Peter Henry Q Arca Chapter 1: Introduction

1. Conceptual Basis

The environmental impact of school waste management practices can be understood through the
following key concepts:

 Sustainability: Waste management practices are considered sustainable when they

reduce the overall environmental footprint, conserve natural resources, and promote long-
term ecological balance. Sustainable practices include reducing waste generation, reusing
materials, recycling, and responsible disposal.
 Waste Hierarchy: The waste hierarchy ranks waste management strategies according to
their environmental impact, from prevention, reduction, reuse, and recycling, to disposal.
Schools' waste management systems can be assessed in terms of how closely they align
with this hierarchy.
 Circular Economy: The circular economy approach emphasizes the continuous use of
resources by recycling materials, thus minimizing waste and resource extraction. School
waste management practices can be evaluated based on how well they adhere to circular
economy principles, including minimizing waste production and maximizing material
reuse and recycling.

Theoretical Approaches

Several theoretical perspectives can guide the assessment of environmental impacts related to
school waste management:

 Ecological Modernization Theory: This theory posits that technological advancements

and institutional changes can promote environmental sustainability. Schools adopting
modern, innovative waste management systems (e.g., smart bins, composting, recycling
stations) demonstrate ecological modernization.
 Social Practice Theory: Waste management practices in schools are influenced by the
routines, behaviors, and cultural practices of students, staff, and administrators.
Understanding waste behaviors through the lens of social practice theory allows for
assessing how school cultures impact waste management outcomes.
 Systems Theory: Schools operate within broader social, economic, and environmental
systems. Systems theory can be used to examine the interconnectedness of school waste
management with local waste disposal services, recycling markets, and governmental
policies. It highlights the need for integrated solutions that consider all stakeholders.

Indicators of Environmental Impact

Assessing the environmental impact of school waste management practices requires selecting
relevant indicators. These include:

 Waste Generation per Capita: The amount of waste produced per student or staff
member serves as a basic indicator of the efficiency of waste management systems.
  Waste Segregation and Recycling Rates: The percentage of waste that is correctly
segregated and recycled versus sent to landfills or incineration provides insight into the
effectiveness of waste management systems.
 Carbon Footprint of Waste Disposal: Calculating the greenhouse gas emissions
associated with waste disposal methods (e.g., transportation, landfill emissions, recycling
processes) offers a quantitative measure of environmental impact.
 Resource Recovery: The effectiveness of systems designed to recover resources, such as
composting organic waste or reclaiming recyclables, can be measured in terms of reduced
raw material usage and lowered environmental burden.

Methodologies for Assessment

Several methodologies can be employed to assess the environmental impact of school waste
management practices:

 Life Cycle Assessment (LCA): LCA is a comprehensive method that evaluates the
environmental impact of waste management practices across their entire life cycle, from
waste generation to disposal or recycling. It provides insights into the cumulative impact
of different practices.
 Environmental Audits: Conducting regular environmental audits in schools allows for
assessing current waste management practices, identifying areas for improvement, and
measuring progress over time.
 Survey and Behavioral Analysis: Surveys of students, teachers, and staff can reveal
attitudes toward waste management, which can be linked to observed waste management
outcomes. Behavioral analysis helps in understanding the effectiveness of educational
programs and campaigns aimed at promoting sustainable waste management.
 Cost-Benefit Analysis (CBA): A CBA can compare the financial costs of different waste
management practices with their environmental and social benefits. It helps in
determining the most cost-effective and environmentally friendly solutions for schools.

