Challenges in School Waste Segregation of Senior High School Students of

Camarines Sur National High School, Naga City

A Baby Thesis

Presented to the Faculty of the Humanities and Social Sciences (HUMSS)

Camarines Sur National High School

City Of Naga

In Partial

Fulfillment of the Requirements

for the

Practical Research 1

(Qualitative Research)

MEMBERS

Alden, Zammuel A.

Brugada, Rogelio P.

Pesimo, Mark Francis

Punsalida, Betty Mae B.

Submitted to:

Vivian C. Beltran , Ph.D., LPT, MAN, R.N

i
 Acknowledgement

The researchers would like to express their deepest appreciation to all the

people who gave their full support and encouragement. Immeasurable

appreciation and deepest gratitude for the help and support are extended to the

following persons who in one way or another have contributed in making this

study possible.

Vivian C. Beltran, Ph.D., LPT, MAN, R.N for sharing her knowledge and

gave her support, advices, guidance and suggestions in the entire course until

the completion of this study.

To all the families and friends of the researchers who never gave up on

believing in their abilities and for extending unconditional love, unceasing

encouragement, financial and emotional support which made the hardship in

making the thesis worthwhile and leads to the success of this study.

And lastly, to God, Our Heavenly Father who is the source of all power

and goodness, that with him, nothing is impossible.

ii
 TABLE OF CONTENTS

Title of the study ………………………………………………… i

Acknowledgement ………………………………………………… ii

Table of contents ………………………………………………… iii-vi

Chapter l: Introduction

The problem and its background -------------------------------------------------- 1-2

Statement of the problem -------------------------------------------------- 3

Scope and Delimitation -------------------------------------------------- 4

Significance of the study -------------------------------------------------- 4-5

Chapter ll: Review of Related Literature and Studies

Review of Related Literature ----------------------------------------------- 6-9

Review of Related Studies ----------------------------------------------- 9-11

Conceptual framework ----------------------------------------------- 12

Synthesis of state of the art ------------------------------------------------ 13

Gap Bridge of the study ------------------------------------------------ 14

Definition of terms ------------------------------------------------ 14

iii
Chapter lll: Research Methodology

Research Design -------------------------------------------- 15

Instruments of the study -------------------------------------------- 16

Validity and reliability -------------------------------------------- 17

Chapter lV: Analysis and Interpretation of Data

Statement of the Problem no.1 --------------------------------------------- 18-19

Presentation of data --------------------------------------------- 20

Analysis and Interpretation ---------------------------------------------- 20

Discussion ---------------------------------------------- 20

Statement of the Problem no.2 --------------------------------------------- 21-22

Presentation of data --------------------------------------------- 23

Analysis and Interpretation ---------------------------------------------- 23

Discussion ---------------------------------------------- 23

Statement of the Problem no.3 --------------------------------------------- 24-25

Presentation of data --------------------------------------------- 26

Analysis and Interpretation ---------------------------------------------- 26

Discussion ---------------------------------------------- 26

iv
Statement of the Problem no.4 --------------------------------------------- 27-29

Presentation of data --------------------------------------------- 30

Analysis and Interpretation ---------------------------------------------- 30

Discussion ---------------------------------------------- 30

Chapter V: Summary of Findings, Conclusion, and Recommendations

Introduction ---------------------------------------------- 31

Summary of Findings ---------------------------------------------- 31

Problem Number 1

Findings ---------------------------------------------- 32

Problem Number 2

Findings ---------------------------------------------- 33

Problem Number 3

Findings ---------------------------------------------- 34

Problem Number 4

Findings ---------------------------------------------- 35

Conclusion ---------------------------------------------- 35

Recommendation ---------------------------------------------- 36

v
APPENDICES

APPENDIX A BIBLIOGRAPHY 37-39

APPENDIX B QUESTIONNAIRE 40

APPENDIX C RESEARCH/RECORDING OF DATA 41-52

APPENDIX D LETTERS 53

APPENDIX E DEVELOPMENTAL PROGRAM/RECOMMENDATION

BASED ON THE RESULT OF THE STUDY 54

APPENDIX F CURRICULUM VITAE 55-58

APPENDIX G DOCUMENTATION 59-6

vi
0
 CHAPTER 1

INTRODUCTION

THE PROBLEM AND ITS BACKGROUND

The increased population on this country (Philippines), brought increase

growth of solid wastes everywhere without exception to institutes, most

especially in schools both public and private. Getting rid of this issue that’s

considered an enormous and continuous problem of the humanity is a significant

task for everyone.

It can be clearly noticed here how the management of every schools and

institutions carry out a program that is effective on calling out students

responsiveness and understanding toward wastes management and the urgent

need to put right this gap in knowledge and practice. An act of giving basic

information and concept on simple method of waste segregation from the very

start of the education of the students gives them a strong foundation thus will

require a little reminder for them from time to time. As well as the physical

elements, it is important that the student and teachers alike have the knowledge

that they need, so holding discussions in class and assemblies dedicated to the

recycling cause will be vital.

Students must be encouraged and groomed to be the sentinels of the

environment because it is the place where they live, as stated by Calma (2016)

with her article The Role of the Students in Environmental Prevention. The

school, as the primary institution concern in developing every child must be

serious in educating the youth regarding waste management. The Youth should

1
also be encouraged to be vigilant with their family members who contribute in the

destruction of the environment. They should also have the courage to correct

wrong practices.

Signs and notices are present and seen to be post for implementations

and instructions but often being neglected by some students. Due to some

reasons awareness for waste segregation were not being observed or better yet

not fully understand by some though repeatedly discussed by authorities.

Schools without trash bins for biodegradable, non-biodegradable and for

recycling do not exist, but solid wastes can still be seen lying on the ground, on

the grass, on the hallways, sidewalks and around most of the school areas.

As a way of understanding the challenges in waste segregation of senior

high school students in Camarines Sur National High School, this study is

therefore conducted.

STATEMENT OF THE PROBLEM

This study will determine the challenges in school waste segregation of

Senior High School students of Camarines Sur National High School, Naga City.

Specifically, it will answer the following questions:

1. What are the challenges in school waste segregation?

2. How do the respondents segregate their school wastes?

3. What waste segregation developmental program can be formulated based

from the result of the study?

