NAME OF RESEARCHER/S: SCHOOL: Sta.

Catalina National High School

Ervin Panganiban SCHOOL DISTRICT: Candelaria East District

Carlo James Ano

John Edward Bajeta

Vincent De Castro

GRADE LEVEL: 12 TRACK: Academic STRAND: Humanities and Social Sciences

ADVISER: Norman M. Venerable SUBJECT TEACHER: Lorelyn N. Saltoc

RESEARCH/CAPSTONE PROJECT FINAL REPORT

Abstract:

PURPOSE. The purpose of this study is to determine the level of practices of senior high school students in solid
waste management. And the challenges experienced in implementing solid waste management. And to have a
idea on what program can be proposed to help increase the level of practices of students.

DESIGN/METHODOLOGY/APPROACH. The researchers utilized concurrent mixed method, wherein the

researchers used both qualitative and quantitative form. The researchers utilized cluster sampling and simple
random sampling and got 170 students as the respondents. The researchers used standardized form of research
questionnaire to get the data needed. Data gathering was done through the traditional form wherein the
researchers will handout the printed copy of research questionnaire to the respondents. In the same time the
researchers interviewed the chosen respondents. It is conducted in Sta. Catalina National High School.
Weighted mean analysis and Litchman 3c’s were employed to interpret the data.

FINDINGS. Senior high school students have a high level of practices in solid waste management.
The most common challenges in implementing solid waste management are lack of student discipline, shortage
of supplies and lack of knowledge.

RESEARCH LIMITATIONS/IMPLICATIONS. The respondents are only 170 students. The respondents are the
senior high school students of Sta. Catalina National High School.

ORIGINALITY/VALUE. The researchers create this study entitled “Level of practices in solid waste management
of senior high school students” which can help to determine the level of practices of students and the challenges
experienced in implementing solid waste management.

KEYWORDS. Level of practices, practices, solid waste management, recycle, reduce and reuse.
Title Level of practices in solid waste management of Senior High School

Purpose The purpose of this study is to determine the level of practices of senior high school students in
solid waste management and the challenges experienced in implementing it.

Brief In recent years, the effect of solid waste management has received considerable
Introduction attention due to its impact on the environment and human health. It is widely recognized that
individuals vary in their practices and attitudes towards solid waste management. Diaz (n.d)
conducted a study that concluded the hierarchy of waste management, commonly referred to
as the 3Rs (reduce, reuse, recycle), emphasizes the preferred order of waste management
practices.

While the 3Rs provide a framework for waste classification and reduction, their
effectiveness becomes uncertain when considering the importance of individuals' level of
practices in solid waste management. Despite the significance of understanding people's level
of practices in solid waste management and the potential hazards associated with improper
waste disposal, only limited research has been conducted on this issue. This knowledge gap
indicates the need to investigate and address the variations in individuals' practices, as well as
the potential consequences for society.

Therefore, the primary objective of this study is to assess the level of practices in solid
waste management among individuals. By doing so, we aim to raise awareness among the
public about their contribution to waste classification on a daily basis. Additionally, we seek to
identify the challenges encountered in implementing effective solid waste management
practices. The findings from this research will not only contribute to the existing body of
knowledge but also help develop strategies to enhance individuals' understanding and
engagement in solid waste management.

In this paper, the researchers will explore potential solutions that can assist individuals
in becoming more aware of their role in solid waste management and emphasize the
importance of studying this field. By shedding light on the level of practices and challenges in
solid waste management, they hope to encourage positive changes that can lead to more
sustainable waste management practices in Senior High Schools and beyond.

Research This research sought to answer the following research questions:

Question/s 1. What is the level of practices in solid waste management of senior high school students in
terms of:
1.1 Recycle;
1.2 Reduce; and
1.3 Reuse?
1. 2. What are the challenges experienced in implementing solid waste management?
2. 3. Based on the findings, what program can be proposed?
Brief Review Solid waste management encompasses the collection, transport, disposal, and treatment of
of Related waste materials generated from human activities. Its objective is to minimize adverse
Literature/ environmental and health impacts while promoting economic development and improving
Studies quality of life (Solid Waste Management Research Group, n.d.).

