Waste Segragation

International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 5 Issue 5, May - 2021, Pages: 9-36
Students' Awareness on Waste Management: Their

Effect on Waste Management Practices
Annaliza Panganiban-Santos, MAEd and Ray Rudolf M. Pastrana
Abstract: The main problem of this study is the assessment of the students' waste management awareness
on their waste disposal practices. This study made use of descriptive correlational method of research that
utilized standard questionnaires as primary data gathering tools. The respondents of the study were the
students in a public school in Bulacan. The results were analyzed and interpreted using statistical tests
such regression analysis in determining the effect of studentsâ€™ waste management awareness on their
waste disposal practices. Using the aforementioned procedures, the findings of the study revealed that the
studentsâ€™ very great extent of awareness on waste management is a good indication that the school is
effective in informing their staffs regarding standards, regulations, and effects of health and environment.
Waste disposal practices that are done to a very great extent may be maintained but those practices with
lowest means may be addressed and further strengthened. The null hypothesis, which states that
studentsâ€™ waste management awareness does not exert significant effect on their waste disposal
practices, was rejected. Implications drawn from the findings of the study are good thoughts of further
improving the institutions waste management system
Keyword: Waste Disposal Management, Recycling. Reusing. Reducing. Segregation, Solid Waste
Management Act of 2000
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Chapter 1
The Problem and Its Background
Introduction
Gautam et al (2010) argued that to shift from the existing wasteful conditions to a more
sustainable management, there is a critical need to review the existing conditions and identify its
associated problems and alternative solution. Hence, the students’ level of awareness on solid
waste management as well as its relationship to their practices is important in sustaining an
ecological health.
There are1.8 billion cases of diarrhea with majority of cases caused by food contamination
in 2005. Also, knowledge is one of the predisposing factors that facilitate a person’s behavior. A
good knowledge of waste management can help a person to be aware on health and the
community’s health.
Philippine Health Profile in 2010 recorded that diarrhea and gastroenteritis were ranked as
the number one in-patient illness cause. Practicing good hygiene while processing and handling
food can prevent the process of transmission. Canteen or cafeteria is an example of food retail
business and service where most people consume food and drinks. It is also one of the working
places of food handlers. Canteen workers handle and prepare food and drinks; therefore, they need
to be aware about the possibilities of having food borne illness through unsafe waste management
practices.The concern for environmental conservation is continuously growing in every part of the
world including developed and developing countries. In line with this, members of United Nations
include environmental sustainability as one the Millennium Development Goals. According to this,
there should be a significant reduction in the loss of consumption of ozone-depleting substances
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which comprises some of the wastes humankind is producing. Members of the United Nations
create procedures in eliminating or reducing these products through systematic waste management
practices.
Rao (2013) said that the problems connected with refuse storage in buildings were, insects,
rats, fire, and odor. These problems are also associated with other problems of human health and
aquatic systems. Waste management is an important facet of environmental hygiene and it needs
to be integrated with total environmental planning (WHO Expert Committee, 2010). Its storage,
collection, transport, treatment and disposal can lead to short term risks. In the long run there may
be dangers arising particularly from the chemical pollution of water supplies.
With the foregoing findings in the literature, it is therefore the intention of this study to
assess the waste management practices of students and their effect on their waste management
practices.
Significance of the Study
This study is deemed significant to the following:
School Heads. The result of the study can educate the school administrators on the
importance of improving the students’ and teachers’ knowledge and attitude on waste management
as they relate with waste management practices.
Students and Teachers. The students and teachers will be informed of their current
practices, hence can become a basis of either correcting or further improving their waste
management. If found non-knowledgeable, they may be given proper information dissemination
and/or education regarding waste management.
