i

Level of Awareness of Waste Segregation of Grade 12 Students in the New Normal Set-up

A Research Proposal
Presented to the Faculty of the Basic Education Department
John B. Lacson Colleges Foundation (Bacolod), Inc.

In Partial Fulfilment of the

Requirements for the Subject
Practical Research: Quantitative Research

Researchers:

Panisa, Peter Paul

Hucalinas, Johndelle
Jarina, John Arken
Doromal, Kier Colin
Carpentero, Neil Xander
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ACKNOWLEDGEMENT

First and foremost, we, the researchers, would like to thank and appreciate the

following: God for leading us during the entire course of this research. We thank Him

for providing us with the ability, intelligence, and understanding necessary to make our

research project a success. Everything would be impossible without Him.

Ms. Adriana N. Valderrama, for all of her help and guidance throughout this

research. We appreciate her help, patience, and the time she spent addressing our

seemingly interminable list of inquiries and pointing us in the right direction and

addressing our mistakes. She made a big difference in our lives with the techniques she

taught us.

Our parents for their unending love and assistance. Even though our resources are

scarce, they have supplied us with everything we needed and supported us in every facet

of our school journey.

The school administrators, faculty, and staff of John B. Lacson Colleges

Foundation, for their support in the pursuit of academic and professional development.

To our respondents for taking the time to willingly cooperate and participate in

the study. Their time and insights were invaluable in acquiring data, which allowed us to

obtain important information. This research would be impossible without their

participation.

Lastly, we for persevering even when it seemed like the only option was to give

up.

The Researchers

TABLE OF CONTENTS
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Page

TITLE PAGE i

ACKNOWLEDGEMENT ii

TABLE OF CONTENTS iii

ABSTRACT v

INTRODUCTION

Background of the Study 1

Statement of the Problem 3

Theoretical Framework 3

Conceptual Framework 5

Significance of the Study 6

Scope and Limitation 7

Definition of Terms 7

Review of Related Literature 8

METHODS

Research Design 12

Participants of the Study 13

Research Instrument 13

Data Gathering Procedure 16

Ethical Considerations 16

RESULTS AND DISCUSSION 17

CONCLUSION 22
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RECOMMENDATIONS 23

REFERENCES 24

APPENDICES

Appendix A 29

Appendix B 32

Appendix C 34

List of Tables

Table

1. Level of Awareness of Grade 12 Students at John B. Lacson Concerning

Waste Segregation.
2. The Extent of the Practice and Attitude of Grade 12 Students in Proper Waste
Segregation.
3. Overall Mean and Standard Deviation
4.
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ABSTRACT
Waste segregation is necessary not only to limit the impact on the environment but also
to prevent health problems caused by improperly disposed garbage and contaminants.
Waste segregation is also an economically viable proposition because it makes recycling
considerably easier. The researchers employed a descriptive research design since the
study aims to investigate the level of awareness regarding proper waste segregation
among grade 12 students at the John B. Lacson Colleges Foundation (Bacolod), Inc. The
participants of this study were 40 Grade 12 students who were selected from a population
of 178 Pre-Baccalaureate Maritime Specialization students enrolled at the John B. Lacson
Colleges Foundation in Bacolod during the 2022-2023 school year. The participants were
aged 18 years and above and included both male and female students. The researchers
used a three-block self-made survey questionnaire. The survey questionnaire was broken
up into three sections that asked for the following details: Part I Participant’s
Demographic Profile. Part II Level of Awareness of Grade 12 Students at John B. Lacson
Concerning Waste Segregation. Part III The Extent of the Practice and Attitude of Grade
12 Students in Proper Waste Segregation. The survey was designed using Google Forms,
a tool that can efficiently collect user information through questionnaires. After obtaining
the necessary permissions, the researchers distributed the survey questionnaire to the
respondents through a link. The gathered data were encoded and analyzed for
interpretation. The results of the study indicate that the level of awareness of the
principles, importance, and practical implementation of waste segregation among Grade
12 students was significantly high. Thus, the result implied that students have enough
knowledge in terms of the definition of solid waste, the effect of improper solid waste
disposal, prohibited solid waste activities, school initiatives towards solid waste, the
importance of solid waste management, and students’ responsibilities. The result also
shows that students have good solid waste management practices in terms of segregation,
reduction, reuse, recycling, and disposal.
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Chapter 1
Introduction

Background of the Study

The lack of practice in proper waste segregation is a problem that needs to be

addressed. According to Ng (2018), waste can generally be classified as either solid or

liquid, and there are numerous methods for collecting and processing waste. Other types

of waste include organic waste, toxic waste, and electronic waste. Students must be aware

of the waste that they throw away to avoid causing any pollution in our school. The

improper management of solid waste disposal is one of the major causes of

environmental damage. In many regions of the world, it is a significant contributor to

pollution and disease outbreaks. The only thing we can do to permanently solve

environmental issues is to restrict trash generation through appropriate awareness and

behavior. The most crucial factor, in this case, is proper waste management. The

logistics, environmental impact, social responsibility, and financial aspects of an

organization's waste disposal are all covered by the science of waste management. The

three fundamental elements of solid waste management (SWM) are collection,

transportation, and disposal. Comprehensive solid waste management includes a wide

range of actions with varied degrees of sophistication, such as reduction, recycling,

segregation, modification, treatment, and disposal. In this time of pandemic where most

people use plastic on a daily basis, whether it can be reused and recycled or not. We

should raise awareness as an advocate of John B. Lacson to have safety healthy

community.
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In the Philippines, effective waste management is a major issue that affects not

only schools but the entire nation. According to Lifang (2017), the Philippines produces

