Awareness Attitudes and Practices On Was

AWARENESS, ATTITUDES, AND PRACTICES ON WASTE MANAGEMENT AMONG
HIGH SCHOOL STUDENTS OF TRINITY CHRISTIAN SCHOOL
A Quantitative Research Presented to

The Faculty of Trinity Christian School
In Partial Fulfillment of the

Requirements for the Course:
Inquiries, Investigations and Immersion
Alyanna Marie B. Gaurana

Hannah Gwen O. Flores
Khuenie Ricci M. Silva
Lari Mae T. Abalajon
Marlie Alexa L. Kuan
John Karl B. Suyod
April 2019
CHAPTER 1
INTRODUCTION
The lack of practice on proper waste management is a problem that needs to be addressed. Ng
(2018) explains that "As there are many different forms of waste, there are also different forms
of collecting and processing waste." Generally, waste could be solid or liquid. Other forms of
waste include electronic waste, hazardous waste, medical waste, and organic waste. (Ng, 2018).
Schools have been one of the biggest waste producers in society. Breyer (2012) reports that
there were 55.9 million students from elementary to high school were enrolled last year. The
amount of waste produced, therefore, would be significant in numbers. A secondary school
student generates a yearly average of 22kg of trash while 45kgs of waste are produced by
primary schools per student in the United Kingdom (Westwood, 2015). A study from the
Minnesota Pollution Control Agency (2018) also found out that "Minnesota K-12 public schools
generate an estimated 483,520 pounds of waste per day."
Globally, waste management studies in schools have been conducted to address the waste
problem. In the South African region, Niekerk (2014) found out that students are aware of the
issues of waste management practices in schools yet only a few are acquainted with the
knowledge that poor waste management can harm the environment. Proper waste management
practices were not also exercised. Kolbe (2015) also explained that in England, the reduction of
waste is essential to the majority of grammar school and comprehensive school students however
both do not entirely agree with sustainable waste management since they took into account that
composting and waste reduction is less important than recycling. In India, students are dedicated
to reducing their waste. Vivek et al. (2013) state that most high school students in Thrissur City
in Kerala have attended waste management awareness programs compared to higher secondary
students, but both groups of students are committed to lessening their waste.
Southeast Asian countries, conversely, are the top contributors to mishandled waste that is
either littered or dumped in landfills. Certain Southeast Asian countries produce 8.9 million
metric tons of waste yearly, and 60% of marine debris comes from ASEAN countries (Ismail,
2018). An ASEAN Leaders' Gathering was conducted to address the waste problem wherein
leaders committed to collaborate to attain the Sustainable Development Goals and seek for
solutions to control the development gap (Leone, 2018).
In the Philippines, proper waste management is a crucial problem not only for schools but for
the whole country. Lifang (2017) states that 35,000 tonnes of waste are produced by the
Philippines daily. Porcalla (2018) also relays that an administration lawyer reveals that the
Philippines is third in leaking plastic waste into the ocean and has one of the highest ratings in
Southeast Asia in terms of trash collection rates. Cognizant to the problem, the Philippine
government passed the Ecological Solid Waste Management Act of 2000 or the RA 9003 which
became an umbrella to environmental acts in the Philippines (Aquino, Deriquito, & Festejo,
2013). As stated by Tantuco (2018) "The law also created the National Solid Waste Management
Commission (NSWMC), headed by the Department of Environment and Natural Resources
(DENR)." Tantuco added that the NSWM is comprised of the heads of 13 other government
offices and three representatives from the private sector.
As issued for in RA 9003 and connection to the RA 7160, formally known as the Local
Government Code 1991, local government units can implement laws on sanitation, waste
management and environment (Palafox, 2017). For Bacolod City, the "no segregation, no
collection" policy started as of April 1, 2017 (Pedrosa, 2017), wherein garbage collection will
not be conducted if households and establishments do not segregate.
Trinity Christian School (TCS) has long been making its students and faculty practice proper
waste disposal. With the "no segregation, no collection" policy implemented, TCS has assigned
bins in classrooms for the students and teachers to dispose of their trash properly. As observed
by the researchers from years of studying in the institution, TCS continues to struggle with their
waste management since students still do not segregate. Students know that they should throw
their waste but throwing it correctly in the correct bin is another problem. Along with the
improper waste disposal is the lack of recycling towards recyclable materials and the lack of
waste disposal policies, therefore, producing a large amount of waste.
The researchers conducted a half a week waste audit for three weeks on the waste storage area
of the school. The researchers counted 880 non-biodegradable wastes in every two trash bags,
making it 440 non-biodegradable waste items per bag. The non-biodegradable waste in every
two trash bags contains 46 plastic utensils, 94 plastic bottles, 75 straws, 142 plastic cups, 61
plastic cup covers, and 462 plastic food wrappers. Meanwhile, biodegradable items had a total of
112 items in every one trash bag, which amounts to 223 biodegradable waste items in every two
bags. Biodegradable items found in every one trash bag were 46 pieces of paper cups, 94 papers,
and 75 paper containers.
Moreover, the researchers counted the number of trash bags generated every half of the week.
Sixty trash bags were used in week one, 32 in week two, while 10 in week three. The average
trash bags that were used based on the data gathered in the three weeks were 36.
There are studies about waste management present internationally; however, there is only a
limited number of studies tackling waste management in schools. TCS also has no concrete and
strict policy regarding waste management, and therefore this has pushed the researchers to tackle
the waste problem of TCS because they believe that an action needs to take place to address the
issue. It is the desire of the researchers to create a program or policy that can help in the
management of the waste of the school and at the same time, reduce the amount of waste
produced by practicing the recycling of materials for the furtherance of the institution.
Statement of the Problem
This study aims to identify the awareness, attitudes, and practice of waste management in
Trinity Christian School in Bacolod City. This research paper also points out the relationship
between variables such as sex and grade level that could affect the way the Trinitarian students
dispose of their waste.
Specifically, it sought to answer the following questions:
1. What is the level of awareness of the respondents towards waste management when they
are taken as a whole and when grouped according to sex and grade level?
2. What is the extent of the practices of the respondents towards waste management when
they are taken as a whole and when grouped according to sex and grade level?
3. What is the attitude of the respondents towards waste management when they are taken
as a whole and when grouped according to sex and grade level?
4. Is there a significant difference in the level of awareness of the participants when they are
grouped according to the following variables: grade level and sex
5. Is there a significant difference in the extent of practices of the respondents in waste
management when they are grouped according to the following variables: grade level and
sex
6. Is there a significant difference in the level attitude of the respondents in waste
management when they are grouped according to the following variables: grade level and
sex
7. Is there a significant relationship between the level of awareness and extent of practices
in the waste management of the participants of Trinity Christian School?
8. Is there a significant relationship between the level of awareness and attitudes toward
waste management of the participants of Trinity Christian School?
9. Is there a significant relationship between the extent of practices and attitudes toward
waste management of the participants of Trinity Christian School?
Hypotheses
The hypotheses of the study are:
1. There is no significant difference in the level of awareness of the respondents when they
were grouped according to grade level and sex.
2. There is no significant difference in the extent of practices of the respondents in waste
management when they were grouped according to grade level and sex.
3. There is no significant difference in the level of the attitude of the respondents in waste
management when they are grouped according to grade level and sex.
4. There is no significant relationship between the level of awareness and extent of practices
in the waste management of the participants of Trinity Christian School.
5. There is no significant relationship between the level of awareness and attitudes toward
waste management of the participants of Trinity Christian School.

6. There is no significant relationship between the extent of practices and attitudes toward
waste management of the participants of Trinity Christian School.
Theoretical Framework
Pongáz, Phillips, and Keiski (2004) introduced the Theory of Waste Management, which
represents a more in-depth account of the domain and includes the conceptual analysis of waste,
the activity upon garbage, as well as a holistic view of the goals of waste management. Pongáz
defines Waste Management Theory (WMT) as a unified body of knowledge with regards to
waste and waste management and is founded on the expectation that waste management is to
prevent waste to cause harm to human health and the environment and as well as promote
resource as an optimization. WMT is based on the hypothesis that the way a target is described
prescribes action upon it, which, in turn, implicates that sustainable waste management is much
dependent on how waste is being defined. Moreover, this theory stands as an effort to organize
the various variables of the waste management system as it is today and has been introduced to
channel environmental sciences into engineering design. The Theory of Waste Management, as
differentiated from waste management practice, illustrates a more in-depth account of the
domain and contains the conceptual analysis of waste, the activity upon waste, as well as a
holistic view of the functions and goals of waste management.
Furthermore, this study is anchored on the Ecological Solid Waste Management Act of 2000
(Republic Act 9003 or RA 9003) which, under the law, refers to the “systematic administration
of activities which provide for segregation at source, segregated transportation, storage, transfer,
processing, treatment, and disposal of solid waste and all other waste management activities
which do not harm the environment,” was approved in January 26, 2001 and came to effect on
February 16, 2001. In summary, the Ecological Solid Waste Management Act of 2000 aims to
address the growing problem on solid wastes in the country, which also provides for the
necessary institutional mechanisms with the creation of solid waste management plans and
prescribe policies as well as incentives to achieve objectives of the Act. In line with this, it was
stated in the RA that the local government units (LGUs) in the country hold the primary
responsibility for effective and efficient solid waste management.
Review of Related Literature
The Philippine Republic Act 9003 of 2001 (Senate and House of Representative of the
Philippines) defines solid waste management (SWM) as the discipline related with the control of
generation, storage, collection, transfer and transport, processing, and disposal of solid wastes in
a manner that coincides with the principles of public health, economics, engineering,
conservation, aesthetics, and other environmental considerations, and is also responsive to the
public’s attitude. To be more precise, solid waste management is the collection, transport,
recovery, and disposal of waste, including the actions that are taken. Management of solid waste
is a problem that is most significant in developing countries as compared to those of developed
countries (Essuman, 2017). It is to be noted that the difference between the developing and the
developed countries is not solely on waste composition, but it also includes the standard of waste
management services provided. Nathanson (2018) comments that improper disposal of MSW can
create unsanitary conditions which can lead to pollution of the environment and outbreaks of
diseases.
Municipal Solid Waste (MSW) is defined as wastes produced from activities within the local
government units which include a combination of domestic, commercial, institutional and

