Investigating Factors Contributing to Student Non-Compliance with the Zero

Single-Use Plastic Policy at Alegria National High School: A Basis for

Implementation Improvement

A Research Project Proposal

Presented to
Alegria National High School

In Partial Fulfillment of

the Requirements for the Senior High School Education

Science, Technology, Engineering, and Mathematics (STEM)

Cabuhay, Jhemuelle B.
Fernandez, Arden V.
Guday, April Joy D.
Ladica, Nicole Alexa
Panictican, Janine C.
Sedimo, Carla Jane P.
Tirambulo, Recgion M.

December 2024
 Abstract

Plastic pollution is a significant environmental issue, and educational institutions play

a crucial role in addressing it through policy implementation. This study investigates the
factors influencing student compliance with the Zero Single-Use Plastic (Zero-SUP)
Policy at Alegria National High School. The primary objective is to assess students'
awareness, attitudes, and behavioral responses toward the policy while identifying
barriers to adherence. Employing a mixed-method research design, the study utilized
surveys and qualitative feedback to gather data from 145 students. The findings reveal
that while most students acknowledge the importance of reducing plastic waste, habitual
behaviors, convenience, and limited access to alternatives impede compliance.
Communication strategies, including school announcements, were effective in spreading
awareness, but engagement through interactive discussions and educational sessions
remains limited. Structural challenges, such as vendor regulations and waste
management issues, further affect adherence to the policy. The study underscores the
need for enhanced enforcement mechanisms, improved access to sustainable
alternatives, and behavior-based interventions to ensure policy success. The results
contribute to the understanding of sustainability initiatives in schools and provide
recommendations for policymakers, educators, and stakeholders to strengthen
compliance with plastic reduction policies.

Keywords: plastic waste reduction, Zero Single-Use Plastic Policy, environmental

sustainability, student compliance, policy implementation, behavior change, waste
management.
 TABLE OF CONTENTS
CHAPTER I: INTRODUCTION .................................................................................4-6
Satement of the Problem .........................................................................................6-7
Scope and Delimination ............................................................................................8
Significance of the Study ..........................................................................................8-9
Definition of terms .....................................................................................................9-11
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES ...................11-19
Theoretical Framework ............................................................................................19
Conceptual Framework.............................................................................................20
CHAPTER III: METHODOLOGY .............................................................................21
Research Design ......................................................................................................21
Sampling Method and Respondents ........................................ ……………..............21
Data Gathering Procedure ........................................................................................21-22
Research Instrument .................................................................................................22
Data Analysis Method ................................................................................................22
Ethical Considerations ..............................................................................................22-23
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION ………....23
Demographics………………………………………………………………………….….23-25
Survey Result Analysis…………………………………………………………………..26-43
Thematic Analysis………………………………………………………………………....44-59
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
Summary of Key Findings ........................................................................................60-62
Implications for Policy and Practice ..........................................................................62-63
Contribution to Knowledge.........................................................................................63
Suggestions for Future Research .............................................................................63-64
Concluding Remarks……………………………………………………………………….64

REFERENCES .........................................................................................................65-66
 CHAPTER I

Introduction

The increasing environmental impact of single-use plastics has led educational

institutions worldwide to adopt policies to reduce plastic waste. Alegria National High
School, for example, has implemented a "Zero Single-Use Plastic Policy" to encourage
environmentally responsible behavior. Despite this, many students remain non-compliant,
raising concerns about the policy's effectiveness. This study aims to identify specific
obstacles that prevent students from adhering to sustainable practices. A similar issue
was found at Tanza National Comprehensive High School, where students showed strong
awareness of solid waste management but fell short in actual recycling and disposal
practices. These findings highlight the need for a deeper understanding of behavioral
influences to ensure compliance. By examining these factors at Alegria National High
School, this research aims to offer insights for more effective policy implementation and
contribute valuable knowledge to the field of environmental education.

The growing environmental impact of single-use plastics has become a global

concern, prompting urgent action from various sectors. Educational institutions around
the world have adopted policies aimed at reducing plastic waste, demonstrating a
collective commitment to sustainability. For example, schools in several countries have
implemented bans on single-use plastics and conducted awareness campaigns to
highlight the importance of fostering environmentally responsible behavior. However,
many students continue to disregard these initiatives, indicating that raising awareness
alone is insufficient to encourage sustainable actions. This study explores the factors that
contribute to the gap between awareness and compliance, focusing specifically on the
"Zero Single-Use Plastic Policy" at Alegria National High School.

Single-use plastics have become a significant environmental challenge worldwide,

contributing to pollution in oceans, waterways, and terrestrial ecosystems. According to
a study by Geyer et al. (2017), over 76% of all plastic ever produced is now waste, with
a large portion ending up in landfills or the environment, leading to irreversible ecological
effects.The United Nations Environment Programme (UNEP) estimates that
approximately 13 million tons of plastic enter the oceans each year, severely impacting
marine life and ecosystems. Research shows that the production and incineration of
plastics contribute around 400 million tons of CO2 emissions annually in Europe alone. A
comprehensive analysis by Law et al. (2020) highlights that the United States is a major
contributor to plastic waste, with significant amounts ending up in both land and ocean
environments. Furthermore, a study by Borrelle et al. (2020) predicts that the growth of
plastic waste will outpace efforts to mitigate pollution, emphasizing the urgency of
addressing this issue.Countries around the world are implementing various strategies to
combat the environmental impacts of single-use plastics.

In response to the growing plastic waste crisis, several ASEAN countries have
implemented policies aimed at reducing single-use plastics. For instance, Indonesia has
launched the "National Plastic Action Partnership," which aims to reduce marine plastic
debris by 70% by 2025. This initiative focuses on promoting better waste management
practices and encouraging the use of alternative materials. Educational institutions in the
ASEAN region are increasingly becoming central to efforts aimed at reducing plastic
waste. In Thailand, the "Green School" initiative encourages schools to adopt sustainable
practices, including the elimination of single-use plastics. Participating schools implement
waste segregation, promote the use of reusable containers, and engage students in
environmental education activities. In Malaysia, the "Say No to Plastic" campaign has
been incorporated into school curriculums, teaching students about the impacts of plastic
pollution and involving them in clean-up drives. This program not only raises awareness
but also empowers students to take action within their communities.

The Philippines faces significant challenges with plastic waste, particularly from single-
use plastics, contributing to environmental pollution. In response, the government has
implemented national policies like the Ecological Solid Waste Management Act (RA
9003), mandating waste segregation, recycling, and composting, and the proposed
Plastic Waste Management Act to regulate plastic use and promote alternatives. The
National Plan of Action for Marine Litter emphasizes plastic waste education, with schools
playing a key role. Educational institutions align with these policies by promoting waste
segregation, reusable materials, and environmental education. Despite challenges like
limited resources and inadequate infrastructure, increased youth involvement and
awareness present opportunities to advance sustainability efforts within schools.

This study examines the “Zero Single-Use Plastic Policy” at Alegria National High
School, addressing student non-compliance and the factors preventing sustainable
practices. While global and national initiatives stress the urgency of reducing plastic
waste, local challenges persist. By identifying specific barriers and opportunities for policy
improvement, this research aims to enhance environmental responsibility. The findings
may not only improve the policy at Alegria National High School but also serve as a model
for other educational institutions. Ultimately, this study seeks to bridge the gap between
awareness and action, empowering students to actively combat plastic pollution and
foster sustainability..

Statement of the Problem

The Zero Single-Use Plastic Policy at Alegria National High School (ANHS) was
introduced to reduce plastic waste and promote sustainability among students. However,
non-compliance with the policy persists, prompting the need to examine the factors
contributing to this issue. This study aims to identify measurable factors influencing
student non-compliance with the policy, including awareness, attitudes, behaviors,
barriers, and school infrastructure. The research will utilize statistical methods to quantify
these factors and determine their significance, providing actionable insights for improving
the implementation and effectiveness of the policy.

1. What is the level of student awareness regarding the Zero Single-Use Plastic
Policy at ANHS? What percentage of students can correctly identify the key
objectives and guidelines of the policy? To what extent do students rate their
understanding of the policy on a scale of 1 to 5 (1 being no understanding and 5
being complete understanding)?What are students' attitudes toward the Zero
Single-Use Plastic Policy?
2. How do students rate their perception of the importance of the policy on a
scale of 1 to 5 (1 being not important and 5 being very important)? What
percentage of students report positive or negative attitudes toward the restrictions
on single-use plastics? What barriers to compliance with the Zero Single-Use
Plastic Policy do students encounter?

3. What percentage of students report difficulty in accessing alternatives to

single-use plastics? On a scale of 1 to 5, how do students rate the convenience
or inconvenience of using alternatives to single-use plastics? What specific
challenges (e.g., cost, availability, habit) do students identify as barriers to
compliance, and how frequently are these challenges reported (measured through
frequency or percentage)?

4. How effective are the current communication strategies in promoting the

Zero Single-Use Plastic Policy? What percentage of students recall receiving
information about the policy through different communication channels (e.g.,
school announcements, posters, educational sessions)? How do students rate the
clarity and effectiveness of the communication on a scale of 1 to 5 (1 being unclear
and ineffective, 5 being very clear and effective)?

5. How does the school infrastructure impact student compliance with the Zero
Single-Use Plastic Policy? To what extent do students have access to alternative
materials (e.g., reusable containers, eco-friendly bags) on a scale of 1 to 5 (1 being
no access and 5 being full access)? How do students rate the adequacy of waste
disposal and recycling systems in supporting compliance, on a scale of 1 to 5?

6. What suggestions do students have for improving the implementation of the

Zero Single-Use Plastic Policy? What are the most frequently suggested
improvements (e.g., more accessible alternatives, stricter enforcement)?
Scope and Delimination

This study aims to identify the factors contributing to student non-compliance with the
Zero Single-Use Plastic (Zero-SUP) Policy at Alegria National High School (ANHS). It
focuses on measuring the influences of student awareness, attitudes, behaviors, and
barriers that affect compliance, as well as evaluating the effectiveness of the school's
communication and enforcement strategies. The study seeks to determine students' level
of understanding of the policy, their perceptions regarding its implementation, and the
challenges they encounter in adhering to its guidelines. The research will provide data-
driven insights and recommendations to improve policy enforcement and encourage more
sustainable practices among students.

This study is delimited to students of Alegria National High School and does not include
the perceptions of teachers, faculty, or staff. The research is limited to examining student-
related factors such as awareness, attitudes, and access to alternatives within the school
setting. It does not extend to other schools or broader community perspectives regarding
the Zero-SUP Policy. Additionally, external influences such as government regulations,
environmental campaigns, or long-term environmental impacts of the policy are beyond
the scope of this study. Data collection will be conducted exclusively through surveys,
ensuring that all findings are based on students' self-reported experiences and
perceptions within the school environment.

Significance of the study

The study examining the factors contributing to student non-compliance with the Zero
Single-Use Plastic Policy at Alegria National High School is of great significance for
various reasons. It offers valuable insights that can help the school administration
enhance implementation strategies, improve communication campaigns, and address
infrastructure gaps, which are crucial for fostering a more sustainable school
environment. By understanding students' attitudes and perceptions towards the policy,
educators and staff can adopt effective methods to promote compliance and integrate
environmental education into the curriculum. This alignment not only makes the subject
matter more relevant and engaging for students but also encourages them to take
ownership of their actions and understand the importance of sustainability. Moreover, the
study aims to empower students by identifying and addressing the specific challenges
they face in adhering to the policy, which could lead to greater participation in sustainable
practices. The findings can serve as a useful resource for policymakers looking to craft
student-friendly environmental policies that resonate with young individuals. Researchers
and environmental advocates can also draw from this study to enhance the broader
discourse on zero-waste initiatives in educational settings. Ultimately, this research
supports community efforts to reduce plastic waste by inspiring similar initiatives in other
schools, thus promoting a collective movement toward sustainability and encouraging
environmental responsibility that extends beyond the classroom.