35,000 tons of garbage every day. Porcalla (2018), also reports that an administration

lawyer claims that the Philippines ranks third in Southeast Asia for the pace at which

plastic garbage leaks into the ocean and has one of the highest trash collection rates. The

Ecological Solid Waste Management Act of 2000, also known as RA 9003, was enacted

by the Philippine government in response to the issue and serves as a framework for all

environmental laws in the country (Aquino, Deriquito, and Festeja, 2013). According to

Tantuco (2018), the National Solid Waste Management Commission (NSWMC), which

is overseen by the Department of Environment and Natural Resources (DENR), was

established by law. Tantuco added that the NSWM is comprised of the heads of 13 other

government offices and three representatives from the private sector.

As issued in RA 9003 and in connection to RA 7160, formally known as the

Local Government Code 1991, local government units can implement laws on sanitation,

waste management, and environment (Palafox, 2017). As of April 1, 2017, Bacolod City

implemented the "no segregation, no collection" policy (Pedrosa, 2017), according to

which garbage collection would not take place if families and businesses did not

segregate.

As observed by the researchers, JBLCF-Bacolod continues to struggle with their

waste management since students still do not segregate. Although students are aware that

they should dispose of their trash, properly placing it in the appropriate bin is another

issue. In addition to incorrect garbage disposal, there is a lack of recycling of recyclable

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materials and a lack of waste disposal regulations, which results in the production of a lot

of waste.

The researchers wanted to inform the community to reduce, reuse, recycle, and

find other ways to maximize their use, not just for recreational use but also to help our

environment. Waste segregation is important not only to reduce the impact it has on the

environment but also to health issues that can arise from waste and toxins that have been

improperly disposed of. Waste segregation is also advantageous economically because it

makes recycling considerably simpler.

Statement of the Problem

This study aimed to determine the level of awareness of Grade 12 students of

John B. Lacson on waste segregation.

Specifically, this study was able to answer the following questions:

1. To what extent are Grade 12 students at John B. Lacson aware of the principles,

importance, and practical implementation of waste segregation?

2. What is the extent of the practices and attitudes of the respondents towards waste

segregation when they are taken as a whole?

3. Is there a significant difference in the level of awareness of the respondents when they

are grouped according to section?

Theoretical Framework

The theory of Waste Management, which Pongaz Phillips and Keiski (2004)

introduced, provides a more thorough examination of the field and contains an integrated

view of trash management’s objectives as well as a conceptual analysis of waste and

garbage disposal activity. Waste Management Theory (WMT), according to Pongaz, is a

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body of knowledge that encompasses all aspects of waste and waste management. It is

based on the premise that waste management should protect human health and the

environment from harm caused by waste and should also promote resource optimization.

WMT is predicated on the idea that how a target is defined dictates the course of action to

be taken toward it, which implies that sustainable waste management is heavily

dependent on how trash is defined. This theory has also been presented to integrate

environmental sciences into engineering design, and it is an effort to organize the many

components of the waste management system as it currently exists. The theory of waste

management as opposed to trash management practice offers a more in-depth account of

the domain including the conceptual study of waste, the action upon waste as well as a

comprehensive understanding of the purpose and objectives of waste management.

Furthermore, this study was anchored on the Ecological Solid Waste

Management Act 2000 (Republic Act of 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 on January 26, 2001, and come to affect on February 16, 2001. In

summary, the Ecological Solid Waste Management Act of 2000 seeks to address the

nation’s growing solid waste problem. It also provides for the institutional mechanisms

required for the development of solid waste management, prescribes policies, and offers

incentives to help achieve the act’s goals. Accordingly, it was stated in the RA that the
 5

major responsibility for effective and efficient solid waste management in the nation lies

with the local government units (LGUs).

Conceptual Framework:

Level of Awareness of Waste Segregation of

Grade 12 Students in the New Normal Set-up

INPUT PROCESS OUTPUT

INTERPRETATION Waste
Extremely Aware
Aware Segregation
Slightly Aware
Not at All Aware
Policy
Always SURVEY Waste
Sometimes
Rarely Segregation
Never Monitoring

FEEDBACK

The schematic diagram illustrates the framework of a he study on the level of

awareness of waste segregation in the new normal setup. It consists of three main

components: Input, Process, and Output. The Input section includes respondents'

interpretation and frequency of awareness. The Process involves conducting a word

survey to gather data. The Output represents the level of awareness among grade 12

students regarding waste segregation policy and monitoring. Additionally, there is a

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feedback loop connecting the Input and Output sections, indicating that the research

findings can inform future actions and decisions. In summary, the diagram visually

represents the flow of information and processes involved in assessing waste segregation

awareness.