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Theoretical/Conceptual Framework
This study postulates that the students’ knowledge and attitudes on waste management are
related with their waste management practices.
Figure 1 depicts the conceptual model that was utilized in determining the effect of
students’ awareness and attitudes towards waste management on their waste management
practices.
Awareness on
Waste Waste
Management Management
 Awareness on Practices
regulations  Collection
 Awareness on practices
standards  Disposal
 Awareness on practices
health  Recovery and
environmental processing
effects practices
Figure 1. Conceptual Model of the Study
Level of awareness was assessed in terms of the respondents’ awareness on standards,
regulations, and environmental and health effects.
Meanwhile, the waste management practices were also be evaluated and will serve as the
dependent variable of the study.
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Statement of the Problem
The major problem of the study is to assess the waste management practices of students
and their effect on waste management practices. Specifically, this study sought to answer the
following questions:
1. What is level of awareness of students on waste management practices in terms of:
1.1 Awareness on regulations;
1.2 Awareness on standards; and
1.3 Awareness on health environmental effects?
2. To what extent do the students practice waste management in terms of:
2.1 collection practices;
2.2 disposal practices; and
2.3 recovery processing practices?
3. Does the level of respondents’ awareness on waste management significantly affect their
waste management practices?
4. Based on the findings of the study, what implications may be drawn?
Hypotheses of the Study
The following hypothesis was tested at .05 level of significance.
“The respondents’ level of awareness does not significantly relate with their waste
management practices.
Definition of Terms
To further understand the study, some terminologies were given conceptual and/or
operational definitions.
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Waste Disposal Management. It is a systematic approach in managing waste from
production, disposal, recovery, and waste reduction.
Recycling. Also known as resource recovery, this is one of the most popular waste disposal
practices wherein products that can still be used is recreated or be used to produce another product.
Reducing. This is an approach to lessen the wastes being produced. It includes the use of
paper bags instead of plastic bags and the use of stainless steel cutleries instead of disposable the
disposable one.
Segregation. It is waste disposal practice which uses different trash bins for a specific
waste produced. It separates biodegradable from non-biodegradable products such as cans, papers,
bottles, and plastics.
Reusing. This is a waste management practice wherein products that can still be used are
saved for later use.
Solid Waste Management Act of 2000. An act providing for an ecological solid waste
management program, creating the necessary institutional mechanisms and incentives, declaring
certain acts prohibited and providing penalties, appropriating funds therefore, and for other
purposes.
Scope and Delimitation of the Study
The focus of the study was the assessment of the students’ respondents’ level of awareness
towards waste management and its effect on their waste management practices.
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Level of awareness was assessed in terms of the respondents’ awareness on standards,
regulations, and environmental and health effects.
Meanwhile, the waste management practices were also be evaluated and will serve as the
dependent variable of the study.
The respondents of the study shall be the students in one of the public schools in Bulacan
during the school year 2018-2019.
Methodology of the Study
This chapter presents the methods and techniques in the study, the respondents of the study,
the instruments, and the data processing and statistical treatment to answer the sub-problems given
in Chapter 1.
Methods and Techniques Used
This study utilized the descriptive evaluation to be able to provide facts, essential
knowledge about the nature of program, closer observation into the practices and behavior, as well
as in formulating policies and programs. This design is to appraise carefully the worthiness of the
current awareness and practices towards waste management. This study involved descriptive
correlation where it attempted to determine the effect of the respondents’ waste management
awareness on their waste management practices.
Standardized structured questionnaire on waste school waste management practices was
used as a primary data-gathering tool.
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Respondents of the Study
The respondents of the study will be the students for school year 2018-2019 who were
selected using systematic random sampling. Table 1 shows the distribution of the respondents.
Table 1
Respondents of the Study
Name of School Total

