Republic of the Philippines

Negros Oriental State University

R.A 9299, Bais City, Campus II
College of Teacher Education

WASTE MANAGEMENT PRACTICES OF STUDENTS IN NEGROS

ORIENTAL STATE UNIVERSITY BAIS CAMPUS 2, BAIS CITY

A Research Paper
Presented to
The College of Teacher Education
Negros Oriental State University,
Bais Campus 2, Bais City

In Partial Fulfillment
Of the Requirements in BSED SOCSCI - 18
Research in Social Studies

Via Khristine Kaye D. Alcala

Reynard G. Fuentes
Marie Niel B. Guardiario
Pamela G. Laroa
Mitz Corine D. Rabuya

June 2022

1
 ACKNOWLEDGEMENT

This study will never be complete and never be successful without the help and

the participation of individuals who contributed and shared their time and effort for the

completion of this study. The researcher would like to extend their heartfelt gratitude to

the following individual who had shared their time and effort in participating in this

research:

First and foremost, praises and thanks to our Almighty Father, who gives us

wisdom and guidance throughout the process of conducting this research study and

becoming more successful.

We also would like to express our deep and sincere gratitude to our research

professor, the Dean of the College of Teacher Education, Dr. Ma. Sarah Fatima Valencia,

Ph.D., for allowing us to conduct this research and providing guidance throughout this

research work. Her visions, sincerity, and motivation have deeply inspired us. It was a

great privilege and honor for us to work and study under her guidance. We are extremely

grateful for what she offered to us.

We are extremely grateful to our parents for their love, prayers, and sacrifices.

We are very thankful to our families for their support and assistance in terms of financial

assistance.

2
 TABLE OF CONTENTS

Page

Title Page 1

Acknowledgement 2

Table of Contents 3-6

Abstract 7

Chapter I – The Problem and Its Scope 8

Introduction 8

Background of the study 8-17

Statement of the Problem 17

Scope and Limitations of the Study 17-18

Significance of the Study 18-19

Definition of terms 19-20

Review of Related Literatures and Studies 20-30

Framework 30-33

Methodology 33

Research Design 33

Research Respondents 33-34

Research Environment 34

Research Instrument 34-35

Data Gathering Procedure 35-36

Statistical Treatment of Data 36

Chapter II: Presentation, Interpretation,

3
 and Analysis of the Data 37-46

Chapter III: Summary of Findings 47-50

Conclusions and Recommendations 50

Bibliography of References 51-52

Appendices 53-64

A. Research Questionnaire 53-57

B. Letter Requests to Conduct the

Study/Distribute Online Questionnaires 58-59

C. Curriculum Vitae 60-64

List of Tables Page

4
Table 1 – Age of the respondents 37

Table 2 – Gender of the respondents 38

Table 3 – Civil status of the respondents 38

Table 4- Courses of the respondents 38

Table 5 – Level of waste management practices 40-45

List of Figures Page

Figure 1. Waste Hierarchy 31

5
Figure 2. Zero waste model 32

Abstract

Waste management is an integral part of the supply chain that underpins our

global economy. Due to the rapid increase in population, improper disposal and disposal

6
have caused serious socio-economic stagnation, and daily waste has increased

significantly (Lakshmi Mounica Kondepudi, Prameela Kandra, in Advanced Organic

Waste Management, 2022). This study aims to provide an analysis of how NORSU

complies with the goals of Waste Management Practices. This questionnaire was the

main instrument used to gather the needed data, and it makes use of Descriptive

qualitative research. The researchers investigated a total number of 348 respondents

from the two colleges. The mean is used in the data treatment. The study found out that

the School Practices were the correct Ways to Managing Waste, and it gives equal

emphasis to the different domains of Waste Management. Furthermore, findings show

the level of waste management in Negros Oriental State University (NORSU) Bais

Campus 2 is high, and there is no significant difference in the perceptions among

students. It recommended that the school, especially the administrators, should study the

findings of the study so that the indicators which have been rated low can be addressed.

CHAPTER I

The Problem and Its Scope

Background of Study

7
 The environment has made up of substances or objects that are considered wastes.

These are unwanted things that are discarded after their usage and are no longer useful.

Waste can be regarded as a human concept because they were the ones who manipulated

these materials. The presence of waste is an indication of over-consumption of materials

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

the things that they are going to utilize, which will soon become wastes. Waste

management or waste disposal includes the processes and actions required to manage

waste from its inception to its final disposal.

Waste management practices are not uniform among countries like developed

and developing nations, in regions like urban and rural areas, and residential and

industrial sectors can all take different approaches.

However, it continues to be difficult for many developing nations and towns to

manage the trash properly, which is essential for creating sustainable and livable cities.

The cost of efficient trash management, which typically accounts for 20% to 50% of

municipal expenditures, was determined to be relatively high. It takes integrated systems

that are effective, long-lasting, and socially supported to run this crucial municipal

service. Municipal solid waste (MSW), which makes up the majority of garbage

generated by residential, industrial, and commercial activities, is the subject of a

significant share of waste management strategies. By 2050, the amount of municipal

solid trash is predicted by the Intergovernmental Panel on Climate Change (IPCC) to be

around 3.4 GB. The quantity of garbage generated in many regions and cities around the

world can be decreased through by-laws and legislative action. The most sustainable

product design, export and import control, efficient disposal facilities, and integrated

8
techno-economic mechanisms of a circular economy are only a few examples of waste

management techniques. A quarter of all municipal solid terrestrial waste is not

collected, and a further fourth is improperly managed after collection, frequently being

burned in open and uncontrolled fires. Together, these two percentages equal close to

one billion tons of waste annually, according to the authors of the first systematic review

of the scientific evidence on global waste, its management, and its impact on human

health and life. Furthermore, they discovered that the absence of "substantial research

funding," which motivated scientists frequently need, contributes to the fact that each of

the broad priority areas lacks a "high-quality research base." Computer monitors,

motherboards, cell phones, chargers, headphones, television sets, air conditioners, and

refrigerators are just a few of the electronic waste (or "e-waste") items that can be thrown

away. The U.S., P.R., China, Japan, and Germany are the top four countries that produce

the most e-waste, while India generates about 2 million tonnes (Mt) of it annually,

according to the Global E-waste Monitor 2017.

The "3 Rs" Reduce, Reuse, and Recycle are categorized into different groups

based on how desirable they are for minimizing trash. This is known as the waste

hierarchy. Most waste minimization solutions are founded on the waste hierarchy. See

resource recovery for more information on the waste hierarchy, which tries to get the

most useable value out of items while producing the least amount of final garbage. The

primary tenet of the waste hierarchy is that regulations should support actions to reduce

the production of trash, which is why it is depicted as a pyramid. Finding alternate

applications for the waste that has been produced, such as through reusing, is the next

step or the preferable course of action. Composting is included in recycling, which

9
comes next. Waste-to-energy and material recovery come after this. The last step is

disposal in landfills or by energyless incineration. The last resort for garbage that cannot

be avoided, diverted, or retrieved is this stage. The movement of a good or material

through the logical stages of the waste management pyramid is represented by the waste

hierarchy. The hierarchy depicts the last stages of each product's life cycle.

Additionally, The Philippines has worked to enhance its management of solid waste

through the adoption of RA 9003, also known as the Ecological Solid Waste

Management Act, which establishes a systematic, all-encompassing, and ecological waste

management program to guarantee the preservation of the environment and public health.

The National Ecology Center, which is in charge of informing, advising, educating, and

training various local government units on ecological waste management, is mandated to

provide secretariat support to the National Solid Waste Management Commission in the

implementation of the solid waste management plans. It also prescribes policies to

achieve these goals.

In all provinces and highly urbanized areas, the disposal system for municipal

residual wastes will be more sustainably managed with the release of guidelines and the

provision of technical support for the construction and operation of waste-to-energy

plants. By formalizing waste collection and recycling and fostering job opportunities,

this project's major contribution is anticipated to improve the economic development of

the nation. The economy benefits from more electricity generation and less reliance on

foreign oil. The Act provides a comprehensive ecological waste management program

by establishing the institutional framework and financial incentives that are required to

assist in clearing the environment of trash, allocating monies, outlawing specific

10
behaviors, and imposing fines on individuals. Unless doing so would be technically or

financially impractical, people must separate paper, cardboard, plastic, metal, and glass at

the source. Waste regulations from 2011 Garbage can be divided into biodegradable and

non-biodegradable categories. Biodegradable waste includes organic waste such as

paper, food scraps, garden waste, and produce such as fruits, vegetables, and flowers.

Waste that isn't biodegradable can be further divided into recyclable waste categories,

including plastic, paper, glass, and metal. Hospital waste such as blood- and body-fluid-

stained clothing is considered to be dirty. With extreme caution, toxic and dirty garbage

must be disposed of. N. Madhavan (2014) There are many issues with trash disposal and

segregation, nevertheless, because individuals do not understand the value of segregation.