Significance of the Study:

This study may help in educating students and the school itself about the proper

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

City. This study can benefit the city by encouraging the school to produce less

waste. The city will have less garbage to collect once the school reduces its waste

production: Now that waste collected from the school is also separated, managing waste

in the city is much simpler. This study might provide the city with concepts to use in

other organizations.

School. This study will help the school have a well-thought-out trash disposal

strategy. Once the students are separated, the school maintenance staff will have an easier

time collecting the trash.

Students. Students can benefit from the research by learning about responsible

waste disposal: When they are outside, they may put into practice what they learn in class

to help the community by learning how to manage and dispose of their garbage and by

recycling and reusing it.

Collectors of trash. Due to the waste already being collected from schools being

segregated, garbage collectors would greatly benefit from this study and their work

would be made easy.

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Future Researchers. This study will enable future researchers to conduct

revisions and suggestions to further improve the student’s awareness level.

Scope and Limitation:

This study focused on the awareness of proper waste management at John B.

Lacson Colleges Foundation (Bacolod), Inc. This study mainly focused on the separation

and recycling of solid waste generated by school students. Other areas of waste

management were not included in this research. The respondents to the survey were John

B. Lacson students in grade 12 from Bacolod City. Only seniors from the academic year

2022–2023 participated in the survey. Elementary, faculty, and school maintenance are

not included in the survey. Questionnaires were given to the students to determine the

application of proper waste segregation.

Definition of 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 action required to

handle waste disposal properly in John B. Lacson

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 students in John B. Lacson disposing of waste in bins

Segregation. Conceptually, waste segregation and division of -waste into dry and
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wet sortation. (Fonseca, 2017) Operationally, waste segregation is the separation of

biodegradable and non-biodegradable waste in John B. Lacson.

Awareness. Conceptually, awareness is commonly used in reference to public

knowledge or understanding of society as are the political issue (Ghosain, 2019.).

Operationally, awareness refers to the knowledge of Students in John B. Lacson on waste.

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.

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, an attitude refers to students' behavior in TCS towards waste

management.

Solid Waste Management. It is the collection, treatment, and disposal of solid

material that is discarded because it has served its purpose or is no longer useful.

(Britannica, 2017)

Review of Related Literature

Awareness

One of the most significant problems in developing nations is a lack of knowledge

and awareness of efficient waste management techniques. According to McAllister

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(2015), as referenced by Enssuman, research in Gaborone, Botswana, demonstrates that

although individuals are aware of recycling and other sustainable waste management

strategies, that awareness does not necessarily translate into involvement in good

environmental activities like recycling (2017). In the meantime, Enssuman collected data

using a descriptive survey method from 242 respondents from three (3) coastal

communities in Ghana using a questionnaire, an interview, and an observation. The

findings revealed that, despite the respondents' awareness of the consequences of waste,

no action was taken in the communities to reduce improper waste dumping. McAllister's

and Enssuman's conclusions agree, and other research has found similar things (Alp et

al., 2006; Dimopoulos & Pantis, 2003; Kuhlemeier et al., 1999; Makki et al., 2003, as

cited by Enssuman) that were done years prior. In conclusion, the investigations

demonstrate that environmental information influences respondents' behavior, but not

directly; rather, it is mediated via the respondents' behavioral intentions. The studies

stated above, which were carried out in various nations, show that elementary and high

school children have low levels of awareness of core environmental issues, but they also

have generally consistent and positive attitudes about the environment. Also, the findings

demonstrate that although the students are prepared to make sacrifices and take

precautions to safeguard the environment, they lack the information essential to making

the right judgments, demonstrating the ongoing need for education regarding

environmental conservation (McAllister, as cited by Enssuman).

According to Maddox et al. (2011), education can raise students' awareness of

environmental issues and remedies (as cited by Adelou et al., 2014). Students'

comprehension of waste management will be improved by the introduction of integrated

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waste management concepts and themes across the school curriculum at all levels, and

this will likely modify their negative attitudes and waste management practices. Also, a

2018 study by Laor et al. that included 451 respondents from the permanent highland

dwellers of Thailand's Chiang Rai province clearly demonstrates that socio-demographic

factors such as the respondents' age, education, and occupation have an impact on their

degree of knowledge; this finding is consistent with that of Garang et al. (2016) and

Laabar et al. (2016). The findings of Garang et al. demonstrate how respondents' age

affects their degree of knowledge, attitude, and practices towards trash management. A

closed-ended and open-ended questionnaire was used to interview 384 individuals from

diverse homes in Bor, the capital of the Jonglei State in the heart of South Sudan. Young

and middle-aged people are considered to not only be responsive when it comes to

embracing new technologies but also to be more likely to view contemporary waste

management procedures favorably due to their level of expertise (Smith, 2014, as cited

by Garang et al.). The results also suggest that, given that the majority of respondents had

no formal education, the degree of education of the household head can have a substantial

impact on the decisions that they make about waste management on behalf of the entire

family.