industrial wastes and industrial wastes and street litters (Senate and House of Representative of
the Philippines, 2001). In other definitions, MSW is the by-product of human activity which
includes all wastes generated within a municipality and is mainly comprised of food waste, and
rubbish from residential areas, commercial and institutionalized non-hazardous wastes, and in
some countries, construction and demolition of waste. It should be noted, however, that the
definition of MSW may vary from country to country (Periathamby, 2011). Some developing
countries include industrial waste and fecal material, though not usually part of the MSW, are
sometimes found in the list of MSW, which in turn, is disposed of together in regular landfills.
Generally, MSW refers to all wastes that are generated, collected, transported and disposed of
within the command of a municipal authority.
Awareness
Lack of education and awareness of effective waste management practices is one of the major
issues in developing countries. A study in Gaborone, Botswana, shows that although citizens
were aware of recycling and other sustainable waste management techniques, it does not
necessarily translate into involvement in beneficial environmental activities such as recycling, as
stated by McAllister (2015) as cited by Enssuman (2017). Meanwhile, Enssuman gathered data
through a descriptive survey method, using a questionnaire, an interview, and an observation out
of two hundred forty two (242) respondents from three (3) coastal communities in Ghana,
wherein the results showed that despite the respondents knowing what the implications of waste
are, no action was taken in the communities to lessen improper dumping of waste.
Enssuman’s findings agree with that of McAllister, which is also consistent with other studies
(Alp et al., 2006; Dimopoulos & Pantis, 2003; Kuhlemeier et al., 1999; Makki et al., 2003 as
cited by Enssuman) that were done years prior. To summarize, the studies show that
environmental knowledge is influential with the behavior of their respondents; however, not
directly; instead, it is mediated by their behavioral intentions. The studies aforementioned that
were undertaken in other countries signifies that both elementary and high school students
resulted in low levels of knowledge regarding fundamental environmental issues, which,
however, have relatively uniform and favorable attitudes with regards to the environment.
Furthermore, the results indicate that although the students are willing to make sacrifices as well
as taking precautions to protect the environment, they lack the necessary knowledge needed to
make proper and informed decisions, which shows that there is an existing need to educate
people to enhance their knowledge regarding environmental conservation (McAllister, as cited
by Enssuman).
Maddox et al. (2011) state that students’ awareness regarding environmental problems and
solutions can be increased through education (as cited by Adelou et al., 2014). Not only will the
introduction or integration of waste management concepts and themes through school curriculum
at all levels improve the students’ understanding about waste management, but it will more likely
change their negative attitude and practice involving waste management
Moreover, Laor et al. recent study in 2018 in permanent highland residents in Chiang Rai
province, Thailand, which consisted of four hundred fifty one (451) respondents, notably shows
that the socio-demographic such as age, education level, and occupation of the respondents
played a part on the level of knowledge, a result that they found out to be similar to Garang et al.
(2016) and Laabar et al. (2016).
Garang et al. findings exhibit that the age of an individual influence the respondents’ level of
knowledge, attitude, and practices on waste management. They interviewed three hundred
eighty-four (384) respondents using a close and open questionnaire from different households in
Bor, the capital of Jonglei State, which is located in central South Sudan. Young and middle-
aged individuals are said to not only be receptive when it comes to adapting to new technology
but due to their level of knowledge, are more likely to have a positive attitude towards modern
waste management practices (Smith, 2014 as cited by Garang et al.). Additionally, since the
majority of the respondents lacked formal education, the results imply that level of education of
the household head can significantly influence the kind of decision they make in behalf of the
entire household with regards to handling waste. On the other hand, more educated individuals
are more likely to make better decisions when it comes to managing their waste due to their
higher knowledge, which would likely affect their attitude.
The findings of the study of Alp et al. notably shows that the higher grade level students have
a significantly higher level of knowledge regarding environmental issues, and is due to the
higher level of experience with nature as the students grow older, thus it is much easier to
comprehend basic environmental issues surrounding them. It also reveals that the students’
understanding of the environmental issues was still inadequate regardless of the grade level.
However, Abdullahi and Tuna (2014) contradicts this claim as their study showed that there was
no significant difference between educational levels in the conceptions of the students in the
average of the three schools that they surveyed.
Attitudes
In terms of attitude, Fishbein and Ajzen, (1975) and Ajzen (1991) (cited by Madrigal and
Oracion, 2018) states that the excessive awareness and attitude of respondents regarding waste
management can favorably influence their solid wastes disposal at home and in school. However,
despite this, the respondents’ practices on waste management do not match their high-level of
awareness.
A study regarding the statistical analysis of children’s environmental knowledge and
attitudes in Turkey determined the environmental knowledge of 1,997 total respondents from
sixth (6th), eighth (8th) and tenth (10th) graders of 22 randomly selected schools located in urban
areas in Turkey (Alp, et al., 2006). Their findings showed that there was a statistically significant
difference effect of grade level on environmental knowledge and attitudes.
Negative behavior towards waste management comes due to the insufficient social pressure to
prevent the lack of knowledge on the environmental effects on littering. A study of the coastal
communities in Ghana shows that an “I do not care” attitude is manifested when it concerns
waste management because of what they say is the responsibility of the waste management
companies, which in turn becomes a challenge to the companies, making them function
inefficiently and ineffectively (Enssuman, 2017). Furthermore, the majority of the communities
in Ghana have an attitude of “If I do not litter, the waste companies will get no job,” which
eventually turns waste management companies into waste collector companies.
Another finding attributes the children’s willingness to preserve nature and having a strong
bonding to animals or pets with the Turkish children’s favorable attitude toward the environment
((Dettmann-Easler & Pease, 1999; Dimopoulos & Pantis, 2003 as cited by Alp et al.). At the
same time, the children from this study suggested that environmental problems in Turkey would
increasingly become more complicated unless individuals make the necessary changes in their
lifestyle that would positively impact the environment. Furthermore, Alp et al. study exhibits a
significant correlation between grade level and environmental attitudes, contrasting the works of
other studies. Alp et al. cite the work of Fennessey et al. (1974) who found no significant
difference in the attitude among the third (3rd), fourth (4th), and eighth (8th) grade students.
They also cited that Armstrong and Impara (1991) reports there is no significant effect of the
grade level of students, all of which are concluded to be caused by students gradually losing
favorable attitudes that may cause them to lie in the way the environmental issues are presented.
A different study specified that in terms of attitude on MSW management, three demographic
profile affected the level of attitude including age, education level, and source of waste
management’s information (Laor et al., 2018). Based on the influencing factors of the attitude of
the respondents, two factors stood out as the important ones, which are the age and education
level. The results showed a similarity to other studies (Panyako, Wakhuhgu, and Kioli, 2012;
Barloa, Lapie, and de la Cruz, 2011 as cited by Laor, Suma, Keawdoungkek and Hongtong), and
the group that is younger than twenty (20) years old with no educational background and
secondary school level, showed a negative attitude than the other groups. Additionally, the online
community media was statistically significant when it was associated with the level of attitude.
Furthermore, socio-demographic such as sex also contributed as a factor in the attitude of
people towards waste management. Through a stratified random sampling, Poswa (2004)
obtained an initial sample size of four hundred (400) households, who will become his
respondents for his study since they are one of the most important institutions in society, and
wherein gender norms are often expressed and reinforced. Poswa was able to receive a response
rate of ninety-two percent (92.5%) of the four hundred (400), which translates to a total of three
hundred seventy (370) households. Women represented seventy percent (70%) of the total
respondents. One notable observation of the study was that women in the majority of the
households were more active in the inquiry, and was interpreted as an indication of their active
role in family affairs, including the waste handling in their respective homes as compared to men.
Additionally, the high number of female respondents has attributed the fact that the majority of
the male respondents assigned the female respondents to give their answer to the questions.
Poswa’s (2004) study supports the analysis of Adelou et al. (2014) of the knowledge and
attitude and practices of secondary school students in Nigeria, which also confirms the study of
Raudsepp’s (2001; as cited by Adelou et al.) work, who discovered that women were
significantly more likely to be concerned with environmental issues as compared to males. The
study consistently showed that females tend to have conscious environmental attitudes than man.
They added that the common reason for gender differences in the significant difference in
socialization between boys and girls. More often than not, girls are made to carry out more of the
cleaning activities as compared to their male counterparts. Additionally, citing similarity with
previous studies (Riechard & Peterson, 1998; Tosunoglu, 1993; Tuncer et al., 2005; Worsley &
Skrzypiec, 1998), Alp et al. (2006) their findings also exhibits that girls have a significantly
favorable attitude toward the environment, as compared to boys; however the effect of gender on
students’ environmental knowledge was not significant. They also noted that girls have a higher
environmental sensitiveness rather than boys, but it can also be dependent on being more
susceptible to experiencing depressive moods.
Practice
The East Asia and Pacific region consists of 37 countries and economies on the Asian
continent, Australia, and along with the surrounding island states in the Pacific Ocean (Kaza et
al., 2016). Overall in 2016, the region is home to a population of 2.27 billion people.
Furthermore, the East Asia and Pacific region generate an estimated 468 million tons of waste in
2016, at an average of 0.56 kilogram per person daily. Usually, the most significant waste
producers come from high-income countries. High-income countries and economies such as
Singapore, Hong Kong, China, and Japan collect almost 100 percent of their waste (Kaza et al.,
2016). The majority of the waste is collected through a door-to-door basis in 18 out of the 25
countries that were studied. Additionally, it was found out that the cities in the cities that were
studied in this region commonly practice source separation. Furthermore, a total of 46 percent of
waste is disposed of in landfills in this region, and it was noted that more than one-fifth of waste
is incinerated in modern facilities. Incineration is usually practiced by high-income countries
with limited availability of land. On the other hand, open dumping is relatively uncommon
compared to other regions, likely because of the advance waste practices of high-income
countries within the regions.
In an assessment of secondary school students’ knowledge, attitude and practice towards
waste management in Nigeria, findings indicated that the tendency to practice waste
management might differ by the sex, age, as well as their class (Adelou et al., 2014; ). This
contradicts the findings of a survey made by Ferrer (2015) regarding the reduce, reuse, recycle
practice on three hundred (300) college students from various course in Pamatasan ng Lungsod
ng Maynila, a chartered university in the Philippines showed otherwise. He stated that the
students’ recycling practices are consistently not dependent on any of their profile variables.
Since no demographics obtained was associated to the level of practice of the students, this led
Ferrer to suggest that the reduce, reuse, and recycle practices at all times, regardless of the
profile, should be given the same attention in the care for the environment.
A study was also conducted in Benguet State University, in the Philippines on five hundred
eleven (511) selected first-year to fourth-year undergraduate students from different colleges and
institutes of the university through a survey questionnaire (Dolipas et al., 2015). The results of
the study showed that the students usually practice waste segregation by classifying their solid
wastes and disposed of their waste according to their designated waste bin. It was also noted that
it was the younger years, particularly the freshmen and the sophomores, who have frequently
practiced waste disposal compared to other year levels.
Correlation between Awareness, Attitude, and Practices
Findings in a recent study indicated that their respondents’ knowledge of MSW management
is high; however, the levels of their attitude and practice are neutral and moderate, respectively
(Laor et al.,2018), and a positive correlation was found between knowledge and practices.
Moreover, Madrigal and Oracion (2018) confirms previous studies (Fishbein and Ajzen, 1975;
Ajzen 1991) that behavioral intention and attitude influences behavior, which can be further
explained as the very high awareness and attitude of respondents on SWM can favorably
influence their practices of solid waste disposal at home and in school. Noting that solid waste
disposal practices do not match the very high-level awareness of the respondents, they further
implied that while knowledge and attitude may be a factor to determine a person’s course of
environmental action, they must also be aligned with the benefit that a person may receive from
being involved in environmental initiatives.
Furthermore, a study explains that a significant relationship was observed between the
students’ sex, age, and class as well as their level of attitude, knowledge, and practices of waste
management (Adelou et al., 2014). Adelou et al. surveyed four hundred (400) students from
selected schools, 358 of which were completely filled and used for analysis, using a
questionnaire and the results revealed that there is a need for behavioral and attitudinal change
which is essential and effective participation in regards to waste reduction, reuse, and recycling.
Their findings were greatly supported by previous studies such (Jones and Dunlap, 1992; Scott
and Willet, 1994; McKenzie-Mohr et al., 1995; Bradley et al., 1999; Fransson and Garling, 1999;
Eero et al., 2001 as cited by Adelou et al.) that documented an existing relationship between
certain socio-demographic variables such as sex, age, and education as well as practice. The
issue of SWM and people’s perception and attitude in society can be linked to levels of formal
education.
Figure 1
Schematic Diagram of the Framework of the Study
Awareness, Attitude and Practices on Waste Management