Challenges and Limitations

Several challenges may arise when assessing the environmental impact of school waste
management practices:

 Data Availability and Accuracy: Schools may lack accurate or comprehensive data on
waste generation, recycling rates, or disposal methods, making it difficult to perform
precise assessments.
 Behavioral Resistance: Implementing sustainable waste management practices often
requires changes in behavior, which can be met with resistance from students or staff.
 Limited Infrastructure: Some schools may lack the necessary infrastructure (e.g.,
recycling bins, composting facilities) to implement effective waste management systems.
 External Factors: The success of school waste management practices can be influenced
by external factors such as local recycling markets, government policies, and the
availability of waste disposal services.
1.1 Background of the Study

The increasing environmental concerns worldwide have highlighted the importance of

sustainable practices in various sectors, including education. Schools, as educational institutions,
not only play a pivotal role in shaping the values and behaviors of future generations but also
generate significant amounts of waste through daily activities. The management of this waste—
whether paper, food, plastic, or electronic—can have considerable environmental implications if
not handled properly. Poor waste management practices contribute to pollution, greenhouse gas
emissions, and depletion of natural resources. As global efforts toward sustainability intensify, it
is critical to assess how schools contribute to environmental degradation through waste
generation and management and explore practices that could minimize their ecological footprint.

The environmental impact of school waste management encompasses several factors, including
the types of waste produced, how waste is segregated, and the disposal methods used. Waste
management in schools also serves as an educational opportunity, teaching students and staff
about the environmental consequences of their actions and promoting sustainable practices.
Implementing efficient waste management systems in schools has the potential to significantly
reduce the environmental burden, conserve resources, and decrease carbon footprints. Schools
that adopt responsible practices, such as recycling, composting, and waste reduction strategies,
contribute positively to environmental sustainability.

1.2 Statement of the Problem

This research aims to assess the environmental impact of current waste management practices in
schools. The study focuses on identifying the gaps in existing practices and evaluating how
schools contribute to environmental pollution and waste generation. The research will
specifically address the following questions:

1. What types of waste are predominantly generated in schools?

2. What are the current waste management practices employed by schools, and how
effective are they?
3. How do these waste management practices affect the environment in terms of pollution,
resource consumption, and greenhouse gas emissions?
4. What sustainable waste management practices can be adopted to minimize environmental
impacts?
5. How can schools improve their waste management policies to foster environmental
responsibility among students and staff?

1.3 Objectives of the Study

The general objective of this study is to assess the environmental impact of waste management
practices in schools and propose sustainable solutions for improving these practices. The specific
objectives are:

1. To identify the types of waste generated in schools.

2. To analyze the waste management practices currently implemented in schools.
3. To evaluate the environmental impact of these practices in terms of waste production,
pollution, and resource use.
4. To explore alternative waste management strategies that could reduce environmental
harm.
5. To provide recommendations for schools to improve their waste management policies
and practices for better environmental outcomes.

1.4 Significance of the Study

This research is significant for several reasons. First, it addresses the need for sustainable
practices in the education sector, particularly in waste management. Schools, as places of
learning, have a moral responsibility to model good environmental behavior to their students and
staff. By improving their waste management practices, schools can significantly reduce their
contribution to environmental degradation while also educating the next generation about
sustainable living.

Second, this study provides valuable insights into the specific types of waste generated in
schools and how they are currently being managed. Understanding these factors is crucial for
developing targeted interventions that address inefficiencies and environmental harms. The
research also highlights opportunities for schools to reduce their environmental impact by
adopting eco-friendly practices such as recycling, composting, and waste reduction initiatives.

Finally, the study’s findings will be useful to policymakers, school administrators, and
environmental advocates who are interested in promoting sustainability in educational
institutions. The research can guide the development of policies and programs aimed at
improving waste management in schools and fostering environmental responsibility across the
education system.

1.5 Scope and Limitations

The scope of this study is limited to the assessment of waste management practices in primary
and secondary schools. The study will focus on the types of waste generated in schools, the
methods used for waste disposal, and the environmental impact of these practices. While the
study will provide general recommendations for improving waste management, it will not
explore in-depth the financial implications of implementing new waste management systems or
technologies.

Additionally, this research will focus primarily on non-hazardous school waste, such as paper,
plastic, food, and electronic waste. The handling of hazardous materials, such as chemical waste
from science laboratories, will not be a major focus of this study. The study is also
geographically limited, with data collected from a specific region or district, and may not be
generalizable to all schools.

