SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

CHAPTER I

INTRODUCTION
This chapter of research paper contains the introduction about the

researcher’s topic including the main and sub- problems.

Rationale

The environment has made up substances or objects that are considered as wastes.

These are unwanted things which are discarded after its usage and no longer useful. Waste

can be regarded as a human concept because they were the ones who manipulate these

materials. The presence of waste is an indication of over consumption of materials with the

ever-growing human population and increasing the living standard of people on the things

that they are going to utilize which will soon become wastes. There are many types of

wastes in the world but the most common and abundant are the solid waste.

Solid waste deals with any garbage waste, worthless trash, sludge from a waste

water treatment plant, or other discarded materials including solid, liquid, semi-solid, or

contained gaseous material. Therefore, any waste that is not gaseous and is not a liquid

waste is considered as solid waste as determined by EPA Guideline, Liquid Waste

classification test (2010). In simple words, solid wastes are any abandoned or discarded

materials. It can be classified into plastic, paper, glass, metal, and organic waste.

Classification may also be based, on hazard potential, including radioactive, flammable,

infectious, toxic, or non-toxic. (World of Earth Science 2012).

Waste problems began during the Industrial Revolution. New technologies enable

human to create more artificial and non-biodegradable goods and materials used by people

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in their everyday lives, and in much larger quantities. Since then, the problem has only

gained as people develop new technologies and mass-produce and mass-consume goods.

New products and technologies contain more man made components, like synthetic fabrics,

other plastics, and metals. (World of Earth Science, 2012). Indeed, solid waste production is

out of control. The worlds’ cities produced 1.3 billion tons of solid waste per year, effecting to

a footprint of 1.2 kilograms per person and per day. With fast population growth and

urbanization, municipal waste generation is expected to rise to 2.2 billion tonnes by 2025.

(World bank 2012.)

Solid waste management is the science that deals with prevention and monitoring of

wastes. According to Science dictionary (2017), it is defined as the discipline associated with

control of generation, storage, collection, transport or transfer, processing and disposal of

solid waste materials in a way that best corresponds the range of public health,

conservation, aesthetic, engineering and other environmental considerations. In its scope,

solid waste management contains planning, administrative, financial, engineering and legal

functions. Solutions might include complex inter-disciplinary relations among fields such as

public health, city and regional planning, political science, geography, sociology, economics,

communication and conservation, demography, engineering and material sciences. (Baud et

al, 2011).

Furthermore, Ecological Solid Waste Management Act of 2000 RA 9003 explains

that solid waste management as a discipline in relationship with the control of generation,

storage, collection, transfer and transport, processing, and disposal of solid wastes. It just

means to say that the manner by which these activities are conducted shall be in accord

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with the best principles of public health, economics, engineering, conservation, aesthetics,

other environmental considerations, and public attitudes.

Theoretical Framework

Solid waste has been an integral consequence of human existence. It is an

unavoidable by-product of human activities. Concepts and theories will substantiate their

meanings and unravel problems associated.

Solid waste is regarded as any rejected material resulting from domestic activity and

industrial operations for which there is no economic demand and thus must be disposed

(Sridhar, 1998). This definition means to say that solid wastes are materials that no longer

has any value to the person who is responsible for it and should be disposed properly.

In connection with the disposal of wastes, solid waste management was developed.

Waste management is a crucial area related to the economic status of a country and the

lifestyle of its population. Solid waste management can be defined as a discipline associated

with the control of generation, storage, collection, transfer and transport, processing and

disposal of solid wastes (Tchobanoglous 1993). It is identical with the theory of Waste

Management as a unified body of knowledge about waste and waste management, and it is

founded on the expectation that waste management is to prevent waste to cause harm to

human health and the environment and promote resource use optimization. (Love,2002).

The statement explains that the correct process of collecting and treating solid wastes can

help much in promoting health and wellness among people.

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Further, the Waste Management Pyramid illustrates the proper order to follow when

dealing with waste to archive the least harmful environmental results (Pollution Prevention

Act, 1990). This is similar to the principle of waste hierarchy. (European Union’s Waste

Directive, 1975). It emphasizes the importance of waste minimization, and the protection of

environment and human health as a priority. The aim of the waste hierarchy is to extract the

maximum practical benefits from products and to generate the minimum amount of waste.