2
SCOPE AND DELIMITATION

This study was undertaken during the Second Semester, A/Y 2019-2020.

The data presented were gathered from the respondents who were from grade

11-ADT, STEM, ABM, GAS, TVL, HUMSS, ST, and grade 12-ADT, STEM, ABM,

GAS, TVL, HUMSS, ST students of Camarines Sur National High School. This

study involved 1 student in each strand, 7 students in each year level and has a

total of 14 respondents. For the effectiveness and to give emphasis on the proper

observance, the researcher’s choices of respondents are those senior high

school students that have classes from 3 to 8 pm or night shift, same with the

researcher’s scheduled class.

The study focused in determining the challenges in school waste

segregation faced by the senior high school students in Camarines Sur National

High School as well as on how the respondents segregate their waste. This study

also provided information about the developmental program that can help in

school waste segregation.

SIGNIFICANCE OF THE STUDY

This study is significant to various people and offices, and aims to assist

the current environmental issues and challenges met by people in their everyday

living. It aims to benefit the following:

CSNHS Senior High School Students. This study will help the senior high

school student of Camarines Sur National High School to deeply understand the

3
importance of doing waste segregation and encourage them to change their

previous perspective and behavior regarding waste segregation.

CSNHS Faculty. The study will also help the school faculty to let them be aware

of the challenges faced by every student so to make it easy for faculty to educate

and remind them from time to time and give them information on how to fully

inspire the students and on proper waste segregation.

Families and Friends of SHS Students. This study will benefit the families and

friends of every senior high school students and help them also to change their

previous perspective and behavior regarding waste segregation.

SWMO as Team of CSNHS. The research will benefit Solid Waste Management

office and somehow make their work less hassle and efficient. Meeting the

challenges and problems on waste segregation will be reduce.

CSNHS Stakeholders. The research will also help the school stakeholders to be

aware of the challenges faced by every students in segregating their waste and

help them in formulating developmental program inside Camarines Sur National

High School regarding waste segregation.

School Administration. The study will help school administration in setting

goals and establishing policies to achieve the goals in formulating the

developmental program regarding school waste segregation.

Future Research. The study will serve as a source of data and will help provide

sufficient information that can be used for future references to impending related

research studies.

4
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the various readings, related literature and studies,

which are relevant to the present study. The foregoing, provides clarity and depth

through insights gained in reviewing this related literature.

REVIEW OF RELATED LITERATURE

Daniel & Ibok (2013), The waste disposal habits of students can be traced

to values, culture and indigenous knowledge inculcated in them at the family

level. In Nigerian universities, 64% confirmed the uncooperative attitude of

students to disposing of waste at the designated local sites. Many of them lacked

education and training. Wastes are often dumped indiscriminately on open plots

of land and particularly on streets. This method is based on "throw away culture"

in which wastes are disposed of in the nearest open space, on land or surface

water without environmental consideration. This is referred to as "not in my

backyard syndrome," whereby the waste is merely transferred from one location

to another location where its nuisance value is perceived to be less. Sometimes,

wastes are buried or placed in a landfill with the hope that out of sight is out of

mind. On the other hand, solid waste management practices of households were

usually related to what they were accustomed to, hence depended on practices

found within the households waste segregation, recycling, and encouragement of

family members to do Solid Waste Management SWM (Macawili 2009).

5
 Morgan (2015) Mexico City, in his commentary of the Zero waste program

implementation said that the unsound management of solid waste is one of the

most serious environmental problems, given its high negative impact on natural

resources and human health. Therefore, it is necessary to foster a culture at

schools, aimed at alleviating the environmental and social problem caused by

trash. This project holds that the way to address Mexico’s waste problem is by

educating the public, heightening environmental awareness from an early school

age. The implementation of environmental education programs at schools will

help to drive the necessary changes in environmental policies regarding the

management of urban solid waste. The Zero Waste at My School project

corresponds to the plans and programs set out in the “Path to School

Improvement” and “Quality School” initiatives of the Ministry of Public Education,

among others, that seek to foster the engaged participation of students and

teachers, and build environmental stewardship capacities.

Villanueva (2010) Manila, Philippines, with his article entitled

Environmentalists urge DepEd to teach 'Zero Waste' to students. He also added

that Eileen Sison, a representative to the National Solid Waste Management

Commission, said a department administrative order is needed for the proposal

to take effect. “Through a department order or any equivalent instrument, DepEd

can formalize an agency-wide directive that will ensure systematic awareness-

raising on Zero Waste and its practical enforcement within the school system,”

Eileen Sison said. “The DepEd policy should incorporate Zero Waste in the

6
curriculum, classroom and extra-curricular activities, establish an Ecological Solid

Waste Management Program, evaluate and track progress towards the Zero

Waste goal at the school level. ”Roy Alvarez, EcoWaste Coalition president, said

schools provide the best training ground for instilling ecological awareness,

responsibility and action among children. “If DepEd will be able to pass on the

Zero Waste value to the country’s over 23 million students, we’ll have a

formidable army of earth-loving Filipinos who will shun wastefulness, including

the irksome habit of mixing, littering and burning trash,” he said.

11-ABM students (2018), Government had long been passed the RA 9003

that encourages the people on waste segregation. 11-ABM students (2018)

suggest that, “What we can do as students is to do what we can to solve these

problems. Simple acts like cleaning, recycling and planting trees are always a

good start. Also, strict implementation of Republic Act 9003 or the Ecological

Solid Waste Management Act of 2000 and any other laws regarding to waste

management should be made. There is also a need to educate discipline to

people. Let us help rebuild our nation and our world. Let us save our Mother

Earth, Let us use a proper waste disposal before it is too late.”

Garriga (2012) Pasig City, Public schools urged to teach students to

become ‘eco savers'. Children should be instilled the values of environmental

concern at an early age. This is the essence of the National Ecosavers Program

by the Department of Education (DepEd) in partnership with other government

7
agencies and the private sector. The initiative is governed by the Ecological Solid

Waste Management Act of 2000, which saw the establishment of a legal and

technical framework for a systematic, comprehensive and ecological solid waste

management program. Under the law, the DepEd is required to strengthen the

integration of environmental awareness in the school curricula. It should

particularly emphasize the theory and practice of resource conservation,

recovery, segregation at source and recycling. The program aims to encourage

students to practice proper waste segregation at home as well as the collection

of recyclable materials in order to teach them the value of "sipag" (perseverance)

and "sinop" (prudence). Besides the DepEd, the Department of Environment and

Natural Resources (DENR), Department of Interior and Local Government

(DILG), Metro Manila Development. The parties have agreed to collaborate on

the replication of the best practices in ecological solid waste management in

public elementary and secondary schools in Metro Manila. The DepEd will assist

the DENR in the planning, implementation and monitoring of the program and

provide overall supervision in the implementation of the program at school level.