Number of
Grade Level Students
School A School B per Grade
Level
7 8 8 16
8 8 8 16
9 8 8 16
10 8 8 16
11 8 8 16
12 10 10 20
Total 50 50 100
Instrument of the Study
This study utilized standardized instrument on students’ level of awareness and practices
towards waste management. The 1st part delved on the assessment of the students’ awareness on
waste management. Meanwhile, the waste management practices was also be evaluated and will
serve as the dependent variable of the study. The instrument was pilot tested from among the
respondents who will not be included in the study, to determine whether they would understand
them the way the researcher means them. The respondents were asked to identify words or items
in the questionnaire that are ambiguous or hard to understand.
Data Gathering Procedure
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The mode of data gathering was the questionnaire method. Each of the respondents was
given a structured set of questions. In gathering the data, the researcher carried out the following
procedures:
 A letter was sent to the Superintendent to ask permission in the conduct of proposed
study.
 Upon approval, the researcher distributed the questionnaire to the respondents
personally.
 The researcher collected the questionnaires from the respondents and checked
whether all the questions are answered.
Data Processing and Statistical Treatment
The data collected were tabulated and processed using Statistical Packages for Social
Sciences (SPSS). In order to analyze and interpret the data gathered, the following statistical
measures were used:
 The respondents’ level of awareness and practices towards waste management were
quantified using the following scale:
Rating Scale Range Description
5 4.50-5.00 Very Great Extent
4 3.50-4.49 Great Extent
3 2.50-3.49 Moderate Extent
2 1.50-2.49 Least Extent
1 1.00-1.49 None at all
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 Correlation and regression analysis was used in determining the effect of the
respondents’ waste management awareness on their waste disposal practices.
Presentation, Analysis, and Interpretation of Data
This chapter presents, analyses, and interprets the data collected in the study. For clarity of
presentation and consistency in the discussion, the data are presented following the order and
sequence of the questions raised in Chapter 1, to wit: (1) level of awareness of the students on
waste management, (2) extent of students’ waste management practices, (3) effects of waste
management awareness on their practices, and (4) implications drawn from the findings of the
study.
Awareness of Students on Waste Management
Waste management is an important facet of environmental hygiene and it needs to be
integrated with total environmental planning (WHO Expert Committee, 2010). Its storage,
collection, transport, treatment and disposal can lead to short term risks. In the long run there may
be dangers arising particularly from the chemical pollution of water supplies. Rao (2013) said that
the problems connected with refuse storage in buildings were, insects, rats, fire, and odor. These
problems are also associated with other problems of human health and aquatic systems. The level
of awareness of the students was assessed in terms of their awareness on regulations, awareness
on standards, and awareness on health and environmental effects.
The data in Table 2 show that the students’ level of awareness on regulations, awareness
on standards, and awareness on health and environmental effects was to a very great extent as
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shown by the average value of 4.58. Their level of awareness on regulations was seen in the
awareness about the existence of solid waste management rules (4.45); awareness about the
existence of solid waste management plans of the school (4.45), and awareness on the 5S, which
means short, set in order, shine, standardization, and sustain (4.37).
Table 2
Awareness of Students on Waste Management
Awareness on Waste Management WM Interpretation