The proper application of the waste hierarchy can have several benefits. It can help prevent

emissions of greenhouse gases, reduces pollutants, save energy, conserves resources,

create jobs and stimulate the development of green technologies. This hierarchy was

formulated to captures the progression of a material or product through successive stages of

waste management. It indicates an order of preference for action to reduce and manage

waste, and is usually presented diagrammatically in the form of a pyramid. This is in relation

to the study in which it will serve as an aid to address the problem in solid wastes.

Figure 1. Waste Hierarchy

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Additionally, waste that is not generated cannot create any problems making non

generation the cheapest waste handling measure (Kharbanda and Stallworthy, 1990). This

statement corresponds to Zero Waste theory (Zero Waste International Alliance). It is all

about designing and managing products and processes to systematically avoid and

eliminate the volume and toxicity of waste and materials conserve and recover all resources

and not burn or bury them. Zero Waste means designing and managing products and

processes to systematically avoid and eliminate the volume and toxicity of waste and

materials, conserve and recover all resources, and not burn or bury them. Zero Waste

provides guiding principles for continually working towards eliminating wastes.

Figure 2: Zero waste Model

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This theory has a message of “Avoid waste – not just minimize or reduce”.

Avoidance is important in deleting waste in society and this theory will be a great help in

advocating precautionary measures to be undertaken in this study. In the long run, solid

waste was then described as an unwanted, but not avoided output, whence its creation was

not avoided either because it was not possible, or because one failed to avoid it. (Pongrácz

1998). On the other hand, solid waste management responds to the inescapable production

of solid wastes. Thereupon, solid waste can be managed properly by the assistance of the

well-founded services of solid waste management. Solid waste can be treated in order to

reduce the total volume and weight of material that requires final disposal.

According to Pongracz et al. (2004), and Pongracz (2006), waste management

theory (WMT) is founded on the expectation that waste management is meant to prevent

waste from causing harm to both human health and the environment. WMT evolves from

industrial ecology, which focuses much on manufacturing, and the design of processes and

products of firms, from a view point of product competitiveness and interaction with the

environment (Pongracz, 2006). Moreover, moving towards waste reduction requires that

firms commit themselves to increase the proportion of non-waste leaving the process

(Pongracz, 2006). Garcia et al. (2004) state that waste represents a loss of valuable

resources both in the form of materials and energy, many of which are scarce. Furthermore,

WMT aims at encouraging the conservation of resources by applying waste management

and avoidance of resources loss (Pongrácz & Pohjola, 2004). Hence, this theory is relevant

to explaining the results of this study, which focuses on waste reduction and management.

According to Pongracz et al. (2005), The Theory of Waste Management is a unified

body of knowledge about waste and waste management, and it is founded on the

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expectation that waste management is to prevent waste to cause harm to human health and

the environment and promote resource use optimization. Waste Management Theory is to

be constructed under the paradigm of Industrial Ecology as Industrial Ecology is equally

adaptable to incorporate waste minimization and/or resource use optimization goals and

values industry ecology (2005).

According to Tan et al. (2014), The Theory of Waste Management, as differentiated

from waste management practice, represents a more in-depth account of the domain and

contains conceptual analyses of waste, the activity upon waste, and a holistic view of the

functions and goals of waste management. Waste Management Theory is founded on the

expectation that waste management is to prevent waste to cause harm to human health and

the environment. The proper definition of waste is crucial to constructing a sustainable

agenda of waste management. It is largely the case that current legislation attends to

existing waste. Definitions emerging from this condition may, however, conflict with the goals

of waste prevention, because something that already exist cannot be prevented from

arising. Moreover, despite the explicit wish of much present legislation to prevent waste,

when material is assigned the label of ‘waste’, it will be treated as such. As a result,

legislation implicitly amasses waste. The inherent philosophical implications of such

definitions is that they are not able to facilitate a sustainable waste management system.

Therefore, new, dynamic definitions for waste and waste management must be sought,

which can explain why waste is created and can offer an intrinsic solution for the problem. A

radically new approach, based on an object-oriented modelling language, is presented to

define the key concepts of waste management Waste Management World (2014).