REVIEW OF RELATED STUDIES

Ferrer (2015) revealed students’ waste management practices:

association to demographic profile. A survey instrument eliciting information

about the demographic profile (gender, course, year level, and academic grade)

and waste management practices (reduce, reuse, and recycle practices or 3Rs)

were administered to a sample of three hundred (300) college students taking

courses in the fields of health, science, and technology at the Pamantasan ng

8
Lungsod ng Maynila (PLM) in 2012.Based on the statistical results presented in

this study, the following conclusions are drawn:(1) that on the average,

the sample college students displayed less than fifty percent of the time

(sometimes) practicing each of the 3Rs waste management practices; (2) that

the students’ reduce practices are dependent on their course, year level, and

academic grade; (3) that the students’ reuse practices are dependent on their

course and year level; and (4) that the students’ recycle practices are

consistently not dependent on any of the profile variables. Since no

demographics obtained consistent association to practices, the researcher

strongly suggests that the reduce, reuse, and recycle practices at all times,

regardless of profile, should be given equal attention in the care for the

environment. Results of this study may promote pro-environmental behavior to

each student not to buy or collect items that are not deem necessary, or items

that come in wasteful packaging, or items that cannot be recycled. Students may

set as examples for other people to follow and could make positive contributions

in caring the environment.

Barloa (2016), conducted a study that was designed to determine the

knowledge, attitudes, and practices on solid waste management among

undergraduate students in a Philippine State University. This cross-sectional

survey was conducted to capture the knowledge, attitude, and practices (KAPs)

on solid waste management (SWM) from a total of 2,528 undergraduate students

enrolled in the Laguna State Polytechnic University – Los Baños Campus (LSPU-

9
LBC) during the 2nd Semester, A.Y. 2015-16. While most students had

satisfactory levels for knowledge (73.4%) and attitude (71.0%) on SWM-related

matters, less than half (43.1%), showed satisfactory practice level. Similarly, the

relatively higher average rating for knowledge (87.8%) and attitude (87.0%) of

the students were both inconsistent with the lower average practice rating

(72.5%). The average KAP rating was 82.3%, with merely half (55%) had

satisfactory KAP ratings. The interaction effect between knowledge and attitude

ratings significantly predicted the students’ practice rating. The students’ average

KAP ratings were also somehow also linked to their social status, whereby,

satisfactory KAP rating was significantly associated with students from medium-

sized families (5-9 members), having parents with moderate academic

backgrounds and held permanent jobs. The students’ perceived abundance-

ranking for some common household solid wastes, as well as household solid

waste stocking preference and disposal systems are also presented. Inclusion of

relevant topics–with emphasis on proper SWM and other solid waste-issues–in

the undergraduate curriculum of LSPU-LBC is recommended to promote

awareness on environmental issues and improve attitude of college students

towards environmentally sustainable practices.

Madrigal (2017) conducted a study about solid waste management

awareness, attitude, and practices in a Philippine Catholic Higher Education

Institution. The paper assesses the solid waste management awareness,

attitude, and practices of the employees and students of a Catholic higher

10
education institution in the Philippines. Using a descriptive research design, the

data were collected using a self-administered survey questionnaire and analyzed

using descriptive and inferential statistics. The major findings of the study show

that the respondents demonstrated: A very high level of awareness and attitude

and high extent of practice of solid waste management. Significant difference

was found in the awareness, attitude, and practices of respondents when they

were grouped according to status and religion. Also, the findings established the

relationship between awareness and attitude on one hand and the extent of

practice of solid waste management. Awareness, attitudes, and practices were

significantly related to age and educational level, except for sex which showed no

correlation with attitude and practices. Generally, this paper validates how

knowledge influences attitude that subsequently determines behavior particularly

in solid waste management as intervened by appropriate environmental

education.

Talens (2016), Conducted study about the development and validation of

responsible environmental behavior scale towards solid waste management

(REBS-SWM) in school setting aimed to develop a valid and reliable instrument

to measure undergraduate students’ responsible environmental behavior towards

solid waste management. Data gathered from 418 undergraduate students

provided evidence for validity and reliability of the new instrument consists of 34

behavior items on a six point Likert type scale. Results of the factor analysis with

varimax rotation showed that items constituting Responsible Environmental

11
Behavior Scale towards Solid Waste Management (REBS – SWM) were grouped

under three subscales: (1) Personality factors; (2) Knowledge on action strategy;

and (3) Knowledge on issues. Each item had a factor loading of 0.40 or above

with its own scale and the alpha reliability coefficient for all of the three subscales

was 0.81. Thus, REBS – SWM is a valid and reliable instrument that can be used

in the field of environmental and science education and can be used as basis for

management of wastes in school setting.

Bandiez (2015) discussed about the students’ waste disposal: A

disciplinary problem in tertiary institutions. Indiscriminate disposal of waste by

students constitute one of the major disciplinary problems that impede the

prospects of the philosophy of education. This paper dealt with the students’

waste disposal in tertiary institution in Nigeria. Amongst the major disciplinary

problems in tertiary institutions in Nigeria solid and liquid waste disposal

constitute perennial problems to both the school management and students as

well. Two research questions and two hypotheses guided the study. The

population comprised all the fourth year students (2746) in the thirteen faculties

of Nnamdi Azikiwe University, Awka, except faculty of Agriculture that had only

second year students as at 2013/2014 academic session. The sample was 819

drawn randomly using 30% of students’ population in each faculty. The

instrument for data collection was a 20 item questionnaire. The reliability of the

instrument was determined using Cronbach Alpha method at the value of 0.85,

this was considered adequate. Findings showed that students indiscriminately

12
dispose wastes e.g. pieces of papers, wrappers from junk foods, groundnut

shells, corn curbs, posters, urinate around classroom blocks, offices, defecate in

unauthorized places. Based on the findings, it was recommended among others

that school management should organize workshops, seminars to change

students psyche about waste disposal while the government should enhance

provisions of needed facilities for proper disposal of waste in schools.