among High School Students of Trinity Christian School.
INPUT PROCESS OUTPUT

INTERPRETATION Waste
Extremely Aware Segregation
Very Aware
Moderately Aware Policy
Slightly Aware
Not at All Aware
Strongly Agree
Agree Waste
Undecided Segregation
Disagree
Monitoring
Strongly Disagree
SURVEY
Always
Frequently
Undecicded
Disagree
Waste
Strongly Disagree Management
AREAS
Seminar
Level of Awareness
Level of Attitude
Extent of Practices
VARIABLES
Sex
Grade Level
FEEDBACK
Scope and Limitation
This study is focused on the awareness, attitude, and practice of proper waste management in
Trinity Christian School. This study only tackles the segregation and recycling of solid waste
produced by students of the school. Other areas of waste management are not included in this
research. High school students from Trinity Christian School in Bacolod City are the respondents
of the study. The high school respondents are only students from the school year 2018 – 2019.
Elementary, faculty and school maintenance are not included in the survey. Questionnaires were
given to the students to determine the application of proper waste management.
Significance of the Study
This study will help in educating students and the school itself of proper the proper way in
disposing of waste. This research will specifically benefit the following:
City. This study can help the city by making the school to lessen waste production. Once the
school decreases its waste production, the city will have less waste to collect as well. Waste
collected from the school is now also segregated; therefore, the waste management for the city is
far easier. The city can get ideas from this study to be applied to other institutions.
School. The school can benefit from this study by having a planned-out waste disposal system.
The maintenance working for the school will have an easier job of collecting the waste once the
student segregate.
Students. The research can help the students by letting them know proper waste disposal.
They can apply what they practice at school once they are outside and benefit society by
identifying how to manage and dispose of their waste and by recycling and reusing.
Garbage Collectors. Garbage collectors will significantly be benefited from this study due to
the already segregated waste collected from school, which will ease their work
Definition of Key Terms
Waste Management. Conceptually, waste management is the process of treating solid wastes
and offers a variety of solutions for recycling items that do not belong to trash (Rinkesh, n.d.).
Operationally, waste management is the activity or action required to handle waste disposal
properly in TCS.
Waste Disposal. Conceptually, Ng (2018) defines waste disposal as a blanket term for
collecting, processing or recycling waste materials. Operationally, waste disposal refers to the act
of people in TCS disposing waste into bins.
Recycling. Conceptually, recycling is known as the process of collecting and processing
materials that would otherwise be thrown away as trash and turning them into new products
(United States Environmental Protection Agency, 2018). Operationally, recycling refers to
converting waste materials into new materials or objects in TCS.
Segregation. Conceptually, waste segregation is a separation and division of waste into dry
and wet sortation. (Fonseca, 2017). Operationally, waste segregation is the separation of
biodegradable and non-biodegradable waste in TCS.
Municipal Solid Waste. Conceptually, Municipal Solid Waste (MSW) is a pool of various
solid wastes by towns and cities from different types of household activities (Niazi & Wang,
2016). Operationally, it is the sum of waste from different households in a town or city.
Biodegradable. Conceptually, Chait (2019) defines biodegradable as an item that can break
down into natural materials in the environment without causing harm. Operationally, it refers to
materials capable of being broken down rapidly by microorganisms in TCS.
Non-Biodegradable. Conceptually, non-biodegradable refers to the kind of substance which
cannot be broken down by natural organisms and acts as a source of pollution ("Biodegradable
and Non-biodegradable," n.d.). Operationally, non-biodegradable refers to materials that cannot
be decomposed by biological processes in TCS.
Food Waste. Conceptually, food waste refers to food intended for consumption that is
discarded along the food supply chain and cannot be used ("What is Food," 2017). Operationally,
food waste refers to edible and inedible food that is disposed of in TCS.
Hazardous Waste. Conceptually, hazardous waste refers to waste with a chemical
composition or other properties that make it capable of causing illness, death, or some other
harm to humans and other life forms when mismanaged or released into the environment
("Hazardous Waste," 2019). Operationally, waste materials in TCS that are flammable, corrosive,
toxic and explosive which can harm or cause environmental destruction.
Awareness. Conceptually, awareness is commonly used in reference to public knowledge or
understanding of social or political issues (Ghosain, 2019). Operationally, awareness refers to the
knowledge of students in TCS on waste management.
Attitude. Conceptually, Allport, as cited by Banaji and Heiphetz (2009), defines attitude as a
mental or neural state of readiness organized through experience influencing dynamically or
directly the individuals' response to all objects and situations with which it is related.
Operationally, attitude refers to the students' behavior in TCS towards waste management.
Practice. Conceptually, practice is defined as a coherent set of activities that are commonly
engaged in, and meaningful in particular ways, among people familiar with a certain culture
(Craig, 2005). Operationally, practice refers to the students' execution of waste management in
TCS.
CHAPTER 2
RESEARCH METHODOLOGY
Research Design
The design of this quantitative research study is a descriptive method in order to determine the
level and extent of awareness, attitude and practice on waste management of Trinity Christian
School. Descriptive research is a method of quantitative research which has a goal to gather
quantitative information to be used for analysis of the sample (Bhat, n.d.). The main point is that
“descriptive research seeks to describe the characteristics or behavior of an audience.” (McNeill,
2018).
The areas used in this research are also correlated to each other; hence this research is also
correlational research. Price, Jhangiani, & Chiang (2015) define correlational research as “a type
of non-experimental research in which the researcher measures two variables and assesses the
statistical relationship between them with little or no effort to control extraneous variables.”
Participants of the Study
The participants of this study were 97 high school students out of the 402 students that were
enrolled. To be specific, there were: 20 grade 7 students, 20 grade 8 students, 18 grade 9 students,
17 grade 10 students, 13 grade 11 students and 9 grade 12 students. The researchers determined
the sample population using a confidence level of 92.16% with a margin of error of 7.84%. The
sample population was identified through random sampling. It is the Systematic Sampling
Method where every 4th student of the grade level according to their alphabetical order will be
the respondent of the study. Hayes (2019) states that “sampling is a type of probability sampling
method in which sample members from a larger population are selected according to a random
starting point but with a fixed, periodic interval.”
Table 1.Number of respondents per grade level
Grade Level Sample Population Percentage
Grade 7 20 21%
Grade 8 20 21%
Grade 9 18 19%
Grade 10 17 17%
Grade 11 13 13%
Grade 12 9 9%
TOTAL 97 100%
As presented in Table 4 is the breakdown of the number of participants. Respectively, 20 or
21% respondents are from the Grade 7. 20 or 21% respondents are from the Grade 8. 18 or 19%
respondents are from the Grade 9. 17 or 17% respondents are from the Grade 10. 13 or 13%
respondents are from the Grade 11 and 9 or 9% respondents are from the Grade 12.
The survey instrument is comprised of three sections namely, Section I. Awareness, Section II.
Attitude, and Section III. Practices. Several questions from Section I. Awareness are based on the
RA 9003. The instrument is adapted from the provisions of the RA 9003. Questions from
question Section II. Attitude and Section III. Practice are formatted to fit the respondents of the
study. The survey instrument was subjected to validation by experts in the field of waste
management and got a score of 4.3. It was tested with a pilot survey that obtained a Cronbach’s
Alpha of 0.714 which resulted to the acceptability of the instrument.
Data Gathering
To conduct the research, the researchers created a questionnaire. The researchers based the
survey questionnaire under the Republic Act 9003. Questions were formatted to fit the
respondents involved in the study. The survey questionnaire was then validated by experts in the
field of waste management. In order to conduct the pilot survey, a letter seeking for approval to
conduct the pilot survey was made and given to the school principal of Trinity Christian School.
After the letter was credited, the pilot survey was conducted and was followed by a letter of
approval to the Junior High School Academic Coordinator asking for permission to perform the
actual survey with selected high school students as the respondents. Once the survey was done
during the lunch and recess time of the respondents, the researchers were also orientating the
junior high school students of the proposed system in disposing of waste as part of their action
towards the problem. After the survey was conducted, the data were then gathered, encoded and
interpreted.
Data Analysis
In terms of analyzing the quantitative data, different statistical tools were used in order to
calculate the frequencies of the variables and the difference between variables. For problems one
to three, a descriptive analytical scheme was used to determine the level and extent in the areas
of awareness, attitudes, and practices towards waste management of the respondents. The
comparative analytical scheme was used for problems four to six to determine if there is a
significant difference in the areas aforementioned above when grouped according to sex and
grade level.
For problems seven to nine, it was analyzed, and the areas under waste management were
correlated to determine if there is a significant relationship between the level of awareness and
extent of practices, level of awareness and attitudes, and extent of practices and attitudes towards
waste management of the students.
Statistical Treatment
Different statistical treatments were used in analyzing the gathered data. In problems one to
three asking about each area when taken as a whole and grouped according to sex and grade
level, the mean was used to determine the extent and level in the areas of awareness, attitudes,
and practices of students towards waste management. For problems four to six, the t-test was
used in order to determine if there is a significant difference in the areas aforementioned above
when they are grouped and compared according to sex. However, when grouped and compared
according to the grade level, one-way ANOVA was used to determine the presence of a
significant difference.
In terms of determining the significant relationships between level of awareness and extent of
practice, level of awareness and attitudes, and degree of practices and attitudes, the Pearson-R
was used by the researchers in problems seven to nine. The tables below show the basis for the
interpretation of the data acquired in the survey.