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Conceptual Framework

INPUT PROCESS
1. Research
Profile of Respondents
design/
a. Name Method of
b. Age Research
c. Sex 2. Method of
collecting
Identifying the level of Solid
data
Waste Management
3. Sampling
a. Disposal design
b. Recovery
c. Recycling
d. Reuse
e. Reduction
f. Prevention

OUTPUT

IMPLEMENTATION, UTILIZATION AND

MAINTENANCE OF PROPER WASTE
MANAGEMENT

Figure 1. Conceptual Framework of the study.

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Figure 1 shows the conceptual framework of the study. As what can be seen, as the

base of the diagram or para diagram, it is the first box, the input of the study which is the

profile of respondents and identifying the level of solid waste management. The box of the

right part of the paradigm contains the process of the study. The other box at the bottom

contains the output of the study which is the Implementation, Utilization and Maintenance of

proper waste Management. The researchers seek to determine such as prevention

strategies, to find out also the proper waste management.

Statement of the Problem

This study aims to provide an analysis on how San Fabian National High School

complies with the goals of the Solid waste management program. Specifically, it seeks to

present an answer to the following questions:

1. What is the level of solid waste management in terms of:

a). Disposal

b). Recovery

c). Recycling

d). Reuse

e). Reduction

f). Prevention

2. What are the Solid waste management practices of San Fabian National High School?

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3. What are the challenges encountered by the student and staff in managing solid waste in

San Fabian National High School?

Significance of the Study

This study was will be a significant endeavor in providing the information about awareness
and practices of solid waste management in San Fabian National High School. It aims to
showcase the level of awareness and practices of students and staffs of San Fabian
National High School. The research is made with with the aim to provide crucial information
and knowledge regarding the chosen topic from the respondents, recent studies or thesis,
and related sites needed for the expected importance to the importance to the individuals as
follow:

School. This study will be a significant endeavor in determining the level of waste

management of San Fabian National High School. Furthermore, the results of the study will

be deemed important to the following:

Local Government of San Fabian, Pangasinan. This study will greatly benefit the

Municipality of San Fabian in the sense that they will be able to grasp the inadequacy of

rules implementing solid waste management.

Environment. This study will serve as a cornerstone to the Department of Environment and

Natural Resources (DENR) since they will discern troubles regarding solid wastes.

School/ Community. This study will be an advantage to San Fabian National High School

for they will gain information about the management level of solid wastes. Thus, it will

improve their policies and regulations when it comes to proper waste management.

Student/ Staff. This study will feed the student the needed information and appropriate

measures on how to manage their solid wastes properly. This study will be favorable to

students, teachers, faculty and staff for they are the target beneficiaries of this research

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since it deals with school solid wastes. Hence, it will serve as their reference for the

assessment of solid waste management.

Student Council. Supreme Student Government will be enlightened wherein they will be

given data relevant to the implementation of school solid waste management. Moreover, it

will strengthen their current actions towards the goal of Solid waste management.

Future Researcher. The researchers will raise awareness considering the result of the

study. this study will serve as an additional reference towards their environmental

viewpoints.

Scope and Limitations

This quantitative research using the descriptive comparative design is only limited on

the assessment of solid waste management practices. The population of this study will be

composed of students from the different grade levels together with the staff of San Fabian

National High School. The researchers will be utilizing questionnaire as an instrument in

gathering data to determine the level of managing solid wastes. The duration of this study

will be from the month of January 2023 until the last day of second semester. Additionally,

this study will be conducted to evaluate the level of solid waste management practice.

Definition of Terms

Commodification of fixing. This is the process to segregate different kind of solid waste.

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Ecological. Relating to the environments of living things or to the relationships between

living things and their environments.

Environmental Awareness. Is the understanding of natural environment protection and the

activities that can cause harm to the environment.

Disposal. It refers to a method or process in discarding or eliminating solid wastes

generated within the school.

Fabricate. Invent or concoct (something), typically with deceitful intent.