CONCEPTUAL FRAMEWORK

The conceptual framework is presented in Figure 1, which serves as the

paradigm for this study. The diagram illustrates the variables which this study

wants to find out.

This researchers conducted this study to know the challenges in school

waste segregation met by senior high school students of Camarines Sur National

High School with its main goal: determine the challenges met by the students in

school waste segregation, know the ways of the respondents in segregating their

waste and formulate developmental program based from the result of the study.

13
 Challenges in School Waste Segregation of

Senior High School Students of Camarines

Sur National High School, Naga City

School Waste Challenges in School Enhanced or Improved

Segregation of Senior Waste Segregation School Sanitary Program

High School

Developmental

Program in School

Waste Segregation

Figure 1.Conceptual Framework of the study

14
THEORETICAL FRAMEWORK

Three Dimension Theory. Three dimension theory is the main theory of

this study because this theory examine the pattern of students’ belief about

waste management in three dimensions which is belief about what to do with

waste, belief about composting and belief about vermicomposting and its effect

on students’ attitude towards waste management.

Nooraida Yakob, et.al (2012), students have a medium level of belief

about waste, composting and vermicomposting. A significant difference was

found between belief about composting with the types of school and belief about

waste with the types of house. Belief about composting and vermicomposting

were significant contributors to the students’ attitude towards waste

management.

Waste Disposal Habits Theory. Waste Disposal Habits Theory is one of

the supporting Theories in this study because it aims to provide insight into the

disposal habits of the students. The waste disposal habits of students can be

traced to values, culture and indigenous knowledge inculcated in them at the

family level. Many of them lacked education and training. Wastes are often

dumped indiscriminately on open plots of land and particularly on streets.

Disciplinary Problem Theory. Disciplinary Problem Theory is the third

supporting theory in this study because this theory discussed about the students’

indiscriminately waste disposal habits. This theory recommended certain ways to

help the students to change their waste disposal habits.

15
 THREE DIMENSIONS THEORY

YAKOB, et al. (2012)

Challenges in School

Waste Segregation of
WASTE DISPOSAL Senior High School DISCIPLINARY
HABITS THEORY Students of PROBLEM THEORY

DANIEL AND IBOK Camarines Sur

BANDIEZ (2015)
(2013) National High School,

Naga City

Figure 2. Theoretical Framework of the study

16
SYNTHESIS OF STATE-OF-THE-ART

Many of the students nowadays lack knowledge and training on proper

disposal of waste. Wastes are often dumped or throw away indiscriminately in

different corners of the school and most of the time not properly sorted or

segregated. The waste disposal habits of students are traced through their family

practices in waste segregation.

The research shows that some factors which affect student’s attitude and

practice on waste disposal are dependent on their year level and practices at

home. Students are lack of knowledge and training on proper waste disposal.

The government had long been passed the RA 9003 that encourages the people

on waste segregation and public schools urged students to be “eco savers”.

GAP-BRIDGE OF THE STUDY

The related literature and studies focused on emphasizing the present

approach and practices of the country and the schools toward ecological solid

waste management and the local waste segregation.

Daniel & Ibok (2013), stated that the waste disposal habits of students can

be traced to values, culture and indigenous knowledge inculcated in them at the

family level. However in this study, the waste disposal habits of students are

related to the students’ level of awareness, knowledge. Nevertheless, Morgan

(2015) stated that it is necessary to foster a culture at schools, aimed at

alleviating the environmental and social problem caused by trash. Similarly, this

study aimed to formulate a developmental program to provide possible solution

to change the students’ behavior and previous perspective in waste segregation.

17
DEFINITION OF TERMS

In order to have a clearer understanding of the work, the following terms

are hereby operationally defined:

School Waste Segregation. It refers to the habits of senior high school

students of Camarines Sur National High School done inside the school that can

be use as a data in this study.

Waste Segregation. This refers to the way of the students on waste

segregation that will help to figure out the student’s ways on segregating their

school wastes.

Developmental Program. The term Developmental Program is used in

the research as the proposed way to help school organizations to implement the

proper waste disposal in their school from the result of the study.

Challenges. It is the hindrances of senior high school students of

Camarines Sur National High School that can affect their ways on school wastes

segregation.

18
 NOTES

Morgan R. (2015). NAPECA project

Zero Waste at My School – School Waste Separation and Recycling

Program.

http://www.cec.org/napeca/zero-waste-my-school-%E2%80%93-school-

waste-separation-and-recycling-program

https://www.change.org/p/improper-waste-disposal-is-one-of-the-problem-

has-been-going-on-for-years-and-many-things-have-been-improper-

waste-disposal-protect-our-school-environment

Retrieved from January 3, 2020

Villanueva R. (2010).

Environmentalists urge DepEd to teach 'Zero Waste' to

students. Routledge.

https://www.philstar.com/headlines/2010/06/16/584476/environmentalists-

urge-deped-teach-zero-waste-students

Retrieved: January 5, 2020

19
Garriga N. (2012). Public schools urged to teach students to become ‘ecosavers'.

http://www.science.ph/full_story.php?type=News&key=5008:public-

schools-urged-to-teach-students-to-become-ecosavers

Retrieved: January 4, 2020

Madrigal DV. (2018).

Solid Waste Management Awareness, Attitude, and Practices in a

Philippine Catholic Higher Educatin Institution. Routledge.

https://www.researchgate.net/profile/Dv_Madrigal/publication/327177428_

Solid_Waste_Management_Awareness_Attitude_and_Practices_in_a_Phi

lippine_Catholic_Higher_Education_Institution/links/5b7e913e4585151fd1

298c8a/Solid-Waste-Management-Awareness-Attitude-and-Practices-in-a-

Philippine-Catholic-Higher-Education-Institution.pdf

Retrieved: January 5, 2020

Joy D. Talens (2016).