The Nature of the Poor Waste Disposal Management Practices in Senior High Schools
in Developing Countries

While data on waste management practices in Senior High Schools in most

developing nations, including Ghana, is generally lacking, the studies that have been

done on the subject indicate that waste management is typically characterized by

ineffective collection methods, insufficient coverage of the collection systems, and

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improper disposal of waste (Mensah, 2005; Gyebi, 2010; Martin, 2011). As a result,

many senior high schools have environments that are marked by waste buildup and poor

environmental sanitation (UN Habitat, 2012). Concerns about the solid waste problem in

cities in developing nations were first voiced by the United Nations Centre for Human

Settlements (UN-Habitat) in 2012. The requirement for solid waste collection and

disposal is not sufficiently understood (UN Habitat, 2012).

According to writers, between 30 and 50 percent of the solid waste generated by

individuals is reportedly never collected for disposal in many Third World cities, instead

ending up decomposing on the streets, in drains, and in streams. According to (Gyebi,

2010), there is a severe absence of solid waste collection in schools all around the

developing globe. Martin (2011) posited that Senior High Schools lack effective waste

management provisions, which has the impact of creating unfavorable environmental

circumstances. Poor waste management practices in senior high schools in

underdeveloped nations can have significant negative effects on the environment,

economy, and finance. The decaying waste piles, particularly in Ghana's Senior High

Schools, have the potential to draw in and harbor vermin and rodents that carry disease

(Tsiboe, 2004; Kumah, 2007; Momoh et al, 2010; Mensah, 2012; Owusu, 2015). The

constructed wastes also draw foraging animals like dogs and goats, who distribute

diseased waste items and create a hazard (Bello, 2008:2009).

Description and Concept of Solid Waste Management

Solid waste management is the process of producing, collecting, storing, moving,

separating trash at the source, processing, treating, recovering, and disposing of solid

waste. It is a formal phrase for waste management. It is a response to the world's

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obnoxious and worsening trash problem. Growing waste issues are at the root of

dangerous illnesses and the destruction of the environment's natural resources. The

methods used to manage trash, such as municipal rubbish collection, recycling initiatives,

open dumping, incineration, and gasification, all fall under the same general heading.

After years of attempts to address the growing trash problem, the issue continues

(Enriquez, 2011).

Solid waste management is one of the most important environmental issues of the

present, according to Guzman et al. (2010). Around 0.6 kg of waste per person, or 6000–

7000 tons per day, is generated in metro Manila alone. Even though not all of these

collection systems are concerned about the amount of solid and semisolid waste they

produce, many of them are. The solution to the waste issue facing the nation is proper

collection. Unfortunately, disposal would not be the best and only solution to this

problem (Guzman et al., 2010).

Chapter 2
Methodology

This chapter presents the research design, the participants of the study, the

research instrument used as well as the data-gathering procedure.

Research Design

The researchers employed a descriptive research design since the study aims to

investigate the level of awareness regarding proper waste segregation among grade 12

students at the John B. Lacson Colleges Foundation (Bacolod), Inc. Descriptive research,

as a quantitative method, aims to gather quantitative data for the purpose of analyzing a
 13

specific sample (Bhat, n.d.). Its primary objective is to describe the characteristics or

behaviors of a particular audience (McNeill, 2018). On the other hand, survey research

involves the collection of information through the administration of questionnaires to a

selected group of individuals (Check and Schutt, 2012, p. 160). This research design

allows for diverse approaches to participant recruitment and data collection.

The descriptive survey research design was utilized in this study to obtain a

comprehensive understanding of the grade 12 students' awareness of proper waste

segregation. By employing survey instruments, the researchers can systematically collect

data that captures the students' knowledge, practices, and attitudes related to waste

segregation. This design offers a structured and standardized approach to gathering

quantitative information, enabling statistical analysis, and providing insights into the

level of awareness within the targeted student population.

Participants of the Study

The participants of this study were 40 Grade 12 students who were selected from

a population of 178 Pre-Baccalaureate Maritime Specialization students enrolled at the

John B. Lacson Colleges Foundation in Bacolod during the 2022-2023 school year. The

participants were aged 18 years and above and included both male and female students.

Research Instrument

This study examined the level of awareness of waste segregation among students

in grade 12 using a three-block self-made survey questionnaire. Students in grade 12 at

the John B. Lacson Colleges Foundation-Bacolod (Inc.) received the surveys.

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The survey's questionnaire was broken up into three sections that asked for the

following details:

Part I Participant’s Demographic Profile

In the participant’s demographic profile, participants are asked to provide basic

information that is necessary to answer the survey questions, which may include their

names (optional) and section.

Part II Level of Awareness of Grade 12 Students at John B. Lacson Concerning Waste

Segregation.

The second part of the survey aimed to assess the degree of knowledge and

understanding that Grade 12 students have about waste segregation. To achieve this goal,

the survey may use questions or statements related to waste segregation, which would

require participants to express their level of knowledge, understanding, or confidence

with each item.

