International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946

DOI: 10.51386/25815946/ijsms-v7i2p111

Volume: 7 Issue: 2 March to April 2024 https://www.ijsmsjournal.org

Students Perspectives on Environmental

Waste Problems in Schools of Iligan City,
Philippines
Jennifer A. Magdugo1,2, Aida D. Perpetua2, Rodolfo B. Trinidad2,
Joel S. Pardillo3 and Sonnie A. Vedra2
1
Tomas Cabili National High School – Annex, Iligan City, Philippines
2
Mindanao State University at Naawan, Misamis Oriental, Philippines
3
University of Mindanao, Davao City, Philippines

Abstract–Level of environmental awareness among secondary students was assessed through their own perception
on waste problems in schools. Interviews using survey questionnaires were employed to selected schools in Iligan
City. Results revealed that the student participants perceived the school as actively prioritizing environmental
protection across its policies, operations, and academic dimensions. Particularly, the implementation of solid waste
management practices is emphasized and taken seriously. Various initiatives are in place to address waste disposal
effectively, including the installation of waste bins throughout the campus, the establishment of a Material Recovery
Facility, and ongoing information campaigns and activities to remind both students and teachers of their
responsibilities. Generally, the schools’ efforts in promoting environmental awareness and protection are highly
commendable, reflecting an exemplary level of commitment across its policies, operations, and academic activities.
This proactive approach aimed to enhance environmental efforts and better serve all stakeholders by fostering a
clean and safe learning environment.

Keywords: waste management, secondary schools, environmental awareness

1. INTRODUCTION

Described as the "Material Age" and the era of the "throwaway economy," contemporary societies have
significantly escalated the consumption of materials for convenience, comfort, and luxury. This heightened
consumption has led to challenges in solid waste management, resulting in waste-related issues (Ana et al., 2011).
As populations continue to grow, the need for efficient waste management becomes increasingly vital for
sustainable development (Rada et al., 2016; Ward et al., 2014). Urban areas, in particular, face critical waste
management challenges, as waste generated often originates from rural and low-income regions and finds its way
into municipal dumpsites and landfills, encompassing various materials like plastic and electronic wastes
(Passamani et al., 2016). Initiatives to address these challenges have begun, especially in developing countries,
adopting systemic approaches to analyzing and mitigating solid waste issues (Guerrero et al., 2013).

The recent adoption of the K-12 educational system in the Philippines is anticipated to significantly
increase the number of waste generators in the foreseeable future. Public schools face pronounced challenges in
waste disposal due to inadequate facilities and insufficient student training in proper waste management practices.
The large student population confined to limited spaces exacerbates the situation, leading to unsanitary practices.
Despite the enactment of Republic Act (RA) 9003 or the Ecological Solid Wastes Management (ESWM) Act of
2000, concerns persist regarding sanitation facilities, cleanliness, and teacher oversight in public schools.

Iligan City National High School, the largest secondary school in the Iligan City division, grapples with
substantial solid waste management issues alongside its growth. As an educational institution, it bears the
responsibility of fostering transformative learning experiences that promote environmentally sustainable actions,
with educators playing a crucial role in nurturing the next generation of environmental leaders.A recent waste audit
at the school revealed that while environmental protection is part of its mission and vision, it lacks emphasis. While

This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Page 89
International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946

DOI: 10.51386/25815946/ijsms-v7i2p111

Volume: 7 Issue: 2 March to April 2024 https://www.ijsmsjournal.org

environmental sustainability guides decision-making, it is not a specific focus. To address these issues, the school
must plan infrastructures in eco-friendly ways, reduce resource consumption, and enhance waste management
practices. Implementing the 3Rs (Reduce, Reuse, Recycle), waste segregation, and minimizing plastic use in
canteens are recommended measures.

Additionally, environmental awareness should be integrated across all subject areas, with readily available
resources for students and teachers. Providing incentives and recognition for proper implementation of Solid Waste
Management within the school is also recommended. This study aims to describe the schools’ level of awareness
regarding waste management. Understanding the schools’ stance on environmental policies, operations, and
academics sustain and maintain the academic competitiveness, which lead into fostering a more sustainable school
community.Raising awareness alone is insufficient to address the current waste management challenges. It is
imperative to enforce, implement, and define the school's mission and vision regarding waste management to foster
a more productive, sustainably developed, and eco-friendly community in Iligan City. Overcoming barriers to
achieving campus and community waste minimization in the long term will contribute to the overall sustainability of
the secondary education institution.