Hazardous waste. Is a special type of waste because it cannot be disposed of by common

means like other by-products of our everyday lives. Depending on the physical state of the

waste, treatment and solidification processes might be required.

Hierarchy. Is a simple ranking system used for the different waste management options

according to.

Waste management policy. Is like any other areas of policy, in which a policy instrument

that seems striking for waste management might be the root of problems or yield willful

results in other areas.

Prevention. This is the action taken before waste is generated to either reduce or stop the

production of wastes.

Recovery. This is the action or process in retrieving broken items or materials converting

them into useful resources.

Recycling. It is a process in which a material that has been used can be transformed into

functional product.

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Reduction. It is an approach in order for wastes to be minimize or lessen

Reuse. The action or practice of using waste materials again to make them more valuable

and useful.

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.

Zero waste theory. The conservation of all resources by means of responsible production,

consumption, reuse, and recovery of products, packaging, and materials without burning

and with no discharges to land, water, or air that threaten the environment or human.

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Chapter 2

Methodology

This chapter, Methodology, contains the research design used in the study, the

treatments materials,experimental flowchart,statistical tools and tables.

Research Design
This study makes use of the descriptive comparative design of quantitative research.

The descriptive method of research according to Medel (2015) involves the description,

recording, analysis, and interpretation of present nature. It defines the nature of one certain

phenomenon depending on the levels of description. It is subjected to answer the “whats” of

every research study. This approach was utilized to find out what is the level of solid waste

management practices of San Fabian National High School.

To address the problems of the study and to achieve its purpose, a descriptive

comparative research design was applied. This design is highly suitable in the study

because the intention is to describe the level of solid waste management practices and to

evaluate the comparison of perceptions among students and staff. Comparison was made

between the identified students and staff to determine if the solid waste management-

related practices have varied perceptions.

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Sources of Data

Locale and Population of the Study. The population of the study was composed of

students and staff of San Fabian National High School. Quota sampling technique was

utilized. According to Deren Rukama (2018) this is a method of non-probability sampling

when the samples are selected based on the probability proportionate to the distribution of a

variable in the population.

This was applied in the study so that the data will be collected from a homogeneous

group and such can be easily administered. Thus, 180 respondents were selected. To

generate the sample, it was be done by stratified random sampling. This sampling suggests

that samples can be stratified or nested by selecting particular units or cases that vary

according to a key dimension (Lemery,2016).

Therefore, this is appropriate to the study because the population is partitioned into

several subgroups which are the different grade levels. Since there is only (21) staff in San

Fabian National High School, all of them were selected. Thus, respondents were chosen

randomly and purposively.

Table 1. Distribution of respondents

Population Number of students per Sample

=4840 strata 181

Grade 7 775 29
Grade 8 853 32
Grade 9 916 34
Grade 10 881 33
Grade 11 779 29

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Grade 12 634 24
Total 4840 181

To obtain the sample size per grade level, divide the total number of students per

grade level by the total number of students in school then multiply it to 180. Further, to

select the members of each sample, systematic sampling was used. Systematic sampling is

a technique for creating a random probability sample in which each piece of data is chosen

at a fixed interval for inclusion in the sample (Crossman, 2017) this will be employed on this

study until the desired number of elements in the sample is obtained.

K= N/n

K= 4840/181

K= 26.7/ 27

where:
K = sample interval

n = the sample population

N = the population

The value of k is calculated by dividing the number of elements on the population by

the number of elements in the desired sample. Thus, the value of k is the sampling interval.

The researchers will select a starting number between 0 and k+1. And so, every 26th

student was chosen from the sampling frame after a random starting point between 1 and

26.

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Instrumentation and Data Collection

To gather the necessary information from students and staff, permission of the

principal was first administered for his approval in conducting this research so that students

and staff were allowed to partake.

To gather primary data, questionnaire surveys were distributed among target

respondents who belong to San Fabian National High School. The questionnaire employs a

4-point scale. 4 is the highest and 1 is the lowest. Relevant and direct questions was

formulated by the researchers to comply with the necessary requirements to conduct the

floating of questionnaires. The questionnaire covers up only one part and it was structured

into 6 components which are: disposal, recovery, recycle, reuse, reduce, prevention. Each

component had the purpose of collecting information from school students and staff to

achieve usable data that would give an overview of the current state of understanding on

waste management in San Fabian National High School and that it was subjected for

research purposes.