Development and validation of responsible environmental behavior scale

towards solid waste management (REBS-SWM) in school setting.

https://www.researchgate.net/profile/Joy_Talens/publication/308524066_D

evelopment_and_Validation_of_Responsible_Environmental_Behavior_to

wards_Solid_Wastes_Management_REBS_-

20
_SWM_in_School_Setting/links/57e644f008ae9227da99b048/Developme

nt-and-Validation-of-Responsible-Environmental-Behavior-towards-Solid-

Wastes-Management-REBS-SWM-in-School-Setting.pdf

http://www.ijset.net/journal/522.pdf

Retrieved: January 4, 2020

21
 CHAPTER 3

RESEARCH METHODOLOGY

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

instrument of the study, validity and reliability, and the ethical considerations.

RESEARCH DESIGN

The researchers would like to obtain information on the challenges faced

by senior high school students in handling their personal waste more especially

on their attitudes towards waste segregation inside Camarines Sur National High

School. In regards with the type of study which is under qualitative approach, the

researchers choose survey and questionnaire method to further analyze the

objective of this study. A thorough construction of the questions was conducted

to set the goals within the limit and scope and to cover the areas of knowledge of

the respondents.

RESPONDENTS OF THE STUDY

The selected Senior High School Students of Camarines Sur National

High School, Naga City were chosen by the researchers as the respondents of

the study and as a source of information. The non-probability sampling were

used to select the respondents wherein not all the members of the entire

population are given a chance of being selected as samples (Cristobal, et al.,

2017).

22
INSTRUMENT OF THE STUDY

The main instrument in data gathering is the survey questionnaire to

obtain a deeper interpretation and analysis for the senior high school students

who experienced challenges in school waste segregation. The survey

questionnaires are divided into two parts. The first part aimed to collect the

demographic profiles of the student-respondents. The second part comprised two

questions: (1) Do you have challenges in school waste segregation? Why? (2)

How do you segregate your school waste? Why?

The researchers conducted a survey to the senior high school students of

Camarines Sur National High School, Naga City.

VALIDITY AND RELIABILITY

Data gathering was accomplished by conducting survey for the senior high

school students of Camarines Sur National High School. The questionnaire is

formulated and data was developed and directed by the researchers and was

pre-tested by Vivian C. Beltran, Ph.D., LP, MAN, R. N; an Institutional Research

Coordinator in Camarines Sur National High School.

ETHICAL CONSIDERATIONS

This study make used of a defined and structured set of questionnaire that

were checked and evaluated to ensure the safety and credibility of the

instruments used.

The researchers would want to make clear that individuals are provided

with sufficient information with the given questionnaires in order to make an

informed decision on their participation for this study and to let the respondents

23
be aware of the purpose, and how the findings will be used. It is with utmost

confidentiality that any identifying information is not made available to, or

accessed by anyone but the adviser and the researchers if given voluntarily.

The conduct of this study guarantees the quality and integrity of results

and is given much importance on confidentiality of the information. The

researchers also want to emphasize the honesty and transparency throughout

the approval process and the research process of this study.

24
 CHAPTER 4

ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings, analysis and interpretation of all the

data gathered for the study. The data gathered were presented by tables and

analysis and interpretation where done after tables.

Specifically, the study aimed to answer the following questions: (1) What

are the challenges in school waste segregation? (2) How do the respondents

segregate their school wastes? (3) What waste segregation developmental

program can be formulated based from the result of the study?

PRESENTATION OF DATA

Table 2 shows the challenges in school waste segregation met by Senior

High School Students of Camarines Sur National High, Naga City. The findings

revealed that Lack of Discipline has the highest frequency of 9 and ranked

number one and Lack of trashcans or trash bins has the frequency of 3 and

ranked number two, Confusion ranked number three with the frequency of 2,

while Lack of trashcan or trash bin labels has the lowest frequency and ranked

last.

25
TABLE 2

Challenges in school waste segregation of Senior High School Students of

Camarines Sur National High School

CATEGORIES RESPONSES f RANK

>Yes. We sometimes 9 1
encounter school waste
LACK OFDISCIPLINE segregation challenges due
to the lack of discipline
being conveyed by students
disregarding various
segregating manners.
>some students are 2 3
experiencing confusions on
CONFUSION where to throw their
corresponding solid waste
that result into improper
waste disposal.
LACK OF TRASH
>Yes, because there are so 3 2
many students in campus
and the trash bin inside the
CANS/BINS school is not enough
LACK OF TRASHCAN
>And also the lack of the 1 4
labels for non-
biodegradable and
OR TRASH BIN biodegradable.

LABELS

ANALYSIS AND INTERPRETATION

It implies that Lack of discipline has the highest frequency therefore, it is

the main problem experienced by senior high school students in segregating their

school waste because they don’t give attention and importance on the proper

waste disposal, they don’t segregate the biodegradable from non-biodegradable

and recyclable while lack of trashcan or trash bin labels has the lowest frequency

26
because some classroom’s trash bins do not have labels such as Biodegradable

and Non-biodegradable. In this case, if lack of discipline and other challenges in

school waste segregation cannot be resolved, the student’s disposal habits

cannot be changed and aside from this, problems in waste segregation will

continuously happen and can possibly cause bad effect to the environment.

DISCUSSION

The study of Madrigal (2017), has linkages to the result of this study.

Madrigal’s study established the relationship between awareness and attitude on

one hand and the extent of practice of solid waste management and he also

discuss about knowledge influences attitude that subsequently determines

behavior particularly in solid waste management as intervened by appropriate

environmental education.

TABLE 3

27
 Ways in School Waste Segregation of Senior High School Students of

Camarines Sur National High School, Naga City.

CATEGORIES RESPONSES f RANK

11 1
BIO, NON-BIO
>I segregate my school waste by sorting
it based on their kind. Non-
AND biodegradable, biodegradable and
recyclable.
RECYLABLE
> In m y observation I think there is no 2 2
segregation happening in the school
MIXED because every time that I will throw to
the trash bins, the biodegradable and
non-biodegradable, plastics and leaves
are mixed.

2 2
BY
>By having trash bins labeled
SEPARATING “biodegradable and non

biodegradable”, the distinguishing of

colored and white paper
PAPERS
>Nag aapon akong basura ko sa school 1 3
INSIDE THE base sa kung anu ang nakakaag kung
sa nabubulok o dae tas minsan
kinakaag ko sa bag ko ang basura ko
BAG
especially papel.