Numerous waste-related problems can be seen on a global scale. Nations produce

1.3 billion tons of trash annually. By 2100, that is projected to increase to 4 billion tons.

(2010) Ede Ijjasz-Vasquez. The top five countries for producing trash are the United

States, China, Brazil, Japan, and Germany. The U.S. produced about 228 million tons of

waste in 2006, a figure that climbed to 254 tons by 2013. Close behind with 190 million

tons of waste annually is China, which has a population that is roughly four times higher

than that of the United States. A nation creates more rubbish the more urbanized and

industrialized it is (Ijjasz-Vasquez, 2007). The United Nations Environment Program

estimates that due to population increase, urbanization, and rising consumerism, the

amount of waste in lower-income African and Asian cities will likely treble. In 2009,

243 million tons of rubbish were created in the U.S. alone. In addition to 220 million

tires and 1.8 billion throwaway diapers annually, Americans also produce 30 billion foam

cups. Despite making up less than 5% of the global population, they produced a quarter

11
of the waste in the world in 2005, making them the main cause of this crisis. According

to data from the World Bank, South Asia and Africa have the least effective levels of

trash collection.

There are many different kinds of waste in the world, but solid waste is the most

prevalent and plentiful. Solid waste refers to any garbage, useless waste, wastewater

treatment plant sludge, or other abandoned materials, whether they are solid, liquid, semi-

solid, or enclosed gases. As a result, according to the EPA's liquid Waste classification

test, any waste that is neither gaseous nor liquid is considered to be solid waste (2003).

Solid wastes can be defined as materials that have been abandoned or dumped. It can be

divided into biological trash, plastic, paper, glass, and metal. The potential for hazards

such as radioactivity, flammability, infectiousness, toxicity, or non-toxicity may also be

used to classify materials. (World Earth Science, 2008). The Industrial Revolution saw

the onset of waste issues. With the help of new technology, individuals may produce far

larger amounts of artificial, non-biodegradable items and materials, which are used by

people in their daily lives. Since then, the issue has gotten worse as a result of the

development of new technology and the mass production and consumption of things.

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

fabrics, other plastics, and metals. (World Earth Science, 2008). The amount of solid

trash being produced is uncontrollable. The annual production of solid garbage in cities

around the world was 1.3 billion tons, or 1.2 kg per person and per day. The production

of municipal garbage is anticipated to increase to 2.2 billion tonnes by 2025 as a result of

rapid urbanization and population growth. (World bank 2012).

12
 The science of solid waste management is concerned with waste avoidance and

oversight. It is described as the discipline concerned with managing the production,

storage, collection, transfer, processing, and disposal of solid waste materials in a manner

that best addresses a variety of environmental concerns, including those related to public

health, conservation, aesthetics, engineering, and other environmental concerns,

according to the Science dictionary of 2017. In its scope, solid waste management

contains planning, administrative, financial, engineering, and legal functions. Solutions

might include complex inter-disciplinary relations among fields such as public health,

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

communication and conversation, demography, engineering, and material sciences.

(Baud et al., 2011).

In opposition to this, school is our second home and the next-most significant

location for learning, where students spend the majority of their limited free time

engaging in both indoor study activities and outdoor learning opportunities. Despite

many attempts to put a solid waste management policy into place, issues still arise during

school activities.

Every school in Nigeria generates waste came from routine activities, including

classwork, sweeping, serving of food, and bush cutting. (Journal of Environmental

Health, 2011). Moreover, the common types of solid wastes found in various schools in

communities include paper, grass, nylon (in the manufacture of pure water bags and

biscuits, lollipops, ice cream, and sweet or candy wrappers), sugar cane, maize or corn

cobs, and groundnut shells (Wahab, 2008). Other forms of waste may also be found on

school premises, and these may not have even been generated directly by pupils and

13
teachers. The problems associated with the disposal of wastes in public places, including

schools, are numerous, and they include littering of food remains and other discarded

materials. (Sridhar & Ojediran, 2010). The U.S. Public Health Service published results

reflecting the relationship of 22 human diseases to improper solid waste management

(Mabogunje), 2008).

To better comprehend the environmental problem, the Philippine government

manipulates a decree. The Ecological Solid Waste Management Act (RA 9003) was

passed by the Philippine Congress on July 24, 2000. This Act establishes the institutional

framework, financial resources, and required incentives for an ecological solid waste

management program. It also declares some actions to be unlawful, imposes fines, and

appropriates monies. Cleanliness and suitable activities will be applied to various

locations thanks to the department of Environment and Natural Resources and other

relevant government agencies mission to "incorporate ecological solid waste management

in the school system at all levels" (Department of Environment and Natural Resources).

Thus, practically all of the schools in the Philippines adhere to this Act; however, it is not

adequately implemented. Nationwide, schools in the Philippines are now having issues

with solid waste management, as demonstrated by the University School in Negros

Oriental, which came to the conclusion that raising awareness wasn't enough to guarantee

students' participation in garbage segregation.

Furthermore, investigations were conducted by the City Environment and Natural

Resources Office of Bais City, Negros Oriental, Philippines' Local Government Bais

City. Due to limited funding and a lack of knowledge, the Philippines' municipalities

struggle, like those in other developing nations, to modernize their solid waste

14
management systems. Despite the Republic Act 9003 being a new waste management

law that went into effect in the Philippines in January 2001, the majority of trash disposal

still takes place in unregulated dumpsites that lack management, control, and

environmental protection measures. Locations for trash disposal frequently disregard the

sensitivity of the local ecological systems. Due to practical considerations, the majority

of dumpsites are situated in lowlands, next to river systems, or in naturally occurring

depressions, all of which have more sensitive groundwater and surface water reservoirs.

Landfill-integrated municipal waste management and recycling center were suggested by

Bais City, a medium-sized city in Negros Oriental, in order to satisfy legal criteria and

improve the municipal waste management system. Since July 2003, this waste handling

plant has been in operation. The local government had made the decision to install a

Bentonite-enhanced clay-lined landfill and to use applicable technologies whenever

possible in place of imported equipment and materials in order to reduce investment

expenses. This paper summarizes the technical outline and experiences made during six

years of landfill operation. Bais City is a medium-sized, agricultural-dominated city in

Negros Oriental, 45 km north of the provincial capital Dumaguete City. The city covers

an area of 31,600 hectares with a population of 74,000 (Baseline 2007). Sugarcane

farming, sugar production, aquaculture, fisheries, animal production, and fruit and

vegetable farming are the primary local sources of income. Due to the Bais City

lowlands' high level of environmental sensitivity, the dangers and negative effects of

unmanaged garbage disposal were already known in the 1990s, when several fish deaths

were noticed in the shallow Bais Bay. The local fishing community was particularly at

risk from these disasters. As a result, a Comprehensive Waste Management Ordinance

15
was created in 1997 and included a landfill implementation proposal. The Local

Government Unit's (LGU) experiences from the new Waste Management and Recycling

Center's (WMRC) implementation and operation from 2003 to 2008 are compiled in this

report. The WMRC has a landfill, a wastewater treatment plant, a composting facility,

and a facility for material recovery. Due to financial constraints, Bais City suggested

building landfills whenever possible with locally available materials and technology. As

a result, the municipality created the first system of its kind in the Philippines, a

Bentonite-enhanced clay liner system (Paul, 2003). As of July 2003, the landfill is in use.

With the chosen strategy, the need to import expensive materials could be avoided, and

the Bentonite required to improve the foundation clay liner could be obtained from a

nearby clay deposit in the Municipality Ayungon, 45 km north of Bais City.

The disposal of waste is unquestionably the primary issue in the neighborhood of

Bais City. Odette's flood on December 16, 2021, resulted in millions of gallons of water

hitting the environment of Bais City. Odette's trash collection prevented some sewage

from draining into the streets, which led to poor water flow, muck, and additional water.

The unfortunate issue is that numerous schools were impacted, and as the flood continues

to spread, various trash can be seen floating in the river. People are straining and

cleaning nonstop in various barangays as a result.

Additionally, issues with waste management, such as solid trash, are visible at

Negros Oriental State University Bais Campus 2. Wastes are dispersed throughout the

school, and correct segregation was not closely adhered to because of inadequate

management implementation. Schools are cradles of important knowledge. By teaching

16
them the proper attitude and behavior toward the waste they produce, teachers may help

children learn the significance of protecting the environment.

Because of these factors, modern civilization is currently battling issues related to a

significant accumulation of garbage and its effects on the environment. This study aims

to provide an analysis of how NORSU Bais Campus 2 complies with the goals of the

waste management program and gives appropriate actions to maintain cleanliness and

reduce waste problems. The current situation is a problem that needs serious attention

and calls for smart handling of waste. Waste is a result of unwisely lived lives or the use

of resources, as well as a symptom of such use.