Further, the distribution of questionnaires was conducted by the researchers themselves.

They will be giving questionnaire forms and shall retrieve them after the respondents answer

the questions.

Validity and Reliability Tests. To ensure the validity of the questionnaire, it was

presented to a science head teacher, YES-O Club adviser and an English teacher. The

teachers came from different departments in San Fabian National School.

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Tools for Data Analysis

To assess the problems of the said research study, it was resolved specifically by the

mean. According to Kalla (2009) Statistical mean is a measure of central tendency that

gives us an idea about where the data seems to cluster around. This tool describes the level

of solid waste management practices of San Fabian National High School. The researchers

will used Microsoft Excel can be useful platform to enter and maintain research study data.

The mean and the analysis of variance (ANOVA) were used in the data treatment. The

study found out that the school practices the correct ways in managing waste and it gives

equal emphasis to the different domains of waste management. Moreover, in order to figure

out the comparison between the perceptions of students and staff, Independent Samples t

test was executed. This compares the means of two independent groups in order to

determine whether there is statistical evidence that the associated population means are

significantly different.

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Data Categorization. The collected feed backs of the respondents from the questions

about solid waste management practices was subjected into their corresponding bracket

using the following point scale, range value, descriptive equivalent and classification:

Statistical Range Descriptive Equivalent Classification

3.5 - 4 Very High Level Strength

2.5- 3.4 High Level Strength

1.5- 2.4 Moderate Level Weakness

1- 1.4 Poor Level Weakness

Ethical Considerations

To establish and safeguard ethics in conducting this research, the researchers will

strictly observe the following:

In floating of questionnaires, the students and staff will not be forced to do anything

they do not want to. Thus, they will not be harmed physically or emotionally. The

researchers will also make sure that the content of the questionnaire will not hurt any person

or organization and will ensure them that responses will just be subjected for research.

Proper document sourcing or referencing of materials will be done to ensure and promote

copyright laws. A communication letter will be presented to the concerned authorities. The

researchers will explain the research instrument to the respondents.

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CHAPTER III

RESULTS AND DISCUSSIONS

This chapter elaborates the results of the gathered data Further,

statistical analysis was discussed to construe the outcome of this study.

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INDICATORS Mean Description

A. Disposal
1. The school follows a certain rule in disposing wastes. 3.03 High Level
2. Execution of incineration/combustion (Burning of wastes) is not 2.72 High Level
practiced by/in the school.
3. A garbage truck collects wastes regularly. 3.02 High Level
4. Organized compost pit is visible in school and is used for 2.67 High Level
biodegradable wastes only.
5. The school implements waste segregation. 2.71 High Level
6. The staff and students place garbage in the designated place/s 2.89 High Level
during its prescribed schedule.
7. Staff and students consistently follow proper waste disposal - they 2.63 High Level
don’t throw anywhere else.
8. There are spaces/bins for recyclable materials. 2.84 High Level
Grand Mean 2.81 High Level
B. Recovery/Retrieval
9. The school converts waste/s into useful resources. 2.75 High Level
10. The material recovery facility is present and working properly. 2.91 High Level

11. The school consistently monitors destroyed items for recovery. 2.63 High Level
12. The school holds activity sessions detailing with the importance of 2.84 High Level
recovery and what students can do.
13. The recovered items are fully functional. 2.78 High Level
14. There is evidence that waste materials recovered are used 2.79 High Level
operationally.
15. Recovery of materials is being practiced always by the students 2.83 High Level
and staff of the school.
Grand Mean 2.79 High Level
C. Recyle
16. The school purchases recycled-content products/materials. 2.9 High Level
17. Teachers and staff instil in each student the culture of recycling by 3.15 High Level
encouraging the use of recycled materials in project making.

18.Suppliers are also encouraged to recycle used packaging. 2.85 High Level
19. Collected bottles are re-used in decorating the school, as 2.9 High Level

pen holders and the like.