PRESENTATION OF DATA

The table 3 shows the ways on how senior high school students of

Camarines Sur National High School, Naga City segregate their school waste.

The findings indicate that Senior High School Students segregate their waste by

their type: Biodegradable, Non-Biodegradable, And Recyclable and got the

highest frequency of 11 and ranked top. Mixed and By Separating Papers ranked

28
number 2 while placing waste inside the bag has lowest frequency of 1 and

ranked last.

ANALYSIS AND INNTERPRETATION

It implies that separating school waste by their type (Biodegradable, Non-

biodegradable and recycling) is the most used ways of segregating by senior

high school students of Camarines Sur National High School. However,

segregating by separating a paper and mixed are both has 2 frequency and

ranked number 2 while segregating school waste and placing it inside the bag

has lowest frequency of 1.

DISCUSSION

The result of this was study coined with the works of Ferrer (2015). In

terms of recycling, the researcher strongly suggests that the reduce, reuse, and

recycle practices at all times, regardless of profile, should be given equal

attention in the care for the environment. Students may set as examples for other

people to follow and could make positive contributions in caring the environment.

CHAPTER 5

29
 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the summary of findings of the study, conclusions

and recommendations based on the data analyzed in the previous chapters. This

study intends to find out the challenges in school waste segregation of Senior

High School Students of Camarines Sur National High School. The salient

findings of this study focus on the specific questions in the statement of the

problem.

PROBLEM NO. 1

What are the challenges in school waste segregation?

SUMMARY OF FINDINGS

Along the challenges in school waste segregation of the senior high

school students of Camarines Sur National High School, Lack of Discipline

ranked as the highest among the school waste segregation challenges met by

the senior high school students with a frequency of 9, where it represents 9

participants of this study while confusion, lack of trashcans or trash bins, and lack

of trashcan or trash bin labels ranked as the lowest school waste segregation

challenges met by the senior high school students.

PROBLEM NO. 2

30
 How do the respondents segregate their school wastes?

SUMMARY OF FINDINGS

The findings revealed that senior high school students segregate their

school waste by separating Biodegradable, Non-Biodegradable and recycling

which ranked as the highest among the ways of segregating school waste of

senior high school students of Camarines Sur National High School, Mixed,

separating papers and putting waste inside the bag were tied as the lowest.

CONCLUSIONS

To conclude with the challenges in school waste segregation and ways on

how the senior high school students of Camarines Sur National High School

segregate their school waste, Lack of Discipline is the main reason why most of

the senior high school students are experiencing challenges in segregating their

school waste. Most of the students shows uncooperative attitude in disposing the

waste at the designated trash bins. Nevertheless, although it is the main reason

why senior high school students experience challenges in school waste

segregation, Lack of trashcans or trash bins and also lack of labels on it can also

affect the student’s way of segregation because some are being confused where

to put their waste. On the other hand, there are still students who are segregating

their waste based on its type (Biodegradable, Non-Biodegradable and

Recyclable) which shows that there are still students that can manage to properly

sort their school wastes.

RECOMMENDATIONS

31
 The researchers recommend a step-by-step process on how they

transcend their challenges in school waste segregation: (1) They should change

their disposal habits and attitude regarding waste segregation. (2) They must be

cooperative with the school policies and regulations regarding waste segregation.

The researchers also recommend to Enhanced School Sanitary Program that

can effectively cope with the student’s behavior and attitude towards school

waste segregation and post signage or reminders in every classroom and inside

campus about proper waste segregation. Conduct an orientation and seminar

about the proper waste disposal and proper waste segregation.

The proposed project for proper waste segregation can help the students

to change their previous disposal habits and can contribute to their awareness on

how to properly segregate school wastes.

32
APPENDICES

APPENDICES

33
 APPENDIX A

BIBLIOGRAPHY

Morgan R. (2015). NAPECA project

Zero Waste at My School – School Waste Separation and Recycling

Program.

http://www.cec.org/napeca/zero-waste-my-school-%E2%80%93-school-

waste-separation-and-recycling-program

https://www.change.org/p/improper-waste-disposal-is-one-of-the-problem-

has-been-going-on-for-years-and-many-things-have-been-improper-

waste-disposal-protect-our-school-environment

Retrieved from January 3, 2020

Villanueva R. (2010).

Environmentalists urge DepEd to teach 'Zero Waste' to

students. Routledge.

https://www.philstar.com/headlines/2010/06/16/584476/environmentalists-

urge-deped-teach-zero-waste-students

Retrieved : January 5, 2020

Garriga N. (2012).

34
 Public schools urged to teach students to become ‘ecosavers'.

http://www.science.ph/full_story.php?type=News&key=5008:public-

schools-urged-to-teach-students-to-become-ecosavers

Retrieved: January 4, 2020

Madrigal D.V. (2018).

Solid Waste Management Awareness, Attitude, and Practices in a

Philippine Catholic Higher Educatin Institution. Routledge.

https://www.researchgate.net/profile/Dv_Madrigal/publication/327177428_

Solid_Waste_Management_Awareness_Attitude_and_Practices_in_a_Phi

lippine_Catholic_Higher_Education_Institution/links/5b7e913e4585151fd1

298c8a/Solid-Waste-Management-Awareness-Attitude-and-Practices-in-a-

Philippine-Catholic-Higher-Education-Institution.pdf

Retrieved: January 5, 2020

Joy D. Talens (2016).

Development and validation of responsible environmental behavior scale

towards solid waste management (REBS-SWM) in school setting.

https://www.researchgate.net/profile/Joy_Talens/publication/308524066_D

evelopment_and_Validation_of_Responsible_Environmental_Behavior_to

wards_Solid_Wastes_Management_REBS_-

_SWM_in_School_Setting/links/57e644f008ae9227da99b048/Developme

35
 nt-and-Validation-of-Responsible-Environmental-Behavior-towards-Solid-

Wastes-Management-REBS-SWM-in-School-Setting.pdf

http://www.ijset.net/journal/522.pdf

Retrieved: January 4, 2020

Yakob N. et.al (2012)

Exploring Secondary School Students’ Belief And Attitude About Waste

Management In Northern Peninsula Malaysia

http://www.ijtase.net/ojs/index.php/ijge/article/view/12

APPENDIX B

36
 QUESTIONNAIRE

Part I. Demographic Profile

Name (Optional):

Grade Level:

Gender:

Section/Strand:

Total Number of Students in Class:

Part II. Questions

1. Do you have challenges in school waste segregation? Why?

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. How do you segregate your school waste? Why?