Statement of the Problem

This study aims to provide an analysis of how NORSU Bais Campus 2 complies

with the goals of the waste management program. Specifically, it seeks to present an

answer to the following questions:

1. What is the profile of the students;

a. age,

b. gender,

c. civil status, and

d. course?

2. What are the waste management practices of students?

3. To what extent do students practice the 3Rs of recycling?

Scope and limitation

17
 This research study focuses on finding out the waste management practices in

Negros Oriental State University (NORSU) Bais Campus 2. The population of this study

will be composed of students from the different departments and year levels in Negros

Oriental State University (NORSU) Bais campus 2. The researchers will be utilizing a

questionnaire through google form as an instrument in gathering data to determine the

level of waste management practices. The researchers focused on the students of Campus

2 as their respondents and gathered a total number of 348 respondents from the two

colleges, namely: The College of Teacher Education (CTED) and the College of Business

administration (CBA). The duration of this study will start from the second semester

month of March 2022 until the last day of the semester, June 2022. Additionally, this

study will be conducted amidst the pandemic and online classes to evaluate the level of

solid waste management practices.

Significance of the Study

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

management of NORSU Bais Campus 2. Furthermore, the results of the study will be

deemed important for the following:

This study will greatly benefit the City Government of Bais in the sense that they

will be able to grasp the inadequacy of rules implementing waste management if there.

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

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

This study will be a helping hand to City Environment and Natural Resources

Office (CENRO), for they will be given a source of information concerning the problems

in the scarcity of waste.

18
 This study will be an advantage to NORSU Bais Campus 2, for they will gain

information about the management level of waste, especially solid wastes. Thus, it will

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

This study will feed the student the needed information and appropriate measures

on how to manage their solid wastes properly.

This study will be favorable to students, for they are the target beneficiaries of

this research since it deals with school waste. Hence, it will serve as their reference for

the assessment of waste management practices.

Supreme Student Government will be enlightened wherein they will be given data

relevant to the implementation of school waste management. Moreover, it will

strengthen their current actions towards the goal of waste management.

The researchers will raise awareness considering the result of the study.

Thereupon, this study will serve as an additional reference for their environmental

viewpoints.

This study will corroborate what other past researchers have written about waste

management practices. It will provide information for future researchers as they go

through different steps and actions towards a more desirable conclusion that can be

utilized for the continuation and improvement of this study.

Definition of terms

To further understand this research study, the following terms are conceptually and

operationally defined:

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

generated within the school.

19
Practices- Any activities that allow students to put into practice the knowledge and skills

acquired through the study material. (IGI Global)

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

production of waste.

Recovery- This is the action or process of retrieving broken items or materials and

converting them into useful resources.

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

functional products.

Reduction- It is an approach for waste to be minimized or lessened.

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

and useful

Waste Management- It is the collection, treatment, and disposal of solid material that is

discarded because it has served its purpose or is no longer useful. (Britannica, 2017)

Review of Related Literature

Studies and writings that are pertinent to the research are included in this chapter.

As a result, it will provide crucial thoughts and ideas for the study's progress.

Management of solid waste and its level.

Technically speaking, the term "solid waste" refers to all non-liquid wastes

generated by people during daily activities as well as a variety of solid waste products left

over after a disaster, such as general household trash like food waste, ash, and packaging

materials; rubble left over from the disaster; mud and slurry left over from the natural

disaster, and foreign trees and rocks obstructing transportation and communications.

20
Moreover, medical waste from hospitals and toxic waste from industries will also need to

be dealt with urgently, but they are not covered by this technical note (World Health

Organization, 2011).

Solid waste management has become one concern in environmental issues (Mazzanti

& Zoboli, 2008). This is particularly true in urban areas where the population is rapidly

growing, and the amount of waste generated is increasing like never before (Kathiravale

& Mohd Yunus, 2008). The current earth's population is 6.8 billion, and it is estimated

that almost half of this population lives in urban areas (Population Division of the

Department of Economic and Social Affairs of the United Nations Secretariat, 2009).

However, environmental problems such as waste management cannot only be

solved at the government level but need to be addressed at the individual level, which is

the focus of this section. (Al-Rabaani and Al-Mekhlafi, 2009) recommend that

individuals will have to develop the awareness, gain knowledge and implement practices

that will guide them to more environmentally supportive behavior. (Bartlett, 2002)

describes young people's capacities as active agents in identifying problems in their

surroundings. Researchers also argued over the years that school students are

knowledgeable about their local area and acutely susceptible to negative and positive

changes (Malone, 1999; Duan and Fortner, 2005). Additionally, according to studies,

young people are capable of both identifying issues that are important to them and

suggesting brand-new ones. Therefore, it can also be stated that children—26 in South

Africa—are among the primary enablers of sustainable waste management globally.

However, it is crucial to comprehend the preconceptions, ideas, information, and beliefs

21
of school pupils in South Africa regarding environmental issues in order to favorably

influence their perspectives and mindsets toward sustainable waste management.

Waste management becomes more difficult as a result, and the facilities are

unable to keep up with the rising demand and requirements. Consequently, the

appropriate strategy must be put into action right away while taking into account

environmental, social, and economic factors (Aye & Widjaya, 2006). According to

Agamuthu et al. (2009), human, economic, institutional, and environmental factors are

the drivers of sustainable waste management. According to the study, each driving group

should be taken into account in the context of the local area because managing solid

waste in one society may differ from managing it in another. Continually evolving in

light of fresh knowledge and experiences, the waste management system should (van de

Klundert, 1999). According to a report by Boyle on the ongoing evaluation of New

Zealand's policy and regulatory framework, there are gaps in policy coordination,

consistency, markets for recycled materials, management of hazardous waste, and efforts

to promote a cleaner industry (Boyle, 2010). As a result, while the country will gain

from the policy change, it is also necessary. It was discovered in a different study based

on the EU25 group that trash generation is rising and will likely continue for many years

to come. Slow reductions in the amount of garbage dumped in landfills have occurred

following the introduction of the new E.U. strategy on waste recovery and incineration

(Mazzanti).

Generally speaking, industrialized countries produce more trash than

underdeveloped nations (Kathiravale & Mohd Yunus, 2008). Africa and Asia produce

garbage in the range of 0.21 to 0.37 tons per capita annually, while Europe produces

22
waste in the range of 0.38 to 0.64 tons per capita annually (Intergovernmental Panel on

Climate Change [IPCC], 2006). These nations' waste composition also varies, with rural

areas frequently producing more organic garbage and fewer recyclables (Idris et al.,

2014). According to a 2009 study by Hazra & Goel, industrialized countries have high

waste levels, whereas developing countries consistently have issues putting management

systems into place. This involves inefficient enforcement, a lack of technology, and the

application of policies (Agamuthu et al., 2009). These nations specifically endure low

and inconsistent garbage collection, unchecked air and water pollution in open dumping

locations, the development of flies and vermin, and improper management of scavenging

activities (Latifah et al., 2009)

According to further research (Wollebaek, 2010) and conclusions from (Hines,

2016), a person's knowledge and awareness, public verbal commitment, and sense of

responsibility with regard to solid waste management all have an impact on the level of

consistency between environmental attitudes and behavior.

Disposal

To choose the best trash disposal alternatives, it is crucial to have information on

solid waste. Pollution may result from the improper garbage disposal. Pollution

prevention is the primary goal of implementing best practices for solid waste

management. Humans and other living things are at risk from pollution (Morra et al.,

2009). Additionally, it might harm the planet's environment and mess with its climate

and natural cycles (Raga et al.,2011).

Developing Asian nations like Japan, South Korea, and Singapore are on the path

to phasing out landfilling, but some other Asian nations still struggle with open dumping

23
(Aye & Widjaya, 2006). The economic and environmental costs and benefits of various

waste disposal options are always the primary concerns when selecting the best

technology (Agamuthu & Fauziah, 2010; Shekdar, 2009; Bai & Sutanto, 2002).

Additionally, disposal includes the placement of any solid waste onto or on land,

as well as its discharge, deposit, dumping, spilling, and leaking. No waste shall be stored

in any station for a period of time exceeding twenty-four (24) hours. Transfer stations

shall be designed and operated for effective waste handling capacity and in compliance

with environmental standards and guidelines 29 established pursuant to this Act and other

regulations (Section 25 of R.A. 9003).