The concept of the "hierarchy of waste management," represented by the 3Rs (Reduce,
Reuse, and Recycle), emphasizes the preferred order of waste management practices. This
 concept advocates prioritizing waste reduction, followed by reuse and recycling, over
indiscriminate landfill disposal. The 3Rs framework has even led to the development of "zero
waste" initiatives in many municipalities globally (Gequinto, 2017; Diaz, n.d.).

Reduction involves actions aimed at decreasing the amount of waste produced, making it a
crucial strategy for achieving sustainable development (Diaz, n.d.). Reuse, on the other hand,
refers to utilizing discarded items or materials in their original form, either for their intended
purpose or in a new manner, without any physical or chemical modifications. Although reuse
offers various applications and potential savings, it presents limitations related to public health
and sanitation (Diaz, n.d.). Recycling involves recovering and processing discarded materials
to convert them into new products. This can be achieved through physical or chemical means,
salvaging valuable components or materials in the process (Diaz, n.d.).

However, challenges persist in solid waste management, particularly in developing countries.

These challenges include ineffective waste collection strategies, inadequate disposal sites,
insufficient awareness, negative attitudes, limited environmental knowledge among individuals,
and poor policy enforcement. These factors contribute to subpar waste management practices
at the individual level (Reyes et al., 2013; Licy et al., 2013; Joseph, 2006). Moreover, studies
have identified various constraints that hinder effective waste management, such as
inappropriate technologies/processes, enforcement inefficiencies, lack of financing, inadequate
training and human resources, political support, legislation, policy conflicts, rapid waste
generation, limited data, public awareness, and land area and tenure issues (Fianko and
Okyere, 2014).

In the context of the Philippines, the Ecological Solid Waste Management or Republic Act 9003
mandates Local Government Units (LGUs) to implement programs for proper solid waste
management at the municipal level. This legal framework underscores the importance of
effective waste management practices (Barloa et al., as cited in Barloa E.P.,Lapie L.p and Dela
Cruz C.P).

By examining these aspects, the study aims to contribute to the understanding of solid waste
management practices among senior high school students. It seeks to identify areas for
improvement and develop strategies to enhance waste management efforts within the specific
research location.

Design and This part presents the research design, data gathering procedure and the data analysis
Methodology used in this study.

Research Design: The researchers utilized the mixed method. Mixed method according to
Cresswell, J. (2012), Mixed method research design is procedure for collecting, analyzing, and
“mixing” both Qualitative and Quantitative methods in a study for purposes of understanding a
research problem. The Mixed method research design involves the collection or analysis of
quantitative and qualitative data in a single study in which the data are collected concurrently or
sequentially. The researcher concurrent mixed method wherein the researchers conduct a
survey then interview the chosen respondents at the same time.

Research Locale: This study was conducted in Sta. Catalina National High School at Sta.
Catalina Sur Candelaria, Quezon. The researchers of this study conducted this study in Sta.
Catalina National High School because in Sta. Catalina National Highschool we are
implementing solid waste management however there is a state problem in relation to solid
waste management that triggered the researcher of this paper to conduct this study.

Research Population and Sample: The target population for this study comprises grade 12
students from Sta. Catalina National High School. To obtain a representative sample, the
researcher employed cluster sampling. In cluster sampling, the population is divided into
smaller groups or clusters, from which a random sample is selected. In this case, the academic
track and technical vocational track were separated, and two sections were randomly chosen
from each track.

For the academic track sections, the respondents selected were Einsteinium and Platinum. In
contrast, for the technical vocational track sections, the respondents chosen were Titanium and
Chromium. Combining the four sections, the total target number of respondents for this study
was determined to be 174 grade 12 students.

Both cluster sampling and simple random sampling techniques were utilized in this study.
Cluster sampling involved dividing the population into non-overlapping clusters (academic track
and technical vocational track) and selecting a random sample of these clusters for the study
(Thompson, 2012). On the other hand, simple random sampling ensures that each individual in
the population has an equal probability of being selected for the sample. In this study, two
sections were randomly chosen from each track using simple random sampling.