Definition of terms
Zero Single-Use Plastic
Conceptually, the Zero Single-Use Plastic Policy refers to a set of rules or initiatives
aimed at reducing environmental pollution by eliminating the use of disposable
plastic products such as straws, bags, and bottles. Operationally, in the context of
Alegria National High School, it is the specific policy implemented to prohibit
students and staff from using single-use plastics within the school premises and
promote sustainable practices.

Student Non-Compliance
Conceptually, student non-compliance refers to the act of not adhering to
established rules, policies, or guidelines. Operationally, it is defined as instances
where students at Alegria National High School are observed using or possessing
single-use plastics despite the regulations outlined in the Zero Single-Use Plastic
Policy, as measured through surveys and observations.
Awareness
Conceptually, awareness is the state of being informed about a particular issue,
policy, or practice, including its objectives and importance. Operationally, this study
measures awareness as students’ ability to correctly identify the objectives and
guidelines of the Zero Single-Use Plastic Policy and their self-rated understanding
of the policy on a scale from 1 (no understanding) to 5 (complete understanding).

Attitudes
Conceptually, attitudes are the predispositions or feelings of individuals, shaped
by their beliefs and values, toward a particular subject. Operationally, this term
refers to the perceptions of students at Alegria National High School regarding the
Zero Single-Use Plastic Policy, including their ratings of its importance on a scale
from 1 (not important) to 5 (very important) and their reported positivity or negativity
toward its restrictions on single-use plastics.

Barriers
Conceptually, barriers are defined as obstacles or factors that impede an
individual’s ability to comply with rules or achieve a goal. Operationally, barriers in
this study are measured as challenges students face at Alegria National High
School in complying with the Zero Single-Use Plastic Policy, such as the
availability, cost, or convenience of alternatives, reported through surveys and
frequency counts.

School Infrastructure
Conceptually, school infrastructure refers to the physical and organizational
resources within a school that support its operations and objectives. Operationally,
this pertains to the availability of facilities such as recycling bins, eco-friendly
materials, and adequate waste disposal systems at Alegria National High School,
 which either enable or hinder students’ compliance with the Zero Single-Use
Plastic Policy.

Communication Strategies
Conceptually, communication strategies are the planned methods and techniques
used to disseminate information and promote understanding of a particular issue
or policy. Operationally, this term refers to the tools and channels, such as posters,
announcements, and educational sessions, employed by Alegria National High
School to raise student awareness and encourage compliance with the Zero
Single-Use Plastic Policy.

Implementation Improvement
Conceptually, implementation improvement involves enhancing the processes and
methods used to apply policies or initiatives to ensure better outcomes.
Operationally, this study defines implementation improvement as the specific
strategies and recommendations proposed to address identified factors
contributing to student non-compliance, aimed at optimizing the enforcement and
success of the Zero Single-Use Plastic Policy at Alegria National High School.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

1. Introduction to Environmental Sustainability and Waste Management Policies

Waste management is a key element of global environmental sustainability,
especially in schools, which foster ecological responsibility and reduce environmental
footprints (Yuzvovich, Lvova, & Isakova, 2024). Zero Waste initiatives, focusing on
prevention, reduction, and resource recovery, have shown significant impact globally.
Vietnam’s Green Hub implemented a Zero Waste school model in Phú Yên, expanding
to five schools with plans for province-wide adoption by 2025. Tanzania’s Nipe Fagio
achieved 85% waste recovery through decentralized segregation, while Indonesia’s
Udayana University highlighted the role of values and norms in promoting sustainable
 practices among students. Locally, the Philippines has been a leader, with Apo Island
achieving 60% waste diversion as the first Zero Waste barangay and Siquijor Province
enacting a Plastic Use Regulation Ordinance to support sustainable tourism. Zero
Single-Use Plastic policies, such as the European Union's Plastics in a Circular
Economy and Canada’s Zero Plastic Waste Strategy, further demonstrate the
importance of regulatory and voluntary measures in reducing plastic pollution. These
initiatives showcase the critical role of comprehensive policies in fostering
sustainability globally and locally.

2. The development and global adoption of Zero Single-Use Plastic policies.

Combating plastic pollution requires a multi-faceted approach involving education,
legislation, and collaboration. Schools play a crucial role by integrating marine
pollution and waste management into curricula, fostering awareness and behavioral
change among students, as shown by Hartley et al. (2015), where UK children
significantly improved their knowledge after targeted interventions. Governments also
contribute through measures like plastic bag levies and bans on microbeads, with the
UK’s plastic bag charge achieving an 85% reduction in usage. However, inconsistent
monitoring, as seen in South Africa, highlights the need for rigorous policy
enforcement. Businesses are encouraged to adopt sustainable practices, reduce
plastic packaging, and collaborate with NGOs to tackle marine debris through
initiatives like the International Coastal Cleanup. A unified effort combining education,
effective policies, and partnerships is essential to reduce plastic use and protect
marine ecosystems sustainably.

3. Theories on environmental behavior, including the Theory of Planned

Behavior and Social Cognitive Theory.
The significance of studying the psychological, social, and cultural factors
influencing students' compliance with environmental policies lies in its potential to
provide actionable insights into promoting sustainable behaviors. Using frameworks
such as the Theory of Planned Behavior (TPB) and Social Cognitive Theory, this
research highlights how personal attitudes, values, perceived norms, and behavioral
control shape compliance intentions, emphasizing that awareness alone is insufficient
for long-term adherence. By examining student behavior in the context of Alegria
National High School's Zero Single-Use Plastic Policy, the study identifies key barriers
and facilitators, such as social pressures, peer influence, and systemic support. These
findings underscore the importance of fostering positive attitudes, implementing peer-
driven initiatives, ensuring the availability of alternatives, and creating effective
enforcement mechanisms. Additionally, the research emphasizes the role of education
in building awareness and empowering students to act, providing a foundation for
targeted interventions and policy refinements that align with psychological and social
realities. Ultimately, this approach offers contextually relevant solutions to enhance
compliance and promote a culture of environmental responsibility.

4. Studies on the level of environmental awareness and knowledge about

policies like Zero Single-Use Plastic among students.
The study of environmental awareness and compliance with policies like the Zero
Single-Use Plastic Policy is crucial for understanding and addressing barriers to
sustainability among students. Research highlights that while environmental
education builds knowledge and fosters positive attitudes, awareness alone is
insufficient for ensuring compliance. Factors such as social pressures, perceived
behavioral control, enforcement mechanisms, and the availability of alternatives play
significant roles. For instance, the Theory of Planned Behavior (TPB) emphasizes that
attitudes, peer influence, and perceived ease of compliance shape behavioral
intentions. In schools like Alegria National High School, gaps in awareness, resistance
to change, or inadequate enforcement may hinder policy adherence. By examining
these dynamics, studies can develop targeted interventions, such as peer-driven
initiatives, enhanced education programs, and effective enforcement strategies.
These efforts can promote sustainable behaviors, align school culture with
environmental goals, and foster long-term compliance with eco-friendly policies.
Understanding these factors provides a framework for shaping effective strategies to
enhance sustainability in educational settings.
5. Psychological factors such as students’ attitudes toward sustainability and
the perceived importance of reducing plastic use.
Studies on students' compliance with sustainability initiatives, particularly
regarding the Zero Single-Use Plastic Policy, highlight various influencing factors. A
study at Tanza National Comprehensive High School identified that personal habits
and routines significantly hinder students’ adoption of sustainable practices, as
ingrained behaviors, such as the routine use of single-use plastics, create barriers to
change. This indicates the need for targeted interventions that address habitual
behaviors to encourage compliance. Additionally, research at Ridgefield High School
emphasized the effectiveness of communication and educational strategies in
promoting sustainability. Through interactive workshops and awareness campaigns,
the school successfully raised students’ awareness about the environmental and
health risks associated with plastic use, motivating them to adopt more sustainable
behaviors. Furthermore, a study at Baguio Central University demonstrated the
significant role of social norms and peer influence in shaping students' adherence to
sustainability policies. When sustainability values are embedded in the school culture
and reinforced by peer groups, students are more likely to engage in eco-friendly
behaviors. These studies collectively underscore the importance of addressing
personal habits, leveraging communication strategies, and fostering a supportive
school culture to enhance compliance with environmental policies like the Zero Single-
Use Plastic Policy.

6. The role of communication strategies (e.g., school campaigns, posters,

information dissemination) in raising awareness and encouraging policy
compliance.
Research on mass media campaigns emphasizes their effectiveness in
disseminating knowledge and changing attitudes, particularly in the context of road
safety. According to the CASR Road Safety Research Report, mass media campaigns
are more effective at conveying information and shifting perceptions than directly
altering driver behavior. These campaigns can set agendas and shift social norms,
creating societal value by influencing the broader public. Studies on campaign design
 have found that positive emotional appeals are generally more successful than
negative messages, especially among high-risk groups, such as men. Furthermore,
the report suggests that comprehensive documentation of campaign activities,
including the duration and intensity of exposure, is critical for understanding the
relationship between advertising exposure and behavior change.

The analysis of road safety campaigns from 2001 to 2009 highlights the
importance of clear messaging and a focus on specific behaviors to increase
effectiveness. Campaigns that clearly communicate targeted behaviors and change
intentions often show better results. However, evaluating the direct impact of these
campaigns is challenging, as rigorous assessments can be costly and inconclusive.
Research on campaign effectiveness has suggested that a more constructive
approach involves reviewing best practices, including leveraging new technologies
like GPS systems to better measure road behaviors and disseminate messages.
These findings are relevant for educational interventions, as they underscore the
importance of clear messaging, targeted behaviors, and the use of technology in
campaigns to promote behavioral change, suggesting potential parallels in promoting
sustainable behaviors among students.

7. Barriers to Compliance with Sustainability Policies

The challenges students face in adhering to the Zero Single-Use Plastic (ZSUP)
Policy are multifaceted, stemming from behavioral, economic, and systemic factors.
The study "Barriers to the Implementation of Environmental Policies at the Local Level
in China" highlights the critical role of sustainable alternatives, noting that students
often struggle to find affordable and practical substitutes for single-use plastics. This
study also underscores how ingrained habits surrounding plastic usage and socio-
economic constraints, particularly among lower-income students, limit access to
reusable materials. Research on logistical challenges in industrial sustainability
emphasizes that insufficient supply chains and poor waste disposal systems
significantly hinder adherence to sustainability efforts, with these barriers reducing
 feasibility and contributing to environmental harm. Furthermore, a study on
sustainability in the metal manufacturing industry in China identifies systemic
obstacles, such as inefficient legal frameworks, lack of proactive planning, and
inadequate waste management. However, it also points to the positive impact of
government regulations and public awareness campaigns in promoting sustainable
practices. Collectively, these studies emphasize the need for targeted interventions,
enhanced infrastructure, and equity-focused strategies to effectively address these
barriers and ensure successful implementation of environmental policies.

8. School Infrastructure and Waste Management Systems

Various studies highlight the significance of environmentally friendly school
infrastructure and effective waste management in fostering sustainability among
students. Research on school infrastructure emphasizes the role of green facilities,
such as access to clean water, proper waste management systems, and open green
spaces, in supporting the learning process and nurturing a love for environmental
preservation. Studies also emphasize that strategies like using eco-friendly materials,
ensuring proper ventilation and sanitation, and incorporating initiatives such as tree
planting and hygiene competitions encourage students to take environmental
responsibility. Research conducted at Rhodes University provides insights into
effective waste management, focusing on paper recycling, which can be adapted for
reducing single-use plastics. Similarly, the University of Southampton’s project
underscores the benefits of a co-mingled recycling system, making waste
management more efficient and accessible. Other studies show that access to proper
facilities and educational programs on the harmful effects of single-use plastics
empowers students to adopt sustainable practices. Additionally, green infrastructure
is linked to enhanced engagement in subjects like botany and biology through outdoor
learning opportunities, while strict sanctions for environmental violations and the use
of environmental-themed slogans reinforce collective responsibility. These studies
collectively underscore the transformative role of green infrastructure and effective
waste management in shaping environmentally conscious behaviors among students.
9. Policy Enforcement and Monitoring Mechanisms
Recent studies emphasize critical factors influencing solid waste management
(SWM) practices in schools. A study on junior high school students' SWM awareness
and practices highlights that while students understand waste management concepts,
they struggle with recycling and proper disposal. This study underscores the
importance of enforcement mechanisms, such as rewards for compliance, penalties
for non-compliance, and regular monitoring through inspections and feedback, as key
strategies to foster environmental responsibility in schools. Similarly, research
conducted in a Diocesan Catholic School in Antique reveals that despite students'
awareness and positive attitudes towards SWM, challenges with recycling and
disposal persist. This study highlights the pivotal role of school leadership and active
student participation in promoting sustainability, with student councils playing a crucial
part in driving adherence to SWM policies. A third study focusing on the role of school
staff and administration reinforces the importance of leadership in ensuring student
compliance with SWM practices, emphasizing how student organizations like the
Young Environment Society Organization (YES-O) enhance awareness and
engagement. These studies collectively demonstrate the necessity of strong
leadership, effective enforcement mechanisms, and active student involvement in
improving SWM practices in schools.