Part III The Extent of the Practice and Attitude of Grade 12 Students in Proper Waste

Segregation.

In the third part of the survey, Grade 12 students were asked about their waste

management practices, including whether they tend to purchase plastic or paper products

and whether they dispose of them properly. The aim of this section was to gather

information about whether participants are correctly sorting and disposing of their waste,

which can help identify areas where further education or intervention may be necessary.
 15

The questionnaire was made to be user-friendly so that respondents could easily

submit their answers. Demographic information was collected using percentages. The

Likert scale was used to determine mean scores and standard deviations, which were then

used to evaluate the degree of awareness, attitude, and practice. To measure the extent of

the level of awareness of Grade 12 Students, the following scale will be used:

Mean Range Interpretation

3.50 – 4.00 Very High

2.50 – 3.49 High

1.50 – 2.49 Low

1.00 – 1.49 Very Low

Reliability of the Research Instrument

Reliability refers to the consistency and stability of measurement over time and

across different raters, settings, or samples (McHugh, 2019; Sullivan & Artino, 2013).

When a study and its results are considered reliable, it means that if other researchers

were to conduct the same study using the same methods, they would obtain similar

results. This suggests that the findings of the study can be trusted and are likely to be

accurate and consistent. To test the instrument's reliability, pilot testing was conducted at

John B. Lacson. The survey was administered to 20 participants who shared similar

characteristics with the actual respondents to the study. In this study, the research

instrument was subjected to reliability testing using Cronbach's alpha. Cronbach's alpha
 16

is employed when the researcher's items are not scored simply as right or wrong (Carlson,

2009). The researchers utilized the mean to calculate the average response of each

respondent, and Cronbach's alpha value was determined using a reliability calculator.

The computed alpha score was 0.99, interpreted as "excellent," indicating that the

research instrument is deemed "reliable.".

Data Gathering Procedures

To conduct the research, the researchers ensured the validity of the survey

questionnaire by having it reviewed by experts in the field of waste segregation. The

survey was designed using Google Forms, a tool that can efficiently collect user

information through questionnaires. Approval was sought from the school principal at

John B. Lacson Colleges Foundation Bacolod, by submitting a letter requesting

permission to conduct the survey. After obtaining the necessary permissions, the

researchers distributed the survey questionnaire to the respondents through a link. The

answers of the respondents will be retrieved from Google Forms, tallied in MS Excel, and

tabulated using appropriate statistical tools.

Ethical Consideration

The data and information gathered in this study will be kept with the utmost

confidentiality by the researchers, with respect to the participants’ share of information.

The researchers declared that they had no conflict of interest and recognized the critical

importance of privacy and confidentiality in the study. The researchers handled the data

following the privacy and confidentiality standards specified in the consent form. The
 17

participants were permitted to recover the information they provide, and the researchers

will adjust based on the participants' constraints. Unless agreed upon by the participants,

the results will not be shared with anyone other than the participants themselves. After

the results are utilized in this study, the data acquired will either be deleted (soft copy) or

shredded (hard copy). The researchers made the informants aware of the limits of

confidentiality when eliciting consent. The researchers clarified the concerns regarding

informed consent and ensured that the informant understands the ethical considerations of

the study and that consent is valid.

The researchers obtained a positive risk-benefit ratio while maintaining the study's

autonomy and integrity. The study will benefit research participants and their dependents,

as well as researchers and research organizations, as well as the tangible value of research

to knowledge, the economy, individuals, and society. The hazards and intrusions for

informants in this study were minimized, and the predicted advantages for the informants,

or science and society, justify the risks and intrusions.

Chapter 3
RESULTS AND DISCUSSION
This section presents the data, analysis, and interpretation of the study conducted

among Grade 12 students of John B. Lacson Colleges Foundation (Bacolod), Inc. to

determine the level of awareness regarding proper waste segregation. The level of

awareness of solid waste management was measured by two (2) indicators: Table 1:

Level of Awareness of Grade 12 Students at John B. Lacson Concerning Waste

Segregation Table 2: The Extent of the Practice and Attitude of Grade 12 Students in

Proper Waste Segregation.

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As shown in the table, students in Grade 12 obtained a composite mean of

3.16 and 3.07, respectively. These indicate that students have average knowledge of what

solid waste is. In the study, Mishra, Mishra, and Tiwari (2014) defined solid waste as

useless, unwanted, and discarded material resulting from day-to-day activities of different

organizations such as agriculture, construction, commercial, institutions, streets,

households, and various industries. Knowing the definition of solid waste will help the

users understand the characteristics of the waste. Thus, users can monitor and manage the

waste properly to protect human health and the environment. Lamb, Pogson, & Schlies

(2012).