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20. Signage of recycled materials are present in designated bins. 2.72 High Level
Grand Mean 2.90 High Level
D. Reuse
21. The school advocates reusing of papers, bottles, metals, woods 3.05 High Level
and other reusable materials.
22. Reusing of materials is evident in school. 2.92 High Level
23. Activities are thought of to reuse materials in school projects. 2.92 High Level

24. Space is provided for reusable materials. 2.87 High Level

25. Offices use and advocate rechargeable batteries. 2.76 High Level
26. Back of papers are used for writing to avoid wastage. 3.19 High Level
27. Papers for reusing and recycling are separated and identified. 2.93 High Level

28. The school uses rain water in watering plants, washing comfort 2.8 High Level
rooms and cleansing materials.
29. The school partners with charity organizations that accept 2.71 High Level
unwanted items.
30. The school considers the environmental impact of throwing 2.76 High Level
materials and not recycling.
Grand Mean 2.89 High Level

E. Reduce
31. Canteens and other offices use reusable bags, old cartoons/boxes 2.96 High Level
or sacks in procuring materials.
32. The school implements projects that make use of bottles, jars to 3.02 High Level
reduce wastes.
33. Old newspapers, bond papers, and other papers are used for 2.99 High Level
wrapping, protective covering and other productive uses to minimize
the throwing of crumpled papers into waste bins.
34. Rags and old clothes are used as cleaning materials instead of just 3.32 High Level
throwing them away.
35. The school donates excess goods to charity to avoid or minimize 2.93 High Level
wastage.
36. The school tries to repair broken goods rather than replacing them. 2.92 High Level

37. Teachers enjoin students to reduce wastes by asking students to 3.11 High Level
use old materials in making projects.
38. Integration of the “no plastic policy” during Friday is strictly 2.37 Moderate
followed. No Styrofoam, plastic straws during the day. Level

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39. Compost yard is used for food waste. 2.7 High Level
40. The school avoids wrapped items. 2.4 Moderate
Level
41. There is consistency in practicing waste reduction in the school. 2.71 High Level

Grand Mean 2.86 High Level

F. Prevention
42. The school implements precautionary measures to prevent 2.97 High Level
additional wastes.
43. The school practices the 3 R’s of waste management. 2.95 High Level
44. The practice of waste prevention management policy is accurately 2.85 High Level
and consistently followed.
45. Clean and Green Program is regularly implemented in the school. 2.85 High Level

46. School staff and students have the culture of throwing waste 2.83 High Level
properly to prevent the pile up of garbage.
47. School staff and students follow prescribe schedule in throwing 2.70 High Level
wastes.
48. Paper spoilages are avoided and pad papers are not crumpled 2.52 High Level
immediately when students commit mistakes.
49. School provides trash bins for students to utilize. 3.08 High Level
Grand Mean 2.84 High Level
General Mean 2.85 High Level

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Solid Waste Management Questionnaire

SOLID WASTE MANAGEMENT AWARENESS AND PRACTICES IN SAN FABIAN
NATIONAL HIGH SCHOOL
Below are practices that schools adopt in managing wastes. Rate the extent of practice
based on your perception, using the scale below.

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4 - excellent -excellently and consistently practiced

3 - high -practiced but not consistent
2 - moderate -practiced seldom
1 - poor -practiced at times, when instructed only

4 3 2 1
A. Disposal
1. The school follows a certain rule in disposing wastes.
2. Execution of incineration/combustion (Burning of wastes) is not
practiced by/in the school.
3. A garbage truck collects wastes regularly.
4. Organized compost pit is visible in school and is used for
biodegradable wastes only.
5. The school implements waste segregation.
6. The staff and students place garbage in the designated place/s
during its prescribed schedule.
7. Staff and students consistently follow proper waste disposal - they
don’t throw anywhere else.
8. There are spaces/bins for recyclable materials.
B. Recovery/Retrieval 4 3 2 1
9. The school converts waste/s into useful resources.
10. The material recovery facility is present and working properly.