Awareness on Regulations
1. I am aware about the existence of solid waste
4.45 To a Great Extent
management rules
2. I am aware about the existence of solid waste
management plan in the institution
3. I know 5S. (Short, Set in Order, Shine, Standardized,
Sustain)
Awareness on Standards
4. I know solid waste disposal symbols 4.37 To a Great Extent
5. I am aware that waste must be segregated into
4.74 To a Very Great Extent
different categories at the source
6. I know the 3R. (Reuse, Reduce, Recycle) 4.42 To a Great Extent
7. I am aware that receptacles/waste containers shall be
protected against vermin and other animals
8. I know that disposal area should be placed
strategically
9. I know that solid waste should not be left in food
preparation areas overnight
Awareness on Health and Environment Effects
10. I know that food-borne illness may occur if there is
an improper handling of solid wastes
11. I know that inappropriate of solid wastes results in
environment degradation
Average 4.58 To a Very Great Extent
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Meanwhile, the respondents’ awareness on standards was manifested in their knowledge
about solid waste management symbols (4.37); awareness that waste must be segregated into
different categories at the source (4.74); knowledge of the 3R (reuse, reduce, and recycle) (4.42);
awareness that receptacles/waste containers shall be protected against vermin and other animals
(4.61) ; knowledge that disposal area should be placed strategically (4.74); and knowledge that
solid waste should not be left in food preparation areas overnight (4.71).
Also, the respondents’ awareness on health and environmental effects was to a very great
extent when students show knowledge that food-borne illness may occur if there is improper
handling of solid wastes (4.74) and manifest knowledge that inappropriate solid wastes results in
environmental degradation (4.76).
This is a good indication because students are always well informed on the important rules
and standards of waste management.
The influence of perception which describes how a person views himself and the world
around him and how it tends to govern behavior is explained by Anomie theory (Merton, 2008)
which explains that deviance can arise by accepting culturally determined goals without the
acceptability of cultural means. In this case it translates to either paying for SWM services or the
total rejection of its cost recovery methods. This situation may be due to the difficulties posed by
the institutionalized means, or deviance may arise through accepting the means but rejecting the
goals, while sometimes it may involve rejection of both.
A situation that may result is greater incidence of deviant behaviors towards SWM services
as perceived or a total breakdown of waste control system. In this wise, individual’s perception of
(touching issues of taxes revenues, government sincerity etc) will influence the cultural values,
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responses, and success of the solid waste management system. Hence, people’s perception on fees
and on waste collection services is primordial for its willingness to pay.
More importantly, when the people that waste services perceive it is paid for through taxes
or even considered as a social service to be paid for by the government. Unwillingness to pay could
lead to illicit burning and dumping, hence, in their model, Fullerton and Kinnaman (2015) were of
the opinion that household collection should be subsidized in order to prevent such external
environmental costs resulting from illegal dumping.
Waste Management Practices of Students
Today the most important subject that affects and worries mankind is the issues concerned
with waste management. Waste management practices especially the municipal solid waste can
differ for developed and developing nations, for urban and rural areas, and for residential,
commercial and industrial producers. Waste collection methods vary widely among different
countries and regions. Domestic waste collection services are often provided by local government
authorities, or by private companies in the urban cities. Countries and experts alike spend lot of
time and resources to come out with a solution to the problem of environmental degradation and
climate change.
It may be gleaned in Table 3 that in general, the respondents’ properly waste disposal was
being practiced to a very great extent. With this, the top five waste disposal activities that are
practiced to a very great extent are as follows: solid waste materials are not disposed to rivers,
canal, sea, or vacant lots; solid waste materials are disposed properly in the designated trash bins;
left-overs are disposed in separate trash bins; solid waste is disposed in the designated collection
area; and disposal area is strategically located.
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Table 3
Collection Practices
Indicators Mean Interpretation