10. Impact of School Culture and Leadership on Policy Implementation

School leadership, culture, and student organizations play pivotal roles in
shaping sustainability practices and policy compliance in educational institutions, as
highlighted by various studies. Research at Tanza National Comprehensive High
School emphasizes that teachers and administrators are central to enforcing solid
waste management (SWM) policies, fostering a supportive culture that encourages
compliance. The study further highlights the importance of student councils in driving
initiatives, offering valuable insights for addressing recycling and disposal challenges.
Similarly, a study at Baguio Central University underscores the impact of school
culture, noting that positive peer dynamics significantly enhance student commitment
to sustainability practices, as evidenced by a weighted mean of 4.48. However, gaps
 in understanding the consequences of non-compliance (weighted mean of 2.31) point
to the need for better education and communication. Meanwhile, research at a State
College in Zamboanga City reinforces the role of effective leadership in bridging the
gap between SWM awareness and action, showcasing how administrators foster a
culture of sustainability. This study also emphasizes the active involvement of student
councils and organizations in promoting policies and ensuring students translate
awareness into actionable behaviors. Together, these studies highlight the intertwined
roles of leadership, school culture, and student-led initiatives in advancing
sustainability within schools..

11. Student Feedback and Suggestions for Policy Improvement

Capturing student feedback is crucial for understanding the challenges they
face in complying with environmental policies, particularly in the context of
sustainability initiatives in schools. The thesis on the Ridgefield High School Zero
Waste Initiative emphasizes the importance of using focus groups and surveys to
gather insights from students about barriers to recycling and composting behaviors.
This study underscores that public consultation is essential for identifying specific
obstacles and benefits related to sustainable waste management practices. By
conducting focus groups, the school was able to pinpoint barriers, such as limited
access to proper disposal facilities and a lack of awareness, that hindered compliance
with recycling and composting strategies. In addition, surveys gathered valuable data
on students' attitudes, current involvement levels, and suggestions for improving
waste management practices. This process of actively engaging students in the
feedback process allowed the school to tailor strategies that address student
concerns, enhancing participation and fostering a culture of sustainability within the
school community. These findings align with other studies that show how student input
can lead to successful adaptations in environmental policies. For example, a study on
the involvement of students in sustainability initiatives found that schools that actively
sought and incorporated student feedback were able to better address the challenges
faced by students and improve compliance with environmental policies. This approach
highlights the critical role of student-centered feedback in refining and strengthening
policies, such as Zero Single-Use Plastic initiatives, ultimately improving their
effectiveness in promoting sustainable behaviors.

Theoretical Framework

This study is grounded in several theoretical perspectives to explore factors

influencing student non-compliance with the Zero Single-Use Plastic Policy at Alegria
National High School. The Theory of Planned Behavior (Ajzen, 1991) serves as a
primary lens, emphasizing how students’ attitudes, subjective norms, and perceived
behavioral control shape their willingness to comply with the policy.

Attitudes toward the policy's environmental benefits, peer and community

influences, and barriers like the lack of alternatives or convenience of single-use
plastics are central to understanding compliance behavior. Social Cognitive Theory
(Bandura, 1986) highlights the role of observational learning and environmental
factors, such as the influence of peers, faculty, and institutional messaging, in fostering
sustainable practices. Ecological Systems Theory (Bronfenbrenner, 1979) further
emphasizes the interconnectedness of individual behavior and environmental
systems, particularly how school infrastructure and community interactions impact
compliance. Additionally, Institutional Theory underscores the role of organizational
policies and resources in shaping behaviors, suggesting that the effectiveness of the
Zero Single-Use Plastic Policy depends on how well it aligns with students’ needs and
the school’s capacity. Together, these theories provide a comprehensive framework
for examining the barriers to compliance and identifying actionable strategies for
improving policy implementation.
 Conceptual Framework

INPUT PROCESS OUTPUT

The implementation of the The assessment of how Measurement of
Zero Single-Use Plastic Policy students’ awareness, student compliance with
at Alegria National High attitudes, and barriers the Zero Single-Use
School, including the level of interact to influence their Plastic Policy, including
student awareness, attitudes, compliance with the behavioral changes (such
barriers to compliance (such policy. This also includes as increased use of
as cost, convenience, and the influence of peers, reusable materials and
access to alternatives), school faculty, and social reduced plastic
infrastructure (availability of dynamics within the consumption), student
reusable materials and waste school, the effectiveness participation in
management systems), and of the school’s policy sustainability initiatives,
the effectiveness of enforcement mechanisms, and the overall success of
communication strategies and the level of support the policy in reducing
(posters, announcements, provided by the school plastic waste within the
educational sessions). infrastructure in school.
encouraging compliance.

OUTCOME
The findings of the study will provide insights into the barriers and enablers of student
compliance, offering valuable recommendations for improving the implementation of the
policy and contributing to the broader goals of sustainability and environmental
awareness within the school and the community.
 CHAPTER III
METHODOLOGY

This chapter presents the methodology used in the study, including the research design,
data gathering procedures, research instrument, data analysis methods, and ethical
considerations.

Research Design
This study employs a mixed-method research design, combining quantitative
and qualitative approaches to examine the factors influencing student compliance
with the Zero Single-Use Plastic (Zero-SUP) Policy at Alegria National High School
(ANHS). A descriptive survey design is used to collect quantitative data, measuring
student awareness, attitudes, perceived importance, barriers to compliance,
communication effectiveness, and school infrastructure. Meanwhile, qualitative
data is gathered by analyzing student suggestions for improving the
implementation of the policy.

Sampling Method and Respondents

The study utilizes Stratified Random Sampling to ensure representative
participation across different grade levels. After analyzing the student population
of ANHS, a sample size of 145 respondents was determined. This sampling
method ensures balanced representation of students across various
demographics, leading to more accurate and generalizable results.

Data Gathering Procedure

Data collection is conducted exclusively through surveys distributed to the 145
selected students. Before administering the survey, the researchers seek approval
from the school principal and the research coordinator. Students are informed
about the study’s purpose, and voluntary consent is obtained before participation.
 The survey is conducted within a designated period, ensuring consistent data
collection. Confidentiality is strictly maintained throughout the process.

Research Instrument
The primary research instrument is a structured questionnaire that includes both
closed-ended and open-ended questions. The quantitative section consists of
multiple-choice and Likert-scale questions, covering awareness, attitudes,
compliance barriers, communication strategies, and school infrastructure. The
qualitative section allows students to provide suggestions for improving the policy's
implementation, offering deeper insights into perceived challenges and potential
solutions. The questionnaire undergoes pre-testing to ensure clarity, reliability, and
validity before full distribution.

Data Analysis Method

The quantitative data is analyzed using descriptive and inferential statistics.
Descriptive statistics (frequencies, percentages, and means) summarize student
awareness levels, attitudes, perceived barriers, and access to infrastructure.
Inferential statistical tests (such as chi-square and correlation analysis) are used
to determine relationships between factors influencing compliance. The qualitative
data from student suggestions is analyzed using thematic analysis, categorizing
responses into common themes to identify potential improvements for policy
implementation. SPSS software is used for statistical analysis, with a significance
level set at α = 0.05.

Ethical Consideration

This research adheres to strict ethical guidelines to ensure the integrity of the
study and the protection of participants' rights. Informed consent was obtained
from all student respondents before data collection, ensuring that they understood
the study's objectives, their voluntary participation, and their right to withdraw at
any stage without consequences. Confidentiality was strictly maintained by
 anonymizing all responses, ensuring that no personal identifiers were linked to the
data. The collected data was securely stored and used solely for academic
purposes, following school and ethical research guidelines. Additionally, the study
took steps to minimize potential risks to participants, ensuring that survey
questions were neutral, non-intrusive, and designed to gather insights without
causing discomfort or coercion. By implementing these ethical considerations, this
research upholds the principles of respect, transparency, and responsibility in
conducting academic studies.

CHAPTER IV

This chapter presents and analyzes the study’s findings, focusing on the
demographic characteristics of respondents, their awareness and understanding of the
Zero Single-Use Plastic (Zero-SUP) Policy, attitudes toward the policy, barriers to
compliance, effectiveness of communication strategies, and the adequacy of school
infrastructure in supporting its implementation. The results provide valuable insights into
students’ level of awareness, behavioral tendencies, and the challenges they encounter
in complying with the policy. Furthermore, the study evaluates factors such as access to
alternative products and the effectiveness of school waste management systems to
determine their impact on policy adherence. These findings serve as a basis for
identifying areas of improvement and formulating recommendations to enhance the
effectiveness of the Zero-SUP Policy within the school environment.

Demographics

1.1 Gender Distribution

CATEGORY SUB CATEGORY COUNT

Male (M) 56

Female (F) 77
 Prefer not to say (P) 12
GENDER

The survey results indicate that the majority of respondents are female (77), followed
by male (56), while 12 individuals preferred not to disclose their gender. This suggests a
slightly higher representation of female students in the sample group.

1.2 Age Distribution

21 y/o 1
20 y/o 1

AGE 19 y/o 2
18 y/o 34
17 y/o 76
16 y/o 31

The age distribution of respondents reveals that the largest group consists of 17-year-
old students (76), followed by 18-year-olds (34) and 16-year-olds (31). A smaller portion
of respondents are 19 years old (2), 20 years old (1), and 21 years old (1). These findings
indicate that the sample primarily comprises students in their late teenage years, which
aligns with the expected age range for senior high school students.

1.3 Allowance Distribution

Below 20 pesos 39

21-50 pesos 61
ALLOWANCE

51-100 pesos 36

Above 100 pesos 9

 The financial allowance of students varies significantly. The majority receive ₱21 - ₱50
per day (61 respondents), followed by those receiving below ₱20 (39 respondents) and
₱51 - ₱100 (36 respondents). A smaller portion of students (9 respondents) receive more
than ₱100 per day. These findings suggest that most students operate within a limited
financial budget, which may influence their spending behavior, particularly in food
consumption.

1.4 Purchasing Behavior in the Canteen

Yes 63
Buy from Canteen
Sometimes 65
Rarely 11
No 6

Regarding canteen usage, 63 respondents regularly buy food from the canteen, while
65 purchase food only sometimes. A smaller group rarely buys from the canteen (11
respondents), whereas 65 students do not purchase from the canteen at all. These results
indicate that students exhibit diverse food consumption habits, which may be influenced
by financial constraints, personal preferences, or the availability of alternative food
sources.

1.5 Food-Bringing Habits

Yes, always 8
Sometimes 61

Brings Food Rarely 39

No 37

In terms of bringing food from home, 61 respondents bring food occasionally, while 39
rarely bring their own meals. Only 8 students consistently bring food, whereas 37 students
never bring food from home. These findings suggest that the majority of students rely on
purchasing food at school rather than bringing meals from home.
Summary of Findings

The demographic profile indicates that the surveyed population is primarily composed of
17-year-old students, with a slightly higher representation of females. The majority have
an allowance of ₱21 - ₱50 and exhibit varying food consumption behaviors, with some
buying from the canteen while others bring food from home. These insights provide
valuable context for understanding student behavior, financial capacity, and food
consumption patterns, which may be useful for further research discussions.