11. The school consistently monitors destroyed items for recovery.

12. The school holds activity sessions detailing with the importance of
recovery and what students can do.
13. The recovered items are fully functional.
14. There is evidence that waste materials recovered are used
operationally.
15. Recovery of materials is being practiced always by the students
and staff of the school.
C. Recyle 4 3 2 1
16. The school purchases recycled-content products/materials.
17. Teachers and staff instil in each student the culture of recycling by
encouraging the use of recycled materials in project making.

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18.Suppliers are also encouraged to recycle used packaging.

19. Collected bottles are re-used in decorating the school, as pen
holders

20. Signage of recycled materials are present in designated bins.

D. Reuse 4 3 2 1
21. The school advocates reusing of papers, bottles, metals, woods
and other reusable materials.
22. Reusing of materials is evident in school.
23. Activities are thought of to reuse materials in school projects.

24. Space is provided for reusable materials.

25. Offices use and advocate rechargeable batteries.
26. Back of papers are used for writing to avoid wastage.
27. Papers for reusing and recycling are separated and identified.

28. The school uses rain water in watering plants, washing comfort
rooms and cleansing materials.
29. The school partners with charity organizations that accept
unwanted items.
30. The school considers the environmental impact of throwing
materials and not recycling.
E. Reduce 4 3 2 1
31. Canteens and other offices use reusable bags, old cartoons/boxes
or sacks in procuring materials.
32. The school implements projects that make use of bottles, jars to
reduce wastes.
33. Old newspapers, bond papers, and other papers are used for
wrapping, protective covering and other productive uses to minimize
the throwing of crumpled papers into waste bins.
34. Rags and old clothes are used as cleaning materials instead of just
throwing them away.
35. The school donates excess goods to charity to avoid or minimize
wastage.
36. The school tries to repair broken goods rather than replacing them.

37. Teachers enjoin students to reduce wastes by asking students to

use old materials in making projects.
38. Integration of the “no plastic policy” during Friday is strictly

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

followed. No Styrofoam, plastic straws during the day.

39. Compost yard is used for food waste.
40. The school avoids wrapped items.
41. There is consistency in practicing waste reduction in the school.

F. Prevention 4 3 2 1
42. The school implements precautionary measures to prevent
additional wastes.
43. The school practices the 3 R’s of waste management.
44. The practice of waste prevention management policy is accurately
and consistently followed.
45. Clean and Green Program is regularly implemented in the school.

46. School staff and students have the culture of throwing waste
properly to prevent the pile up of garbage.
47. School staff and students follow prescribe schedule in throwing
wastes.
48. Paper spoilages are avoided and pad papers are not crumpled
immediately when students commit mistakes.
49. School provides trash bins for students to utilize.

Your precious time is greatly appreciated. Thank you for taking part in answering this
questionnaire. Your feedbacks will nobly help us in completing our study. Be well and
God bless you!

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

References

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Qaboos university students towards some environmental problems and their willingness to
take action to reduce them. Journal of Social Sciences, 5(1): 9-15.
Al-Khatib I.A., Monou M., Abu Zahra A.S.F., ShaheenH.Q., Kassinos D., (2010). Solid waste
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knowledge and actions. Environment and Behaviour 22, 387–407.

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Ballantyne, R., Connell, S., Fien, J., (2006). Students as catalysts of environmental change:
a framework for researching intergenerational influence through environmental education.
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Urbanization 14 (2) (2002) 3–10.
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Rickinson, M., Lundholm, C., (2008). Exploring students’ learning challenges

inenvironmental education. Cambridge Journal of Education 38 (3), 341–353.

World Bank. 2004. Regional Guidelines on Integrated Solid Waste Management. Prepared
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according to the second grade primary school students. Procedia Social and Behavioral
Sciences 2 (2010) p. 1605 -1609.