Waste materials are collected according to the schedule 3.76 Great Extent
Waste materials are collected during weekends and even 3.55 Great Extent
during holidays
Departments are informed on the days when garbage are to be 3.73 Great Extent
collected
No garbage are left uncollected on the scheduled time 3.54 Great Extent
Waste materials are collected in designated area 3.78 Great Extent
Medical waste are place in appropriate container located 3.56 Great Extent
throughout medical department facility at time of generation.
(If applicable)
Wastes are collected by the maintenance staff. 3.67 Great Extent
Infectious waste, chemical waste, toxic substances are 3.42 Moderate
collected together, regardless of whether or not they are
contaminated. (If applicable)
Grease trap, kitchen waste, are collected by authorized staff in 3.51 Great Extent
strong, leak proof containers that are clearly label. (If
applicable)
Average 3.61 Great Extent
Moreover, the following waste disposal activities although practiced to a great extent,
recorded the lowest practices and can still improved as namely: disposal of solid waste in marked
high-density garbage bags; full implementation of material recovery facility; 5S and 3R are not
strictly implemented; no designated area for disposal of chemical wastes such as cleaning
materials; and no safe disposal of chemical wastes.
Table 4
Disposal Practices

Waste materials are not disposed to rivers, canals, sea, or 3.82 Great Extent
vacant,
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Disposal of waste materials are being done through bidding 3.58 Great Extent
process
Waste materials are disposed according to the methods 3.62 Great Extent
prescribed by the government
Waste materials are disposed properly in the designated trash 3.88 Great Extent
bins
Waste is disposed according to schedule 3.68 Great Extent
Leftovers are disposed in separated trash bins. (if applicable) 3.66 Great Extent
Waste are disposed in the designated collection area 3.72 Great Extent
Infectious waste, chemical waste, sharps waste, toxic 3.71 Great Extent
substances are disposed properly
Kitchen waste, infectious waste, chemical waste, sharp waste, 3.66 Great Extent
toxic substances, medical waste is disposed in marked high-
density garbage bags. (if applicable)
Table 5
Recovery and Processing Practices

Practice 3R. (Reuse, Reduce, Recycle) 4.15 Great Extent
Using 5S. (Sort, Set in Order, Shine, Standardized, Sustain) 3.67 Great Extent
Full implementation of MRF. (Material Recovery Facility) 3.47 Moderate
Effect of Students’ Waste Management Awareness on their Waste Disposal Practices
In conducting the study, it was hypothesized that students’ level of awareness on waste
management does not significantly influence their waste disposal practices. To determine the
extent of influence of awareness on waste management on waste disposal practices, the data were
subjected to regression analysis and presented in Table 6.
Results of the regression revealed that canteen workers’ awareness on standards and
awareness on health and environmental effects produced B coefficients of .667 and .606 with
associated probability less than the significance level set at .05. The findings indicate that for
every unit increase in their awareness in regulations and awareness on health and environmental
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effects could generate a .661 and .449 increase in their waste disposal practices. The factor
“awareness on regulations” likewise influence the respondents’ waste disposal practices but nor to
a significant extent.
Table 6
Regression Analysis of the Students’ Waste Management Awareness on their Waste Disposal
Practices
Unstandardized Standardized P-
T
Variables Coefficients Coefficient value
B S.E Beta
(Constant) 0.912 0.965 0.946 0.354
Awareness on Regulations 0.321 0.163 0.3 1.969 0.061
Awareness on Standards 0.667 0.205 0.661 3.255 0.003
Awareness on Health and