Additionally, for the interview component of the study, the respondents were the vice president
and president of the selected sections. Their perspectives and insights were sought to gather
further information related to the research topic.

Research Instrument: The research instrument used in this study is a combination of two
research instruments developed by Paghasian (2017) and Molina & Catan (2021). This
instrument was designed to assess the level of solid waste management practices among
senior high school students. The questionnaire employed in the study consists of 17 items,
categorized into three parts: reduce, reuse, and recycle.

To measure the level of practices, the questionnaire utilized a response scale consisting of four
options: always, sometimes, seldom, and never. Each response option was assigned an
interpretation: always representing a very high level of practice, sometimes indicating a high
level, seldom denoting a low level, and never reflecting a very low level.

By integrating the research instruments developed by Paghasian (2017) and Molina & Catan
(2021), the questionnaire used in this study aimed to comprehensively capture the various
aspects of solid waste management practices among senior high school students. The three
parts of the questionnaire (reduce, reuse, and recycle) were designed to evaluate the students'
engagement and behaviors in each specific area, providing insights into their overall level of
practices in solid waste management.

Data Gathering Procedure: The researcher of this study obtained the necessary approval to
conduct the study at Sta. Catalina National High School. Following the approval from the
 principal and teachers, the researchers proceeded to distribute printed copies of the research
questionnaire to the selected classrooms and respondents. Simultaneously, another researcher
conducted interviews with the chosen respondents.

Once all the required data was collected, it underwent data analysis. The data gathered
through the research questionnaire will be analyzed using the Weighted Average Mean (WAM)
method. The WAM was utilized to determine the results by calculating the average mean of the
gathered data, assigning appropriate weights, if necessary, to prioritize certain responses or
items. On the other hand, the information gathered through the interviews were analyzed using
Litchman's 3C's approach. This method involves systematically reviewing the interview
transcripts, identifying recurring themes, coding them into categories, and condensing the data
to extract key information and meaningful patterns.

Data Analysis Tool: The weighted mean analysis and Litchman 3c’s were utilized to interpret
the gathered information in this study. The researcher utilized the weighted mean analysis to
analyze and interpret the gathered data in the survey questionnaire. The researcher utilized
WAM to analyzed and determine the result of the gathered data from highest to lowest. While
the data gathered through was analyzed through Litchman 3c’s wherein the data were
categorized into transcriptions, codes and themes.

Findings This portion part presents the analysis and discussions of the study.

TABLE 1. level of practices of senior high school students in solid waste management.

3R’s Weighted Mean Descriptive Analysis rank

Analysis

Recycle 3.02 High 3rd

Reduce 3.41 High 2nd

Reuse 3.45 High 1st

total 3.29 High

Overall, The result of this study is high which means that the level of practices of senior high
school students in Sta. Catalina National High School is high in terms Solid waste
Management. Reuse is the one that ranked first with the average mean of 3.45 and is
interpreted as high in descriptive analysis. Followed by Reduce that ranked second with a total
of 3.41 in average mean with a descriptive analysis of High and Recycle that has the average
mean of 3.02 and ranked as 3r.

The result of this study shows that students have a high level of practices in solid waste
management. It corresponds the result of study of Molina and Catan (2021). The result of study
of Molina and Catan (2021) shows that the students also got high in terms of practices in solid
waste management in terms of reduce, reuse and recycle.
 Thematic analysis on challenges experienced in implementing solid waste management

The researchers were able to establish three specific themes. The specific themes are the lack
of student discipline, shortage of supplies and lack of knowledge. It will be discussed in the
succeeding paragraphs.

In terms of lack of student discipline, the most common challenges stated was that the
students are just leaving their own trash. Here are some responses of participants during the
interview.

“My classmates frequently leave their trash in the desk” (R3)

“ They are just leaving their own trash in the desk” (R4)

In terms of shortage of supplies, The challenges stated was that the classroom was lacking
in resources. Here are some responses of participants during the interview.
“ Due to a lack of resources and other issues, we are only able to do all we can to
reduce the waste to the barest minimum”(R2)

In terms of lack of knowledge, the most common challenges stated was that the
challenges he experienced is improper disposal of waste.