___________________________________________________________

___________________________________________________________

___________________________________________________________

APPENDIX C

37
 RESEACH RECORDING OF DATA

Respondents Of The Study

Grade 11 Population F % Grade 12 Population f %

students student

STEM 41 1 2.44 STEM 44 1 2.27

ABM 37 1 2.70 ABM 42 1 2.38

HUMSS 47 1 2.13 HUMSS 51 1 1.96

GAS 46 1 2.17 GAS 46 1 2.17

TVL 39 1 2.56 TVL 46 1 2.17

ST 41 1 2.44 ST 39 1 2.56

ADT 46 1 2.17 ADT 43 1 2.33

TOTAL 297 7 16.61 311 7 15.84

Responses of the Respondents

38
Case Number 1

1. Do you have challenges in school waste segregation? Why?

- No, there’s no difficulty in segregating my waste just you need to know

what the difference between the biodegradable and non-biodegradable.

2. How do you segregate your school waste? Why?

- I just separate which one is the nalalapa and di nalalapa then put it to

container where the waste rightly belong

Case Number 2

1. Do you have challenges in school waste segregation? Why?

-Yes. We sometimes encounter school waste segregation challenges due

to the lack of discipline being conveyed by students disregarding various

segregating manners. Also, some students are experiencing confusions

on where to throw their corresponding solid waste that results into

improper waste disposal.

2. How do you segregate your school waste? Why?

-Our class have 3 different trash bins for biodegradable, non-

biodegradable, and for recyclable wastes such as plastic bottles and cans.

Furthermore, the class implemented the inclusion of a resource box for ant

types of papers.

Case Number 3

39
 1. Do you have challenges in school waste segregation? Why?

-School waste segregation is a challenge because there are a lot of

people who doesn’t follow the rules of proper waste segregation.

2. How do you segregate your school waste? Why?

-We have trash bins that have labels on it. Biodegradable, Non-Bio, paper,

bottles.

Case Number 4

1. Do you have challenges in school waste segregation? Why?

-Yes, the segregation bin on our campus is often not being followed and

sometimes I see trash that doesn’t belong to their proper bin.

2. How do you segregate your school waste? Why?

-Most of the time especially during the end of the class. Students emptied

their classroom bins and throw them in the campus bin. If the other bin is

already full, they put the trash to the other bin even if it’s improperly

segregated. Like throwing biodegradable trash to the non-biodegradable

bins or vice versa.

Case Number 5

1. Do you have challenges in school waste segregation? Why?

-Opo kasi every time na maapon akong basura sa basurahan is mahihiling

ko yung trashcan maski may sign na kung nabubulok and di nabubulok

40
 ehh dae man nanggad nasusunod and minsan natetempt ako every time

na naiiling ko ang arug katoyo.

2. How do you segregate your school waste? Why?

-Nag aapon akong basura ko sa school base sa kung anu ang nakakaag

kung sa nabubulok o dae tas minsan kinakaag ko sa bag ko ang basura

ko especially papel.

Case Number 6

1. Do you have challenges in school waste segregation? Why?

-No, I do not have any challenges in school waste segregation, that is

because we may know which to throw and which to recycle for good and

the better.

2. How do you segregate your school waste? Why?

-I segregate the waste by their type, I segregate it this way, it is because it

is more helpful in the environment and for us humans.

Case Number 7

1. Do you have challenges in school waste segregation? Why?

-Yes, I always encounter the improper waste disposal of the students.

They don’t separate the biodegradable and non-biodegradable.

2. How do you segregate your school waste? Why?

41
 -By separating waste and recycling.

Case Number 8

1. Do you have challenges in school waste segregation? Why?

-Yes, I have some challenges encountered upon segregating of waste,

because nowadays my co-students don’t know the proper way to sort the

garbage. They just threw it in any area they want, they didn’t use trash

cans. And some are just putting the trash in any of the garbage can

without realizing the indicated label it has

2. How do you segregate your school waste? Why?

-I segregate my school waste by sorting it based on their kind. Non-

biodegradable, biodegradable and recyclable. By identifying those three

labels, you will save the environment nor yourself.

Case Number 9

1. Do you have challenges in school waste segregation? Why?

-Yes, because there are so many students in campus and the trash bin

inside the school is not enough. And also the lack of the labels for non-

biodegradable and biodegradable. So, because of that it is a challenge for

every student to segregate the waste because they didn’t know where

they’re going to throw it and if the trash bins are already full there’s no

extra bins.

2. How do you segregate your school waste? Why?

42
 -In m y observation I think there is no segregation happening in the school

because every time that I will throw to the trash bins, the biodegradable

and non-biodegradable, plastics and leaves are mixed. But there’s a policy

that every Friday of the week it’s not allow to use plastic in canteen

instead of banana leaves and etc. So it is one way for the school to lessen

the waste and using plastics.

Case Number 10

1. Do you have challenges in school waste segregation? Why?

-I have challenges in school in terms of waste segregation, it is the thing

that students do not know how to separate the biodegradable and non-

biodegradable which is definitely important for us students to be able to

avoid bacteria that may cause unnecessary sick and illness.

2. How do you segregate your school waste? Why?

-I and my classmates do segregate our own waste. It is significant to do

this good deed for us to help the school have clean and green

surrounding and show our personality as clean as what we do for the place

where we are.

Case Number 11

1. Do you have challenges in school waste segregation? Why?

43
 -Yes, sometimes it’s hard to find a trash bin nearby, so I don’t have any

choice but to just put it in my bag.

2. How do you segregate your school waste? Why?

-By separating my waste from biodegradable to non-biodegradable,

putting it in proper and appropriate bin.

Case Number 12

1. Do you have challenges in school waste segregation? Why?

-Yes I have, because the system of our school waste segregation has no

consistency.

2. How do you segregate your school waste? Why?

-By determining the biodegradable to non-biodegradable.

Case Number 13

1. Do you have challenges in school waste segregation? Why?

-Yes because other students don’t care about segregating the waste

rather they throw the wastes anywhere.