1.6 Definition of Terms

 Waste Management: The process of handling waste, including collection, transportation,

processing, recycling, and disposal, in a way that minimizes its impact on the
environment.
 Sustainability: The practice of meeting current needs without compromising the ability
of future generations to meet their own needs, particularly through responsible
management of resources.
 Recycling: The process of converting waste materials into reusable materials to prevent
resource depletion and reduce environmental impact.
 Composting: The process of breaking down organic waste, such as food and garden
waste, into nutrient-rich soil or fertilizer, which reduces the need for chemical fertilizers.
 Carbon Footprint: The total amount of greenhouse gases produced, directly or
indirectly, by human activities, usually expressed in equivalent tons of carbon dioxide
(CO₂e).

In response to the challenge, San Juan (2019) revealed that participation of community members on
solid waste management program depends on the action taken by their leaders or officials. More so, Al-
Katib et al. (2010) emphasized that solid waste management requires technical, political, legal, socio-
cultural, environmental, economic factors and available resources. The absence of any of the resources
will make solid waste management program failure. Thus, the community members will be unsatisfied
(Lad, Chauhan, & Gole, 2020). Aside from these, mass cooperation and active participation is also
necessary. Therefore, educating people through information dissemination on how to handle produced
solid waste has become essential (Marello & Helwege, 2014; Nolasco, Baguia, & Padua, 2019). Oliva as
cited by Villanueva (2013) emphasized that education is one of the four key components to have a good
solid waste management program. However, poor information dissemination strategy on solid waste
management will make the public less aware and less participative on the program (Nolasco, Baguia, &
Padua, 2019). For instance, Dela Cruz (2020) revealed that in a certain community, solid waste
management program is moderately implemented. Thus, section 55 of R.A. No. 9003 mandated
Department of Education (DepEd), Commission on Higher Education (CHED) and other national agencies
to carry continuing education and information dissemination program on solid waste management. The
education and information dissemination should focus on a.) develop public awareness on the ill –
effects and community – based solution to the solid waste problem; b.) provide feasible activities which
will have greatest impact on solid waste problem; and c.) encourage the public to patronize
environmental friendly products. Furthermore, R.A. No. 9512 (Environmental Awareness and Education
Act of 2008) requires the mentioned agencies to integrate environmental education in the school
curricula at all levels, whether public or private schools. More so, it encourages the tertiary education
through National Service Training Program to conduct activities but not limited to tree planting; waste
minimization, segregation, recycling and composting; freshwater and marine conservation; forest
management and conservation; relevant livelihood opportunities and economic benefits; and other such
programs and undertakings to aid the implementation of different environmental protection laws. Since
school is one of the avenue that will provide education and will disseminate information about solid
waste management, several studies were conducted in determining its impact in the student’s level of
awareness and practices. However, these are conducted in tertiary education. For instance, Paghasian
(2017) revealed that college students in Maigo has a high level of awareness on solid waste
management. Meanwhile, their solid waste management practices in terms of segregation, reduce and
recycle were good; while their practices in terms on recycle and disposal were fair. The awareness on
solid waste management of the students had no influence on their practices in disposal however had
affected their practices specifically on segregation, reduce, reuse, and recycle. In the study of Gequinto
(2016), the extent on solid waste management practices among college students from different state
universities and colleges in CALABARZON were determined

Table 4. Relevant Laws on Solid Waste As a Senior High School Student, I am aware of/ on/ that STEM
GAS TVL WM DR WM DR WM DR 3. different laws or ordinances relevant to solid waste management
such as a. Presidential Decree No. 825 2.31 L 2.47 L 2.62 H b. R.A. No. 9003 2.24 L 2.40 L 2.48 L c. R.A.
No. 8749 2.24 L 2.40 L 2.54 H d. R.A. No. 9275 2.35 L 2.41 L 2.50 H e. Zamboanga City Ordinance No. 500
2.38 L 2.54 H 2.62 H Composite Mean 2.30 L 2.45 L 2.55 H