Table 2. The level of awareness
Mean Scale Interpretation Verbal Description

4.24 – 5.04 Extremely Aware Students are 100% aware of RA 9003
3.43 – 4.23 Very Aware Students are 70% - 90% aware of RA 9003
2.62 – 2.42 Moderately Aware Students are 35% - 69% aware of RA 9003
1.81 – 2.64 Slightly Aware Students are 1% - 34% aware of RA 9003
1.00 – 1.80 Not at all Aware Students are 0% aware of RA 9003
Table 3. The attitude scale

4.24 – 5.04 Strongly Agree Highly Positive (100% accepted)
3.43 – 4.23 Agree Positive (70% - 90% accepted)
2.62 – 2.42 Undecided Neutral (35% - 69% accepted)

1.81 – 2.64 Disagree Negative (1% - 34% accepted)
1.00 – 1.80 Strongly Disagree Highly Negative (0% accepted)
Table 4. The extent of the practice

4.24 – 5.04 Always Waste Management is 100% practiced
3.43 – 4.23 Frequent Waste Management is 70% - 90% practiced
2.62 – 2.42 Sometimes Waste Management is 35% - 69% practiced

1.81 – 2.64 Seldom Waste Management is 1% - 34% practiced
1.00 – 1.80 Never Waste Management is 0% practiced
CHAPTER 3
RESULTS, DISCUSSION AND IMPLICATION
This chapter tackles the results gathered from the survey conducted. The data collected is
presented in tables, analyzed, and interpreted to answer the objectives of the study.
Table 5. The level of awareness when taken as a whole
Items Mean SD Interpretation
1. I am aware that RA 9003, also known as the

Ecological Solid Waste Management Act of 2.20 1.21 Slightly Aware
2000, is an act providing for an ecological
solid waste management program.
2. I am aware that the collection, transportation,
disposal or recycling to avoid negative
effects over human health and environment 4.18 0.89 Very Aware
is known as waste management.
3. I am aware that recycling is the process of
collecting and processing materials that
would otherwise be thrown away as trash 4.62 0.65 Extremely Aware
and turning them into new products.
4. I am aware that poor waste management
could result in various health issues and 4.56 0.78 Extremely Aware
nuisance conditions for the environment.
5. I am aware that solid wastes can be
categorized as recyclable, biodegradable or 4.50 0.81 Extremely Aware
non-biodegradable.
6. I am aware that promoting waste segregation
and recycling is an effective approach to 4.32 0.77 Extremely Aware
reducing waste generation.
7. I am aware that the source and type of waste
determine how it must be managed. 3.88 1.05 Very Aware
8. I am aware that littering, throwing, and

dumping of waste matters in public places 4.04 1.07 Very Aware
are punishable by fine or community service.
9. I am aware that the open burning of solid
waste is considered to be a violation of the 3.32 1.28 Very Aware
law.
10. I am aware that there is also a Bacolod City
Ordinance requiring establishments to
observe proper segregation, collection, 3.42 1.29 Moderately Aware
transport, storage, treatment and disposal of
solid waste materials.
AVERAGE 3.90 0.57 Very Aware
70 to 90% of the respondents are very aware of the basic concepts of waste management and
constituents of the RA 9003, given that the average is 3.90.
Using a scale asking how aware the respondents are about the RA 9003, questions asking
about the awareness of students about the primary constituents of the law were interpreted as
extremely and very aware; however, they are only slightly aware of what specific law spearheads
such provisions. Majority of the questions asking about the basic provisions and the effect of
violating the terms, especially in waste categorization in question number five and the penalty
risk brought by negligence and violation in question four and nine, garnered high rating answers
which were interpreted as extremely and very aware. It is question number three stating about the
meaning of recycling that got the highest rating of 4.62 while question number one that asks
about the awareness of RA 9003 itself that they got the lowest mean.
Paghasian (2017) gathered the same results in her work. Paghasian relays that college
students are entirely aware of solid waste management. College students are knowledgeable in
terms of identifying biodegradable and non-biodegradable waste but are not aware of the RA
9003. Majority of college students as well know the concept and meaning of what reducing,
reusing, recycling is and the correct order it should follow (Tiew, Watanabe, Basri, Zain, & Basri,
2013) Students from high school department, in addition, are also aware of waste segregation
however, only a small number of students are conscious of the fine the violation of the law can
bring. (Trodillo, Amaba, Paniza, & Cunol, 2018).
The results overall imply that the respondents are highly aware of waste management.
Students have learned sufficient information regarding waste management which makes them
highly aware of the subject.

Table 6. The level of awareness when grouped according sex
Male Female
Items
Mean SD Int. Mean SD Int.
1. I am aware that RA 9003, also known as
Ecological Solid Waste Management Act Slightly
of 2000, is an act providing for an 2.18 1.16 Slightly 2.20 1.26
Aware
ecological solid waste management Aware
program.
2. I am aware that the collection,
transportation, disposal or recycling to Very Very
4.18 1.04 4.17 0.79
avoid negative effects over human health Aware Aware
and environment is known as waste
management.
3. I am aware that recycling is the process
of collecting and processing materials Extremely Extremely
4.66 0.63 4.60 0.67
that would otherwise be thrown away as Aware Aware
trash and turning them into new products.
4. I am aware that poor waste management Extremely Extremely
could result in various health issues and 4.42 0.83 4.64 0.74
Aware Aware
5. I am aware that solid wastes can be
categorized as recyclable, biodegradable 4.52 0.86 Extremely 4.47 0.77 Extremely
or non-biodegradable. Aware Aware
6. I am aware that promoting waste Extremely Extremely
segregation and recycling is an effective 4.26 0.86 4.35 0.71
Aware Aware
approach on reducing waste generation.
7. I am aware that the source and type of Very
3.92 1.12 Very 3.85 1.01
waste determine how it must be managed. Aware
Aware
8. I am aware that littering, throwing, and
dumping of waste matters in public Very
4.26 0.92 Extremely 3.90 1.14
places is punishable by fine or Aware
Aware
community service.
9. I am aware that open burning of solid Moderately Moderately
waste is considered to be a violation of 3.36 1.20 3.28 1.34
Aware Aware
the law.
10. I am aware that there is also a Bacolod
City Ordinance requiring establishments Moderately Moderately
to observe proper segregation, collection, 3.42 1.45 3.42 1.19
Aware Aware
transport, storage, treatment and disposal
of solid waste materials.
Very Very
AVERAGE 3.92 0.54 3.90 0.67
Aware Aware
The level of awareness in waste management of both males and females are the same. Both
sexes are very aware of the basic concepts of waste management which are to say that 70 to 90%
of male and female students are aware of the RA 9003. Numerically, however, there is a slight
difference in the mean of males by 0.02 compared to females. The data is similar to the results of
the study of Paghasian (2017) wherein students have a high level of awareness on the
classification of biodegradable and non-biodegrable due to their sufficient knowledge on solid
waste management. Desa, Kadir & Yusoof (2012) also states that this is because of the school’s
activities on solid waste management that contribute to the knowledge of the students causing
them to have a high level of awareness on waste management.
In terms of sex, there is a bigger distance from the mean in the awareness of the female
respondents than in males since the standard deviation of females is .60 compared to the
males’ .54.
Table 7. The level of awareness when grouped according to grade level
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Items
Mean SD Int. Mean SD Int. Mean SD Int. Mean SD Int. Mean SD Int. Mean SD Int.
11. I am aware that RA 9003, also known as