2. How do you segregate your school waste? Why?

-Segregating biodegradable and non-biodegradable.

Case Number 14

44
1. Do you have challenges in school waste segregation? Why?

-Yes, the improper disposal of waste such as the improper disposal of

biodegradable and non-biodegradable wastes.

2. How do you segregate your school waste? Why?

-By having trash bins labeled “biodegradable and non- biodegradable”, the

distinguishing of colored and white paper and having a big trash bin for

plastic bottles.

APPENDIX D LETTERS

45
 Camarines Sur National High School

Humanities and Social Sciences

City of Naga

January 31, 2020

SULPICIO C. ALFEREZ III, Ph. D.

School Principal IV
CSNHS

Dear Sir.
Greetings of Peace!
We, the Humanities and Social Sciences (HUMSS) students of 11 HUMSS 2 at Camarines Sur National High School, are
conducting a research entitled “Challenges in School Waste Segregation of Senior High School Students of Camarines Sure
National High School, Naga City”.
In regard with this, we are asking your permission to allow us to conduct a survey on February 1, and 3, 2020 from 9:00 to
3:00 p.m. with the selected senior high school students of Camarines Sur National High School. We assured that we will be guided by
our subject facilitator during the Interview. The responses of the respondentS in the survey would be helpful for the completion of
this study.

Rest assured that all the data gathered will be kept in the highest level of confidentiality.

Your positive response in this request will be valuable contribution for the success of the research work.

Thank you and God bless!

Respectfully Yours,
Betty Mae B. Punsalida
Leader, Group 4, 11 HUMSS2

Noted by:
Dr. Vivian C. Beltran, Ph. D., LPT, M.A.N, R.N.
Subject Facilitator/Institutional Research Coordinator

Melissa Bobos
Assistant Principal II, SHS

SULPICIO C. ALFEREZ III, Ph. D.

School Principal IV
APPENDIX E

46
DEVELOPMENTAL PROGRAM/RECOMMENDATION BASED ON THE
RESULT OF THE STUDY

Project Proposal

Camarines Sur National High School

City of Naga

Senior High School Department

Humanities and Social Sciences Strand

S/Y 2019-2020

I. Proposal brief

Title: Challenges in School Waste Segregation of Senior High School Students of

Camarines Sur National High School, Naga City

Target date: July 2020

Proposed venue: Camarines Sur National High School

Participants: Senior High School Students

Expected output: Change the students’ waste disposal and segregation habits.

II. Rationale

School Waste Segregation is important to maintain cleanliness inside the school. Proper
waste disposal and segregation habits of the students can help to maintain the cleanliness
or lessen the waste inside the school. But most of the students are not following the proper
waste disposal and segregation that results to growth of wastes that are not properly thrown
and sorted. In the recent study conducted about the this problem, it shows that students
lacks of discipline in proper waste disposal an segregation especially the senior high school
students.

In relation to this, the researchers want to conduct an orientation and seminar to senior
high school students to help them change their ways in disposing and segregating school
waste.

III. Objectives
1. To re-orient the senior high school students about the proper waste disposal
and segregation inside the school.
2. To help the school to lessen the number of school wastes and maintain
cleanliness.
3. To help the senior high school students to change their waste disposal and
segregation habits.
APPENDIX F CURRICULUM VITAE

47
Name: Zammuel A. Alden

Date of Birth: May 29, 2003

Gender: Male

Age: 16

Address: Tarosanan Camaligan, Camarines Sur

Citizenship: Filipino

Religion: Roman Catholic

Contact Number: 09487315100

Grade and Section: 11-HUMSS 2

Father’s Name: Salvador DV. Alden

Occupation: Traffic Enforcer

Mother’s Name: Cornelia A. Alden

Occupation: House Wife

Elementary School Attended:

Tarosanan Elementary School (S/Y 2009-2015)

Secondary School Attended:

Camaligan National High School (S/Y 2015-2019)

Senior High School Attended:

Camarines Sur National High School (S/Y 2019-2020)

Name: Rogelio P. Brugada

48
Date of Birth: February 18, 2002

Gender: Male

Age: 17

Address: Km. 5, Zone 7, San Felipe, Naga City

Citizenship: Filipino

Religion: Roman Catholic

Contact Number: 0912586814

Grade and Section: 11-HUMSS 2

Father’s Name: Rogelio N. Brugada

Occupation: Government Driver

Mother’s Name: Jean P. Brugada

Occupation: House Wife

Elementary School Attended:

Rosario V. Maramba Elementary School (S/Y 2009-2015)

Secondary School Attended:

Camarines Sur National High School (S/Y 2015-2019)

Senior High School Attended:

Camarines Sur National High School (S/Y 2019-2020)

Name: Mark Francis Pesimo

49
Date of Birth: October 4, 2002

Gender: Male

Age: 17

Address: Zone 3, Bagumbayan Norte, Naga City

Citizenship: Filipino

Religion: Roman Catholic

Contact Number: 09380420549

Grade and Section: 11-HUMSS 2

Father’s Name: Marlon Jimenez

Occupation: Shoe maker

Mother’s Name: Techie Pesimo

Occupation: House Wife

Elementary School Attended:

Dr. Domingo G. Abcede Elementary School (S/Y 2009-2015)

Secondary School Attended:

Camarines Sur National High School (S/Y 2015-2019)

Senior High School Attended:

Camarines Sur National High School (S/Y 2019-2020)

Name: Betty Mae B. Punsalida

Date of Birth: June 26, 2002

50
Gender: Female

Age: 17

Address: Efondo Street, Concepcion Pequeña, Naga City

Citizenship: Filipino

Religion: Christian

Contact Number: 09501063119

Grade and Section: 11-HUMSS 2

Father’s Name: Sonny A. Punsalida

Occupation: Jeepney Driver

Mother’s Name: Maria Linda B. Punsalida

Occupation: House Wife

Elementary School Attended:

Juilian B. Meliton Elementary School (S/Y 2009-2015)

Secondary School Attended:

Concepcion Pequeña National High School (S/Y 2015-2019)

Senior High School Attended:

Camarines Sur National High School (S/Y 2019-2020)

APPENDIX G DOCUMENTATION

51
 Making of Chapters 1 to 3

Making of

Chapters 4 to 5

52
Making of Chapters 4 to 5

Revision

53
54