Survey Results Analysis

Section 1: Awareness and Understanding of the policy

1.1Awareness of the SUP

Awareness in SUP
160
140
120 137
100
80
60
40
20 1 7
0
Yes No Not Sure
Awareness in SUP 137 1 7
AXIS TITLE

Awareness in SUP

A total of 145 respondents participated in the survey, and the results indicate that the
vast majority are aware of the Zero Single-Use Plastic (Zero-SUP) Policy. This reflects
the effectiveness of the school’s communication efforts in informing students about the
policy’s objectives and guidelines.
 Together with the results of this study, according to a study conducted at Davao del
Sur State College (DSSC), effective communication strategies play a vital role in the
successful implementation of environmental policies, such as bans on single-use plastics.
The study found that aligning communication efforts with student preferences enhances
policy awareness and compliance. Specifically, the use of radio broadcasts, jingles, and
local dialects were identified as effective methods to engage students and improve their
understanding of the policy (ResearchGate, 2024).

Similarly, the findings of this research indicate that the vast majority of the 145
respondents are aware of the Zero Single-Use Plastic (Zero-SUP) Policy, reflecting the
effectiveness of the school's communication efforts. However, 7 respondents (4.83%)
expressed uncertainty, and 1 respondent (0.69%) was completely unaware of the policy,
highlighting a small gap in awareness. This aligns with previous studies, which suggest
that while communication efforts may be broadly effective, certain students may still
require targeted strategies to ensure full comprehension and engagement.

1.2 Srudents Understanding towards the policy

Understanding towards the SUP

80
70
60
50
40
30
20
10
0
Little Moderate Good Complete
No Understanding
Understanding Understanding Understanding Understanding
Series 1 1 4 18 54 68

A total of 122 students (84.1%) have a good or complete understanding of the policy.
However, 23 students (15.9%) report having moderate to no understanding, meaning that
not all students fully grasp the policy’s objectives. To improve compliance, enhanced
educational efforts—such as interactive discussions or training sessions—may be
necessary.

Supporting this observation, a study published in Sustainability evaluated the impact

of an educational intervention designed to foster environmental citizenship among
undergraduate students. The results demonstrated that participation in the intervention
course induced positive changes in students' environmental citizenship compared to a
control group, highlighting the effectiveness of structured educational programs in
promoting environmental understanding and engagement. Furthermore, research
published in Nature Climate Change emphasizes that educational interventions can
significantly influence students' environmental awareness and actions. The study
revealed that interactive and engaging educational strategies effectively enhance
students' understanding and proactive engagement with environmental policies.

1.3 Restricted Plastic Items

Restricted Plastic Items Respondents (out of 145) % of Respondents

Plastic Straw 80 57.9%

Plastic Bags 81 55.9%

84
Plastic Bottles 55.2%

Single Use Utensils 47 37.2%

Single Use Packaging 46 39.3%

Non-Biodegrable 54 32.4%

Disposable Cups 57 31.7%

Among 145 respondents, the data reveals that plastic bottles (57.9%), plastic bags
(55.9%), and plastic straws (55.2%) are the most commonly recognized restricted items
under the Zero Single-Use Plastic (Zero-SUP) Policy. This suggests that students are
generally aware that these highly visible and commonly used plastics are prohibited, likely
due to past awareness campaigns, school policies, or personal exposure to
environmental issues. However, the findings also indicate a gap in knowledge regarding
non-biodegradable sachets (37.2%), disposable cups (39.3%), and single-use food
packaging (31.7%). These items were identified as restricted by fewer than 40% of
respondents, meaning that a significant portion of students may not realize that these are
also banned under the policy.

Supporting this observation, a study conducted at a university aimed to estimate the

generation of single-use plastics (SUPs) and elucidate consumer behavior towards a
plastic-free campus. The research found that while students were generally aware of
common SUPs like plastic bottles and bags, there was less awareness about items such
as disposable cups and food packaging. This gap in knowledge contributed to continued
use of these less-recognized SUPs, hindering the university's efforts to reduce plastic
waste. To address this issue, the study recommended targeted educational campaigns
to raise awareness about all forms of SUPs, emphasizing the environmental impact of
items beyond the commonly recognized ones. Implementing such comprehensive
educational efforts could enhance students' understanding of the full scope of the Zero-
SUP Policy, leading to more effective compliance and a reduction in plastic waste on
campus.

Section 2: Attitudes Toward the Policy

2.4 How important do students think about Zero Single-Use Plastic Policy

120 103
100
80
60
40 28
20 8 6
0
0
Not Important Slightly Important Modeartely Important Very Important
Series 1
Series 1 0 8 6 28 103
 The findings of this study reveal that the majority (90.3%) of respondents consider
the Zero Single-Use Plastic (Zero-SUP) Policy as either important or very important, with
71.0% rating it as "Very Important" and 19.3% as "Important." This strong level of support
indicates that most students recognize the significance of reducing plastic waste within
the school environment. However, a small portion (4.1%) rated the policy as "Moderately
Important," while 5.5% viewed it as "Slightly Important," suggesting that some students
may not fully grasp the broader impact of the policy. Notably, none of the respondents
considered the policy "Not Important," signifying that all students acknowledge its
relevance, even if some do not prioritize it highly. To address this, strengthening
awareness campaigns, incorporating real-world examples of plastic pollution, and
implementing incentive-based compliance programs could enhance students'
understanding and engagement.

Existing literature supports these findings, emphasizing the role of environmental

awareness and education in shaping student attitudes. A study by Schoeman et al. (2020)
at the University of the Witwatersrand found that while 57% of students were familiar with
the concept of single-use plastics, many lacked in-depth knowledge of its environmental
impact. Similarly, Buchanan et al. (2019) reported that while only a minority fully
understood sustainability concepts, 95.8% still acknowledged their importance,
highlighting the potential of education in bridging knowledge gaps. Additionally, research
from the European Environment Agency (2021) underscores the effectiveness of
awareness campaigns when supported by stakeholders such as environmental NGOs,
as these partnerships enhance communication strategies and promote behavioral
change. These studies align with the current findings, suggesting that reinforcing
environmental education and targeted advocacy efforts could further improve student
engagement with the Zero-SUP Policy and foster long-term sustainability practices.

2.5 Attitude Toward Policy

 80 71
70 61
60
50
40
30
20 14
10
0
Positive Neutral Negative
Series 1 71 61 14

Nearly half (71 students or 49.0%) have a positive attitude toward the policy, which
means they support the school's initiative to reduce plastic waste. This suggests that a
significant portion of students recognize the importance of the policy and its
environmental benefits.

A similar study conducted at the University of Nebraska-Lincoln found that while

students generally support initiatives to reduce single-use plastics, factors such as
convenience, accessibility of alternatives, and personal habits significantly influence their
level of engagement (University of Nebraska-Lincoln, 2023). Similarly, research on Thai
university students revealed that while many students acknowledge the importance of
reducing plastic consumption, behavioral change remains a challenge due to ingrained
habits and the perceived inconvenience of sustainable alternatives (PMC, 2024).

These findings suggest that while positive attitudes toward environmental policies are
common, actual compliance depends on awareness, accessibility, and convenience. To
enhance student engagement with the Zero-SUP Policy, efforts should focus on
increasing awareness, improving access to reusable alternatives, and implementing
incentive-based strategies that encourage long-term behavior change.

2.6 Belief in the Effectiveness of the Zero-SUP Policy

Response No of Respondents Percentage

 Yes 116 80.0%

Maybe 22 15.2%

No 7 4.8%

The majority of respondents (80.0%) believe that the Zero Single-Use Plastic (Zero-
SUP) Policy will effectively reduce plastic waste, demonstrating strong confidence in its
environmental impact. However, 15.2% remain uncertain, suggesting hesitancy about the
policy’s enforcement, the availability of alternatives, or their personal experience with
similar initiatives. A small portion (4.8%) expressed skepticism, possibly due to concerns
about ineffective implementation or the belief that a school-wide policy alone is insufficient
to address larger environmental issues. These findings highlight the need for reinforced
enforcement measures, increased accessibility to alternatives, and stronger awareness
efforts to enhance student confidence and compliance with the policy.

Similar findings are observed in a study at the University of the Witwatersrand, where
students acknowledged the environmental issues associated with single-use plastics but
faced challenges in reducing their usage due to convenience and accessibility factors.
Additionally, research indicates that barriers such as lack of awareness, perceived
inconvenience, and insufficient access to alternatives hinder effective implementation of
single-use plastic reduction policies. These insights underscore the necessity for
reinforced enforcement measures, increased accessibility to alternatives, and enhanced
awareness efforts to bolster student confidence and compliance with the Zero-SUP
Policy.
Section 3: Barriers to Compliance

3.7 Difficulty in accessing alternatives to single-use plastics

Difficulty
78
76
74 76
72
70
68
69
66
64
Yes No
Difficulty 76 69

Difficulty

The survey results indicate that 52.4% of respondents experience difficulty in

accessing reusable or eco-friendly alternatives, highlighting accessibility and affordability
as significant barriers to compliance with the Zero Single-Use Plastic (Zero-SUP) Policy.
Conversely, 47.6% reported no difficulty, suggesting that nearly half have successfully
adapted to the policy due to prior awareness, financial capacity, or the availability of
sustainable options. The close distribution of responses underscores the need for
improved access to affordable alternatives, ensuring that all students—regardless of
financial or environmental circumstances—can comply with the policy. To enhance
adherence, the school may consider strengthening awareness initiatives, expanding cost-
effective reusable product availability, and improving policy enforcement to encourage
sustainable practices.

Similar challenges have been observed in other educational institutions. For instance,
a study at the University of the Witwatersrand found that students faced constraints in
their pro-environmental behavior due to limitations in recycling infrastructure and the
expense of alternative products. Additionally, research indicates that barriers such as lack
of awareness, perceived inconvenience, and insufficient access to alternatives hinder
effective implementation of single-use plastic reduction policies. These findings suggest
that addressing both structural and perceptual barriers is crucial for the successful
adoption of sustainable practices within educational settings.Taylor & Francis
OnlineResearchGate

3.8 Scale of how convenient is it for you to use alternatives single-use plastics?

80 75
70
60
50
38
40
30
19
20
8
10 5

0
Very Inconvenient Inconvenient Neutral Convenient Very Convenient
Scale of S 5 8 75 38 19

The survey results show that 51.7% of respondents rated the convenience of using
alternatives to single-use plastics as "Neutral," indicating that while they do not find these
alternatives particularly difficult to use, they also do not see them as highly convenient.
Meanwhile, 26.2% found them "Convenient," and 13.1% rated them as "Very
Convenient," suggesting that a significant portion of students have adapted to sustainable
practices without major difficulties. However, 5.5% found the use of alternatives
"Inconvenient," and 3.4% rated them as "Very Inconvenient," highlighting that a small
fraction of students may struggle with adopting eco-friendly options due to limited
availability, affordability, or accessibility of reusable products.