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Curriculum Vitae

Name: JUNE GERALD C. MACALINGA

Address: Bonuan Binloc, Dagupan City Pangasinan
Cellphone Number: 099283211334
E-mail Address: junegerald123@gmail.com

I. Personal Information

Nickname: Ge
Birthday: March 12, 2005 Age: 17 years old
Birthplace: Cavite City Nationality: Filipino
Religion: Born Again Christian Civil Status: Single

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Father’s Name: June Gamboa Macalinga

Mother’s Name: Geraldine Cabinta
Macalinga

II. Educational Background

Elementary: West Central Elementary School
Junior High School: San Fabian National High School
Senior High School: San Fabian National High School

Curriculum Vitae

Name: EDRIAN D. ROCABERTE

Address: Longos Central, San Fabian Pangasinan
Cellphone Number: 09704860333
E-mail Address: rocaberteedrian@gmail.com

I. Personal Information

Nickname: Jezzel
Birthday: April 18, 2005 Age: 17 years old
Birthplace: Dagupan, Pangasinan Nationality: Filipino

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Religion: Roman Catholic Civil Status: Single

Father’s Name: Fransisco L. Rocaberte
Mother’s Name: Cristina D. Rocaberte

II. Educational Background

Elementary: Longos Elementary School
Junior High School: San Fabian National High School
Senior High School: San Fabian National High School

Curriculum Vitae

Name: RALPH BENEDICT S. REYES

Address: Nibaliw East San Fabian Pangasinan
Cellphone Number: 09916988734
E-mail Address: rbenedict377@gmail.com

I. Personal Information

Nickname: Benedict
Birthday: August 11, 2005 Age: 17
Birthplace: Batista, Pangasinan Nationality: Nigerian
Religion: Born Again Civil Status: Single
Father’s Name: Albert Reyes
Mother’s Name: Chary Reyes

II. Educational Background

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Elementary: Palma Elementary School

Junior High School: San Fabian National High School
Senior High School: San Fabian National High School

Curriculum Vitae

Name: JESSA MAE C. CAO

Address: Mabilao, San Fabian Pangasinan
Cellphone Number: 09484501656
E-mail Address: jessacao14@gmail.com

I. Personal Information

Nickname: Jessa
Birthday: January 30, 2005 Age: 17 years old
Birthplace: Mabilao, Pangasinan Nationality: Filipino
Religion: Roman Catholic Civil Status: Single
Father’s Name: Rodolfo Cerezo Cao
Mother’s Name: Remedios Cerezo Cao

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

II. Educational Background

Elementary: West Elementary School
Junior High School: San Fabian National High School
Senior High School: San Fabian National High School

Curriculum Vitae

Name: HIEZEYL Y. GUNTANG

Address: Longos Central, San Fabian Pangasinan
Cellphone Number: 09307369769
E-mail Address: Hiezeylguntang18@gmail.com

I. Personal Information

Nickname: Zell
Birthday: January 11, 2004 Age: 18 years old
Birthplace: San Manuel, Pangasinan Nationality: Filipino
Religion: Born Again Christian Civil Status:
Father’s Name: Alejandro N. Guntang
Mother’s Name: Luzviminda Y.

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Guntang

II. Educational Background

Elementary: Longos Elementary School
Junior High School: San Fabian National High School
Senior High School: San Fabian National High School

Curriculum Vitae

Name: IRENE MAE M. JUGUILON

Address: Cayanga, San Fabian Pangasinan
Cellphone Number: 09507605915
E-mail: irenemaejuguilon007@gmail.com

I. Personal Information

Nickname: mae
Birthday: September 27, 2004 Age: 18 years old
Birthplace: Cayanga, San Fabian Nationality: Filipino
Pangasinan
Religion: INC Civil Status: Single
Father’s Name: Donisio P. Juguilon Sr.
Mother’s Name: Syra M. juguilon

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

II. Educational Background

Elementary: East Central Elementary School
Junior High School: San Fabian National High School
Senior High School: San Fabian National High School

Curriculum Vitae

Name: JOYCE R. NARVASA

Address: Angio, San Fabian Pangasinan
Cellphone Number: 09075268015
E-mail Address: joycenarvasa773@gmail.com

I. Personal Information

Nickname: Joy
Birthday: November 17, 2004 Age: 18 years old
Birthplace: Mangaldan, Pangasinan Nationality: Filipino
Religion: Roman Catholic Civil Status: Single
Father’s Name: Jose S, Narvasa Jr.
Mother’s Name: Caroline R. Narvasa

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 SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

II. Educational Background

Elementary: Angio Elementary School
Junior High School: San Fabian National High School
Senior High School: San Fabian National High School

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SAN FABIAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

39