0.606 0.201 0.449 3.008 0.006
environmental effects
R-squared – .642
F – 8.603
p-value - .000
alpha - 0.05
The obtained F-value of 8.603 with a p-value of .000 which was found significant at .05
alpha indicates that level of awareness of the students on regulations, standards, and health and
environmental effects when combined together formed a very significant set of predictors for waste
disposal practices.
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Implications Drawn from the Findings of the Study
A number of implications were drawn from the findings of the study as follows:
 Solid waste management (SWM) is an issue that generates continuously increasing
interest due to the extra amounts of solid waste generated; the lack of existing
disposal facilities with adequate infrastructure and integrated management plans,
also often accompanied by legislative and institutional gaps.
 In conjunction with the creation of economic growth, vast population increase,
urbanization and industrialization, and excessive consumption of modern daily
life, a large quantity of waste is generated. With such a high quantity of generated
waste, proper SWM is becoming increasingly difficult.
 The management of solid waste is today one of the important obligatory functions
of the Local Government Areas (LGAs) in the entire country. However, this very
important and essential service had in the past gulped a lot of money out of the
local authorities, that the sate governments’ intervention became necessary. The
reason is not farfetched, the LGAs were not properly, technically and financially
equipped to perform this statutory function well. The banes of the problem include
but not limited to lack of financial resources, weak institutional and legal frame
work. Others are inappropriate choice of technology, inadequate collection and
transportation systems as well as unsafe final disposal options. The public
confidence on the ability and the capability of the LGAs to play this statutory role
diminished in the face of mounting heaps of refuse on major roads and highways.
25
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Summary of Findings, Conclusions and Recommendations
This chapter presents the summary of findings, conclusions and recommendations with
regards to the assessment of students’ waste management awareness on their waste disposal
practices.
This study made use of descriptive correlational method of research that utilized standard
questionnaires as primary data gathering tools. The respondents of the study were the students in
a public school in Bulacan.
The following null hypothesis was subjected for testing at 0.05 level of significance.
“The students’ waste management awareness does not exert significant effect on their
waste disposal practices.”
The results were processed using the Statistical Packages for Social Sciences (SPSS) and
the data were presented using appropriate tables and texts. The results were analyzed and
interpreted using statistical tests such regression analysis in determining the effect of students’
waste management awareness on their waste disposal practices.
Using the aforementioned procedures, the findings of the study may be summarized as
follows;
Summary of Findings
Problem 1: Students’ awareness on waste management
The respondents’ awareness on regulations, awareness on standards, and awareness on
health and environmental effects was to a very great extent. Their level of awareness on regulations
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was seen in the awareness about the existence of solid waste management rules; awareness about
the existence of solid waste management plans of canteens, and awareness on the 5S, which means
short, set in order, shine, standardization, and sustain.
Problem 2: Waste Disposal Practices of the Respondents
The respondents’ properly waste disposal was being practiced to a very great extent. With
this, the top five waste disposal activities that are practiced to a very great extent are as follows:
solid waste materials are not disposed to rivers, canal, sea, or vacant lots; solid waste materials are
disposed properly in the designated trash bins; left-overs are disposed in separate trash bins; solid
waste is disposed in the designated collection area; and disposal area is strategically located.
Moreover, the following waste disposal activities although practiced to a great extent,
recorded the lowest practices and can still improved as namely: disposal of solid waste in marked
high-density garbage bags; full implementation of material recovery facility; 5S and 3R are not
strictly implemented; no designated area for disposal of chemical wastes such as cleaning
materials; and no safe disposal of chemical wastes.
Problem 3: Effect of students’ waste management awareness on their waste disposal
practices
Results of the regression revealed that canteen workers’ awareness on standards and
awareness on health and environmental effects produced B coefficients of .667 and .606 with
associated probability less than the significance level set at .05. The findings indicate that for
every unit increase in their awareness in regulations and awareness on health and environmental
effects could generate a .661 and .449 increase in their waste disposal practices. The factor
“awareness on regulations” likewise influence the respondents’ waste disposal practices but nor to
a significant extent.
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Problem 4: Implications drawn from the findings of the study
A number of implications were drawn from the findings of the study as follows:
 Solid waste management (SWM) is an issue that generates continuously increasing
interest due to the extra amounts of solid waste generated; the lack of existing
disposal facilities with adequate infrastructure and integrated management plans,
also often accompanied by legislative and institutional gaps.
 In conjunction with the creation of economic growth, vast population increase,
urbanization and industrialization, and excessive consumption of modern daily
life, a large quantity of waste is generated. With such a high quantity of generated
waste, proper SWM is becoming increasingly difficult.
 The management of solid waste is today one of the important obligatory functions
of the Local Government Areas (LGAs) in the entire country. However, this very
important and essential service had in the past gulped a lot of money out of the
local authorities, that the sate governments’ intervention became necessary. The
reason is not farfetched, the LGAs were not properly, technically and financially
equipped to perform this statutory function well. The banes of the problem include
but not limited to lack of financial resources, weak institutional and legal frame
work. Others are inappropriate choice of technology, inadequate collection and
transportation systems as well as unsafe final disposal options. The public
confidence on the ability and the capability of the LGAs to play this statutory role
diminished in the face of mounting heaps of refuse on major roads and highways.
Conclusions
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In the light of the findings of the study, the following conclusions were drawn:
1.The students’ very great extent of awareness on waste management is a good indication that
the school is effective in informing their staffs regarding standards, regulations, and effects
of health and environment.
2.Waste disposal practices that are done to a very great extent may be maintained but those
practices with lowest means may be addressed and further strengthened.
3.The null hypothesis, which states that students’ waste management awareness does not exert
significant effect on their waste disposal practices was rejected.
4.Implications drawn from the findings of the study are good thoughts of further improving
the institutions waste management system.
Recommendations
Based on the findings and conclusions of the study, the following recommendations are
hereby submitted:
1. That the school continuously provide awareness training on the importance of solid waste
management.
2. Further strengthening of the students’ waste disposal practices must also be given attention
by the institutions and that the inclusion of 5S and 3R’s be included in the discussion.
3. Since, level of awareness and attitudes were found to significantly influence the
respondents’ waste disposal practices, a waste management program must be developed by
the administration in collaboration with the municipal and local agency of Bulacan.
4. That the respondent institution considers the implications drawn from this study.
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Appendix A
Instruments of the Study
Directions: This questionnaire explores the level of self-perceived awareness and practices of
students on waste management. Each item is different, so please answer each one truthfully. There
is no time limit, but do not dwell too long on an item. For each statement below, decide which of
the following answers best applies to you. Please check () the number that best represents your
answer using the scales below.
5 VERY HIGH
4 HIGH
3 AVERAGE
2 LOW
1 VERY LOW
I. AWARENESS ON PRACTICES
Awareness on Waste Management 5 4 3 2 1