These findings align with a study conducted in Dhaka City, Bangladesh, where 44.83%
of respondents expressed willingness to reduce single-use plastics even when offered for
free; however, the actual adoption of reusable alternatives remained low, with only
28.97% of respondents reporting that they bring their own bags when shopping. This
suggests that while there is a general willingness to adopt sustainable practices, factors
such as convenience, accessibility, and ingrained habits significantly influence actual
behavior.BioMed Central. Furthermore, research on barriers to the continued usage of
alternatives for single-use plastics by students in student housing identified that changes
in environment, such as moving from parental homes to student accommodations, can
disrupt established usage patterns of sustainable alternatives. This indicates that
environmental and contextual factors play a crucial role in the consistent adoption of eco-
friendly practices.ResearchGate. Additionally, a study assessing community perceptions
toward single-use plastic shopping bags in Jimma town, Ethiopia, found that while there
is awareness of the environmental impact of plastic bags, the willingness to shift to
sustainable alternatives is influenced by factors such as convenience and accessibility.
This underscores the importance of addressing these factors to promote the adoption of
reusable alternatives.SAGE Journals. Collectively, these studies highlight that while there
is a positive attitude toward reducing single-use plastic consumption, actual behavior
change is often hindered by perceived inconvenience, lack of accessibility, and
affordability of alternatives. Addressing these barriers is essential to facilitate the
transition toward sustainable practices.BioMed Central+1Frontiers+1

3.9 Main Challenges face by Students in Complying with the Policy

Challenges Number of Respondents Percentage

High Cost of Alternatives 27 18.62%
Lack of Availabilty of 62 42.76%
Alternatives
Habitual Behavior 54
37.24%
Total of Respondents 145 100%

The survey results indicate that the most commonly cited barrier to compliance with
the Zero Single-Use Plastic (Zero-SUP) Policy is the lack of availability of alternatives,
with 42.76% of respondents struggling to find accessible or affordable reusable options.
This suggests that limited access to sustainable products makes it more challenging for
students to adhere to the policy. Additionally, habitual behavior (37.24%) was identified
as another significant challenge, implying that many students continue using single-use
plastics out of routine rather than necessity. This highlights the need for behavioral
change initiatives to encourage sustainable practices. Meanwhile, 18.62% of respondents
cited the high cost of alternatives as a concern, though this was not as significant a barrier
as availability and ingrained habits. To improve compliance, the school should increase
access to eco-friendly products, implement awareness campaigns, and focus on
behavioral change programs to shift student habits toward sustainable alternatives.

Similarly, a study on single-use plastic reduction at UK higher learning institutions

highlighted that financial constraints and conflicting environmental interests are notable
barriers to implementing sustainable practices. The research also pointed out challenges
associated with the disposal of compostable or biodegradable takeaway items, indicating
that infrastructural limitations can impede the adoption of eco-friendly alternatives. This
study underscore the importance of addressing both infrastructural and behavioral
challenges to enhance compliance with plastic reduction policies. Improving access to
affordable and convenient alternatives, alongside targeted educational campaigns to shift
habitual behaviors, is crucial for the successful implementation of such environmental
initiatives.

Section 4: Effectiveness of Communication and Awareness Strategies

4.10 Information about the Zero Single-Use Policy

Challenges No of Respondents Percentage

School Announcement 128 88.28%

Posters 40 27.59%

Educational sessions 22 15.17%

Total Respondents 145 100%

The results indicate that 88.28% of students received information about the Zero
Single-Use Plastic (Zero-SUP) Policy through school announcements, emphasizing the
effectiveness of verbal communication methods such as public address system
messages, morning briefings, or teacher-led discussions. Additionally, 27.59% of
students obtained information from posters, demonstrating that while visual materials
contribute to awareness, they are less impactful than direct announcements. Meanwhile,
only 15.17% of students received information through educational sessions, suggesting
that formal discussions or seminars on the policy are either less frequent or not widely
attended. These findings highlight the importance of verbal communication in spreading
awareness, while also indicating that posters and educational sessions, though valuable,
may not be the primary sources of information for most students. To enhance awareness
and compliance, the school may consider expanding educational sessions and increasing
the visibility and effectiveness of posters to ensure that information reaches all students
through diverse communication methods.

According to a study from the Washington School Research Center, face-to-face

interactions and frequent verbal communication methods, such as public address system
messages and teacher-led discussions, are highly effective in disseminating information
within educational settings. This supports the findings that 88.28% of students received
information about the Zero Single-Use Plastic (Zero-SUP) Policy through school
announcements, emphasizing the role of verbal communication in raising awareness
(Washington School Research Center, 2023).

Similarly, a study published in the Journal of the Medical Library Association found
that while posters are effective in transferring knowledge, their impact is significantly
enhanced when supplemented with direct engagement or verbal reinforcement. This
aligns with the study's findings that 27.59% of students obtained information from posters,
suggesting that while visual materials contribute to awareness, they are less effective
than direct announcements (Journal of the Medical Library Association, 2022).
Furthermore, research from the International Journal of Information and Learning
Management highlights that formal educational sessions, though valuable, may have
limited impact if not effectively integrated into a broader communication strategy. This
supports the study's result that only 15.17% of students received information through
educational sessions, indicating that these discussions may be less frequent or not widely
attended (International Journal of Information and Learning Management, 2021).

These studies collectively reinforce the importance of verbal communication in

spreading awareness, while also indicating that posters and educational sessions, though
beneficial, may not be the primary sources of information for most students. To further
enhance awareness and compliance, the school may consider expanding educational
sessions and increasing the visibility and effectiveness of posters to ensure that
information reaches students through multiple communication methods.

4.11 How clear was the information you received

Scale
80
60
40
20
0
Unclear Somewhat Clear Neutral Clear Very Clear
Scale 0 10 21 72 42

Scale

The survey results show that 78.63% of respondents found the information about the
Zero Single-Use Plastic (Zero-SUP) Policy either "Clear" or "Very Clear," indicating that
the school's communication strategies have been effective in conveying the policy’s
objectives. Meanwhile, 14.48% of students selected "Neutral," suggesting that while they
received information, they may not have fully understood it, and 6.90% rated the
information as "Somewhat Clear," implying that further clarification may be necessary.
Notably, none of the respondents rated the information as "Unclear," reinforcing the
overall success of the school's communication efforts. These findings highlight the
effectiveness of school announcements, posters, and educational sessions in raising
awareness while also emphasizing the need for more engaging and detailed explanations
to improve comprehension. Enhancing communication strategies through interactive
discussions and visual demonstrations may further ensure that all students fully
understand the policy.

According to a study by Tracey et al., effective communication within schools plays a

crucial role in fostering student understanding and engagement. The study highlights that
verbal communication methods, such as public address system messages and teacher-
led discussions, are among the most effective ways to disseminate important information
within educational institutions. This supports the findings of the current study, where
78.63% of respondents found the information about the Zero Single-Use Plastic (Zero-
SUP) Policy either "Clear" or "Very Clear," indicating the effectiveness of the school’s
communication strategies. Additionally, the study emphasizes that visual aids, including
posters and infographics, enhance learning by making complex information more
accessible, which aligns with the 27.59% of respondents who obtained information from
posters in the present study. However, research also suggests that while posters and
educational materials are beneficial, their effectiveness significantly increases when
combined with interactive discussions or participatory activities. This aligns with the
15.17% of respondents who received information through educational sessions,
indicating that formal discussions may not be as widely attended or effectively integrated
into the school’s broader communication approach. Given these findings, enhancing
communication strategies through interactive discussions, visual demonstrations, and
engagement-driven learning methods may further improve policy awareness and ensure
full comprehension among all students.

4.12 Effectiveness of Communication Strategies

Effectiveness of Communication Strategies

60
50
40
30
20
10
0
Slightly
Not Effective Moderately Effective Very Effective
Effective
Effectiveness of Communication
8 14 50 45 50
Strategies

Effectiveness of Communication Strategies

The survey results show that 99.31% of students consider the school's communication
strategies for the Zero Single-Use Plastic (Zero-SUP) Policy at least moderately effective,
with 34.48% rating them as "Moderately Effective," 34.48% as "Very Effective," and
31.03% as "Effective." However, 15.2% of respondents found the strategies less effective,
highlighting the need for improved engagement methods, such as interactive discussions
and visual aids. While the school’s current efforts are largely successful, enhancing
communication approaches can further strengthen student understanding and
compliance with the policy.

According to a study published by UNESCO, effective school communication strategies

play a vital role in shaping student awareness and engagement with environmental
policies. The study emphasizes that clear and structured communication efforts, such as
school announcements and visual aids, significantly improve student comprehension and
compliance (UNESCO, 2024). This supports the survey results, where 99.31% of
students found the school's communication strategies for the Zero Single-Use Plastic
(Zero-SUP) Policy at least moderately effective. Similarly, research by ResearchGate
highlights that interactive teaching strategies enhance students' understanding of
environmental topics, making information more engaging and impactful. The study found
that incorporating interactive discussions, multimedia presentations, and participatory
activities improves student retention and comprehension (ResearchGate, 2024). This
aligns with the 15.2% of students in the survey who found the strategies less effective,
suggesting the need for more dynamic and engaging communication approaches.
Furthermore, a study published in the European Journal of Education states that effective
communication is a key factor in promoting environmental engagement and encouraging
sustainable practices. The research underscores the importance of using diverse
communication methods, such as interactive discussions and visual demonstrations, to
ensure maximum student participation and understanding (European Journal of
Education, 2024).

These findings support the need for enhanced engagement methods, such as
interactive discussions and visual aids, to strengthen student understanding and
compliance with the Zero-SUP Policy. By integrating more participatory learning
techniques and visual reinforcement, schools can further improve the effectiveness of
their environmental communication strategies.
Section 5: School Infrastructure

5.13 Access to Alternative Products for Compliance with the Zero-SUP Policy

Access to Alternative Products

80 61
60 46
40 17 19
20 2
0
No Access Limited Access Moderate Access Good Access Full Access
Access to Alternative Products 2 17 46 61 19

Access to Alternative Products

The survey results indicate that 42.07% of respondents reported having "Good
Access" to reusable containers and eco-friendly bags, suggesting that sustainable
products are fairly available within the school or community. Additionally, 31.72%
indicated "Moderate Access," while 13.10% reported "Full Access," showing that a
significant portion of students can obtain eco-friendly alternatives, though accessibility
remains inconsistent. However, 11.72% of students reported "Limited Access," and
1.38% had "No Access" at all, meaning that 13.1% of students face challenges in
obtaining reusable products due to affordability, availability, or lack of awareness. These
findings highlight a generally positive trend in sustainability efforts, as 87% of students
have at least moderate access to alternatives. However, expanding affordable product
availability and increasing awareness through informational campaigns could further
improve compliance with the Zero-SUP Policy and ensure that all students can easily
transition to sustainable practices.

According to a study published in the Journal of Environmental Psychology, the

availability of green products significantly influences consumers' eco-friendly purchasing
decisions, suggesting that when sustainable alternatives are easily accessible,
individuals are more likely to adopt environmentally friendly practices (PMC, 2024). This
aligns with the findings of the present study, which indicate that 87% of students have at
least moderate access to reusable alternatives, reflecting a positive trend in sustainability
efforts within the school. However, 13.1% of students face challenges in obtaining these
products, emphasizing the need for improved accessibility. Similarly, a policy initiative by
the University of California, Los Angeles (UCLA) implemented a Single-Use Plastics
Policy aimed at transitioning from single-use plastics to reusable or compostable
alternatives. The study highlights that institutional support plays a crucial role in promoting
sustainable behaviors among students, reinforcing the importance of policies that
facilitate access to eco-friendly products (UCLA Sustainability, 2024).Furthermore,
research assessing college students' knowledge of sustainability found that while only a
minority were initially familiar with the concept of sustainability, a significant majority
(95.8%) acknowledged its importance after targeted awareness programs. This
demonstrates that informational campaigns can bridge the gap between awareness and
action, further supporting the need to enhance education on the availability and benefits
of reusable alternatives (Renewable Energy and Environmental Sustainability Journal,
2024).

These studies collectively reinforce the importance of increasing accessibility to

affordable sustainable products and implementing awareness programs to improve
compliance with environmental policies. By addressing these factors, schools can further
strengthen their sustainability initiatives and foster greater participation in environmentally
responsible practices.

5.14 Adequacy of Waste Disposal and Recycling Systems

Adequacy of Waste Disposal and Recycling Systems

60
51 52
50
41
40

30

20 15

10 5

0
Very Inadequate Inadequate Neutral Adequate Very Adequate

Adequacy of Waste Disposal and Recycling Systems

 The survey results indicate that 71.03% of respondents view the current waste
disposal and recycling systems as adequate or very adequate, suggesting that the
school's waste management infrastructure is generally effective in supporting compliance
with the Zero Single-Use Plastic (Zero-SUP) Policy. However, 28.28% of students
provided a "Neutral" rating, implying that while they do not see the system as inadequate,
they may also not find it highly effective. Additionally, 12.42% of respondents rated the
system as inadequate or very inadequate, highlighting concerns about inefficiencies in
waste disposal and recycling. These findings suggest that while the overall perception of
the school’s waste management efforts is positive, further improvements—such as
enhanced waste segregation programs, additional recycling facilities, and stricter
enforcement of waste disposal regulations—may be necessary to ensure greater
effectiveness and compliance with sustainability initiatives.