“For me the best challenges experienced I experienced is improper disposal of waste,

we should improvise and lack of proper segregation of waste. We should be aware on
how to segregate it properly ” (R7)

The respondents mentioned about the challenges they experienced in implanting solid
waste management in terms of three themes, are lack of student discipline, shortage of
supplies and lack of knowledge. The one of the challenges experienced is the lack of student
discipline wherein the students don’t follow the order and just leaving their own trash. Followed
by shortage of supplies wherein the it become the challenges because they don’t have enough
materials in terms of solid waste management such as trash cans. Furthermore, the next
challenges experienced is the lack of knowledge wherein the students don’t have enough
knowledge in segregation.
Conclusions In the light of the findings of the study, the researchers concluded the following:

1. Senior high school students have a high level of practices in solid waste
management.
2. The most common challenges in implementing solid waste management are lack of
student discipline, shortage of supplies and lack of knowledge.
3. Program “3r’s as the practices in solid waste management” will be proposed.

Recommenda In the light of the conclusions of the study, the researchers recommended the following:
tions
Based on the conclusion, The researchers recommend the following:

For the future researchers, the researchers recommend that they may use the updated
practices in solid waste management which is the 5r’s (refuse, reduce, reuse, repurpose and
recycle). The researchers of this study also recommend that they may conduct a separate
study on how does the classroom officers implementing the solid waste management and how
 do they create a solution in terms of the challenges they experienced in implementing solid
waste management.

For the school administrator, the researchers recommend that they may provide more supplies
in solid waste management such as trash cans and any other material that can be used in
implementing solid waste management. The researchers also recommend that they may
maintain the level of practices in solid waste management of students.

For the teachers, the researchers recommend the teachers that they may teach the students
more about 3r’s to be able to have a knowledge about implementing solid waste management.
The researchers also recommend that they may maintain the level of practices in solid waste
management of students.

For the SSG officers and classroom presidents, the researchers recommend that they may be
strict on other student in terms of solid waste management so that the students will follow their
orders and will be disciplined. The researchers also recommend that they may maintain the
level of practices in solid waste management of students.

References Barloa, E., Lapie. L., de la Cruz, CP. 2016. Knowledge, Attitudes, and Practices on Solid
Waste Management among Undergraduate Students in a Philippine State University. Journal
of Environment and Earth Science. Vol.6, No.6, 2016. www.iiste.org ISSN 2224-3216 (Paper)
ISSN 2225-0948 (Online)

Diaz. L. F(n.d) The 3Rs as the basis for Sustainable Waste Management: Moving towards Zero
Waste

Gequinto, AC. (2017). Solid Waste Management Practices of Select State Universities in
CALABARZON, Philippines.

Paghasian, M. (2017). Awareness and Practices on Solid WasteManagement among

CollegeStudents in Mindanao State University Maigo School of Arts and Trades. Advances in
Social Science, Education and Humanities Research,128, 5-12. https://doi.org/10.2991/icet-
17.2017.2

Marello M., and Helwege A- Latin American Perspectives, 2018 Solid Waste Management and
Social Inclusion of wastepickers: Opportunities and Challenges- journals.sagepub.com

Molina, R. A.., & Catan, I. (2021). Solid Waste Management Awareness and Practices among
Senior High School Students in a State College in Zamboanga City, Philippines. Aquademia,
5(1), ep21001. https://doi.org/10.21601/aquademia/9579

Otchere ,A.F.,Sarpong S.O. and Okyere S. - Journal of Arts and Humanities …, (2014).
Assesing the challenges affecting solid waste management system in the Kumasi Metropolis. -
theartsjournal.org

APPENDIX A: Questionnaire: Level of practices in Solid Waste Management of Senior High School
Students
Name: Section:

(4) always (3) sometimes (2) seldom (1) never. Please put check (✓) in space provided