Awareness on Regulations
1. I am aware about the existence of solid
waste management rules
2. I am aware about the existence of solid
waste management plan in the institution
3. I know 5S. (Sort, Set in Order, Shine,
Standardized, Sustain)
Awareness on Standards
4. I know solid waste disposal symbols
5. I am aware that waste must be segregated
into different categories at the source
6. I know the 3R. (Reuse, Reduce, Recycle)
7. I am aware that receptacles/waste containers
shall be protected against vermin and other
animals
8. I know that disposal area should be placed
strategically
9. I know that solid waste should not be left in
food preparation areas overnight
Awareness on Health and Environmental Effects
10. I know that food-borne illness may occur if
there is an improper handling of solid
wastes
11. I know that inappropriate disposal of solid
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wastes results in environmental degradation
II. ACTUAL WASTE DISPOSAL PRACTICES
These are your actual waste disposal practices. Check () the number that best represents your
answer using the prescribed scale. Please be honest as you can.
Waste Disposal Practices 5 4 3 2 1

1. Solid waste materials are not disposed to
rivers, canals, sea, or vacant lots.
2. Solid waste materials are disposed according
to the methods prescribed by the government.
3. Solid waste materials are disposed properly
in the designated trash bins.
4. Solid waste is disposed according to
schedule.
5. Leftovers are disposed in separate trash
bins.
6. Solid waste is disposed in the designated
collection area.
7. Chemical waste, sharps waste, toxic
substances are disposed properly.
8. Solid waste is disposed in marked high-
density garbage bags
9. Practice 3R. (Reuse, Reduce, Recycle)
10. Using 5S. (Sort, Set in Order, Shine,
Standardized, Sustain)
11. Full implementation of MRF. (Material
Recovery Facility) (if applicable)
12. Disposal area is strategically located
13. 5S/3R is not strictly implemented
14. Solid waste materials are not properly
disposed
15. No designated area for disposal of chemical
wastes such as cleaning materials
16. No safe disposal of chemical wastes such as
cleaning materials
17. Solid wastes are not left in food preparation
overnight
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III. EXTENT OF WASTE MANAGEMENT PRACTICES
5 VERY GREAT EXTENT