According to a study conducted at the University of Abuja, waste management

systems in educational institutions often face challenges related to waste segregation and
student engagement. The study found that 94.2% of students did not separate their solid
waste before disposal, highlighting a lack of effective waste management practices
(ResearchGate, 2024). Similarly, research on students' perceptions of recycling revealed
that 77.9% acknowledged the value of waste separation, even if they had not personally
participated in the process (ResearchGate, 2024). These findings support the present
study’s results, where a portion of students expressed neutral or negative perceptions
regarding the school's waste disposal and recycling systems, indicating the need for
improved segregation programs and more accessible recycling facilities.

Furthermore, research published by the IEOM Society emphasizes that environmental

education in schools significantly improves students' perceptions of waste management,
encouraging them to adopt more sustainable practices (IEOM Society, 2024). This aligns
with the recommendation that enhancing waste segregation programs, increasing
recycling facilities, and integrating waste management education into the curriculum can
further improve the efficiency of school waste systems. By addressing these areas,
schools can promote greater adherence to the Zero Single-Use Plastic (Zero-SUP) Policy
and foster a more environmentally responsible student body.
 THEMATIC ANALYSIS

Q1. What specific improvements or changes would help you comply more easily with
the Zero Single-Use Plastic Policy?
Descriptive In Vivo Codes Categories Theme
Codes
12- Promoting the use “Gamitin ang Encouraging Promotion of
N- of sustainable reusable at eco- Personal Sustainable
01 alternatives friendly products Responsibility Alternatives
bilang alternative.”

12- Incentivizing “Bigyan ng plus Incentives for Policy

N- compliance points ang students Compliance Implementati
02 through rewards para sumunod sa on and
polisiya.” Enforcement
12- Increasing “Providing Promotion of Promotion of
N- accessibility of affordable and Sustainable Sustainable
03 sustainable widely available Practices Alternatives
alternatives eco-friendly
alternatives.”
12- Reducing plastic “I would change the Waste Waste
N- use in the school use of plastic in the Management Management
04 canteen canteen.” Infrastructure and Proper
Disposal
12- Compliance with “Sumunod sa mga Stricter School Policy
N- school regulations patakaran na Policies Implementati
05 isinagawa sa on and
school.” Enforcement
12- Promoting “Makakatulong tayo Encouraging Promotion of
N- sustainable habits sa ating kalikasan at Personal Sustainable
06 through reusable makakatipid.” Responsibility Alternatives
containers
12- Adopting eco- “Switch to reusable Waste Promotion of
N- friendly packaging or biodegradable Management and Sustainable
07 and better waste alternatives.” Reduction Alternatives
management
12- Strict enforcement “Lahat ay dapat may Stricter School Policy
N- of tumbler tumbler.” Policies Implementati
08 requirement on and
Enforcement
12- Encouraging refill “Bumili sa refill Encouraging Promotion of
N- stations and stations sa halip na Personal Sustainable
09 reusable bagong plastic Responsibility Alternatives
containers bottles.”
12- Providing “Lack of Promotion of Promotion of
N- accessible alternatives like Sustainable Sustainable
10 sustainable reusable containers Practices Alternatives
alternatives. and utensils.”
12- Accountability “Add their name in Monitoring and Policy
N- through labeling the thing or in the Compliance Implementati
11 disposable items plastic.” on and
Enforcement
12- Rewarding “Kapag may Incentives for Policy
N- students for using tumbler, may plus Compliance Implementati
12 reusable tumblers points.” on and
Enforcement
12- Proper waste “Maglagay ng Waste Segregation Waste
N- segregation in the basurahan na may Initiatives Management
13 school label na nabubulok and Proper
environment at hindi nabubulok.” Disposal
12- Encouraging “Maglagay ng Waste Segregation Waste
N- proper waste basurahan sa gilid Initiatives Management
14 disposal practices ng canteen.” and Proper
Disposal
12- Raising awareness “Maglagay ng Awareness and Advocacy
N- through posters tungkol sa Education and
15 educational single-use plastic.” Campaigns Awareness
materials Initiatives
12- Strategic “Maglagay ng Waste Waste
N- placement of basurahan ayon sa Management Management
16 waste bins grade level.” Infrastructure and Proper
Disposal
12- Promoting “Practice carrying Encouraging Promotion of
N- reusable drink reusable bottles or Personal Sustainable
17 containers tumblers.” Responsibility Alternatives
12- Enforcing vendor “Limitahan ang Vendor Policy
N- compliance with paggamit ng plastic Regulations Implementati
18 plastic reduction sa pagtitinda.” on and
Enforcement
12- Avoiding single- “Huwag nang Personal Action Promotion of
N- use plastic by gumamit ng single- and Behavioral Sustainable
19 reducing school use plastic.” Change Alternatives
canteen reliance
12- Encouraging “Mag-BYOB para Encouraging Promotion of
N- students to bring maiwasan ang Personal Sustainable
20 their own food plastic.” Responsibility Alternatives
12- Implementing a “I-full ban ang Stricter School Policy
N- total ban on single- single-use plastic sa Policies Implementati
21 use plastic paaralan.” on and
Enforcement
12- Providing “Magbigay ng Incentives for Policy
N- incentives for diskwento sa mga Compliance Implementati
22 BYOC compliance may sariling on and
lalagyan.” Enforcement
12- Strengthening “Makipagtulungan Awareness and Advocacy
N- partnerships for sa recycling Education and
23 sustainable waste centers.” Campaigns Awareness
management Initiatives
12- Strict monitoring of “Mas maging Stricter School Policy
N- policy compliance istrikto sa Policies Implementati
24 pagpapatupad ng on and
polisiya.” Enforcement
11- Bringing Own “Magdala ng Bringing Own Encouraging
S- Food & Snacks sariling food at mga Food & Snacks Sustainable
01 biscuit.” Food
Practices
11- Using Personal “Magdala ng Using Personal Promoting
S- Tumblers & sariling tumbler at Tumblers & Eco-Friendly
03 Environmental maging respetado Environmental Habits
Awareness sa kalikasan.” Awareness

11- Strict Canteen “Every vendor in the Strict Canteen Strengthenin

S- Regulation on canteen would not Regulation on g School
04 Plastic Use & allow to use plastic Plastic Use Policies on
Encouraging cups.” Plastic Use
Reusable Items

11- Complete Ban on “All plastic cannot Complete Ban on Enforcing

S- Plastic Inside go inside in our Plastic Inside Strict Plastic-
05 Campus campus.” Campus Free Campus
Rules

11- Bringing Personal “Palaging magdala Bringing Personal Promoting

S- Tumbler for ng tubig sa Tumbler for Reusable
06 Convenience & tumbler.” Convenience Drinking
Waste Reduction Containers

11- Bag Inspection to “Palaging mag- Bag Inspection to Strengthenin

S- Prevent Plastic check ng bag sa Prevent Plastic g Campus
11 Entry gate.” Entry Enforcement
Measures
11- Bringing Personal “Magdadala ako ng Bringing Personal Encouraging
S- Tumbler for Self- sarili kong tumbler.” Tumbler for Self- Individual
12 Sufficiency Sufficiency Responsibilit
y

11- Using a Personal “Mahalaga kung Using a Personal Reducing

S- Tumbler to Reduce may sarili kang Tumbler to Reduce Single-Use
13 Single-Use tumbler.” Plastic Plastics
Plastics
11- Consistently “Laging magdala ng Consistently Creating a
S- Bringing a Tumbler tumbler.” Bringing a Tumbler Habit of
14 to School to School Sustainability

11- Avoiding Single- “Iiwasan gumamit Avoiding Single- Encouraging

S- Use Plastics & ng mga plastic at Use Plastics & Responsible
15 Proper Waste iwasan magtapon Proper Waste Waste
Disposal kung saan-saan.” Disposal Management

11- Avoiding Plastic to “Iwasan gumamit ng Avoiding Plastic to Reducing

S- Prevent Littering mga plastic para Prevent Littering Waste in
16 maiwasan ang Schools
pagtapon dito sa
paaralan.”
11- Avoiding Plastic “Iwasan gumamit ng Reducing Plastic Promoting
S- Use to Prevent mga plastic para Use & Preventing Proper Waste
17 Littering maiwasan ang Littering Disposal and
pagtapon dito sa Plastic
paaralan.” Reduction
11- Bringing Own “Pwede ring Bringing Own Reducing
S- Snacks & Taking magdala ng iyong Snacks & Taking Waste
18 Waste Home sariling baon tulad Waste Home Through
ng biscuit na ilagay Personal
sa balunan.” Responsibilit
y

11- Bringing Personal “Magdala ng Encouraging Waste

S- Tumblers & Taking sariling tumbler at Personal Reduction
19 Waste Home kung may basura, Responsibility for Strategies
ilagay sa bag at sa Waste
bahay na itapon.” Management
11- Bringing a Tumbler “Magdala ng Promoting Environment
S- & Avoiding Plastic tumbler at hindi Compliance with al Awareness
20 magdala ng mga Plastic-Free
plastic.” Policies

11- Strict Ban on “All plastic outside Strengthening Implementing

S- External Plastics our campus is not Schoolwide Plastic Strict Zero-
21 allowed inside.” Prohibition Plastic
Policies
11- Reinforcing a “All plastic outside Strict Enforcement Enhancing
S- Campus-Wide our campus is not of Plastic-Free School
23 Plastic Ban allowed inside.” Campus Policies for a
Zero-Plastic
Environment
12- Daily waste “Check and sort Waste Responsible
G- monitoring and plastics daily.” Management Waste
02 responsible Management
recycling

12- School cleanliness “Malaking Waste Clean School

G- improvement pagbabago sa Management Environment
03 paaralan.”
12- Shifting to “Use reusable Sustainable Promoting
G- reusable utensils instead of Solutions Reusable
04 alternatives plastic.” Alternatives
12- Strict adherence to “Sumunod sa lahat Enforcement Policy
G- policies ng patakaran.” Strategies Compliance
05
12- Enhancing “Makinig ng Awareness Strengthe-
G- awareness through impormasyon Campaigns ning
06 information tungkol sa Policy” Awareness
dissimenation