Reduce 4 3 2 1
1. I borrow, share, and /or rent things
that are needed occasionally
2. I buy only what I need so that I
will not end up throwing away
extra food.
3. I pack my lunch in reusable
lunchbox so that I can’t buy
wrapped/packed at the school.
4. I bring water in reusable water
bottles than buying water in one-
used plastic bottles.
5. I am cautious and responsible to
every waste I produced.
6. Reducing waste by
a. Buying in Bulk.
b. Using eco bag.
c. Using reusable items rather
than single used items.
d. Saying no to plastic if only
few things bought,
e. Petering items with less
packaging.
f. Taking lunch in school using
reusable containers.
g. Converting food wastes into
animals food.
h. Repairing broken furniture or
appliances.
i. Buying important things
only.
REUSE
7. I reuse my old materials than
buying a new one.
8. I keep those unfilled papers and
used it as a scratch.
9. I reuse grocery bags
10. I reuse washable containers.
11. I used scrap paper into memo
pads.
12. Reusing items such as;
a. Scrap paper as memo or
scratch for solving.
b. Compostable waste is
converted into fertilizer.
c. Washable food and water
container.
d. Grocery bags.
e. Intact and unused clothes and
toys are given to less
fortunate or orphanage.
RECYCLE
13. I converted or redesign waste
materials into a new product,
14. I make decors out of plastic wraps
and other colorful waste materials.
 15. I ignore the importance of
recycling.
16. Initiate generating income out of
waste materials.
17. Recycling items by;
a. Converting old items into new
products.
b. Generating funds out from plastic
bottles, cans, or metals.
c. Creating craft.

A. The followings shows the results of the conducted survey.

Reduce 4 3 2 1 WMA
1. I borrow, share, and /or rent things that 58 96 13 3 3.23
are needed occasionally
2. I buy only what I need so that I 109 52 8 1 3.58
will not end up throwing away
extra food.
3. I pack my lunch in reusable 105 43 19 3 3.47
lunchbox so that I can’t buy
wrapped/packed at the school.
4.I bring water in reusable water 94 54 19 3 3.41
bottles than buying water in one-
used plastic bottles.
5.I am cautious and responsible to 96 61 9 4 3.46
every waste I produced.
6. reducing waste by:
a. Buying in Bulk. 49 79 29 13 2.96

b. Using eco bag. 77 69 21 3 3.29

c. Using reusable items rather 81 76 10 3 3.38
than single used items.
d. Saying no to plastic if only 79 75 13 3 3.35
few things bought,
e. Petering items with less 74 87 8 1 3.38
packaging.
f. Taking lunch in school using 100 54 14 2 3.48
reusable containers.
g. Converting food wastes into 79 64 24 3 3.29
animals food.
h. Repairing broken furniture or 66 81 19 4 3.23
appliances.
i. Buying important things only. 94 87 17 2 3.43
REUSE
7. I reuse my old materials than 97 56 12 5 3.44
buying a new one.
8. I keep those unfilled papers 96 60 11 3 3.46
and used it as a scratch.
9. I reuse grocery bags 104 56 8 2 3.54
10. I reuse washable containers. 98 57 11 4 3.46
11. I used scrap paper into memo 87 66 13 4 3.39
pads.
12. Reusing item such as:
a. Scrap paper as memo or 86 77 7 0 3.46
scratch for solving.
b. Compostable waste is 79 68 21 2 3.32
converted into fertilizer.
 c. Washable food and water 92 63 11 4 3.43
container.
d. Grocery bags. 95 57 14 4 3.43
e. Intact and unused clothes and 69 79 18 4 3.25
toys are given to less
fortunate or orphanage.
f.
RECYCLE
13. I converted or redesign waste 68 72 24 6 3.19
materials into a new product,
14. I make decors out of plastic 59 73 33 5 3.09
wraps and other colorful
waste materials.
15. I ignore the importance of 51 45 33 41 2.62
recycling.
16. Initiate generating income out 58 72 33 7 3.06
of waste materials.
17. Recycling items by; 58 79 25 8 3.1
a. Converting old items into new
products.
b. Generating funds out from plastic 62 78 24 6 3.15
bottles, cans, or metals.
c. Creating craft. 63 75 18 3.1

B. The following are the data that we gather in interview

Transcriptions codes themes

R1. Due to a lack of resources and other Lack of resources Shortage of supplies
issues we are only able to do all we can
to reduce the waste to the barest
minimum.