Consuming overpackaged goods and upgrading disposable technologies on a

continual basis has been a burning desire for decades. The practice of storing rubbish in

landfills and burning it in incinerators has been less popular recently. As a result, waste

management strategies today seek to improve garbage disposal by lowering the

generation of waste as well as through reusing and recycling. It analyses home waste and

recycling habits and describes the scope of our expanding waste problem. It also offers

numerous suggestions for reducing, reusing, and recycling waste. (Healey, 2010).

According to a study, landfills remain the most often used method in use

worldwide despite the emergence of several garbage disposal solutions (Shekdar, 2009).

Ayomoh et al. (2008) had listed a few issues related to improper landfill operation,

including health deterioration, accidents, flood occurrences, pollution of surface and

underground waters, unpleasant odor, pest infestation, and gas explosion. Although

many improvements have been possible in the landfilling system and the regulation on

24
the type of waste that can be treated at a landfill is strict, most of the landfills operated

remain primitive (Hamer, 2013).

Regardless of the technology chosen, each has its pros and cons. The information

on each disposal option needs to be clarified to determine the suitable option for each

particular country. Few tools had been used in the environmental evaluation, including in

determining the 17 best waste disposal options. Life Cycle Assessment determined that

the most economically feasible option for traditional market waste management in

Indonesia is composting at a centralized plant, while the biogas production option has the

lowest environmental impact (Aye & Widjaya, 2006).

Recovery

Waste recovery is defined as "any action the major result of which is waste

serving a useful function by substituting other resources" by the Waste Framework

Directive (2008). By using waste instead of other raw materials, waste recovery

effectively conserves resources. Therefore, only when waste is used for good can it be

recovered. The benefit's nature must be made plain, along with its certainty. (Dataflow

for Waste, 2017).

Additionally, Professor David Mackay, the Chief Scientific Adviser to the

Department of Energy and Climate Change, has endorsed the repair strategy. In our

contemporary culture of disposable goods, there is frequently a sense that repair is more

work-intensive, expensive, and should only be done when absolutely necessary. By

participating in the repair process, consumers were able to gain much more than a

functional item; they might also save money, acquire new skills, feel more pride in their

possessions, and obtain a better understanding of what makes a durable product. The

25
availability of low-cost or free repair support and knowledge is unfortunate since it may

look like individuals have forgotten how to repair or even that it's a viable choice.

(Enterprise Essentials, 2014)

Additionally, the development of the Do It Yourself (DIY) technique and the

commodification of fixing (for example, the availability of fixing mouldable glue Sugru

in ten different colors) follow a more instrumental approach. (Chapman, 2005)

Additionally, some researchers offer successful case studies that show how reuse

and sharing are effective waste management strategies in developing nations like India

(Doron, 2012). In these contexts, fixing and sharing are the two factors influenced by

poverty and a lack of resources and are essential to daily life; secondhand clothing and

repairing a broken phone should be taken into consideration, and the recovery stage

should be performed upon it. These actions can lead to significant waste elimination by

people even when people are not conscious of what they are doing.

Recycling

Recycling is well known for its advantages for the environment because it

prevents tons of materials from entering the waste stream, aiding in the cleansing of the

environment. According to data on recycling from 2007, the recycling business

accounted for around 2% of the $12.36 trillion in U.S. domestic products (New Jersey

Waste Wise Business Network, 2013). Additionally, recycling has shown to be a

profitable waste management method for the business (The Economic Benefits of

Recycling and Waste Reduction)

The target of 'Vision 2020' in the government of Malaysia is to seek and improve

environmental protection and integrate its solid waste management systems. Recycling is

26
still at an infant stage in Malaysia; nonetheless, with increasing environmental awareness,

the government is starting to promote waste recycling by drafting policies and offering

support to private waste management companies (Sapan Agarwa, 2007).

Several investigations on recycling were undertaken by academic researchers

from the Universities of Missouri and California Berkeley. The four goals of the study

are as follows: 1. Analyze the financial effects of recycling efforts to compare the

outcomes of various research 3). Find prospects for the expansion of the market for

particular recyclable materials, and 4). Describe how recycling efforts reduce greenhouse

gas emissions. There are two different types of recycling sectors—an official sector and

an informal industry—in many developing nations. Modern recycling facilities and the

formal recycling sector that use effective technology are uncommon. As a result, all

recyclable materials are managed through a variety of unofficial sectors using low-end

management techniques, including laborious separation of recyclable components and

burning of some components in open pits to recover useful wastes and disposal of

leftovers on the surface of 34 water bodies. Thousands of low-income workers in this

unregulated sector of the economy are unaware of the exposure risks or risks associated

with some recyclable materials (Basel Convention Report Paper,2009)

Reuse

Reuse has become one of the well-known 3Rs “reduce, reuse, recycle” promoted

by environmental agencies such as the U.S. Environmental Protection Agency (US EPA

2014) and the U.K. Waste and Resources Action Program (WRAP) and expressed as part

of China's Circular Economy (Yuan et al. 2006). Reuse is a call to prevent solid waste

from occurring, improve our communities, and increase the material, educational and

27
occupational wellbeing of our citizens by taking useful products discarded by those who

no longer want them and providing them to those who do. In many cases, reuse

advocates and promotes the local community so with social programs while providing

cleanliness and waste management (Reuse Development Organization, 2017)

For many years, reuse has been used as a critical way of getting needed materials

to the many disadvantaged populations that exist. Reuse offers an excellent way in which

people have greatly benefitted clothing, building materials, business equipment, medical

supplies, and other items that they desperately need. (Reuse Development Organization,

2017) Buying and using items that are reusable supports a 35 method of waste

management that has been identified by the U.S. Environmental Protection Agency and

others as a priority method of handling materials. In many cases, an item can be reused

several times, then sent to the recycling center for processing. (U.S. Environmental

Reuse Development Organization).

Several researchers have proposed studies for assessing the different physical

methods of reuse. A study distinguishing between longer-life products, product

remanufacturing, and component reuse, suggests a classification of the latter based on the

structural changes undergone during reuse. (Allwood and colleagues,2010)

Reduction

Avoiding waste production altogether is the most efficient strategy to reduce it.

(gov/recycle/reducing-and-reusing-basics). A new product's production uses a lot of

resources and energy since raw materials must be mined from the ground, the product

must be manufactured, and it must then be delivered to the location where it will be sold.

28
The most practical strategy to conserve natural resources, safeguard the environment, and

make savings is through reduction (The United States Environmental Protection Agency)

Source reduction" is reducing waste before you purchase it, or by purchasing

products that are not wasteful in their packaging or use. A key part of waste "reduction"

is "conservation"—using natural resources 36 wisely, and using less than usual in order

avoid waste. (National Institute of Environmental Health Science, 2015)

Prevention

At the top of the waste hierarchy is waste prevention which is the best option for

human beings because the most effective way to limit the health effects and

environmental impacts of waste is not to create waste in the first place. (Solid Waste

Reduction, Reuse, and Recycling). In essence, waste prevention is about wasting as few

resources as possible, reducing waste volumes, and minimizing the content of substances

of concern in products. Waste prevention comprises all types 37 of activities that can be

instigated before a product becomes waste. (The Danish Environmental Prevention,

2012)

Further, waste prevention covers a large range of policy options and has a broad

range of benefits. Targeting at-source waste production reduces the amount and toxicity

of waste before recycling, composting, energy recovery, and landfilling become options.

It also includes measures to reduce the adverse impacts of the generated waste on the

environment and human health that were made to be followed. Waste prevention can be

achieved by reducing the quantity of material used in the creation of products and

increasing the efficiency with which products, once created, are used. People can prevent

waste by limiting unnecessary consumption of materials and by designing and consuming

29
products that generate less waste are forms of strict avoidance of waste. Waste

prevention also encompasses actions that can be undertaken once a product reaches its

end of life: rather than discarding the product, the final user should consider reuse, repair,

or refurbishment as options. Extending a product's lifetime or considering options like

reuse are forms of prevention through the diversion of waste flows (European

Commission [D.G. Environment], 2012)

According to other researchers (Gentil et al. 2011), waste generation prevention is

a measurable indicator of the environment, human health, quality of life, and society.

However, there are limited data (mostly qualitative) that proves the benefits of the

implementation of waste prevention activities, plans, policy, and strategies. Several

policy options are really helpful and have several benefits; the most important ones are:

(i) the reduction of toxicity before recycling; (ii) the implementation of home composting

as a major activity on organic waste (food and green waste); (iii) the recovering and

energy production; (iv) landfilling is not the only available option, (v) several actions are

taken 39 into account once a product reaches its end-of-life, or it is not functioning

anymore (reuse or repair or refurbishment) (Rappou 2012; E.U. 2012).

Conceptual Framework

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

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

meanings and unravel the problems associated. Solid waste is regarded as any rejected

material resulting from the domestic activity and industrial operations for which there is

no economic demand and thus must be disposed of (Sridhar, 1998). This definition

30
means to say that solid wastes are materials that no longer have any value to the person

who is responsible for them and should be disposed of properly.