Table 5. Solid Waste Prohibited Activities As a Senior High School Student, I am aware of/ on/ that STEM
GAS TVL WM DR WM DR WM DR 4. Following prohibited activities such as a. Littering throwing or
dumping of waste in public places such as a roads, esteros, etc. 3.50 VH 3.38 VH 3.17 H b. Open burning
of leaves and plastics. 3.47 VH 3.18 H 3.03 H c. Open dumping of waste on flood prones areas. 3.25 VH
3.20 H 3.03 H d. Mixing of solid waste in any waste box or receptacle 3.12 H 3.08 H 2.91 H e.
Unauthorized removal of recyclable materials from waste box or receptacle. 3.07 VH 3.04 H 2.93 H
Composite Mean 3.28 VH 3.18 H 3.01 H

Table 6. School Intervention on Solid Waste As a Senior High School Student, I am aware of/ on/ that
STEM GAS TVL WM DR WM DR WM DR 5. school initiative such as a. Having solid waste management
program 3.04 H 3.28 H 3.11 H b. Having policies on Solid Waste Management 2.97 H 3.30 H 3.15 H c.
Having sanction on violating the schools or community Solid Waste Management Policy 2.79 H 3.05 H
2.95 H d. Generating funds out of waste 2.75 H 2.87 H 2.92 H Composite Mean 2.89 H 3.13 H 3.04 H

Table 4 shows the respond of the senior high school students on their awareness on different laws
relevant on solid waste. Data revealed that STEM and GAS students have low awareness on the different
laws with a composite mean of 2.30 and 2.45 respectively. While TVL students have high awareness on
the different laws with a composite mean of 2.55. Article 3 of the Philippine Civil Code highlights the
principle “Ignorance of the law excuses no one from compliance therewith”. Thus, it is essential that
students should know the different laws relevant on solid waste. This further implies that teachers
should integrate in their lesson some relevant laws on solid waste management. The National Solid
Waste Management Status Report (2008 – 2014) emphasized some relevant laws to include:
Presidential Decree No. 825 which provides penalties for improper disposal of garbage and other forms
of uncleanliness; R.A. No. 9003 the policy which mandate the state to adopt a systematic,
comprehensive and ecological solid waste management program; R.A. No. 8749 which mandate
agencies to provide and integrate air quality framework; and R.A. No. 9275 which mandate agencies to
protect, preserve and revive fresh, brackish and marine waters. More so, knowing the local ordinance is
Table 4 shows the respond of the senior high school students on their awareness on different laws
relevant on solid waste. Data revealed that STEM and GAS students have low awareness on the different
laws with a composite mean of 2.30 and 2.45 respectively. While TVL students have high awareness on
the different laws with a composite mean of 2.55. Article 3 of the Philippine Civil Code highlights the
principle “Ignorance of the law excuses no one from compliance therewith”. Thus, it is essential that
students should know the different laws relevant on solid waste. This further implies that teachers
should integrate in their lesson some relevant laws on solid waste management. The National Solid
Waste Management Status Report (2008 – 2014) emphasized some relevant laws to include:
Presidential Decree No. 825 which provides penalties for improper disposal of garbage and other forms
of uncleanliness; R.A. No. 9003 the policy which mandate the state to adopt a systematic,
comprehensive and ecological solid waste management program; R.A. No. 8749 which mandate
agencies to provide and integrate air quality framework; and R.A. No. 9275 which mandate agencies to
protect, preserve and revive fresh, brackish and marine waters. More so, knowing the local ordinance is
also essential. In Zamboanga City, City Ordinance No. 500 mandate the separation of various wastes that
shall comply with the city’s solid waste management program.

Table 5 shows the level of awareness among senior high school students on solid waste prohibited
activities. Data revealed that STEM students have very high awareness on prohibited activities with a
composite mean of 3.28. Meanwhile, GAS and TVL students obtained a composite mean of 3.18 and
3.01 which is interpreted as high awareness.