Ecological Solid Waste Management Slightly Slightly Slightly Slightly Slightly Slightly
1.95 1.10 2.30 1.45 2.22 1.11 2.41 1.28 2.31 1.05 1.89 1.21
Act of 2000, is an act providing for an Aware Aware Aware Aware Aware Aware
ecological solid waste management
program.
12. I am aware that the collection,

transportation, disposal or recycling to Very Very Very Extremely Extremely Extremely
3.50 0.83 4.00 0.79 4.06 0.73 4.76 0.44 4.77 0.60 4.33 1.32
avoid negative effects over human Aware Aware Aware Aware Aware Aware
health and environment is known as
waste management.
13. I am aware that recycling is the process
of collecting and processing materials Extremely Extremely Extremely Extremely Extremely Extremely
4.40 0.68 4.45 0.89 4.67 0.60 4.94 0.24 4.62 0.65 4.78 0.44
that would otherwise be thrown away as Aware Aware Aware Aware Aware Aware
trash and turning them into new
products.
14. I am aware that poor waste management Very Extremely Extremely Extremely Extremely Extremely
4.20 1.06 4.45 0.76 4.67 0.59 4.65 0.79 4.77 0.60 4.89 0.33
could result in various health issues and Aware Aware Aware Aware Aware Aware
15. I am aware that solid wastes can be Extremely Very Extremely Extremely Extremely Extremely
4.45 0.76 4.15 1.14 4.67 0.59 4.71 0.59 4.38 0.87 4.78 0.44
categorized as recyclable, biodegradable Aware Aware Aware Aware Aware Aware
or non-biodegradable.
16. I am aware that promoting waste Very Very Extremely Extremely Extremely Extremely
4.10 0.85 4.10 0.85 4.33 0.84 4.47 0.71 4.46 0.51 4.78 0.44
segregation and recycling is an effective Aware Aware Aware Aware Aware Aware
approach on reducing waste generation.
17. I am aware that the source and type of Very Very Very Very Very Extremely
3.45 1.00 3.50 1.24 3.89 1.08 4.41 0.71 4.00 1.00 4.44 0.73
waste determine how it must be Aware Aware Aware Aware Aware Aware
managed.
18. I am aware that littering, throwing, and Very Extremely Very Very Very Very
dumping of waste matters in public 4.15 1.18 4.35 0.75 3.78 1.31 4.18 1.07 3.69 0.95 3.89 1.05
Aware Aware Aware Aware Aware Aware
places is punishable by fine or
community service.
19. I am aware that open burning of solid Moderately Moderately Moderately Moderately Moderately Very
3.15 1.04 3.30 1.53 3.33 1.41 3.35 1.27 3.38 1.26 3.56 1.24
waste is considered to be a violation of Aware Aware Aware Aware Aware Aware
the law.
20. I am aware that there is also a Bacolod

City Ordinance requiring establishments Very Moderately Moderately Moderately Very Very
3.50 1.24 3.10 1.45 3.39 1.20 3.41 1.42 3.69 1.25 3.67 1.22
to observe proper segregation, Aware Aware Aware Aware Aware Aware
collection, transport, storage, treatment
and disposal of solid waste materials.
Very Very Very Very Very Very

AVERAGE 3.69 0.45 3.77 0.75 3.90 0.63 4.13 0.42 4.01 0.49 4.10 0.49
Aware Aware Aware Aware Aware Aware
All the grade levels have the same level of awareness which is very aware. In other words, 70
to 90% of the respondents are aware of RA 9003. Although all grade levels have the same
interpretation, there are differences in the mean score. The lowest mean score comes from the
grade 7 with a 3.69, followed by the grade 8 with 3.77, grade 9 with 3.90, grade 11 with 4.01,
grade 12 with 4.10, and the grade 10 with the highest mean score of 4.13.
The results are also similar to the study of Vivek et al. (2013) which states that high school
students are well aware of principles of waste minimization and the role of local authorities in
waste management. In the study of Madrigal and Oracion (2018), they have stated that in order
to enhance a student’s awareness of waste management, waste education must be developed
among schools. The school’s effort to educate the students about waste management answers the
question as to why the level of awareness in each grade level was high.
Grade 10 has the smallest distance from the mean in the awareness of waste management
among the respondents since they have a standard deviation .42. It is followed by the grade 7
with a standard deviation of .45, grades 11 and 12 with both a standard deviation of 0.49, grade 9
with a standard deviation of .63, and the grade 8 who has the biggest distance from the mean in
the awareness among the respondents since they have a standard deviation of .75
Table 8. The level of attitude when taken as a whole
1. Proper waste management benefits the school

4.70 0.68 Strongly Agree
environment.
2. A healthy student needs a healthy campus
environment.
3. Solid waste collection and disposal is not the sole
responsibility of the school administrator or local 3.81 0.98 Agree
authorities.
4. I am responsible for the amount of waste I

generate here in school.
5. Recycling makes a difference. 4.61 0.60 Strongly Agree
6. It concerns me if I see garbage scattered around

3.93 0.71 Agree
the campus
7. I do not find it inconvenient to recycle materials. 3.37 1.00 Agree
8. Waste segregation is NOT a waste of time. 4.08 0.80 Agree
9. I correct people if I see them indiscriminately

littering the campus or dropping garbage in an 3.35 0.87 Undecided
unauthorized places.
10. I would favor a system that rewarded me if I
recycled everything I could and penalized me if I 3.51 1.04 Agree
did not.
AVERAGE 4.04 0.38 Agree
A 70 to 90% of the respondents accepted waste management based on an average of 4.04.
The statements on the table about positive attitudes on waste management were perceived by the
respondents as favorable therefore acquiring higher means interpreted as strongly agree and
agree. The results imply that most of the respondents are open to waste management in the
school campus. It questions one, two, four, and five that have the highest means. The average
standard deviation when taken as a whole shows that there is only a small distance among the
answers of the respondents.

The findings on the attitude regarding waste management are in agreement with Abne et al.
(2017) wherein, undergraduate students perceive positively waste management.Majority of their
responses strongly agree to ideas about waste management. Undergraduate students from state
universities have a rating of 87% on their attitude to solid waste management (Barloa, Lapie, &
de la Cruz, 2016). It is however different from those of Calabar south since they have a negative
attitude towards the disposal and managing of waste (Eneji, Ngoka, Eneji, & Abang, 2017).
A majority of the respondents strongly agreed that recycling makes a difference. Align with
that are Asuamah, Kumi, & Kwarteng (2012) stating that students exhibit a positive attitude
towards recycling and are willing to do it. Similar to the tenth question presented in the table,
Asuamah, Kumi, & Kwarteng also found out that a significant number of students favor a system
that rewarded them if they can recycle everything they can and be penalized if they did not. In
contrast, however, students from overseas studying in Singapore manifested negative attitude
towards recycling (Then, 2012).

Table 9. The level of attitude when grouped according to sex
Male Female
Items
1. Proper waste management Strongly Strongly

4.71 0.73 4.69 0.65
benefits the school environment. Agree Agree
2. A healthy student needs a healthy Strongly Strongly

4.71 0.65 4.69 0.53
campus environment. Agree Agree
3. Solid waste collection and

disposal is not the sole 3.87 0.99 Agree 3.78 0.98 Agree
responsibility of the school
administrator or local authorities.
4. I am responsible for the amount Strongly

4.18 0.69 Agree 4.46 0.75
of waste I generate here in school. Agree
Strongly Strongly
5. Recycling makes a difference. 4.53 0.56 4.66 0.63
Agree Agree
6. It concerns me if I see garbage 3.95 0.73 Agree 3.92 0.70 Agree

scattered around the campus
7. I do not find it inconvenient to 3.34 0.99 Undecided 3.39 1.02 Undecided
recycle materials.
8. Waste segregation is NOT a 4.16 0.75 Agree 4.03 0.83 Agree

waste of time.
9. I correct people if I see them

indiscriminately littering the 3.24 0.85 Undecided 3.42 0.88 Undecided
campus or dropping garbage in an
unauthorized place.
10. I would favor a system that
rewarded me if I recycled 3.24 1.15 Undecided 3.68 0.94 Agree
everything I could and penalized
me if did not.
TOTAL 4.00 0.40 Agree 4.07 0.37 Agree
The level of the attitude of both males and females have the same interpretation which is
agree. The results of both males and females exhibit positive attitude wherein waste management
is 70 to 90% accepted by both sexes. There is a slight difference as the mean of the female is
higher by 0.07 than the mean of the male. Marketing students in Ghana showed similar results
by being positive towards waste management (Asuamah, Kumi, & Kwarteng, 2012). A high
frequency of 947 (52.60%) was also found in the study of (Dung, Mankilik, & Ozoji, 2016).
There is a bigger distance from the mean in the attitude among the male respondents towards
waste management compared to the females since males have a standard deviation of .40 while
females have .37

Table 10. The level of attitude when grouped according to grade level
Items
21. Proper waste management benefits the 1.95 0.47 Disagree 2.30 1.21 Disagree 2.22 0.43 Disagree 2.41 0.24 Disagree 2.31 0.44 Disagree 1.89 0.00 Disagree
school environment.
Strongly Strongly Strongly
22. A healthy student needs a healthy 3.50 0.59 Agree 4.00 0.75 Agree 4.06 0.55 Agree 4.76 0.00 4.77 0.65 4.33 0.53
Agree Agree Agree
campus environment.
23. Solid waste collection and disposal is
Strongly Strongly Strongly Strongly Strongly Strongly
not the sole responsibility of the school 4.40 0.94 4.45 0.67 4.67 1.20 4.94 0.86 4.62 1.15 4.78 0.73
Agree Agree Agree Agree Agree Agree
administrator or local authorities.
Strongly Strongly Strongly Strongly Strongly

24. I am responsible for the amount of waste 4.20 0.99 Agree 4.45 0.51 4.67 0.69 4.65 0.62 4.77 0.63 4.89 0.50
Agree Agree Agree Agree Agree
I generate here in school.
Strongly Strongly Strongly Strongly Strongly
4.45 0.51 4.15 0.75 Agree 4.67 0.71 4.71 0.24 4.38 0.65 4.78 0.44
25. Recycling makes a difference. Agree Agree Agree Agree Agree
Strongly Strongly Strongly Strongly