In connection with the disposal of wastes, solid waste management has

developed. Waste management is a crucial area related to the economic status of a

country and the lifestyle of its population. Solid waste management can be defined as a

discipline associated with the control of generation, storage, collection, transfer and

transport, processing, and disposal of solid wastes (Tchobanoglous 1993). It is identical

to the theory of waste management as a unified body of knowledge about waste and

waste management, and it is founded on the expectation that waste management is to

prevent waste from causing harm to human health and the environment and promote

resource use optimization. (Love,2002). The statement explains that the correct process

of collecting and treating solid wastes can help much in promoting health and wellness

among people.

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

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

Prevention Act, 1990). This is similar to the principle of the waste hierarchy (European

Union's Waste Directive,1975). It emphasizes the importance of waste minimization and

the protection of the environment and human health as a priority. The waste hierarchy

aims to extract the maximum practical benefits from products and to generate the

minimum amount of waste. The proper application of the waste hierarchy can have

several benefits. It can help prevent emissions of greenhouse gases, reduces pollutants,

saves energy, conserves resources, creates jobs, and stimulates the development of green

technologies. This hierarchy was formulated to capture the progression of a material or

31
product through successive stages of waste management. It indicates an order of

preference for action to reduce and manage waste and is usually presented

diagrammatically in the form of a pyramid. This is a relation to the study in which it will

serve as an aid in addressing the problem of solid waste.

PLEASE CITE THE SOURCES. AVOID COPY-PASTE

Figure 1: Waste Hierarchy Model

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

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

This statement corresponds to Zero Waste Theory (Zero Waste International Alliance). It

is all about designing and managing products and processes to systematically avoid and

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

resources, and not burn or bury them. Zero waste provides guiding principles for

continually working towards eliminating waste.

32
Figure 2: Zero Waste Model

This theory has a message of "Avoid waste- not just minimize or

reduce ."Avoidance is important in deleting waste in society, and this theory will be a

great help in advocating precautionary measures to be undertaken in this study.

In the long run, solid waste was then described as an unwanted but not avoided

output, whence its creation was not avoided either because it was not possible or because

one failed to avoid it. (Pongracz 1998). On the other hand, solid waste management

responds to the inescapable production of solid wastes. Thereupon, solid waste can be

managed properly with the assistance of the well-founded services of solid waste

management. Solid waste can be treated to reduce the total volume and weight of

material that requires final disposal.

They discussed concepts and reviewed theories that served as vital in crafting the

research tool of the study. The areas of solid waste management presented in the

33
theories, such as reduction, reuse, recycling, recovery, disposal, and prevention, were the

main categories of the questionnaire.

Research Methodology

Research Design

The researchers utilize the descriptive method using the mixed methods of

quantitative and qualitative approaches in gathering information about the present

condition. The descriptive method of research, according to Medel (2009), involves a

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

nature of one certain phenomenon depending on the levels of description. It is subjected

to answer the 'whats' of every research study. This approach was utilized to find out what

is the level of waste management practices. Using the descriptive design, the study will

determine the Waste Management Practices of the students at Negros Oriental State

University, Bais Campus 2.

Research Respondents

The researchers employed a stratified random sampling. The formula of Slovin

was used to get the number of respondents to represent the whole population of the

different Departments of Colleges. This study chose 348 students as the respondents who

all came from the different colleges offered by Negros Oriental State University

(NORSU) Bais Campus 2, namely: The College of Teacher Education and College of

Business Administration. The respondents were randomly selected from each college by

the researchers to control the scope of respondents to be covered and to know the

differences in their waste practices among different students taking up different courses.

34
Research Environment

This study was conducted in Negros Oriental State University (NORSU) Bais

City Campus 2, a satellite Campus of the only state university in the Province of Negros

Oriental, NORSU Main, located in Dumaguete City. NORSU Bais Campus 2 is situated

in Tavera Street, Bais City.

Research Instrument

To gather the necessary information from students, permission of the Dean as

well as our instructor on this subject in research which is Dr. Ma. Sarah P. Valencia was

first administered for her approval in conducting this research so that students were

allowed to partake.

To gather primary data, questionnaires and surveys through google form were

distributed among the target respondents by using the Facebook messenger who belong to

Negros Oriental State University Bais Campus 2. The questionnaire employs a 5-point

scale. 5 is the highest, and 1 is the lowest. Relevant and direct questions were

formulated by the researchers to comply with the requirements to conduct the floating of

questionnaires. The questionnaires cover only one part, and it was structured into six

35
components which are: disposal, recovery, recycling, reuse, reduction, and prevention.

Each component had the purpose of collecting information from school students to

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

waste management practices in Negros Oriental State University Bais Campus 2 and that

it was subjected for research purposes.

Further, the distribution of questionnaires was conducted by the researchers

themselves. They will be giving questionnaire form links and shall retrieve them after

the respondents answer the questions.

Data gathering procedure

The researchers had allotted vigorous time, effort, and cooperation in developing

their questionnaire. The researcher utilized a self-report survey approach through an

accessible online survey questionnaire using a google form, Facebook, messenger, and or

email that was available to the respondents. Before conducting a survey, the researchers

informed the Dean on campus 2. The researchers informed the Dean on campus that the

respondents were also informed and oriented through a written letter about the purpose

and the nature of the study. The respondents were not forced to participate in the study

and were given all the rights to wave or opt-out if he or they chose to before, during, or

after the collection of data. He or she may also choose to remain anonymous to be

treated with complete confidentiality. Participation shall remain voluntary in the conduct

of this research.

Statistical Treatment of Data

The formulas below were used to interpret and analyze the collected data from the

students with the different demographic profiles.

36
a. Percentage

P = f/n x 100

Where;

F = frequency

n = no of population

P = Percentage

b. Mean

Mean = Sum of all items/the total no. of item

The formula of Slovin on random sampling was utilized to get the stratified

random sample of the population.

c. n = N/(1+Ne2)

where:

N- total population

e2 – Margin of error

CHAPTER II

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

In this chapter, the researchers present the findings, interpretations, and analysis

of the data gathered. The socio-economic status of the respondents will be presented

first, including the college department the students belong to, age, gender, and civil

status.

Table 1. Age of the respondents

AGE FREQUENCY PERCENTAGE RANK

(%)

37
 18-23 312 89.66% 1
24-29 34 9.77% 2
30-35 2 0.57% 3
TOTAL: 348 100%
In this study, we have collected several 348 respondents from different colleges

with different age brackets. Table 1 shows the age of the respondents. There are 89.66%

(312) who participated in this study which is composed of the age bracket, 18-23 years

old. The 34(9.77%) respondents are 24-29 years old, and the age bracket and the

remaining are 2(0.57%) respondents who are 30-35 years old.

This data supported the study conducted by Talalaj and Walery (2015) found that

the age structure of a population affects waste generation. The age group 20-29 years

seems to contribute the least in terms of solid waste generation (Struk and Soukopová,

2016).

Table 2. Gender of the respondents

GENDER FREQUENCY PERCENTAGE RANK

(%)
MALE 123 35.34% 2
FEMALE 208 59.77% 1
LGBTQ 17 4.89% 3
TOTAL: 348 100%

This table shows the gender of the 348 respondents. There are 208 (59.77%)

38
female respondents, 123 (35.34%) of male respondents and 17 (4.89%) of LGBTQ

respondents.

This data supported the study conducted by Scheinberg et al. (1998) has shown

that across many cultures, women handle waste in their homes, although the richer

women delegate this task to servants. In general, women are not paid to handle waste,

while men only do so when they are to be paid. Due to their less mobility and access to

public spaces, some women, who cannot leave their homes for cultural or religious

reasons, will find it difficult to deliver waste to a neighborhood collection point.

Table 3. Civil status of the respondents

CIVIL STATUS FREQUENCY PERCENTAGE RANK

(%)
SINGLE 338 97.13% 1
MARRIED 10 2.87% 2
TOTAL: 348 100%
This table presents the civil status of the 348 respondents. The majority are single

respondents, 338 (97.13%) and 10(2.87%) married respondents.

Table 4. The course of the respondents

Course Frequency Percentage Rank

CITED 202 58.67% 1
CBA 146 41.95% 2
348 100%
Table 4 presents the Courses where the students belong. As to the number of

students from the two-college offered by campus 2, there are 202(58.67%) respondents

from the College of Teacher Education and 146 (41.95%) respondents from the College

of Business Administration.

Taking into account the first problem, there are six domains in determining the

level of solid waste management: disposal, recovery, recycling, reduction, reuse, and

prevention. Each of these is extremely important and focuses on different but interrelated

39
concepts in addressing the general phenomenon of solid wastes, which is the main

dilemma of this study.