Table 6 shows the students’ level of awareness in terms on school initiative towards solid waste
management. Data shows that STEM, GAS and TVL students obtained a composite mean of 2.89, 3.13
and 3.04 respectively. These can be interpreted that students have high awareness on the school or
community solid waste program.

Students have high awareness on the school or community initiative towards solid waste management
due to the students’ involvement in different school - based or community - based activities such as
Loyalty or General Cleaning Day. Teachers played important role in monitoring the implementation of
waste management program of the

Table 7. Importance of Solid Waste Management As a Senior High School Student, I am aware of/ on/
that STEM GAS TVL WM DR WM DR WM DR 6. the importance of Solid Waste Management such as a.
key to achieve a clean and green environment. 3.53 VH 3.46 VH 3.21 H b. reduce the reproduction of
pests. 3.29 VH 3.37 VH 3.02 H c. protect public health. 3.47 VH 3.40 VH 3.27 VH Composite Mean 3.43
VH 3.41 VH 3.17 H

Table 8. Student’s Role and Responsibilities As a Senior High School Student, I am aware of/ on/ that
STEM GAS TVL WM DR WM DR WM DR 7. my role and responsibilities such as a. reduce the waste
generated. 3.43 VH 3.39 VH 3.19 H b. clean as you go or CLAYGO. 3.62 VH 3.46 VH 3.21 H c. segragate
waste when disposing based on the trashcan labels. 3.50 VH 3.28 VH 3.08 H d. compost organic waste.
3.03 H 3.16 H 3.14 H e. recycle waste into a new product. 3.28 VH 3.15 H 3.09 H f. refuse single used
items. 3.09 H 3.06 H 2.96 H g. reuse items. 3.10 H 3.18 H 3.03 H Composite Mean 3.29 VH 3.24 H 3.10 H

Table 9. Sources of Solid Waste Management Awareness I became aware towards Solid Waste
Management because of STEM GAS TVL WM DR Rank 1. Television or Radio 3.32 3.55 3.35 3.41 VGE 1 2.
Newspapers or Magazines 2.85 2.96 3.11 2.97 GE 9 3. School’s Orientation or Campaign 2.94 3.33 3.07
3.11 GE 5 4. Teacher’s Discussion 3.18 3.26 3.23 3.22 GE 4 5. Seminar Workshop 2.65 2.80 2.88 2.77 GE
10 6. Books 2.99 3.09 3.02 3.03 GE 6 7. Peers or Classmates 3.04 2.95 2.99 2.99 GE 7 8. Parents 3.41 3.40
3.30 3.37 VGE 2 9. Research Articles 2.91 2.92 3.12 2.98 GE 8 10. Social Media (e.g. facebook, twitter)
3.26 3.42 3.20 3.29 VGE 3

institution. Hence, Punongbayan et al. (2014) pointed out that faculty are promoters and leaders in the
implementation of solid waste management program. In addition, intense information dissemination
were carried through the efforts of Student Government officials

Table 7 shows the students’ solid waste management awareness in terms on its importance. Data shows
that STEM and GAS students have very high awareness on the importance of solid waste management
with a composite mean of 3.43 and 3.41, respectively. Meanwhile, TVL students have high aware with a
composite mean of 3.17.

As noticed, STEM and GAS students are very aware on the importance of solid waste management
because they have more science subjects compared to TVL students. Nonetheless, being fully aware and
moderately aware is an indicatorthat the respondents can serve as an agent for the success
implementation of solid waste management program.

Table 8 shows the students’ solid waste management awareness in terms on their role and
responsibilities in the implementation of the program. Data revealed that STEM students have very high
awareness with a composite mean of 3.29. Meanwhile, GAS and TVL students have high awareness with
a composite mean of 3.24 and 3.10, respectively

The result indicates that students are knowledgeable on their responsibilities for the success of the solid
waste management program. This assessment shows that the respondents in this study is more aware
than the respondents in the study of Paghasian (2017). Students are completely aware on
theirresponsibilities because they are knowledgeable on the importance of solid waste management.
More so, Lad, Chauhan and Gole (2020) revealed that on this stage, students are ready to help and
overcome the different problems associated with solid waste management.