Table 1. Level of Awareness of Grade 12 Students at John B. Lacson

Concerning Waste Segregation.
Questions Mean SD Interpretation
1. I understand that improper waste segregation
can lead to different health problems and cause 3.2 0.82 High
trouble for the environment.
2. I am aware that solid waste can be categorized
as recyclable, biodegradable, non-biodegradable, 3.18 0.75 High
and hazardous waste.
3. I am aware that promoting waste segregation is High
an effective approach to reducing waste 3.05 0.78
generation.
4. Waste segregation involves safely collecting, High
transporting, disposing, or recycling waste to 3.13 0.85
prevent harm to humans and the environment.
5. I am aware that the source and type of waste High
determine how it must be managed. 3.08 0.69
6. Segregating waste properly contributes to High
maintaining a clean and healthy school 3.18 0.78
environment.
7. I am aware that it is important to follow proper High
solid waste segregation to avoid possible health 3.23 0.80
problems.
 19

8. I am aware that the open burning of solid waste High

is a violation of the law. 3.13 0.85
9. I am aware that recycling is the process of High
collecting and processing materials that would
otherwise be thrown away as trash and turning 3.03 0.80
them into new products.
10. I am aware of the consequences of improper High
waste segregation 3.4 0.67

AVERAGE 3.16 3.06 High

Table 1 shows the responses of Grade 12 students on their awareness of the

possible effects of solid waste if improperly disposed of. These effects are serious

negative environmental problems such as infectious diseases, land and water pollution,

obstruction of drains, and loss of biodiversity (Ejaz et al., 2010). Understanding the

possible effect of improperly disposed of solid waste will make people realize the

importance of practicing solid waste management.

Table 2. The Extent of the Practice and Attitude of Grade 12 Students in Proper
Waste Segregation.
Questions Mean SD Interpretation
1. I encourage myself, students, and parents to be
mindful of their generated waste. 3.15 0.92 High

2. I pick up the littered garbage I see within the

school and throw it in the proper waste bin. 3.13 0.88 High
3. I segregate my waste in their proper waste bins.
3.18 0.84 High

4. I bring my own reusable water bottle and avoid

buying bottled water. 3.1 0.98 High

5. I am following the rules imposed by the school

about solid waste management. 3.08 0.92 High
 20

6. I always practice waste segregation inside our

school premises by throwing garbage in 3.1 0.93 High
appropriate containers.
7. I encourage myself, friends, students, and
parents to be mindful of how they dispose of their 3.1 0.87 High
waste.
8. I correct people if I see them indiscriminately
littering the campus or dropping garbage in an 2.93 0.78 High
unauthorized place.
9. I do not litter on the school grounds or in public
places. 3 0.88 High
10. It concerns me if I see garbage scattered
around the campus. 2.93 0.93 High

AVERAGE 3.07 0.05 High

Table 2 shows the students’ solid waste management awareness in terms of their

roles and responsibilities in the implementation of the program. Data revealed that Grade

12 students have high awareness, with a composite mean of 3.07. The result indicates that

students are knowledgeable about their responsibilities for the success of the solid waste

management program. Students are completely aware of their responsibilities because

they are knowledgeable about the importance of solid waste management. These also

indicate that students perform segregation often. The result further indicates that students

have good segregation practices. As noticed, students always separate biodegradable and

non-biodegradable waste before disposal. More so, Lad, Chauhan, and Gole (2020)

revealed that at this stage, students are ready to help and overcome the different problems

associated with solid waste management.

 21

Table 3. Overall Mean and Standard Deviation

Questions Mean Standard Interpretation

Deviation
Level of Awareness of Grade 12
Students at John B. Lacson 3.16 0.06 High
Concerning Waste Segregation.
The Extent of the Practice and
Attitude of Grade 12 Students in 3.08 0.05 High
Proper Waste Segregation.

Grand Mean and Standard Deviation 3.11 0.08 High

The overall mean and standard deviation in the study on the level of awareness of

waste segregation among grade 12 students at John B. Lacson indicate a high level of

understanding, practice, and attitude towards waste segregation. The average mean of

3.16 for awareness and 3.08 for practice and attitude both demonstrate a positive and

active engagement in proper waste segregation. The combined grand mean of 3.11 further

reinforces the high overall level of awareness and positive behavior among the students.

These findings highlight the effectiveness of educational initiatives in promoting waste

segregation and fostering responsible environmental practices among grade 12 students.

 22

Table 4. The difference in the level of awareness of the participants when they are
grouped according to section.
Arabian Aral
Mean 65.95 58.25
Variance 0.471052632 353.7763158
Observations 20 20
Hypothesized Mean Difference 0
df 19
t Stat 1.829584223
P(<=t) one – tail 0.04152486
t Critical one-tail 1.729132812
P(T<=t) two-tail 0.083049719
t Critical two-tail 2.093024054

The result in Table 4 shows the computed p-value is 0.08 since the p>0.05, therefore we

do not reject or there is no significant difference between the level of awareness of the

participants when they are grouped according to section.

CHAPTER 4
CONCLUSION AND RECOMMENDATIONS

Conclusion

This study presents solid waste management awareness and practices

among Grade 12 students at John B. Lacson Colleges Foundation, Inc. Results revealed
 23

that students have enough knowledge in terms of the definition of solid waste, the effect

of improper solid waste disposal, school initiatives towards solid waste, the importance of

solid waste management, and students’ responsibilities. These findings suggest that

schools and other concerned organizations should conduct intense information

dissemination on laws relevant to solid waste management. The result also revealed that

students have good solid waste management practices in terms of segregation, reduction,

reuse, recycling, and disposal.