4 GREAT EXTENT
3 MODERATE
2 LEAST EXTENT
1 NOT AT ALL
Collection Practices 5 4 3 2 1
Waste Materials are collected according to the schedule.
Waste Materials are collected during weekends and even
during holidays.
Departments are informed on the days when garbage are
to be collected.
No garbage is left uncollected on the scheduled time.
Waste Materials are collected in designated area.
Medical Waste are place in appropriate container located
throughout medical department facility at time of
generation. (if applicable)
Wastes are collected by the maintenance staff.
Infectious Waste, chemical waste, toxic substances are
collected together, regardless of whether or not they are
contaminated. (if applicable)
Grease trap, kitchen waste, are collected by authorized
staff in strong, leak proof containers that are clearly label.
(if applicable)
Disposal Practices
Waste Materials are not disposed to rivers, canals, sea,
or vacant lots.
Disposal of waste materials are being done through
bidding process.
Waste Materials are disposed according to the methods
prescribed by the government.
Waste Materials are disposed properly in the designated
trash bins.
Waste is disposed according to schedule.
Leftovers are disposed in separate trash bins. (if
applicable)
Waste are disposed in the designated collection area.
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Infectious Waste, chemical waste, sharps waste, toxic

substances are disposed properly.
Kitchen waste, infectious waste, chemical waste, sharp
waste, toxic substances, medical waste is disposed in
marked high-density garbage bags. (if applicable).
Recovery and Processing Practices
Practice 3R. (Reuse, Reduce, Recycle)
Using 5S. (Sort, Set in Order, Shine, Standardized,
Sustain)
Full implementation of MRF. (Material Recovery
Facility)
Problems Encountered
Disposal area is not strategically located.
None compliance of the department/offices.
5S/3r is not strictly implemented
Waste Materials are not properly disposed
Delayed schedules of collection
No designated area for disposal infectious
waste/chemical wastes.
No safe disposal of infectious waste, toxic waste, sharps
waste, chemical waste, pressurized container and
radioactive waste (if applicable).
-Thank You!-
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International Journal of Academic Pedagogical Research (IJAPR)

Students' Awareness on Waste Management: Their

improving the institutions waste management system

Management Act of 2000

The Problem and Its Background

waste management as well as its relationship to their practices is important in sustaining an

there should be a significant reduction in the loss of consumption of ozone-depleting substances

be dangers arising particularly from the chemical pollution of water supplies.

Significance of the Study

This study is deemed significant to the following:

as they relate with waste management practices.

management. If found non-knowledgeable, they may be given proper information dissemination

and/or education regarding waste management.

related with their waste management practices.

Figure 1. Conceptual Model of the Study

Level of awareness was assessed in terms of the respondents’ awareness on standards,

regulations, and environmental and health effects.

dependent variable of the study.

Statement of the Problem

1. What is level of awareness of students on waste management practices in terms of:

1.1 Awareness on regulations;

1.2 Awareness on standards; and

1.3 Awareness on health environmental effects?

2. To what extent do the students practice waste management in terms of:

2.1 collection practices;

2.2 disposal practices; and

2.3 recovery processing practices?

waste management practices?

4. Based on the findings of the study, what implications may be drawn?

Hypotheses of the Study

The following hypothesis was tested at .05 level of significance.

Waste Disposal Management. It is a systematic approach in managing waste from

production, disposal, recovery, and waste reduction.

bottles, and plastics.

saved for later use.

Scope and Delimitation of the Study

Level of awareness was assessed in terms of the respondents’ awareness on standards,

regulations, and environmental and health effects.

dependent variable of the study.

during the school year 2018-2019.

Methodology of the Study

Methods and Techniques Used

awareness on their waste management practices.

Standardized structured questionnaire on waste school waste management practices was

used as a primary data-gathering tool.

Respondents of the Study

Respondents of the Study

Name of School Total

Instrument of the Study

in the questionnaire that are ambiguous or hard to understand.

Data Gathering Procedure

 Upon approval, the researcher distributed the questionnaire to the respondents

whether all the questions are answered.

Data Processing and Statistical Treatment

measures were used:

quantified using the following scale:

Rating Scale Range Description

5 4.50-5.00 Very Great Extent

4 3.50-4.49 Great Extent