Sources of Solid Waste Management Awareness Since information dissemination is essential in the
success of the implementation of solid waste management, Table 9 shows the sources of the awareness.

Results shows that the listed sources are important in raising solid waste management awareness.
Among these, television or radio obtained the highest mean of 3.41 with descriptive rating of very great
extent. Thus, this finding denotes that television and radio has great influence compared to other
possible sources. This claim was supported by Dela Cruz (2020), that the seldom use of radio or
television affects the awareness of the public. More so, these findings coincide with the study Tubon as
cited by Batara (2019).

Table 10. Segregation of Solid Waste I practice solid waste management by STEM GAS TVL WM DR WM
DR WM DR 1. segregating waste based on/ which are a. Biodegradable (e.g. Papers, leaves, vegetable)
from non-biodegradable (e.g. Plastics, wires, cans). 3.35 A 3.33 A 3.33 A b. Recyclable (e.g. Papers,
plastic bottles, cans) from non-recyclable (e.g. Food waste, leaves). 3.21 O 3.25 A 3.20 O c. Non-harmful
waste from toxic wastes (e.g. Battery, ink, pentel pen). 3.07 O 2.94 O 3.13 O Composite Mean 3.21 O
3.17 O 3.22 O

Table 11. Reduction of Solid Waste I practice solid waste management by STEM GAS TVL WM DR WM DR
WM DR 2. reducing waste by a. Buying in bulk 2.87 O 2.92 O 2.89 O b. Using ecobag 3.18 O 3.08 O 3.02
O c. Using reusable items rather than single use items. 3.04 O 2.90 O 2.98 O d. Saying no to plastic if only
have few items bought 2.91 O 2.88 O 2.90 O e. Prettering items with less packaging. 3.06 O 2.97 O 2.96
O f. Taking lunch in schools using reusable container. 3.25 O 3.14 O 3.09 O g. Converting food waste into
animal feed. 3.10 O 2.95 O 3.01 O h. Repairing broken furniture or appliances. 3.04 O 2.85 O 2.94 O i.
Buying important items only. 3.09 O 3.11 O 3.07 O Composite Mean 3.06 O 2.98 O 2.99 O

Table 12. Reuse of Solid Waste I practice solid waste management by STEM GAS TVL WM DR WM DR
WM DR 3. reusing items such as a. scrap papers as memo or scratch for solving 3.34 A 3.20 O 3.18 O b.
compostable waste is converted into fertilizer. 3.06 O 2.90 O 3.03 O c. washable food and water
containers 3.35 A 3.17 O 3.08 O d. grocery bags. 3.15 O 3.21 O 3.10 O e. intact and unused clothes and
toys are given to the less fortunate or orphanage. 3.25 A 3.13 O 2.99 O Composite Mean 3.23 O 3.12 O
3.07 O

Parents was rank as second, as source of solid waste management awareness with a mean of 3.37.
Hence, family is the first school where students learn what is right and what is wrong. Meanwhile, social
media ranked third, as source of solid waste management awareness with a mean of 3.29. Social media
became one of the factors because it connects people from different places and allow to convey
information freely.

Seminar workshop on solid waste management was rank 10 among the listed sources with a mean of
2.77. This is due that, seminar workshops were rarely being conducted. Hence, this kind of activity
requires time preparation and budget.