2. MATERIALS AND METHODS

The research was undertaken at the selected secondary schools within Iligan City Division, involving a
total of 150 Grade 9 students and 150 Grade 10 students as participants. These participants completed survey
questionnaires provided by the study. The collected responses were coded, tabulated, and analyzed. The survey
questionnaire was structured as a checklist format, including a section for respondents to provide comments and
suggestions, along with an open-ended question. The objective of the open-ended question was to gather insights
into the perceptions of both students and teachers regarding the schools’ level of environmental protection from
waste problems.

3. RESULTS AND DISCUSSION

Students’ perception regarding the schools’ environmental awareness on wastes problems across its general
policy, operations, and academic aspects indicated a high level of awareness, with 95% of respondents
acknowledging the pronounced integration of environmental goals within the schools’ vision-mission. Moreover, the
school has established a dedicated committee tasked with environmental responsibilities, as evidenced by a school
memorandum issued by the principal to update all constituents relevant to the solid waste management program.
However, despite these efforts, some students observed lack of observable adoption of an environmental policy such
as presence of garbage in school premises, unsegregated wastes in garbage bins, and others. Awareness of waste
problems encourages students to adopt sustainable practices, such as reducing, reusing, and recycling materials.
They learn the importance of conserving resources and minimizing their ecological footprint (Marshall and
Farahbakhsh. 2013).By being aware of waste problems, students can develop a sense of responsibility towards their
environment. They learn to take ownership of their actions and strive to minimize waste generation both in school
and in their daily lives. Waste management provides numerous educational opportunities across various subjects,
including science, biology, chemistry, and environmental studies. By being aware of waste problems, students can
engage in hands-on learning experiences and develop critical thinking skills to address real-world challenges (Smyth
et al., 2010).

Regarding the school's general operations, specifically in terms of future infrastructure planning and
construction, 92.66% of respondents expressed positive sentiments, indicating that the construction of buildings was
conducive for future students. Student-respondents noted the effective functioning of the school, citing instances
such as the repair of leaky faucets (70.33%), improvement in paper consumption efficiency (72.33%), reduction in
waste generation within classrooms and offices (78%), implementation of garbage segregation and subsequent
recycling activities (86.66%), and the requirement for all constituents to maintain at least three trash bins in their
classrooms and offices (77.33%).In some studies, implementing a solid waste management program is crucial for
schools to protect the environment, ensure health and safety, comply with regulations, provide educational
opportunities, achieve cost savings, and engage with the community in promoting sustainability (Morrissex and

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International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946

DOI: 10.51386/25815946/ijsms-v7i2p111

Volume: 7 Issue: 2 March to April 2024 https://www.ijsmsjournal.org

Browne, 2004). Solid waste management programs can also foster community engagement and partnerships.
Schools can collaborate with local waste management authorities, community organizations, and businesses to
enhance their waste management efforts and promote environmental stewardship in the broader community (Al-
Salem et al., 2009).

However, certain aspects were not observed as part of the school's general operations by the student-respondents.
These included a decrease in electrical consumption (95.66%), the imposition of a mandate on all canteen stalls to
refrain from using plastic materials in selling their goods (92.66%), the requirement for students to bring their own
containers when purchasing juices and other refreshments within the school campus (80.66%), and the imposition of
fines on all constituents found littering and failing to practice waste segregation (69.66%). This finding is very
significant since poor waste management can pose health and safety risks to students, teachers, and staff.
Implementing a solid waste management program ensures that waste is handled and disposed of safely, reducing the
risk of exposure to hazardous materials (Kiddee et al., 2013) and preventing the spread of diseases. Many
jurisdictions have regulations and guidelines in place regarding waste management, including requirements for
waste segregation, recycling, and disposal (Ahsan et al., 2014). Implementing a solid waste management program
helps schools comply with these regulations and avoid potential fines or penalties.