R2. My classmates are careless or Classmates are careless and Lack of student discipline
difficult to control, making it difficult to difficult to control
remind them of their responsibilities.

R3. My classmates frequently leave their Leaving their trash in the desk
trash in desks.

R4. They are just leaving their own trash Leaving the trash in the desk
in the desk.

R5. The difficulties I faced, in my opinion . My classmates aren’t

where related to sorting rubbish. My segregating their trash properly
classmates aren’t segregating their trash
properly

R6. When it came to segregation some classmates are just dramatic.

of my classmates are just dramatic.

R7. the challenges I experienced is that my classmates are not listening

my classmates are not listening to my
orders in terms of segregating.
R8. The challenges I experienced is improper disposal of waste. Lack of knowledge
improper disposal of waste.

APPENDIX B: ACTION PLAN

SENIOR HIGH SCHOOL DEPARTMENT

I. COMMUNITY PROJECT TITLE/name of the activity
3r’s as the practices in solid waste management
II. NAME(S) OF THE PERSON(S) RESPONSIBLE
ERVIN COMIA PANGANIBAN
CARLO JAMES ANO
JOHNEDWARD BAJETA
VINCENT DECASTRO

III. RATIONALE

We all know the importance of practicing 3r’s solid waste management which can help to
classify the waste where it belongs and help to lessen our waste on society. The 3r’s in solid waste
management which is reduce, reuse and recycle can help in segregating and managing the waste of
students. 3r’s as the practices in solid waste management is an eco-friendly program that will
provide information about the importance of managing our waste to lessen the waste for the future
of our society.

One of the concepts that was introduced into solid waste management was that of the
“hierarchy of waste management” also known as the 3Rs (Reduce, Reuse, and Recycle). In general,
this concept suggests that there is a preferred order of waste management that should be followed
by us all. The concept points out that, unlike usual practice of blindly relying on disposal of all solid
wastes in landfills, we should give priority to reduction, reuse and recycling (in that order). The
concept of the 3Rs eventually led to the concept of “zero waste”. Plans to achieve “Zero Waste” now
are being prepared in a number of municipalities throughout the world. Diaz (n.d)

IV. OBJECTIVES

The purpose of this this program is to give knowledge about the importance of practicing 3r’s in solid
waste management.

1) First, it aims to give knowledge about the 3r’s (reduce, reuse and recycle) so that they will be
aware to its importance and help them to classify the trash that they are contributing
everyday.
2) 3r’s as the practices in solid waste management will serve as guide to the students in
handling their waste. It will help them to easily segregate and classify their waste.
 3) Lastly, the main purpose of this program is to lessen the waste in our society and teach the
students the importance of managing the waste. It will also help the students to know the
advantages of knowing the 3r’s and its contribution in the future.

V. Target Beneficiaries / Recipients

This program aims to extend help to the Sta. Catalina National High School Students. It is because
it will benefit the students, teachers and school administrator of Sta. National High School. We found
out that many of the students have challenges experienced in implementing solid waste
management so we think that we will help them to give to those challenges and help them to lessen
their waste.

VI. PROCEDURES/TIME SCHEDULE (WHEN TO START AND WHEN TO COMPLETE)

To come up with an effective seminar or program, this project will follow the following steps:

1. First, they will make a request letter and address it to the school principal to seek for his
approval.
2. Next, after the approval of the principal, they will go to the chosen participants to ask for
approval and talk about when they will start the program.
3. The members of the group will start to collect funds by the means of contribution so that
they can use it to spend for food and transportation.
4. They will collect the materials that will use to the program.
5. The seminar will be conducted in the chosen location for (1) day, wherein the members of
the group will discuss about the 3r’s as the practices in solid waste management.
VII. BUDGET OF THE PROGRAM:

The budget for this community program will be Php 1,500.00 and this will come from the
contribution of all the group members. The following are the expenses for the project.

EXPENSES BUDGET

 Food 700
 Transportation 300
 Some Materials that needed 250
 Tokens for beneficiaries 250

TOTAL : 1,500