26. It concerns me if I see garbage scattered 4.10 0.81 Agree 4.10 0.69 Agree 4.33 0.76 4.47 0.59 4.46 0.71 4.78 0.67
Agree Agree Agree Agree
around the campus.
Strongly
27. I do not find it inconvenient to recycle 3.45 0.98 Agree 3.50 0.75 Agree 3.89 1.11 Agree 4.41 1.28 Agree 4.00 0.90 Agree 4.44 0.83
Agree
materials.
Strongly
28. Waste segregation is NOT a waste of 4.15 0.88 Agree 4.35 0.85 3.78 0.76 Agree 4.18 0.71 Agree 3.69 0.66 Agree 3.89 0.67 Agree
Agree
time.
29. I correct people if I see them
indiscriminately littering the campus or 3.15 0.93 Undecided 3.30 0.75 Undecided 3.33 0.99 Undecided 3.35 0.87 Undecided 3.38 0.75 Undecided 3.56 1.00 Agree
dropping garbage in an unauthorized
places.
30. I would favor a system that rewarded me
3.50 1.50 Agree 3.10 1.00 Undecided 3.39 1.03 Undecided 3.41 1.00 Undecided 3.69 1.20 Agree 3.67 0.87 Agree
if I recycled everything I could and
penalized me if I did not.
AVERAGE 3.69 0.24 Agree 3.77 0.41 Agree 3.90 0.42 Agree 4.13 0.37 Agree 4.01 0.38 Agree 4.10 0.39 Agree
The grade 12 respondents have a higher level of attitude towards waste management
compared to the rest of the grade levels. They have a mean score 4.24 which is interpreted as
strongly agree which means to say that the grade 12 students are highly positive towards waste
management since 100% of respondents accept it. The grade 12 students exhibit much adult-like
thinking and often take strong stances on social issues (Morin, 2018) which showed in the result
that they do not just agree but strongly agree on waste management. The rest of the grade levels
are positive towards waste management which means to say that 70 to 90% of the respondents
coming from grades 7 to 11 accept waste management. The range of the mean scores of grades 7
to 11 ranges from 3.86 being the lowest to 4.22 which comes next to the twelfth grader’s mean.
Grade 7 has the lowest distance from the mean among the respondents in terms of attitude
towards waste management. They have a standard deviation of 0.24 and is followed by the grade
10 with a standard deviation of .37, grade 11 with a standard deviation of .38, grade 12 with a
standard deviation of .39, grade 8 with a standard deviation of 0.41, and the grade 9 with a
standard deviation 0.42 making them have the biggest distance from the mean among the
respondents’ attitude.
Table 11. The extent of the practice when taken as a whole

1. I segregate my waste in their proper waste bins. 3.67 0.83 Frequently
2. I separate recyclable materials including but
not limited to papers, plastics, and glass for 3.43 0.93 Frequently
recycling.
3. I do not litter in the school grounds or in public
3.73 0.97 Frequent
places.
4. I pick up littered garbage I see within the
school premises and throw it in the proper 3.21 0.84 Sometimes
waste bin.
5. I bring my own empty lunchbox to be filled in
the canteen instead of using the provided
2.40 1.44 Seldom
disposable containers and utensils of the
canteen.
6. I throw away my leftover food in a container
for food waste before putting my plate in the 3.26 1.47 Sometimes
proper container in the canteen.
7. I encourage myself, friends, students, parents to
3.29 1.00 Sometimes
be mindful of their generated waste.
8. I encourage myself, friends, students, parents to
3.56 0.98 Frequently
be mindful of how they dispose of their waste.
9. I bring my own reusable water bottle and avoid 3.83
1.33 Frequently
buying bottled waters.
10. I use both sides of the paper before recycling it. 3.70 1.21 Frequently
AVERAGE 3.40 0.61 Sometimes
Waste management is only sometimes practiced among the respondents. Waste management
is practiced from 35 to 69%. The results imply that the respondents do not always and entirely
practice waste management and therefore is lacking. From questions number one to ten, not one
mean of any number was able to surpass a score of four. The average mean of each number falls
exactly and in between 2.40, which is the lowest mean acquired, and 3.83 being the highest.
The lack of practice of students in proper waste management is observed in Parocha,
Esguerra, & Hular (2015) in grades one to three pupils who do not segregate their waste.
Similarly, college students also lack in the practice of proper waste disposal despite them being
highly aware of the subject (Madrigal and Oracion, 2018). Students also just moderately practice
proper waste disposal from the work of Paghasian (2017).
In contrast, Trondillo, Amaba, Paniza, & Cubol (2018) contradict this since high school
students positively responded in practicing waste segregation. It is also different from the grade
eleven students who practice kitchen waste as compost.

Table 12. The extent of practice when grouped according to sex
Male Female
Items
1. I segregate my waste in their proper 3.66 0.88 Frequent 3.68 0.80 Frequent
waste bins.
2. I separate recyclable materials

including but not limited to papers, 3.37 0.97 Sometimes 3.47 0.92 Frequent
plastics and glass for recycling.
3. I do not litter in the school grounds 3.61 0.95 Frequent 3.81 0.99 Frequent
or in public places.
4. I pick up littered garbage I see within

the school premises and throw it in 3.13 0.81 Sometimes 3.25 0.86 Sometimes
the proper waste bin.
5. I bring my own empty lunchbox to

be filled in the canteen instead of
using the provided disposable 2.21 1.21 Seldom 2.53 1.57 Sometimes
containers and utensils of the
canteen.
6. I throw away my leftover food in a
container for food waste before 2.95 1.43 Sometimes 3.26 1.48 Sometimes
putting my plate in the proper
container in the canteen.
7. I encourage myself, friends, students,

parents to be mindful of their 3.21 0.96 Sometimes 3.34 1.03 Sometimes
generated waste.
8. I encourage myself, friends, students,
parents to be mindful of how they 3.40 0.86 Sometimes 3.66 1.04 Frequent
dispose their waste.
9. I bring my own reusable water bottle 3.76 1.46 Frequent 3.88 1.25 Frequent
and avoid buying bottled waters.
10. I use both sides of the paper before 3.66 1.30 Frequent 3.63 1.16 Frequent
recycling it.
TOTAL 3.29 0.61 Sometimes 3.47 0.61 Frequent

Females practice waste management more compared to males. The females yield a higher
mean of3.47 which is interpreted as frequently. This is to say that 70 to 90% of females practice
waste management. The males, however, yield a lower mean of 3.29 which is interpreted as
sometimes. Waste management is only 35 to 69% practiced by male respondents. According to
the study of International Institute for Sustainable Development (2013) as cited by Madrigal &
Oracion (2018), women are more advocate of environment-friendly products, that is why women
have the high extent of practice on waste management than men.
The difference in the practice of waste management among the female and the male
respondents are the same since both have a standard deviation .61
Table 13. The extent of practice when grouped according to grade level
Items
31. I segregate my waste in their proper 3.45 0.76 Frequently 3.35 0.88 Sometimes 4.00 0.84 Frequently 4.06 0.66 Frequently 3.54 0.66 Frequently 3.67 1.00 Frequently
waste bins.
32. I separate recyclable materials
3.25 0.85 Sometimes 3.15 1.09 Sometimes 3.50 0.99 Frequently 3.76 0.75 Frequently 3.46 0.88 Frequently 3.67 1.00 Frequently
including but not limited to papers,
plastics, and glass for recycling
33. I do not litter in the school grounds 3.65 0.93 Frequently 3.20 0.95 Sometimes 4.00 1.08 Frequently 4.00 0.94 Frequently 3.92 0.76 Frequently 3.78 0.97 Frequently
or in public places.
34. I pick up littered garbage I see

3.15 0.99 Sometimes 3.25 0.77 Sometimes 3.28 0.96 Sometimes 3.00 0.71 Sometimes 3.38 0.65 Sometimes 3.22 0.97 Sometimes
within the school premises and
throw it in the proper waste bin.
35. I bring my own empty lunchbox to
be filled in the canteen instead of
2.45 1.43 Sometimes 2.20 1.51 Seldom 2.67 1.61 Sometimes 2.47 1.33 Sometimes 2.38 1.39 Seldom 2.11 1.54 Seldom
using the provided disposable
containers and utensils of the
canteen.
36. I throw away my leftover food in a
container for food waste before 2.70 1.63 Sometimes 3.05 1.61 Sometimes 3.22 1.17 Sometimes 3.94 1.20 Frequently 3.00 1.63 Sometimes 4.11 1.05 Frequently
putting my plate in the proper
container in the canteen.
37. I encourage myself, friends,
3.70 1.03 Frequently 2.90 1.12 Sometimes 3.39 1.04 Sometimes 3.35 0.93 Sometimes 3.08 0.86 Sometimes 3.22 0.67 Sometimes
students, parents to be mindful of
their generated waste.
38. I encourage myself, friends,
3.75 0.97 Frequently 3.15 1.09 Sometimes 3.61 1.04 Frequently 3.82 0.88 Frequently 3.31 0.75 Sometimes 3.78 0.97 Sometimes
students, parents to be mindful of
how they dispose their waste.
39. I bring my own reusable water
4.00 1.41 Frequently 3.05 1.43 Sometimes 4.00 1.08 Frequently 4.12 1.22 Frequently 3.85 1.34 Frequently 4.33 1.22 Always
bottle and avoid buying bottled
waters.
40. I use both sides of the paper before 3.85 1.35 Frequently 2.65 0.99 Sometimes 3.89 1.02 Frequently 3.94 1.03 Frequently 3.92 1.32 Frequently 3.89 0.93 Frequently
recycling it.
AVERAGE 3.40 0.58 Sometimes 3.00 0.69 Sometimes 3.56 0.63 Frequently 3.65 0.53 Frequently 3.38 0.47 Sometimes 3.58 0.45 Frequently
Grades 9, 10, and 12 respondents frequently practice waste management compared to
grades 7, 8, and 11 who only practice waste management sometimes. The grades 9, 10, and 12
practice waste management 70 to 90% while grades 7, 8, and 11 only practice it 35 to 69%. The
highest mean score comes from grade 10 with 3.56, followed by the grade 12 with 3.58, grade 9
with 3.56, grade 7 with 3.40, grade 11 with 3.38 and the lowest coming from the grade 8 with
3.00. It is also observable that not one of the means was able to surpass a score of 4. Only half of
the grade levels frequently practice waste management. The lack of practice is often affected by
certain factors such as peer influence and a busy workload or schedule.
There is a big distance from the mean in the practice of waste management among the grade 8
students since they have a standard deviation of .69. They are followed by the grade 9 with a
standard deviation of .63, grade 7 with a standard deviation of .63, grade 7 with a standard
deviation of .58, grade 10 with a standard deviation of 0.53, grade 11 with a standard deviation
of .47, and the grade 12 who has the smallest distance from the mean in the practice of waste
management among the respondents since they have a standard deviation of .45.
Table 14. The mean of each area when taken as a whole
Area Mean of Each Area SD Int.