Solid Waste Management Practices

Gaining students support and involvement promotes solid waste management practices. These practices
include waste segregation, reduction, reuse, recycle and disposal. Table 10 shows the solid waste
management practices among students in terms of segregation. Segregation as defined in Article 2, Sec.
3 of R.A. No. 9003, pertains to the process of separating materials from the origin in order to facilitate
recycling, reuse of materials and reduce waste generation.
Data shows that STEM, GAS and TVL students obtained a composite mean of 3.21, 3.17 and 3.22,
respectively. These indicate that students perform segregation often. The result further indicates that
students have good segregation practices. As noticed, students always separate biodegradable and non-
biodegradable waste before disposal.

Table 11 shows the solid waste management practices among students in terms of reduction. Reduction
is the most prefer ways in solid waste management. Doing reduction saves natural resources, reduces
toxicity of waste and reduces costs (The Asia Foundation, 2008).

Data shows that STEM, GAS and TVL students obtained a composite mean of 3.06, 2.98 and 2.99,
respectively, with a descriptive rating of often. Thus,the resultfurtherimplies that students have good
practices in terms on solid waste reduction. Reduction practices among students include the use of
reusable container, ecobag and buying important things only.

Table 12 shows the solid waste management practices among students in terms of reuse. Reuse as
defined in Article 2, Sec. 3 of R.A. No. 9003 pertains to the recovering of materials that have the same or
different usage without changing its physical and chemical characteristics.

Table 13. Recycle of Solid Waste I practice solid waste management by STEM GAS TVL WM DR WM DR
WM DR 4. recycling items by a. converting old items into new products. 3.09 O 3.11 O 3.05 O b.
generating funds out from plastic bottles, metals or cans. 2.90 O 2.81 O 2.93 O c. creating art craft. 2.94
O 2.84 O 3.12 O Composite Mean 2.98 O 2.92 O 3.03 O

Table 14. Disposal of Solid Waste I practice solid waste management by STEM GAS TVL WM DR WM DR
WM DR 5. disposing a. biodegradable items in compost pit. 3.19 O 3.08 O 3.05 O b. items in proper trash
bins. 3.37 A 3.24 O 3.14 O c. waste materials in common open dumps. 2.99 O 3.03 O 3.02 O d. non-
biodegradable items by selling it in junkshop. 3.01 O 2.95 O 3.02 O e. special waste (e.g. Laboratory
waste) are disposed in a garbage container intended for special waste. 3.00 O 3.04 O 2.98 O Composite
Mean 3.11 O 3.07 O 3.04 O

Data shows that STEM, GAS and TVL students obtained a composite mean of 3.23, 3.12 and 3.07,
respectively with a descriptive rating of often. The result further implies that students have good solid
waste management practices in terms on reuse. Some of the practices include the use of scrap papers
for solving in mathematics class and washing of food and water containers.

Table 13 shows the solid waste management practices among students in terms of recycling. Recycling
as defined in Article 2, Sec. 3 of R.A. No. 9003 pertains to the treating of waste material by converting
them into a new product.

Table 14 shows the solid waste management practices among students in terms of disposal. Disposal as
defined in Article 2, Sec. 3 of R.A. No. 9003 pertains to the discharge of solid waste

As noticed, STEM, GAS and TVL students obtained a composite mean of 3.11, 3.07 and 3.04, respectively
with descriptive rating of often. The result implies that students have good disposal practices. For
instance, students are always throwing disposable items properly in trash bins.
CONCLUSION

This study presents the solid waste management awareness and practices among senior high school
students in a state college. Results revealed that students have enough knowledge in terms on definition
of solid waste, effect of improper solid waste disposal, solid waste prohibited activities, school initiatives
towards solid waste, importance of solid waste management and students’ responsibilities. However,
students have low knowledge on the different laws relevant to solid waste management.

These findings suggestthat schools and other concerned organizations should conduct intense
information dissemination on laws relevantto solid waste management.

The level of awareness on solid waste management can be attributed on the following: television or
radio, parents and social media. This finding suggests that the government can utilize these platforms to
disseminate intensely solid waste management information.

The result also revealed that students have good solid waste management practices in terms on
segregation, reduction, reuse, recycle and disposal.

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And Now IS Where My Research Ends

By Peter Henry Q Arca