or

electronic waste in any

garbage container.

2. I throw my waste anywhere as

long as no one can see me.

3. I practice waste recycling

and re-use for recyclable

and reusable materials than

immediate waste disposal.

4. I use aerobic and anaerobic

compositing for

biodegradable waste.

5. I practice the separation of

wet waste and dry waste

disposal.

6. I throw waste materials in

common open dumps.

7. I dispose biodegradable

wastes into a compost pit.

8. I burn waste materials.

9. I throw and leave garbage

anywhere.
 39

10. I agree if there will

be a sanitary landfill in

the nearby area for waste

disposal and processing.

PART IV: WASTE SEGREGATION HABITS

Direction: Below are some of the habit students do in

segregating waste. Mark a check (⁄) on the boxes of your

chosen answers using the following scale:

5 – Always

4 – Often

3 = Sometimes

2 – Seldom

1 – Never

Statements 5 4 3 2 1

1. I segregate biodegradable

(paper, banana peels,

cardboard, and any

vegetables) and non-

biodegradable (plastics,

toys, glass, steel, rubbers)

 40

wastes at school.

2. I separate recyclable wastes

(paper, cardboard, plastic

bottles) from non-recyclable

(food wastes, leaves, twigs)

wastes at school.

3. I separate non harmful

wastes from toxic and

hazardous waste such as

pentel pens, laboratory

chemicals, ink, cell

batteries, and others.

4. I mix all the garbage in one

garbage container.

5. I segregate recyclable items

for collection.

6. I pack my lunch in reusable

lunchbox so that I can’t buy

wrapped/packed food at the

school.

7. I am reading the waste bin

label before throwing

garbage.
 41

8. I only practice proper

segregation if someone

remind me or ask me to do

it.

9. I practice proper waste

segregation in school like

the way we are practicing at

home.

10. I practice proper waste

segregation to serve as a

model for others and to

influence others.