Awareness 3.90 0.57 Very Aware
Attitude 4.04 0.67 Agree
Practice 3.40 0.38 Sometimes
Table14shows the overall mean of each area under proper waste management namely,
awareness, attitude, and practice. The area with the highest mean is the attitude with a 4.04 and is
interpreted as agreeing (SD=.67) to the statements stating about proper waste management based
on the scale used. The respondents have a positive attitude towards waste management since 70
to 90% accept waste management. It is followed by the area of awareness with a mean of 3.90
(SD=.57) and is interpreted as “very aware” in the subject of waste management. 70 to 90% of
the respondents are aware of RA 9003. The area with the lowest mean is the practice of the
students on waste management. It garnered a mean of 3.40 (SD=.38) and is interpreted as
“sometimes” in terms of practicing proper waste management acts wherein 35 to 69% practice
waste management.
From the means of the three areas stated, it is depicted that the students have a high level of
awareness of waste management and have a positive sentiment towards it. However, despite
having good knowledge and attitudes about the subject, the respondents only seldom exercise
and practice proper waste management. The respondents do not always put into action what they
know despite them agreeing to good objectives that could benefit the waste management system
of the school.
Table 15. The standard deviation of the sexes when taken as a whole
When taken as a Whole

Sex n
Mean SD
Male 38 3.74 .40
Female 59 3.81 .44
When taken as a whole, males have a smaller distance from the mean in the areas of waste
management since their standard deviation is .40. The females however have a bigger distance
from the mean in the areas of waste management considering that they have a standard deviation
of .44.
Table 16. The standard deviation of the grade levels when taken as a whole
When taken as a Whole

Grade Level n
Mean SD
Grade 7 20 3.65 .34
Grade 8 20 3.59 .49
Grade 9 18 3.81 .45
Grade 10 17 4.00 .37
Grade 11 13 3.83 .35
Grade 12 9 3.97 .38
When taken as a whole, the grade seven has the smallest distance from the mean since they have
a standard deviation of .34, followed by the grade 11 with a standard deviation of .35, grade 10
with a standard deviation of .37, grade 12 with a standard deviation of .38, grade 9 with a
standard deviation of .45, and the grade 8 who has the biggest distance from the mean since they
have a standard deviation of .49.
Table 17. The difference in the level of awareness when grouped according to sex
Variable Category Mean t-value p-value Interpretation

Male 3.92
Sex 0.260 0.795 Not Significant
Female 3.89
There is no difference in the awareness of males and females towards waste management. It
implicates whether female or male, the respondents are aware of almost the same amount of
information in the area of waste management.
McGreal (2012) in states that based from Baron-Cohen's theory of empathizing–systemizing,
previous research has found that from an early age boy tend to show more interest in things,
whereas girls show a greater interest in people (Su, et al., 2009). Simon Baron-Cohen (2003) has
proposed that due to differences in the organization of the brain, males have a bias towards
“systematizing,” which understands the principles behind how things work, whereas females
have a bias towards “empathizing,” which understands how people think and feel in particular
social situations. Based on McGreal’s claim, it can be presumed that female can be more aware
than male in terms of waste management as it is considered to be a social issue.
However, awareness refers to knowledge of or familiarity with various objects, events, ideas,
or ways of doing things (Henriques, 2013). This means that awareness can be acquired when
taught by an institution even if it is not one’s intention to gain awareness about a particular
subject. It is possible that even though females are more likely to take an interest in waste
management, they can have the same level of awareness with the males toward it because one
institution taught them so. The researchers found out that there was no significant difference in
the level of awareness in waste management between males and females because the school itself
teaches the subject to both sexes evenly.
Since there is no difference in the level of awareness when grouped according to sex, the null
hypothesis is accepted. Findings of the study are consistent with the awareness of high school
students towards domestic solid waste management wherein there is no difference in the
awareness among boys and girls (Anitha, 2017). Similarly, Limpot (2016) also states that there
is no significant difference between awareness of the implementation of waste disposal and
segregation in terms of gender.

Table 18. The difference in the level of awareness when grouped according to grade level
Variable Category Mean f-value p-value Interpretation

Grade 7 3.66
Grade 8 3.77
Grade 9 3.90
Grade Level 1.672 0.149 Not Significant
Grade 10 4.13
Grade 11 4.01
Grade 12 3.90
There is no difference in the awareness of grade levels towards waste management. In result,
the null hypothesis stating that there is no significant difference in the level of awareness when
grouped according to grade level is accepted. The findings of the study imply that the grade level
is not a variable that affects the awareness of the respondents since regardless of their grade level;
the respondents know almost the same amount of information. The tenth grade got the highest
mean of 4.13, and the seventh graders got the lowest at 3.66.
A possible explanation of why there is no difference in the awareness of waste management
between grade levels is likely because questions in the survey questionnaire on the awareness
section asks about general knowledge. Even though the 10th-grade level exhibits a higher
understanding of complex knowledge, general knowledge can be acquired by students of lower
grade levels. In addition to this, the school has also done an efficient job in fairly educating all
grade levels the general knowledge about waste management. The efficacy of the school in
educating students is a possible factor that answers why there is no difference in the awareness of
waste management in terms of grade level.

However, there is a significant awareness and disposition regarding waste management when
grouped according to academic level, age, and faculties in a study conducted by Ifegbesan,
Ogunyemi, & Rampedi (2016).
Table 19. The difference in the level of attitude when grouped according to sex

Male 3.92
Sex -1.010 0.315 Not Significant
Female 3.89
There is no difference in the level of the attitude of the respondents in terms of sex. The
results mean that the null hypothesis is accepted and that regardless of sex, the attitudes of the
respondents are nearly the same. Whether male or female, this implies that the respondents have
almost the same level of attitude towards waste management.
There is no difference in the attitude towards waste management between males and females
because everyone is involved in this subject. According to Vasquez (2018), waste management is
a universal issue that matters to every single person in the world. This means that everyone has a
responsibility to partake. Another factor that affected the results in the data is the institution that
the male and female respondents are part of that taught them to be aware of waste management
which possibly changed each their perspective towards it.
In secondary schools in Leyte, similar results were found stating that the profile of the
respondents has no difference in the attitude. A difference in the behavioral intentions and
environmentally responsible behaviors was found in the children from Turkey by gender (Alp,
Tekkaya, Ertepinar, & Yilmaz, 2006).

Table 20. The difference in the level of attitude when grouped according to grade level

Grade 7 3.86
Grade 8 4.01
Grade 9 3.99
Grade Level 2.467 0.038 Significant
Grade 10 4.22
Grade 11 4.08
Grade 12 4.24
The table above shows that there is a significant difference between attitudes of each grade level
towards proper waste management, with the p-value being 0.038 and can be interpreted as
statistically significant, which in result, rejects the null hypothesis stating that there is no
significant difference in the level of attitudes of the students in the area of grade level. The
lowest mean being 3.86 from the Grade 7 students, followed by the Grade 9 with a mean of 3.99,
and a mean of 4.01 from the Grade 8, 4.08 from the Grade 11 students, 4.22 from the Grade 10
students, and the highest being 4.24 from the Grade 12 students. The data implies that the
attitude towards waste management varies from grade level to grade level.
There is a significant difference in attitude towards waste management between grade levels
due to the main factor called adolescent stage. During these years (13 to 18 Years), adolescents
increase their ability to think abstractly and eventually make plans and set long-term goals
(Stanford Children’s Health, 2019). In addition to this, 18-year-olds (grade 12 students) tend to
be more interested in the social issues surrounding them such as waste management and often
become advocates for change. On the other hand, 13-year-olds (grade 7 students) are still slowly
transitioning from their childhood to taking more responsibilities which causes them to not worry
a lot on some issues such as managing waste. The attitude of an adolescent towards a subject can
also be affected by peer pressure. According to Hartney (2017), peer pressure is the influence
that peers can have on each other. Students in the same grade level come across each other in
school which often influences their attitude and giving their grade level a distinct level of attitude.
Several studies have also proven this to be true. Ozden, as cited by Ferrer in (2015), examined
the difference between the attitudes of student-teachers towards environmental problems when
grouped according to their year level. Ozden was able to infer that higher year level student-
teachers have a more positive attitude compared to those from the lower ones. Fourth-year
student-teachers in contrast with first-year student-teachers show a more positive attitude in
environmental problems. In contrast, students’ attitude regarding the environment is unchanging
with respect to their grade level (Ercan and Bilen, 2014).
Table 21. The difference in the extent of practice when grouped according to sex

Male 3.92
Sex -1.394 0.167 Not Significant
Female 3.89
There is no difference in the extent of the practice when grouped according to sex. The results
implicate those that male and female students have the same practices when it comes to
managing waste. The data interpreted also accepts the null hypothesis made to be true.
Even though there are differences between a man and a woman, there are still aspects that
both can perform the same (Limpot, 2016). The practice of waste segregation is an example of
what male and female can equally do. Thus, it explains the reason behind as to why there is no
significant difference in the practice of waste segregation when grouped according to sex.
Dolipas, Ramos, Alimondo, and Madinno (2018) garnered similar results wherein there is no
difference in the practice of male and female students towards the handling of household wastes.
In contrast, however, Ifegbesan (2009) found a significant difference in the practice of students
towards waste management.
Table 22. The difference in the extent of practice when grouped according to grade level