12- Proper waste “Naiiwasan ang Waste Environmen-

G- disposal maling pagtatapon management tal
07 ng plastic.” responsibility
12- Positive “Malaki ang School cleanliness Benefits of
G- environmental ipagbabago ng the policy
08 impact paaralan lalo na’t
 malinis ang
kapaligiran.”
12- Reducing plastic “Maiwasan ang Waste reduction Plastic
G- waste pagdami ng minimization
10 plastic.” efforts
12- Avoiding plastic “Kapag dadami ang Environmental Harmful
G- waste plastic, nakakasira awareness effects of
11 sa ating kalikasan.” plastic waste
12- Providing reusable “Providing reusable Sustainable Practical
G- alternatives utensils like metal alternatives solutions for
12 straws, tumblers, policy
and more.” adherence
12- Reducing personal “Maiwasan ko ng Behavioral Individual
G- plastic use magdala ng mga changes responsibility
13 plastic na gamit.” in plastic
reduction
12- Need for better “Clearer guidelines Sustainable Enhancing
G- alternatives on acceptable solutions compliance
14 alternatives and through
improved access to alternatives
sustainable
packaging.”
12- Preventing waste “Nakakatulong para Waste Environment
G- accumulation maiwasan ang management al benefits of
15 pagkalat ng mga compliance
basura.”
12- Vendor regulations “Pagbawalan ang Market regulations Vendor
G- mga vendors na compliance
16 magbenta gamit ang
plastic.”
12- Strict policy “Strict ang rules ng Policy enforcement Policy
G- implementation zero single-use reinforcemen
17 plastic policy.” t
12- Policy strictness “Masasanay na ang Policy Habitual
G- lahat.” reinforcement compliance
18
12- Strict enforcement “Gagawin nilang Policy enforcement Behavioral
G- of rules strict ang rules.” compliance
19
12- Reduction of “Limitahan ang Waste Plastic use
G- plastic use paggamit ng management reduction
20 plastic.”
12- Awareness and “Education session Information Awareness
G- education and school dissemination campaigns
21 announcement.”
12- Environmental “Mabawas ang School cleanliness Environment
G- cleanliness plastic waste sa initiatives al awareness
22 paaralan.”
12- Policy “Mas pagbutihin Policy Long-term
G- improvement ang pag-implementa reinforcement sustainability
23 ng policy.”
12- Proper waste “Dapat magtapon Waste Behavioral
G- disposal ng basura sa management adaptation
25 tamang lalagyan.”
12- Strict enforcement “Pagtibayin ang Policy enforcement Strengthenin
G- of rules pagiging strict ng g policy
26 school guard.” implementati
on
12- Reduction of “Wala na Impact of policy Environment
G- plastic waste masyadong implementation al benefits
27 nakakalat na plastic
na basura.”
12- Providing extra “Bring extra selop Waste Proper Waste
C- plastic for waste hane para eoon Management Disposal
02 collection ilagay ang mga
basura.”
12- Using personal “I will bring my own Alternative Reusable
C- drink ware to tumbler instead.” Products Alternatives
03 replace plastic
cups
12- Encouraging self- “Dapat natin Behavioral Change Personal
C- discipline and disiplinahin ang Responsibilit
04 leadership ating sarili at y
maging ihimplo sa
mga kabataan.”
12- “it’s a big changes “Adjusting to new Policy Awareness Policy Impact
C- to use or to follow environmental Recognition
05 a zero single-use policies.”
plastic policy .”
12- Strengthening “Dapat masunod Rule Compliance Strict Policy
C- policy enforcement ang mga rules para Adherence
06 sa paaralan para
mas mapabuti ang
epekto.”

12- Linking compliance “It is the way to Environmental School

C- to school clean the Awareness Cleanliness
07 cleanliness environment and
also to clean the
school.”
12- Reducing plastic “Maiwasan ang Environmental Plastic Waste
C- waste in pagkalat ng mga Impact Reduction
08 surrounding plastis sa publico
paaralan.”
12- Promoting total “Wag gumamit ng Behavioral Change Plastic
C- avoidance of plastic.” Avoidance
09 plastic
12- Promoting policy “Mas makabuti para Policy Awareness Clean School
C- compliance for a sa atin ang Environment
10 cleaner school sumunod sa zero
single-use plastic
policy.”
12- Observing waste “Bihira nalang ang Policy Waste
C- reduction due to iyong makikita na Effectiveness Reduction
11 the policy basura sa
paaralan.”
12- Recognizing policy “The zero single- Policy Maintaining
C- effectiveness in use plastic policy is Effecctiveness Cleanliness
12 cleanliness very effective.”
12- Setting up “Just put a garbage Waste Proper Waste
C- designated waste bag in the specific Management Disposal
13 disposal areas even sa the
students can throw
their plastic
properly.”
12- Promoting waste “Maglagay sa Waste Segregation Proper Waste
C- segregation in tamang lagayan Disposal
14 school katulad ng
nabubulok at di-
nabubulok at
iwasan ang pag
gamit ng plastic.”
12- Promoting “Encouraging Alternative Reusable
C- sustainable reusable bags, Products Alternatives
17 reusable products containers and
bottles use of
durable, washable.”
12- Promoting “Encouraging Alternative Reusable
C- sustainable reusable bags, Products Alternatives
18 reusable products containers and
bottles use of
durable, washable.”
12- Raising awareness “A wide Education & Environment
C- through understanding Awareness al Awareness
19 environmental about Campaigns
education environmental
conservation
through sessions
video presentation
and posters.”
12- Strengthening “Para sa akin Behavioral Change Personal
C- personal nakakatulong sapag Responsibilit
20 responsibility in sunod ay ang pag y
waste disiplina sa sarili
management sapag gamit o
pagtapon ng zero
single-use plastics.”
12- Noting the “Following the Policy Environment
C- environmental policy helps Effectiveness al
23 benefits of maintain the school Sustainability
compliance and environment.”
12- Educating students “Para sakin Education & Waste
C- on proper waste nakakatulong ito sa Awareness Disposal
24 disposal atin para maturoan Discipline
ang mga kabataan.”
12- Encouraging “Siguro ang pag- Rule Compliance Strict Policy
C- students to follow iwas na mag dala ng Adherence
25 school rules mga ipinagbabawal
at sumunod sa
batas.”
11- Promoting the use “Sapat na paggamit Use of Alternatives Availability of
B- of sustainable ng alternatibo” Eco-Friendly
01 alternatives Alternatives
11- Offering incentives “Affordable eco- Policy Strengthenin
B- and accessible friendly Reinforcement g
03 alternatives alternatives.” Measures Enforcement
and
Awareness
11- Increasing “Reusable and Policy Strengthenin
B- accessibility of biodegradable Reinforcement g
03 reusable alternatives.” Measures Enforcement
alternatives and and
strict enforcement Awareness
11- Encouraging “Pagdala ng sariling Sustainable Habits Encouraging
B- personal reusable lalagyan.” and Vendor Reusable
04 containers and Responsibilities Personal
vendor regulation Items and
 Stricter
Enforcement
11- Promoting “Switch to reusable Sustainable Habits Encouraging
B- comprehensive items.” Reusable
05 strategies to Personal
reduce single-use Items
plastic
11- Increasing “Accessible Use of Alternatives Availability of
B- availability of reusable Eco-Friendly
06 sustainable alternatives.” Alternatives
alternatives
11- Promoting “Biodegradable Vendor Role of
B- biodegradable packaging.” Responsibilities Vendors in
07 packaging in Compliance
school canteens
11- Implementing daily “Araw-araw na bag Compliance Stricter
B- student bag check.” Monitoring Implementati
08 inspections and on and
encouraging Enforcement
reusable
containers
11- Prohibiting “Iwasan ng vendor Vendor Role of
B- vendors from using ang plastic.” Responsibilities Vendors in
09 harmful plastics Compliance
11- Enforcing a plastic “Bawal ang plastic Stricter School Policy
B- ban for canteen sa canteen.” Policies Implementati
10 vendors on and
Enforcement.
In Vivo Code:
"Bawal ang plastic
sa canteen.
11- Restricting plastic- “Bawal ang Stricter School Policy
B- packaged food pagkaing may Policies Implementati
12 items in canteens plastic.” on and
Enforcement
11- Strengthening “Pagalawin ang Student Strengthenin
B- student leadership SSLG.” Involvement in g Policy
13 involvement in Policy Enforcement
policy enforcement through
Leadership
11- Promoting “Iwasan ang single- Sustainable Habits Encouraging
B- avoidance of use plastic.” Reusable
14 single-use plastics Personal
Items
11- Providing more “Maglagay ng Waste Strengthenin
B- waste bins and maraming Management g Policy
15 strict basurahan.” Enforcement
implementation
11- Enhancing waste “Mag-check ng bag Compliance Stricter
B- disposal systems araw-araw.” Monitoring Implementati
16 and student on and
monitoring Enforcement
11- Conducting stricter “Striktong bag Compliance Stricter
B- bag inspections check.” Monitoring Implementati
17 on and
Enforcement

11- Implementing “Classroom bag Student Strengthenin

B- classroom-level check.” Involvement in g Policy
18 compliance checks Policy Enforcement
through
Leadership

11- Encouraging “Gumamit ng Sustainable Habits Encouraging

B- personal use of sariling lalagyan.” Reusable
19 reusable Personal
containers Items
11- Environmental “Panatilihing Environmental Environment
F- responsibility and malinis ang ating Responsibility and al Awareness
01 cleanliness kapaligiran.” Cleanliness and
Responsibilit
y
11- Personal and “Makakatulong siya Personal and Benefits of
F- collective benefit of saakin at Community Policy
02 the policy makakatulong din Benefits of Waste Adherence
ako.” Policies

11- Convenience in “Less hassle when Waste Practical

F- waste it comes to Management Adjustments
03 management storage.” Solutions and for
Convenience Convenience
11- Proper waste “Dapat hindi Proper Waste Environment
F- disposal and magtapon ng Disposal and al Awareness
06 compliance basura dahil bawal Compliance and
ito.” Responsibilit
y
11- Negative “Nakakasira ng Environmental Proper Waste
F- environmental ating kalikasan.” Impact of Waste Management
08 impact of improper Mismanagement Practices
waste disposal
11- Challenges in “If we don’t have Challenges in Difficulties in
F- avoiding plastic eco bags, we use Plastic-Free Policy
09 use plastics.” Compliance Adherence

11- Waste reduction “Para maiwasan ang School Cleanliness Benefits of

F- and school mga basura sa ating and Waste Policy
10 cleanliness paaralan.” Reduction Adherence
11- Strict enforcement “Strict Policy Policy
F- of waste policies implementation of Implementation Enforcement
11 this policy.” and Enforcement Strategies

11- Reducing plastic “Maiwasan ko ang Reducing Plastic Waste

F- usage for better paggamit ng mga Use for Policy Reduction
12 compliance plastic.” Compliance and Plastic
Avoidance
11- Awareness, “Maiwasan ko ang Awareness, Clear Policy
F- cooperation, and paggamit ng mga Education, and Communicati
13 active participation plastic.” Active Participation on and
Student
Engagement
11- Starting “Start it in our Household Home-to-
F- sustainable house” Practices for School
14 practices at home Environmental Sustainability
Sustainability Practices

11- Recycling and “Dapat i-recycle ang Recycling and Proper Waste
F- proper segregation mga basura” Waste Segregation Management
15 Practices
11- Listening and “Dapat makinig at Following Waste Proper Waste
F- following waste dapat ilagay ang Disposal Rules Management
17 disposal rules basura sa tamang Practices
basurahan”
11- Regulating “Hindi natin Regulating Policy
F- canteen vendors to pahihintulutan ang Vendors to Reduce Enforcement
20 reduce plastic canteen vendors” Plastic Waste Strategies
waste
11- Proper waste “Dapat hindi tayo Developing Proper Proper Waste
F- disposal habits magpataka og tapon Waste Disposal Management
21 ng basura” Habits Practices
 11- Waste segregation “Dapat e-separate Effective Waste Proper Waste
F- for effective ang plastic, papel, Segregation Management
22 recycling at bote” Practices
11- Avoiding plastic “Iwasan magdala ng Minimizing Plastic Waste
F- use in school mga plastic sa ating Use in Schools Reduction
23 paaralan” and Plastic
Avoidance
11- Proper plastic “Dapat maayos Proper Plastic Policy
F- waste disposal and itong tinatapon” Disposal and Enforcement
24 accountability Accountability Strategies
11- Clean air and a “Mas maging Environmental and Clean and
F- healthier malinis ang simoy Health Benefits of Healthy
25 environment ng hangin” Cleanliness School
Environment
11- Responsible waste “Dapat itapon sa Encouraging Proper Waste
F- disposal behavior dapat ilagay ang Responsible Management
26 basura sa lagayan” Waste Disposal Practices
Proactive Waste
Cleanup and
Responsibility
11- Proactive waste “Kapag may Proactive Waste Proper Waste
F- cleanup efforts makitang basura sa Cleanup and Management
27 daan, dapat itapon” Responsibility Practices

A thematic analysis was conducted to identify key themes emerging from participants'
responses regarding compliance with the Zero Single-Use Plastic (Zero-SUP) Policy at
Alegria National High School (ANHS). The responses were categorized into seven major
themes, reflecting student perspectives on improving policy implementation, promoting
sustainability, and addressing challenges. Each theme is supported by respondent codes,
ensuring credibility and traceability to the collected data.