The general mean is 3.93, and it can be interpreted as a high level. This implies

that the school administers the proper waste management as regards the practices that are

visible in the school. The students are following the appropriate manner of treating waste

management; however, it is not regularly followed. Moreover, the management of solid

waste is effective in the school; thus, the policies and regulations are well implemented,

and it only needs everyday monitoring about the treatment of waste management. This

suggests that the school associates with the proper practices of managing waste but

without consistency. The management of wastes then was not regularly exercised and

applied throughout the whole campus. Further, it attested that the school officials

understand the significance of the implementation of proper and order waste management

practices.

STATISTICAL RANGE DESCRIPTIVE EQUIVALENT

4.2-5 Very high level
3.4-4.2 High level
2.6-3.4 Moderate level
1.8-2.6 Poor level
1-1.8 Very poor level

Table 5. A. Level of Waste Management Practices

FREQUENCY AND PERCENTAGE

STATEMENTS DISTRIBUTION DESCRIPT
5 4 3 2 1 ME ION
EXCELL HIG MODER POO VER AN
ENT H ATE R Y
POO

40
 R
A. DISPOSAL
1. The school 155 128 59 6 0 4.24 VERY
follows a certain HIGH
rule in disposing LEVEL
of waste.
2. A garbage 139 103 75 30 1 4.00 HIGH
truck collects LEVEL
waste regularly.
3. The school 128 120 74 22 4 3.99 HIGH
implements waste LEVEL
segregation.
4. Execution of 126 94 90 29 9 3.08 HIGH
incineration/comb LEVEL
ustion (burning of
waste) is not
practiced in the
school.
5. Organized 126 98 85 24 15 3.85 HIGH
compost pits are LEVEL
visible in the
school and are
used for
biodegradable
wastes only.
GRAND MEAN 3.83 HIGH
LEVEL

Disposal got the fourth domain which gained a calculated grand mean of 3.83,

which can be expressed as a high level. Moreover, the highest mean is 4.24, and it is

interpreted as a very high level. This deals with the school following a certain rule in

disposing of waste. That complements the idea that waste materials are collected

according to the prescribed schedule. Wastes are disposed of in the designated area and

not on vacant lots. However, the lowest mean which receives a low response is 3.08,

indicating that Execution of incineration/combustion (burning of waste) is not practiced

in the school. The researchers, therefore, conclude that the school tolerates this practice

instead of taking into account the proper management of waste.

41
 Morra et al., 2009 Information on solid waste is important to determine the most

suitable waste disposal options. Improper waste disposal may cause pollution. The main

purpose of implementing best practices for solid waste management is to prevent

pollution.

Table 5.B. Level of Waste Management Practices

B. RECOVERY
6. The school converts 131 103 90 1 12 3.94 HIGH
waste into useful resources. 2 LEVEL
7. The school consistently 127 107 68 3 14 3.86 HIGH
monitors destroyed items for 2 LEVEL
recovery.
8. The material recovery 135 98 72 3 10 3.90 HIGH
facility is present and 3 LEVEL
working properly.
9. The recovered items are 129 124 55 2 11 3.95 HIGH
fully functional. 9 LEVEL
10. Recovery of materials is 118 116 73 3 10 3.86 HIGH
always being practiced by 1 LEVEL
the students.

GRAND MEAN 3.90 HIGH

LEVEL

The second domain, recovery, got 3.90 as the general mean with an interpretation

of high level. It only implies that the school monitors broken items for recovery and is

regularly executed. The highest mean under this is 3.95, and it can be interpreted as a

high level. This corresponds to the statement that the recovered items are fully

functional. This concludes that destroyed items are being fixed by the utilities to restore

their functions. Additionally, the lowest mean is 3.86, and it is a high level. This deals

with the school consistently monitoring destroyed items for recovery, as well as recovery

of materials is always practiced by the students. Thus, it can be depicted that the school

is well practicing the recovery of materials.

42
 Based according to the waste framework directive (2008), waste recovery is any

operation, the principal result of which is waste serving a useful purpose by replacing

other materials. Effectively, waste recovery preserves resources through the use of waste

in place of other raw materials. Waste can therefore only be covered if it is put to

beneficial use. One must sit out clearly what the benefit is and answer the certainty of

benefit. (Waste data flow, 2017).

Table 5. C Level of Waste Management Practices

C.RECYCLE
11. The school purchases 147 93 8 13 1 4.00 HIGH
recycled- content products or 3 2 LEVEL
materials.
12. Collected bottles are 137 97 8 25 7 3.95 HIGH
reused in decorating the 2 LEVEL
schools as pen holders and the
like.
13. Teachers instill in each 122 120 8 17 8 3.95 HIGH
student the culture of 1 LEVEL
recycling by encouraging the
use of recycled materials in
project making.
GRAND MEAN 3.96 HIGH
LEVEL

Recycling also got the highest response which gained a calculated mean of 3.96,

and it depicts a high level. The highest computed mean under this is 4.00, and it is at a

high level. This deals with the school's purchases of recycled-content products or

materials. Howbeit, the lowest mean is 3.95, and it is at a high level. This is collected

bottles are reused in decorating the schools as pen holders and the like, as well as

teachers, instill in each student the cultural recycling by encouraging the use of recycled

materials in project making. Hence, the students were doing any means of recycling

waste from occurring.

43
 (The Economic Benefits of Recycling and Waste Reduction) Recycling is well

known for its environmental benefits; it keeps many tons of materials out of the waste

stream, thereby helping the environment in cleaning. (New Jersey Waste Wise Business

Network, 2013) Information on recycling as of 2007, the recycling industry accounted for

about 2 percent of the 12.36 trillion U.S. domestic products. Recycling has also proven

to be an economically sound waste management strategy for the company.

Table 5.D. Level of Waste Management Practices

D.REUSE
14. The school advocates 131 127 73 1 3 4.06 VERY
reusing papers, bottles, 4 HIGH
metals, wood, and other LEVEL
reusable materials.
15. The school uses 113 112 78 2 18 3.79 HIGH
rainwater in watering plants, 7 LEVEL
washing comfort rooms, and
cleansing materials.
16. Papers for reusing and 110 110 83 2 7 3.74 HIGH
recycling are separated and 8 LEVEL
identified.
GRAND MEAN 3.86 HIGH
LEVEL

Reuse got the third domain which gained a calculated mean of 3.86, and it depicts

a high level. It signifies those reusing materials is evident in the school. Moreover, 4.06

is the highest computed mean under this, and it is interpreted as a very high level. This

refers to the school advocates reusing of papers, bottles, metals, wood, and other reusable

materials. This means that the school does take reusing materials into account.

(Reuse Development Organization, 2017) Reuse has become one of the well-

known 3Rs "reduce, reuse, recycle"—promoted by environmental agencies such as the

U.S. Environmental Protection Agency (US EPA 2014) and the U.K. Waste and

44
Resources Action Program (WRAP) and expressed as part of China's Circular Economy

(Yuan et al. 2006). Reuse is a call to prevent solid waste from occurring, improve our

communities, and increase the material, educational and occupational wellbeing of our

citizens by taking useful products discarded by those who no longer want them and

providing them to those who do. In many cases, reuse advocates and promotes the local

community so with social programs while providing cleanliness and waste management.

Table 5. E. Level of Waste Management Practices

E.REDUCE
17. Canteens and other offices 131 97 9 17 12 3.91 HIGH
use reusable bags, old cartons/ 1 LEVEL
boxes, or sacks in procuring
materials.
18. Teachers enjoin students to 139 94 9 16 5 3.99 HIGH
reduce waste by asking students 4 LEVEL
to use old materials in doing
projects.
19. The school avoids wrapped 115 91 7 50 14 3.69 HIGH
items. 8 LEVEL

20. Integration of the "no plastic 109 107 5 39 34 3.62 HIGH

policy" during Friday is strictly 9 LEVEL
followed. No Styrofoam or
plastic straws during that day.
GRAND MEAN 3.80 HIGH
LEVEL

On the other hand, reduce got the lowest general mean which is 3.80, and it stands

at a moderate level. It only means to say that the custom of reducing waste is not being

implemented regularly. The highest mean under this is 3.99, and it is interpreted as a

high level. However, a domain encountered a high response from respondents. Teachers

enjoin students to reduce waste by asking students to use old materials in doing projects.

Moreover, the lowest response is the integration of the no plastic policy on Friday is

45
being followed. As a result, students were not executing it well due to a lack of

awareness and further instructions. Thus, this policy is not regularly functioning and

effective for the school body. In this regard, the school does not practice waste reduction

regularly, and it can certify that some students were not integrating reduction practices

inside the school.