Grade 7 3.40
Grade 8 3.00
Grade 9 3.56
Grade Level 2.973 0.016 Significant
Grade 10 3.65
Grade 11 3.38
Grade 12 3.40
Students from different grade levels differ in the extent of the practice in managing waste. The
results imply that waste management practices vary in each grade level. The highest mean comes
from the tenth grade with a mean of 3.65 and is the one who practices proper waste management
acts the most. The lowest mean of 3.00 comes from the eighth grade and are the least who
practice. The data interpreted relays that there is a significant difference in the extent of the
practice of the respondents when they are grouped according to grade level. In addition, the null
hypothesis failed to prove that there is no significant difference in the extent of practice when
grouped according to grade level.
The difference in the practice of waste segregation when grouped according to grade level can
be defended by the fact that there is also a significant difference in the attitude of grade levels
towards waste management. The study of Vivek et al. (2013) showed in their results that the high
school department which had a positive attitude towards solid waste management also had a
better practice when compared to higher secondary students. According to Madrigal and Oracion
(2018), the findings of their study confirmed that behavioral intention and attitude indeed
influenced behavior. However, the difference in attitude is not the only factor that could affect
the difference in the practice of grade levels. Other external and internal factors such as work
schedule could likely cause a difference in the practice between grade levels.
In terms of practice, higher grade students practice waste management more compared to the
lower grade levels. The results of this study are also similar to the one Ferrer (2015) conducted.
In Ferrer’s work, it was found out that the higher the year level of a college student, the more
they practice reducing and reusing waste. Students in the fourth and third-year college
demonstrate more waste management acts than of the first and second-year college students.
Table 23. The significant relationship between awareness and attitude
Area Mean R-Value p-value Interpretation

Awareness 3.90
0.510 0.00 Significant
Attitude 4.04
There is a relationship between the awareness and attitude of the respondents in waste
management. This implies that the attitude towards waste management is affected by the level of
awareness on the subject. Since the p-value is 0.00, the null hypothesis stating that there is no
significant relationship between the level of awareness and the attitude fails to prove it to be true.
The relationship between attitude and awareness is explained by Gorman S. and Gorman J.
(2018) that people behave a certain way because they are aware of what the problem is. People
will have a positive attitude towards a subject if they are aware of it. In contrast, people would
also have a negative or neutral attitude about a field they are not aware of. In the context of waste
management of the students, the awareness of the students in waste management affects their
attitude since what they are aware of would determine how they would behave towards it.
Laor et al. (2017) support this by finding out that what a person knows on a specific subject
influence their attitude towards it. According to their work, the attitude towards waste
management is affected by multiple factors, one of which is the educational level. Having a
lower educational level also lead to more negative attitude compared to those with a higher level
(Laabar, 2012; Panyako, 2015, as cited by Laor et al., 2017).
Table 24. The significant relationship between attitude and practice

Attitude 4.04
Practice 3.40
There is a significant relationship between the areas of attitude and practice. Having a significant
difference is also observable considering that p-value of 0.00. With this, it is implied that the
extent of the practice of proper waste management is affected by the level of attitude and the null
hypothesis is rejected.
The more fervent is the attitude, the more the behavior will be performed. This perceives that
actions performed are influenced by the attitude of an individual (Fishbein & Ajzen, 1975; Ajzen,
1991 as cited by Madrigal & Oracion, 2018). Green & Fox as cited by Madrigal & Oracion
(2018) also states that human behavior driven by attitude can also be reasoned by self-interest
that plays a significant role in decision making and performance. The decision to act or not is
based on logic, or rational assessment and the course of actions is dependent on available choices
that will accommodate the individuals’ satisfaction.
The correlation between attitude and practice towards waste management is observable in
various studies. Madrigal (2018) in his work stated that there is a correlation between attitude
and practices of the respondents [r(561)=0.412, p=0.000]. In other words, attitude influences the
practice of waste management.
Table 25. The significant relationship between awareness and practice

Awareness 3.90
Practice 3.40
The awareness and practice towards waste management are correlated with each other.
Having a p-value of 0.00 is interpreted as having the two areas aforementioned have a
relationship with each other. In other words, it implies that the extent of the practice of proper
waste management is affected by the level of awareness on the subject. The data also relays that
the null hypothesis stating that there is no significant relationship between awareness and
practice towards waste management fails to prove it to be true.
There is a relationship between awareness and practice since a person’s action is limited to
what they know. People will only practice what they are aware of. Robertson (2014) states that a
person’s level of awareness on a subject directs the action and behavior of a person. In the
context of waste management, the relationship between the two areas can be seen when students
only practice what they of waste management.

The relationship between the areas practice and awareness is supported by the findings of Licy et
al. (2013). Students are knowledgeable at the fact that waste management is essential but still do
not practice it. Majority of the information they know is not applied to be benefitted by the
institution and the environment itself.
Implications
The results from the tables presented in the previous pages show that there is no difference in
the areas of awareness, attitude, and practice of students when grouped according to sex. There is
no difference as well in the awareness of students when grouped according to grade level;
however, there is a difference in the areas of attitude and practice. The acquired results imply
that when taken separately as females and males and that regardless of grade level, students
exhibit the same level in the three areas. When grouped into a grade level; however, other factors
influence the areas of attitude and practice causing a difference per grade level, but the
awareness remains that same.
It is also observed in the results that there is a relationship between areas, specifically
between awareness and attitude, attitude and practice, and awareness and practice. It can be
implied from the data that one area affects the other therefore when one wants to increase the
level of an area, it must take into account the other.

CHAPTER 4
CONCLUSION AND RECOMMENDATIONS
This chapter presents the conclusions and recommendations made based on the results
gathered from survey conducted.
Conclusion
The following conclusions were yielded from the data gathered:
There is no significant difference in the awareness of students towards waste management
when grouped according to sex and grade level. It is apparent that students are aware of mostly
the same data often discussed to them at a young age. Regardless of them being in a higher grade
level, the information imparted to them is not developed due to the lack of information provided
to them as they mature.
There is also no significant difference in the attitude and practice when grouped according to
sex. Considering that there is also no difference in awareness when grouped into sex, it is
justifiable that both attitude and practice also have no difference among the sexes of the students.
There is however a difference in practice and attitude when grouped according to grade level.
Students of different grade level have different attitudes towards waste management. They may
have no difference in terms of sex but when grouped together with fellow respondents of the
same level, there is a difference. The principle of being on higher grade resulting to a more
positive attitude is observable in the result since it was the grade 12 who had the most positive
attitude and the grade 7 who had lowest.

This as well is similar to their practices. Though there is no difference when grouped
according to sex, other factors come into play, such as busy time schedule, that cause a
difference in the way each grade level practice proper waste management.
Correlations were all present in the areas mentioned. There is a relationship between
awareness and practice, attitude and practice, and attitude and awareness. This reasonable since it
is observable that clearly the level of one area affects the level of the other area.
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AWARENESS, ATTITUDES, AND PRACTICES ON WASTE MANAGEMENT AMONG

HIGH SCHOOL STUDENTS OF TRINITY CHRISTIAN SCHOOL

A Quantitative Research Presented to

In Partial Fulfillment of the

Alyanna Marie B. Gaurana

amount of waste produced, therefore, would be significant in numbers. A secondary school

generate an estimated 483,520 pounds of waste per day."

solutions to control the development gap (Leone, 2018).

Commission (NSWMC), headed by the Department of Environment and Natural Resources

offices and three representatives from the private sector.

not be conducted if households and establishments do not segregate.

waste disposal policies, therefore, producing a large amount of waste.

and 75 paper containers.

Statement of the Problem

dispose of their waste.

Specifically, it sought to answer the following questions:

as a whole and when grouped according to sex and grade level?

grouped according to the following variables: grade level and sex

5. Is there a significant difference in the extent of practices of the respondents in waste

in the waste management of the participants of Trinity Christian School?

waste management of the participants of Trinity Christian School?

waste management of the participants of Trinity Christian School?

The hypotheses of the study are:

were grouped according to grade level and sex.

2. There is no significant difference in the extent of practices of the respondents in waste

in the waste management of the participants of Trinity Christian School.

waste management of the participants of Trinity Christian School.

waste management of the participants of Trinity Christian School.

holistic view of the functions and goals of waste management.

responsibility for effective and efficient solid waste management.

Review of Related Literature

is a problem that is most significant in developing countries as compared to those of developed

government units which include a combination of domestic, commercial, institutional and

within the command of a municipal authority.

necessarily translate into involvement in beneficial environmental activities such as recycling, as

resulted in low levels of knowledge regarding fundamental environmental issues, which,

people to enhance their knowledge regarding environmental conservation (McAllister, as cited

change their negative attitude and practice involving waste management

(2016) and Laabar et al. (2016).

higher knowledge, which would likely affect their attitude.

average of the three schools that they surveyed.

difference effect of grade level on environmental knowledge and attitudes.

eventually turns waste management companies into waste collector companies.

Furthermore, socio-demographic such as sex also contributed as a factor in the attitude of

susceptible to experiencing depressive moods.

is incinerated in modern facilities. Incineration is usually practiced by high-income countries

countries within the regions.

In an assessment of secondary school students’ knowledge, attitude and practice towards

practiced waste disposal compared to other year levels.

Correlation between Awareness, Attitude, and Practices

being involved in environmental initiatives.

Awareness, Attitude and Practices on Waste Management

INPUT PROCESS OUTPUT

given to the students to determine the application of proper waste management.

Significance of the Study

disposing of waste. This research will specifically benefit the following:

of people in TCS disposing waste into bins.

Recycling. Conceptually, recycling is known as the process of collecting and processing

(United States Environmental Protection Agency, 2018). Operationally, recycling refers to

converting waste materials into new materials or objects in TCS.

biodegradable and non-biodegradable waste in TCS.

materials capable of being broken down rapidly by microorganisms in TCS.

Non-Biodegradable. Conceptually, non-biodegradable refers to the kind of substance which