Promotion of Sustainable Alternatives

Participants emphasized the importance of transitioning to reusable and eco-friendly

alternatives such as tumblers, reusable containers, and eco-bags. Many respondents
noted that cost and availability were major barriers to compliance, suggesting that the
school should collaborate with local businesses to provide sustainable products at
affordable prices. Others proposed that the school offer reusable alternatives as part of
school programs to encourage widespread adoption. Some students suggested a reward-
based system, where those who consistently use sustainable alternatives receive
incentives, reinforcing positive behavior change.

"Providing affordable alternatives such as reusable tumblers and eco-bags would make
it easier for us to comply with the policy" (12-N-01, 12-N-07, 11-S-06, 12-G-12, 12-C-03,
11-B-06).

"The school should partner with suppliers to make sustainable products more accessible
to students" (12-N-10, 12-N-20, 11-S-03, 12-G-04, 11-B-19).

Policy Implementation and Enforcement

Many respondents stressed the need for stricter enforcement of the Zero-SUP Policy
to ensure higher compliance rates. Several students suggested requiring the use of
reusable containers, conducting bag inspections, and imposing strict regulations on
vendors to prevent the sale of plastic-packaged items within the campus. Some
participants recommended a penalty system for non-compliance, while others
emphasized consistent monitoring and reinforcement to ensure that the policy is
effectively implemented.

"Without strict enforcement, many students will continue using plastic because there are
no real consequences" (12-N-02, 12-N-08, 12-N-21, 11-S-04, 11-S-11, 12-G-17, 11-F-17).

"Bag inspections and a strict ban on plastic in the school can help make this policy more
effective" (12-N-18, 12-N-22, 11-B-10, 11-F-24).

Waste Management and Proper Disposal

A large portion of the respondents raised concerns about the school’s waste
management system. Several students pointed out that despite the Zero-SUP Policy,
plastic waste remains a problem due to improper disposal practices. Many emphasized
the importance of proper waste segregation, the availability of more disposal bins, and
the implementation of composting and recycling programs to support sustainability efforts.

"Even though plastic is banned, there’s still so much waste around the school. Better
waste management is needed" (12-N-13, 12-N-16, 11-S-15, 12-G-02, 12-G-07, 12-C-14,
11-F-23).

"If we had clear waste segregation bins in every classroom, it would help students dispose
of their waste properly" (11-S-16, 11-S-17, 12-G-15, 11-F-27).

Incentives for Compliance

Several participants suggested that introducing incentives could significantly improve

student compliance with the policy. Some recommended reward programs such as extra
academic points, discounts at school canteens, or public recognition for students who
consistently follow the Zero-SUP Policy. Others proposed a point-based system, where
students earn points for bringing reusable alternatives, which could be redeemed for
school-related benefits.

"If students are rewarded for bringing their own reusable containers, they will be more
encouraged to follow the policy" (12-N-02, 12-N-12, 12-N-22, 11-S-12).

"Maybe the school could offer small discounts at the canteen for students who bring
reusable containers instead of using plastic" (12-N-22, 11-S-12).

Advocacy and Awareness Initiatives

Many students emphasized the importance of awareness campaigns and advocacy

efforts in reinforcing the significance of the Zero-SUP Policy. Several respondents
suggested that the school conduct educational campaigns, sustainability workshops, and
awareness drives to instill long-term behavioral change. Others recommended increasing
the use of posters, infographics, and digital campaigns to enhance student engagement.
"Most students don't follow the policy because they don’t fully understand why it matters.
More awareness campaigns could help" (12-N-15, 12-G-06, 12-G-21, 12-C-24, 11-F-14).

"We need more posters and reminders around the school to reinforce the importance of
reducing plastic use" (12-G-23, 12-C-19, 11-B-03, 11-F-13).

Encouraging Personal Responsibility

A considerable number of participants stressed the importance of personal

responsibility in reducing plastic waste. Many respondents argued that self-discipline and
accountability play a crucial role in ensuring compliance. Several students expressed that
individuals should take it upon themselves to serve as role models for others, encouraging
their peers to adopt more sustainable habits.

"Compliance should not be just because of rules. We need to make it a personal habit to
stop using plastics" (12-N-06, 12-N-09, 11-S-12, 11-S-14, 12-C-04, 11-F-14).

"If we all set an example, it will encourage others to follow and reduce plastic waste as
well" (12-N-20, 11-S-18, 11-S-19, 12-C-20, 11-F-02).

Strengthening Vendor Regulations

Several respondents pointed out that vendors operating within the school premises
continue to sell plastic-packaged products, making it difficult for students to fully comply
with the policy. Many suggested that the school should impose stricter regulations on
vendors, requiring them to use biodegradable packaging or offer sustainable alternatives.

"Even if we bring our own reusable containers, some vendors still give plastic packaging,
making compliance difficult" (12-N-18, 11-B-07, 11-B-09, 11-B-10, 11-F-20).

"The school should require all vendors to use biodegradable packaging so that students
have no choice but to follow the policy" (11-B-12, 11-F-20).
Conclusion of Thematic Analysis

The thematic analysis identified seven key themes influencing student compliance with
the Zero-SUP Policy: promotion of sustainable alternatives, policy enforcement, waste
management, incentives for compliance, advocacy efforts, personal responsibility, and
vendor regulations. The findings suggest that students recognize the importance of
sustainability but face practical challenges such as limited access to alternatives,
inconsistent enforcement, and inadequate waste management systems. Many
respondents proposed stricter policy enforcement, improved access to reusable
alternatives, incentive-based compliance programs, and enhanced awareness
campaigns as solutions to improve adherence to the policy.

These qualitative findings reinforce the results of the quantitative analysis, highlighting
the multifaceted nature of policy adherence and the need for a comprehensive, student-
centered approach to sustainability initiatives.

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

5.1 Summary of Key Findings and Conclusions

This study investigated the factors influencing student non-compliance with the
Zero Single-Use Plastic (Zero-SUP) Policy at Alegria National High School. The
findings indicate that while students generally recognize the importance of the
policy, compliance remains inconsistent due to various barriers, including limited
access to alternatives, vendor practices, and habitual behavior.

Level of Student Awareness Regarding the Zero-SUP Policy

The study found that the majority of students, over 84 percent, have a good or
complete understanding of the Zero-SUP Policy. Additionally, 90.3 percent of
 students consider the policy important or very important. However, 15.9 percent of
students still have only a moderate to no understanding of its objectives. These
findings suggest that while awareness is relatively high, a small gap remains in
fully understanding the policy’s significance, highlighting the need for more
engaging educational efforts to enhance comprehension and encourage
compliance.

Student Attitudes Toward the Zero-SUP Policy

The findings revealed that 71 percent of students expressed a positive attitude

toward the policy, showing strong support for the initiative. However, 14 percent
remained neutral, while 9.3 percent were skeptical about its effectiveness.
Additionally, 80 percent of students believe that the policy can help reduce plastic
waste, yet 15.2 percent are uncertain about its actual impact. These results
indicate that while many students recognize the importance of the policy, their
actual behavior is still influenced by convenience, ingrained habits, and access to
alternatives.

Barriers to Compliance with the Zero-SUP Policy

Several barriers to compliance were identified in the study. The most common
challenge, cited by 42.76 percent of students, is the lack of available alternatives.
Another 37.24 percent of students reported habitual behavior as a major obstacle,
meaning they continue to use plastics out of routine. Additionally, 18.62 percent
cited the high cost of eco-friendly alternatives as a factor preventing full
compliance. Some students also pointed out that vendors within the school
continue to sell plastic-packaged products, making it difficult for them to avoid
single-use plastics. These findings suggest that improving access to reusable
alternatives and implementing behavioral change programs could help increase
compliance with the policy.

Effectiveness of Communication Strategies in Promoting the Zero-SUP Policy

 The study examined the effectiveness of communication strategies used to
promote the Zero-SUP Policy. It was found that school announcements were the
most effective medium, reaching 88.28 percent of students. Posters contributed to
awareness for 27.59 percent of students, while educational sessions were the least
utilized, with only 15.17 percent of students receiving information through this
method. Additionally, 78.63 percent of students found the information clear or very
clear, while 6.9 percent indicated that further clarification was needed. These
findings suggest that while the school’s communication efforts are generally
effective, incorporating more interactive and engaging methods such as
workshops, peer-led discussions, and digital campaigns could further improve
awareness and compliance.

Impact of School Infrastructure on Student Compliance

The study also assessed the role of school infrastructure in supporting

compliance with the Zero-SUP Policy. While 42.07 percent of students reported
having good access to reusable containers and eco-friendly bags, 31.72 percent
indicated moderate access, and 13.1 percent reported limited or no access.
Additionally, 71.03 percent of students viewed the school’s waste disposal and
recycling system as adequate, while 12.42 percent rated it as inadequate. These
findings indicate that while the school has taken steps to provide the necessary
infrastructure for compliance, further improvements, such as increasing the
availability of reusable alternatives and strengthening waste segregation
programs, are necessary to enhance student participation in sustainability
initiatives.

5.2 Implications for Policy and Practice

Policy Development and Implementation

The findings emphasize the need for stronger enforcement measures to

encourage compliance with the Zero-SUP Policy. This can be achieved by
integrating clear penalties for violations and reward-based systems for students
 who actively participate in sustainability efforts. Additionally, the school should
reinforce vendor compliance by ensuring that food stalls do not sell plastic-
packaged products.

Best Practices and Practical Strategies

Incorporating environmental education into the curriculum can help reinforce

students’ sense of responsibility toward sustainability. School vendors should also
be required to switch to eco-friendly packaging to support the Zero-SUP Policy.

5.3 Contributions to Knowledge

This research contributes to the existing literature on environmental education and

policy implementation in several ways. It bridges the gap between awareness and action
by highlighting that awareness alone does not translate into compliance, emphasizing the
need for behavior-based interventions. Identifying key barriers to compliance, unlike
previous studies focusing solely on policy awareness, this research identifies specific
structural and behavioral challenges that hinder adherence. Proposing effective
communication strategies by evaluating various communication channels provides
recommendations on how schools can better engage students in sustainability initiatives.
Providing a school-based model for plastic reduction, the findings serve as a reference
for other schools seeking to implement similar policies, outlining key success factors and
challenges.

5.4 Suggestions for Further Research

While this study provides valuable insights, several areas require further exploration.
Longitudinal studies on policy impact should assess the long-term effectiveness of the
Zero-SUP Policy and its influence on student behavior. Comparative studies across
schools can provide a broader understanding of best practices and common challenges.
Behavioral interventions for sustainability should be investigated to explore the
effectiveness of incentive-based and peer-driven initiatives in improving compliance.
Assessment of teacher and staff roles should be conducted to determine how educators
and school staff influence student behavior regarding plastic reduction policies. Economic
feasibility of sustainable alternatives should be examined to assess the affordability and
accessibility of eco-friendly products, informing policy adjustments and funding initiatives.

5.5 Concluding Remarks

The Zero-SUP Policy represents a vital initiative in fostering environmental

sustainability within educational institutions. However, its effectiveness hinges on a multi-
faceted approach that extends beyond policy formulation. The findings of this study
underscore the necessity of addressing key barriers such as student habits, accessibility
of alternatives, and gaps in policy enforcement. Schools must cultivate a culture of
sustainability by integrating environmental education into the curriculum, reinforcing
policy adherence through incentive-based programs, and ensuring that sustainable
alternatives are both accessible and affordable for all students.

Additionally, institutional support plays a fundamental role in the long-term success of

the policy. Collaboration with local stakeholders, continuous monitoring, and dynamic
communication strategies are essential in reinforcing environmental responsibility among
students. The study highlights the importance of interactive learning experiences,
community engagement, and well-structured school infrastructure in fostering long-lasting
behavioral change. By taking a proactive stance in improving these areas, schools can
transform the Zero-SUP Policy into a cornerstone of sustainability efforts. This study
serves as a call to action for educators, policymakers, and the wider community to
embrace more comprehensive and strategic approaches in tackling plastic waste within
educational settings. Ultimately, the success of the Zero-SUP Policy lies in its ability to
not only enforce regulations but also to inspire a shift in attitudes and behaviors that will
contribute to a more sustainable future for generations to come.
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