(National Institute of Environmental Health Science, 2015) Source reduction" is

reducing waste before you purchase it, or by purchasing products that are not wasteful in

their packaging or use. A key part of waste "reduction" is "conservation"—using natural

resources 36 wisely, and using less than usual in order avoid waste.

Table 5. F. Level of Waste Management Practices

F. PREVENTION
21. The school implements 147 115 6 14 3 4.11 VERY
precautionary measures to 9 HIGH
prevent additional waste. LEVEL
22. The school practices the 114 109 8 31 8 3.83 HIGH
3 Rs in waste management. 6 LEVEL

23. Schools provide trash 130 97 9 21 10 3.96 HIGH

bins for students to utilize.
24. The practice of waste
prevention management
policy is accurately and
consistently followed.
0 LEVEL
138 95 9 20 5 3.97 HIGH
0 LEVEL

25. Students have the 141 91 8 26 8 3.95 HIGH

culture of throwing waste 2 LEVEL
properly to prevent the pile-
up of garbage.
GRAND MEAN 3.96 HIGH
LEVEL

All in all, among the six domains, prevention got the highest response gaining

3.96, which can be expressed high level. Moreover, the highest mean is 4.11, and it is

46
interpreted as a very high level. This deals with the school implementing precautionary

measures to prevent additional waste. Thus, the school highly promotes the advantages

of the concept of Reuse, Reduce, and Recycle. However, the lowest mean is 3.83, but it

is still at a high level, and it deals with the school practices of the 3 R's waste

management. The results only reveal that the school does accurately and consistently

follow waste management to prevent waste.

According to other researchers (Gentil et al. 2011), waste generation prevention is

a measurable indicator of the environment, human health, quality of life, and society.

However, there are limited data (mostly qualitative) that proves the benefits of the

implementation of waste prevention activities, plans, policy, and strategies. Several

policy options are really helpful and have several benefits; the most important ones are:

(i) the reduction of toxicity before recycling; (ii) the implementation of home composting

as a major activity on organic waste (food and green waste); (iii) the recovering and

energy production; (iv) landfilling is not the only available option, (v) several actions are

taken 39 into account once a product reaches its end-of-life, or it is not functioning

anymore (reuse or repair or refurbishment) (Rappou 2012; E.U. 2012).

CHAPTER III

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

47
 This chapter presents the summary of the findings; the conclusions arrived at

based on the findings and recommendations offered.

Summary of findings

This study is designed to investigate and understand the problems which are the

waste management practices of the students in Negros Oriental State University - Bais

City Campus 2. The results presented herein were derived from the analysis and the

interpretation of the data.

Age. The highest number of respondents is within the age bracket of 18-23 years

old, which constituted 89.66%. This is followed by the 34 respondents within the age

bracket 24-29 years old, comprising 9.77%. And followed by two respondents within the

age bracket 30-35 years old, comprising 0.57%. So, the mean age of the respondents is

20 years old.

Gender. As to gender, the highest number of respondents are female, comprising

208, which constituted 59.77%, followed by the 123 male respondents, which constituted

35.34%, and the remaining 4.89%, which correspond 17 LGBTQ respondents.

Civil status. As to civil status, the highest number of 338 respondents are single,

which constitutes 97.13%, and the remaining ten respondents are married, which is

composed 2.87%.

Course. There are two hundred two respondents from the College of Teacher

Education, which is comprised 58.67%, and one hundred forty-six respondents from the

College of Business Administration, which comprises 41.95%.

Level of Waste Management Practices.

48
 Disposal. With an average response of 3.83, The average response to the first

statement, "The school observes a set rule in disposing of waste," is 4.24, which is quite

high. The average response to the next item, "A garbage truck gathers waste regularly,"

is 4.00, which is a high level. The average response to the next item, "The school

implements waste segregation," is 3.99, which is a high level. The average response to

the next statement, "Incineration/combustion (waste burning) is not done in the school,"

is 3.08, which is a high level. The average response to the last sentence, "organized

compost pits visible at school and utilized only for biodegradable garbage," was 3.85,

which is a high level.

Recovery. With an average response of 3.90, The average response to the first

statement, "The school converts waste into productive resources," was 3.94 and which is

a high level. The average response score was 3.86 for the next statement, "The school

consistently monitors destroyed goods for recovery." The next statement, "The material

recovery facility is present and operational," had a 3.90 average response. The average

response was 3.95 on the next statement, "The retrieved things are fully working." The

last statement, "Students always practice material recovery," received an average

response of 3.86.

Recycle. With an average of 3.96, as for the statement "The school purchases

recycled- content products or materials," the average response was 4.00, which is on high

level. In the next statement, "Collected bottles are reused in decorating the schools as

pen holders and the like," the average response was 3.95 high level. In the last statement,

"Teachers instill in each student the culture of recycling by encouraging the use of

recycled materials in project making," the average response was 3.95 high level.

49
 Reuse. with an average of 3.86; as for the statement "The school advocates

reusing of papers, bottles, metals, woods and other reusable materials," the average

response was 4.06, which is on high level. In the next statement, "The school uses

rainwater in watering plants, washing comfort rooms, and cleansing materials," the

average response was 3.79 high level. Last statement, "Papers for reusing and recycling

are separated and identified," the average response was 3.74 high level.

Reduce. With an average of 3.80, as for the statement "Canteens and other

offices use reusable bags, old cartoons/ boxes or sacks in procuring materials," the

average response was 3.91 high level. In the next statement, "Teachers enjoin students to

reduce waste by asking students to use old materials in doing projects," the average

response was 3.99 high level. In the next statement, "The school avoids wrapped items,"

the average response was 3.69 high level. Last statement, "Integration of the "no plastic

policy" during Friday is strictly followed. No Styrofoam, plastic straws during that day"

the average response was 3.62, which is on high level.

Prevention. With an average of 3.96, as for the statement "The school

implements precautionary measures to prevent additional wastes," the average response is

4.11which is a very high level. In the next statement, "The school practices the 3 R's

waste management," the average response was 3.83 high level. In the next statement,

"Schools provide trash bins for students to utilize," the average response was 3.96 high

level. In the next statement, "The practice of waste prevention management policy is

accurately and consistently followed," the average response was 3.97 high level. In the

last statement, "Students have the culture of throwing waste properly to prevent the pile-

up of garbage," the average response was 3.95 high level.

50
Conclusions

1. NORSU students follow the proper Waste Management disposal procedures.

2. The students of NORSU practice the 3R’S recycling method.

3. Many of the aspects of Waste Management are given equal weight at the said

institution.

Recommendations

Considering all the above-mentioned points and to reduce or mitigate waste, the

researchers, therefore, recommend the following measures:

1. The students of NORSU should follow the correct way of disposal procedures. 2.

Students should understand how to dispose of waste properly, which can be

accomplished by employing the 3Rs – Reduce, Reuse, and Recycle.

3. Students must apply and expand their knowledge on the significance of having various

aspects of waste management in an institution.

BIBLIOGRAPHY OF REFERENCES

51
Adler, R., Claassen, M., Godfrey, L. and Turton, A. (2007). Water, mining, and waste: an

ahistorical and economic perspective on conflict management in South Africa,

The Economics of Peace and Security Journal, (2007) Vol. 2, No. 2, pp.33-41,

ISSN 1749-852X.

Ahmed bin Hamad Al-Rabaani and Mohammed Al-Mekhlafi, (2009). Attitudes of Sultan

Qaboos University students towards some environmental problems and their

willingness to take action to reduce them. Journal of Social Sciences, 5(1): 9-15.

Al-Khatib I.A., Monou M., Abu Zahra A.S.F., ShaheenH.Q., Kassinos D., (2010). Solid

waste characterization, quantification, and management practices in developing

countries. A case study: Nablus district - Palestine, Environmental

Monitoring and Assessment, 91, 1131-1138.

Athman, J. and Monroe, M. (2000). Elements of effective environmental

educationprograms.RecreationalBoatingFishingFoundation:http://

www.rbff.org/educational/reports.cfm[Viewed 18 November 2012]

Arcury, T. A. and Christianson, E. H. (1990). Rural-urban, differences in environmental

knowledge and actions. Environment and Behavior 22, 387–407.

Ballantyne, R., Connell, S., Fien, J., (2006). Students as catalysts of environmental

change: a framework for researching intergenerational influence through

environmental education. Environmental Education Research 12 (3–4), 413–427.

Bartlett, S., (2002); Building better cities with children and youth, Environment and

Urbanization 14 (2) (2002) 3–10. Barraza, L., Duque-Aristizábal, A., Rebolledo,

G., (2003). Environmental education: from policy to practice. Environmental

Education Research 9 (3), 347–357.