In terms of academic component of the school, student-respondents observed the integration of

environmental concerns/themes in all subject areas (89.33%) and gathering of learning resources on the environment
for use by both teachers and students was also evident (89%).However, giving of cash awards and recognitions to
those who will actively and sustainably implement solid waste management in the campus is highly suggested
(82%). Giving cash awards and recognitions may help the school ensure maximum participation among its
stakeholders (students, teachers, personnel, community) towards its efforts of managing solid waste and at the same
time increasing its level of environmental considerations and protection as a learning institution which fosters
discipline and create a clean and healthy environment. (Table 1). Generally, incentives play a valuable role in
promoting waste management by motivating behavior change, increasing participation, improving recycling rates,
generating cost savings, realizing environmental benefits, and fostering community engagement (Ana et al., 2011).
For instance, incentives can lead to higher recycling rates by encouraging individuals to recycle more materials and
divert them from landfills. Providing rewards for recycling can incentivize people to separate recyclables from their
waste stream and ensure they are properly recycled.

Table 1. Perception of the students based on their own level of awareness and observations.

Items of Environmental Awareness Fully-aware students (%) Partially-aware students (%)

Schools’ general policy
Schools’ VMGO 95 5
Envtal policy adopted 95 5

Schools’ facilities
Building construction 92.66 7.34
Repair of school facilities 70.33 29.67
Paper waste management 72.33 27.67
Wastes control in school premises 78 22
Wastes segregation and recycling 86.66 13.34
Provision of trash bins 73.33 26.67

Classroom initiatives
Reduced electrical consumption 95.66 4.34
Reduced plastic usage 92.66 7.34
Own containers usage 80.66 19.34
Fines and penalties imposition 69.66 30.34

Classroom integration

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International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946

DOI: 10.51386/25815946/ijsms-v7i2p111

Volume: 7 Issue: 2 March to April 2024 https://www.ijsmsjournal.org

Integration at acad programs 89.33 10.67

Gathered environmental resources 89 11
Giving of incentives and recognition 82 18

Below were some comments and suggestions of student-participants with regards to the school’s general operations:

SR23: “Students have difficulty in segregation”

SR26: “Student’s must also know how to segregate for them to distinguish what is biodegradable or not
or what to recycle if possible”
SR37: “Recycling and composting is new to me. I haven’t seen any of this action”
SR40: “Improve”
SR115: “Some are not participating”

4. CONCLUSIONS AND RECOMMENDATIONS

The student-participants perceived the school as active in prioritizing environmental considerations and
protection from waste problems across its policies, operations, and academic dimensions. Particularly, the
implementation of solid waste management practices is emphasized and taken seriously. Various initiatives are in
place to address waste disposal effectively, including the installation of waste bins throughout the campus, the
establishment of a Material Recovery Facility, and ongoing information campaigns and activities to remind both
students and teachers of their responsibilities, schools roles and initiatives to be undertaken.

Overall, the school's efforts in promoting environmental awareness and protection are highly
commendable, reflecting a very satisfactory level of commitment across its policies, operations, and academic
activities. However, areas where environmental considerations were not noted by the student-respondents could be
further discussed to ensure equitable attention to all aspects. This proactive approach aims to enhance environmental
efforts and better serve all stakeholders by fostering a clean and safe learning environment.Wastes problems were
not easy to solve. Solutions to this kind of problem would not come over night, but for as long as best practices are
continuously done and well-taken, it might as well contribute and become part of what we think as the solution.
Thus, it is highly recommended that:
1. the school may take remedy/alternative on environmental considerations and protection usually not
observed by the students
2. environmental considerations and protection activities must be closely monitored and evaluated;
3. committee responsible for managing solid waste must annually plan and carry-out activities as
planned. A report must also be required from the committee for future references for planning,
deliberation, and mitigation.
4. a training/seminar/information drive may be organized in school inviting knowledgeable and
competent speakers for everyone’s awareness.
5. in-campus communication must be practice to allow fast dissemination of information creating a well-
informed constituent and keeping abreast of the school’s plans, activities, and developments to ensure
full support, cooperation, and participation.

ACKNOWLEDGEMENTS
The authors would like to thank all constituents involved in this study particularly the participation of the
student participants. Thanks also to Mr. Michael James O. Baclayon for some technical support in this study.

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