Recommendations

Taking all the above-mentioned points into consideration, in order to reduce or

mitigate solid waste, the researchers, therefore, recommend the following measures:

1. The school should consistently practice solid waste management.

2. The school, especially the administrators, should study the findings of the study

so that the indicators that have been rated low can be addressed.

3. The school must have a material recovery facility since this is the only one that is

evident and present in the area. Hence, it will be done by the researchers as a

contribution to their study.

4. School officials and management should conduct regular assessments and

evaluations of the programs supporting waste segregation practices.

5. Since school students can be seen as one of the key agents of change to work

towards a more sustainable future, they should be engaged as young as possible

and given a quality array of continuous learning to improve their knowledge of

environmental problems and avoid poor waste management.

 24

6. Even more, there is a need to intensify sanctions, such as the collection of fines

for anti-littering and related problems with waste management, disposal, and other

acts therein. Thus, disciplinary actions or sanctions may be given to those who

violate the rules and regulations on waste management practices.

7. Seminars should be conducted to keep students abreast of the latest technologies

in waste management practices.

8. The organizations responsible for waste management and sanitation should wake

up to the challenges and ensure regular evacuation of the waste in those dump

places.

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management
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APPENDICES

APPENDIX A

Informed Consent - Participants

TITLE OF THE STUDY

Level of Awareness of Waste Segregation of Grade 12 Students

in the New Normal Set-up

RESEARCHERS

Panisa, Peter Paul

Hucalinas, Johndelle

Jarina, John Arken

Doromal, Kier Colin

Carpentero, Neil Xander

For queries prior to and post-interview, you may contact:

Panisa, Peter Paul

GROUP LEADER

CONTACT NUMBER:(092908047144)

GRADE 12 ARAFURA

JOHN B. LACSON COLLEGES FOUNDATION (BACOLOD), INC.

 30

PURPOSE OF THE STUDY

You are being asked to take part in a research study. Before you decide to

participate in this study, it is important that you understand why the research is being

done and what it will involve. Please read the following information carefully: Please ask

the researcher if there is anything that is not clear or if you need more information. The

purpose of this study is to help educate students at John B. Lacson and the school itself

about the proper way to dispose of waste.

STUDY PROCEDURES

To conduct the research, the researchers ensured the validity of the survey

questionnaire by having it reviewed by experts in the field of waste segregation. The

survey was designed using Google Forms, a tool that can efficiently collect user

information through questionnaires. Approval was sought from the school principal, John

B. Lacson, by submitting a letter requesting permission to conduct the survey. Once the

approval was granted, the senior high school coordinator was also approached for

permission to survey the Grade 12 students. After obtaining the necessary permissions,

the researchers distributed the survey questionnaire to the respondents through a link. The

gathered data were encoded and analyzed for interpretation.

RISKS

There will be no direct risk to the participants since the confidentiality of the

respondents will be the highest priority of the researchers who are conducting the

research.

BENEFITS
 31

After the research is conducted, it will benefit the following: (1) This study can

benefit the city by encouraging the school to produce less waste. The city will have less

garbage to collect once the school reduces its waste production. (2) This study will help

the school have a well-thought-out trash disposal strategy. (3) Students can benefit from

the research by learning about responsible waste disposal. (4) Due to the waste already

being collected from schools being segregated, garbage collectors would greatly benefit

from this study, and their work will be made easier. (5) This study will enable future

researchers to conduct revisions and make suggestions to further improve the students'

awareness level.

CONFIDENTIALITY

The data and information gathered in this study will be kept with the utmost

confidentiality by the researchers with respect to the participants’ share of information

and will only be utilized for academic purposes. Privacy, confidentiality, and anonymity

will be maintained in the collection, storage, and publication of research material.

COMPENSATION

As for the compensation to the informant, there will be no monetary

compensation to be paid, however, the researchers will offer a token of

appreciation to the informant for participating as the primary source for the

research.
 32

CONTACT INFORMATION

If you have questions at any time about this study, or you experience

adverse effects because of participating in this study, you may contact the

researcher whose contact information is provided on the first page.

VOLUNTARY PARTICIPATION

Your participation in this study is voluntary. It is up to you to decide whether or

not to take part in this study. If you decide to take part in this study, you will be asked to

sign a consent form. After you sign the consent form, you are still free to withdraw at any

time and without giving a reason. Withdrawing from this study will not affect the

relationship you have, if any, with the researcher. If you withdraw from the study before

data collection is completed, your data will be returned to you or destroyed. The

participant has the right to skip the questions and not to continue if deemed

uncomfortable.

CONSENT

I have read and understood the provided information and have had the opportunity

to ask questions. I understand that my participation is voluntary and that I am free to

withdraw at any time, without giving a reason and without cost. I understand that I will

be given a copy of this consent form. I voluntarily agree to take part in this study.