52
Baud et al. (2001). Quality of Life and Alliances in Solid Waste Management -

Contributions to Urban Sustainable Development. Cities, Vol. 18, No. 1, pp. 3–

12 65

Kapepula KM, Colson G, Sabri K, Thonart P (2007). A multiple criteria analysis for

household solid waste management in the urban community of Dakar. Waste

Management, 27(11): 1690-1705.

Longe EO, Balogun MR (2010). Groundwater quality assessment near a municipal

landfill, Lagos, Nigeria. Research Journal of Applied Sciences, Engineering, and

Technology, 2(1): 39-44.

Muoghalu LN, Okoye A.C. (2010). Solid waste management and economic growth: a

preliminary report of a case study of scavenging activity in Anambra State.

Tropical Built Environment Journal, 1(1): 73- 82.

Rickinson, M., Lundholm, C., (2008). Exploring students' learning challenges in

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

World Bank. 2004. Regional Guidelines on Integrated Solid Waste Management.

Prepared by an International Consortium of Expert Consultants.

Yurttas, G.D., Sülüna, Y., (2010); What are the most important environmental problems

according to the second-grade primary school students. Procedia Social and

Behavioral Sciences 2 (2010) p. 1605 -1609. 66 APPEN

APPENDICES

A. Research Questionnaire

53
The research questionnaire was made through Google Form.

Research Topic: waste management practices in Negros Oriental State

University (NORSU) Bais Campus 2

Research Questions: This study aims to answer the ff. Questions:

I. Profile of Respondents:

Name: __________________(Optional)

Gender: Male: _______ Female: ________ LGBTQ: ________

Civil Status: Single: ______ Married: _____

Age: ______

Course/ Program: ___________

Year Level: ________

II. Waste Management Practices

Below are practices that schools adopt in managing waste. Rate the extent of practice

based on your perception, using the scale below:

5. Excellent/ excellently and consistently practiced

4. High/ practiced but not consistent

3.Moderate/ Practiced seldom

2. Poor/ Practice at times, when instructed only

1. Very poor/ not practiced

Disposal

1. The school follows a certain rule in disposing of waste.

5 4 3 2 1

A garbage truck collects waste regularly.

54
5 4 3 2 1

The school implements waste segregation.

5 4 3 2 1

Execution of incineration/combustion (burning of waste) is not practiced in the school.

5 4 3 2 1

Organized compost pits are visible in the school and are used for biodegradable wastes

only.

5 4 3 2 1

B. Recovery/Retrieval

The school converts waste into useful resources.

5 4 3 2 1

The school consistently monitors destroyed items for recovery.

5 4 3 2 1

The material recovery facility is present and working properly.

5 4 3 2 1

The recovered items are fully functional.

55
5 4 3 2 1

Recovery of materials is always practiced by the students.

5 4 3 2 1

C. Recycle

The school purchases recycled- content products or materials.

5 4 3 2 1

Collected bottles are reused in decorating the schools as pen holders and the like.

5 4 3 2 1

Teachers instill in each student the culture of recycling by encouraging the use of

recycled materials in project making.

5 4 3 2 1

D. Reuse

The school advocates reusing papers, bottles, metals, wood, and other reusable materials.

5 4 3 2 1

The school uses rainwater in watering plants, washing comfort rooms, and cleansing

materials.

5 4 3 2 1

Papers for reusing and recycling are separated and identified.

56
5 4 3 2 1

E. Reduce

17. Canteens and other offices use reusable bags, old cartons/ boxes, or sacks in

procuring materials.

5 4 3 2 1

18. Teachers enjoin students to reduce waste by asking students to use old materials in

doing projects.

5 4 3 2 1

The school avoids wrapped items.

5 4 3 2 1

Integration of the "no plastic policy" on Friday is strictly followed. No Styrofoam or

plastic straws during that day.

5 4 3 2 1

F. Prevention

The school implements precautionary measures to prevent additional waste.

5 4 3 2 1

The school practices the 3 Rs in waste management.

57
5 4 3 2 1

Schools provide trash bins for students to utilize.

5 4 3 2 1

The practice of waste prevention management policy is accurately and consistently

followed.

5 4 3 2 1

Students have a culture of throwing waste properly to prevent the pile-up of garbage.

5 4 3 2 1

B. Letter Requests to Conduct the Study/Distribute Online Questionnaires

Good day!

We are the third-year students of Negros Oriental State University Bais City Campus,

taking up Bachelor in Secondary Education Major in Social Sciences. Presently, we are

conducting a descriptive- survey research entitled "The Practice of solid waste

management in Negros Oriental State University, Bais Campus."

58
In this regard, you are invited to participate in this research study. We appreciate your

valuable time and effort in completing this questionnaire as accurately and honestly as

possible by checking the boxes corresponding to your response. Your responses to this

survey will be kept strictly confidential.

Your answer will be used for research purposes to assess whether the BSED students of

NORSU Bais Campus comply with the goals of the solid waste management program. In

line with this, the researcher would like to gather information to know their take on what

practices they do in solid waste management programs at their school.

Please do not hesitate to contact us if you have any queries. Contact us on our email

account at mitzcorinerabuya@gmail.com or through our cellphone number 09651722445.

Respectively yours,

Guardiario, Marie Niel B.

Rabuya, Mitz Corine D.

Alcala, Via Kristine Kaye D.

Laroa, Pamela G.

Fuentes, Reynard G.

59
60
 CURRICULUM VITAE

Guardiario, Marie Niel B.

marienielg@gmail.com

09662393406

Address: Tara, Mabinay Negros Oriental

Age: 21

Civil Status: Single

Nationality: Filipino

Religion: Foursquare Gospel Church

Date of Birth: March 14, 2001

Name of Mother: Milje B. Guardiario

Name of Father: Noel C. Guardiario

Education Background:

Elementary: Tara Elementary School

AY 2012-2013

Secondary: Mabinay National Senior High School- With Honor

AY 2017-2018

Course: Bachelor of Secondary Education major in Social Studies

Year Level: Third Year

School: Negros Oriental State University (NORSU) – Bais Campus II

Scholarship Grant

Fuentes, Reynard G.

61
 reynardfuentes1215@gmail.com

09085520446

Address: Lighe, Mabunao Bais City Negros Oriental

Age: 21

Civil Status: Single

Nationality: Filipino

Religion: Roman Catholic

Date of Birth: December 15, 2000

Name of Mother: Florenda G. Fuentes

Name of Father: Silvestre T. Fuentes

Education Background:

Elementary: Lawson Elementary School

AY 2012-2013

Secondary: Dodong Escaňo Memorial High School (DEMHS)

AY 2018-2019

Course: Bachelor of Secondary Education major in Social Studies

Year Level: Third Year

School: Negros Oriental State University (NORSU) – Bais Campus II

Scholarship Grant

Tertiary Education Subsidy

Laroa, Pamela G.

Pamelalaroa5@gmail.com

62
 09651722445

Address: Lumbangan, Mabinay Negros Oriental

Age: 22

Civil Status: Single

Nationality: Filipino

Religion: Roman Catholic

Date of Birth: June 29, 2000

Name of Mother: Elvie Laroa

Name of Father: Paulino Junior Laroa

Education Background:

Elementary: Lumbangan Elementary- With Honor

AY 2011-2012

Secondary: Mabinay Science High School – Merit award

- AY 2018-2019

Course: Bachelor of Secondary Education major in Social Studies

Year Level: Third Year

School: Negros Oriental State University (NORSU) – Bais Campus II

Scholarship Grant

Alcala, Via Khristine Kaye D.

Yangalcala303@gmail.com

09655045417

63
Address: EC, Villanueva Street Bais City

Age: 21

Civil Status: Single

Nationality: Filipino

Religion: Roman Catholic

Date of Birth: August 27, 2000

Name of Mother: Loida D. Alcala

Name of Father: Gerry B. Alcala

Education Background:

Elementary: Bais City Pilot School

AY 2012-2013

Secondary: La Consolacion College– Merit award

- AY 2018-2019

Course: Bachelor of Secondary Education major in Social Studies

Year Level: Third Year

School: Negros Oriental State University (NORSU) – Bais Campus II

Scholarship Grant

Shibuya, Mitz Corine D.

mitzcorinerabuya@gmail.com

09655045417

64
Address: Tamao, Tayasan Negros Oriental

Age: 21

Civil Status: Single

Nationality: Filipino

Religion: Bradford United Church of Christ Inc. (BUCCI)

Date of Birth: March 15, 2001

Name of Mother: Susie D. Rabuya

Name of Father: Marlon M. Rabuya

Education Background:

Elementary: Tamao Elementary School- with honor

S.Y. 2012-2013

Secondary: Tayasan Science High School– with honor

S.Y. 2013-2019

Course: Bachelor of Secondary Education major in Social Studies

Year Level: Third Year

School: Negros Oriental State University (NORSU) – Bais Campus II

Scholarship Grant

65