Appendix B

RESEARCH QUESTIONNAIRE
 33

Level of Awareness of Waste Segregation of Grade 12 Students in the New Normal

Set-up

Section I: Personal Information/Profiling

1. 1. (Optional) Full Name (first name, middle initial, last name): _______

Section II: Level of Awareness of Grade 12 Students at John B. Lacson Concerning

Waste Segregation.

The following questions will be utilizing a 4-point Likert Scale.

Questions Extremely Aware Slightl Not at All

Aware y Aware
Aware
1. I encourage myself, students, and parents to be
mindful of their generated waste.

2. I pick up the littered garbage I see within the

school and throw it in the proper waste bin.
3. I segregate my waste in their proper waste bins.

4. I bring my own reusable water bottle and avoid

buying bottled water.

5. I am following the rules imposed by the school

about solid waste management.
6. I always practice waste segregation inside our
school premises by throwing garbage in
appropriate containers.
7. I encourage myself, friends, students, and
parents to be mindful of how they dispose of their
waste.
8. I correct people if I see them indiscriminately
littering the campus or dropping garbage in an
unauthorized place.
9. I do not litter on the school grounds or in public
places.
 34

10. It concerns me if I see garbage scattered

around the campus.

Section II: The Extent of the Practice and Attitude of Grade 12 Students in Proper

Waste Segregation.

The following questions will be utilizing a 4-point Likert Scale.

Questions Always Sometimes Rarely Never

1. I encourage myself, students, and parents to be
mindful of their generated waste.

2. I pick up the littered garbage I see within the

school and throw it in the proper waste bin.
3. I segregate my waste in their proper waste bins.

4. I bring my own reusable water bottle and avoid

buying bottled water.

5. I am following the rules imposed by the school

about solid waste management.
6. I always practice waste segregation inside our
school premises by throwing garbage in
appropriate containers.
7. I encourage myself, friends, students, and
parents to be mindful of how they dispose of their
waste.
8. I correct people if I see them indiscriminately
littering the campus or dropping garbage in an
unauthorized place.
9. I do not litter on the school grounds or in public
places.
10. It concerns me if I see garbage scattered
around the campus.

Appendix C
 35

TEST VALIDITY

VALIDATION FORM OF SURVEY QUESTIONAIRE

Instruction: Please indicate degree of agreement or disagreement on the statements
provided below by placing a check (/) on the space corresponding for your answer. The
statements are taken from the criteria developed for evaluating survey questionnaire set
forth by Carter V. Good and Douglas B. Scates.
1- Strongly Agree
2- Agree
3- Disagree
4- Strongly Disagree
Criteria for Validity 1 2 3 4
1. Questionnaire is short enough that the respondents would not drain
much of his time.
2. The Questionnaire is interesting and has a face appeal such the
respondent will be induced to respond to it and accomplish it fully.
3. The Questionnaire can obtain some depth to the response and avoid
superficial answer.
4. The item/Questionnaire and their alternative choices are not to
suggestive not to unstimulating.
5. The Questionnaire can elicit responses which are definite but not
mechanically forced.

6. Questionnaire/items are stated in such a way that the responses will

not be embarrassing to the person/person’s concerned.

7. Questionnaire/items are formed in such a manner that the suspicion

that the respondents to the hidden purposes in the Questionnaire is
avoided.
8. The Questionnaire is not too narrow not too restricted or limited in
philosophy.

9. The responses to the Questionnaire when taken as a whole, could

answer the basic purpose for which the Questionnaire is designed and
therefore considered valid.

Comments and Suggestions:

 36

Validated by

Name: Signature: Date:

VALIDATION FORM OF SURVEY QUESTIONAIRE

Instruction: Please indicate degree of agreement or disagreement on the statements
provided below by placing a check (/) on the space corresponding for your answer. The
statements are taken form the criteria developed for evaluating survey questionnaire set
forth by Carter V. Good and Douglas B. Scates.
1 - Strongly Agree
2 - Agree
3 - Disagree
4 - Strongly Disagree

Criteria for Validity 1 2 3 4

1. Questionnaire is short enough that the respondents would not drain
much of his time.
2. The Questionnaire is interesting and has a face appeal such the
respondent will be induce to respond to it and accomplish it fully.
3. The Questionnaire can obtain some depth to the response and avoid
superficial answer.
4. The item/Questionnaire and their alternative choices are not to
suggestive not to unstimulating.
5. The Questionnaire can elicit responses which are definite but not
mechanically forced.

6. Questionnaire/items are stated in such a way that the responses will

not be embarrassing to the person/person’s concerned.

7. Questionnaire/items are formed in such a manner that the suspicion

that the respondents to the hidden purposes in the Questionnaire is
avoided.
8. The Questionnaire is not too narrow not too restricted or limited in
philosophy.

9. The responses to the Questionnaire when taken as a whole, could

answer the basic purpose for which the Questionnaire is designed and
therefore considered valid.

Comments and Suggestions:

 37

Validated by

Name: Signature: Date: