ACKNOWLEDGEMENT

We would like to express our sincere gratitude to our instructor in BEM 114 Engineering

Data Analysis, Engr. Anas Lamla Atal, for his guidance, support, and constructive feedback

throughout the development of this research. His insights greatly helped us stay on track and

approach our topic more effectively.

We also extend our appreciation to each member of our group for their teamwork and

dedication. From brainstorming ideas to collecting and analyzing data, everyone contributed

meaningfully to the success of this study.

We are especially thankful to the first-year Sanitary Engineering students who willingly

participated in our survey. Their honest responses and cooperation were invaluable in making

this research possible.

Lastly, we are grateful to Western Mindanao State University for providing the opportunity

and platform to conduct this research. This project has deepened our understanding of the

significance of sanitation and public health—core concerns in our future roles as Sanitary

Engineering professionals.

1
 ABSTRACT

This study evaluates the knowledge and awareness levels of sanitation and public health

among first-year Sanitary Engineering students at Western Mindanao State University for the

academic year 2024–2025. Recognizing the critical role of sanitary engineers in safeguarding

environmental and public health, the research aims to identify students’ foundational

understanding of sanitation principles, awareness of health risks from poor sanitation, and

familiarity with relevant Philippine laws. A quantitative descriptive research design was

employed using a structured, closed-ended questionnaire administered via Google Forms to

20 purposively selected participants. Data were analyzed using frequency counts and

percentages. Results revealed high general awareness of basic sanitation concepts and public

health implications, but limited familiarity with specific sanitation-related legislation, such as

RA 9003 (Ecological Solid Waste Management Act of 2000), RA 9275 (Philippine Clean

Water Act of 2004), RA 6969 (Toxic Substances and Hazardous and Nuclear Wastes Control

Act of 1990), PD 856 (The Sanitation Code of the Philippines), and RA 9512 (National

Environmental Awareness and Education Act of 2008). The study underscores the need for

enhanced legal literacy and curriculum reinforcement in environmental laws. It recommends

incorporating experiential learning, expert engagement, and real-world case studies to

strengthen students’ readiness for professional practice in public health protection.

2
 Table of Contents
Chapter 1....................................................................................................................................5
INTRODUCTION......................................................................................................................5
1.1 Background of the Study..................................................................................................5
1.2 Statement of the Problem:................................................................................................6
1.3 Significance of the Study.................................................................................................7
1.4 Scope and Delimitation....................................................................................................7
1.5 Theoretical Framework....................................................................................................8
1.6 Conceptual Framework....................................................................................................9
1.6.1 Independent Variables:..............................................................................................9
1.6.2 Mediating Variables:.................................................................................................9
1.6.3 Dependent Variables:...............................................................................................10
1.7 Definition of Terms........................................................................................................12
Chapter 2..................................................................................................................................14
REVIEW OF RELATED LITERATURE................................................................................14
2.1 Conceptual Literature....................................................................................................14
2.2 Related Studies...............................................................................................................15
2.3 Synthesis........................................................................................................................16
Chapter 3..................................................................................................................................19
Research Methodology.............................................................................................................19
3.1 Research Design.............................................................................................................19
3.2 Research Setting.............................................................................................................20
3.3 Participants.....................................................................................................................20
3.4 Instruments for Data Collection.....................................................................................20
3.4.1 Close-Ended Questionnaire.....................................................................................20
3.4.2 Supplementary Online Survey (Google Form/Qualtrics).......................................21
3.5 Data Usage.....................................................................................................................21
3.6 Limitations of Research.................................................................................................22
3.7 Statistical Treatment of Data..........................................................................................22
Chapter 4..................................................................................................................................23
RESULTS AND DISCUSSION...............................................................................................23
4.1 Results and Discussion...................................................................................................23

3
 4.1.1 Knowledge and Awareness of Sanitation and Public Health..................................23
4.1.2 Awareness of the Health Risks from Poor Sanitation and Law Non-Compliance. .25
4.1.3 Familiarity with Sanitation and Public Health Laws..............................................27
4.2 Interpretation and Implications......................................................................................30
Chapter 5..................................................................................................................................32
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.............................................32
5.1 Summary........................................................................................................................32
5.2 Conclusions....................................................................................................................33
REFERENCES.........................................................................................................................36

4
 Chapter 1

INTRODUCTION

1.1 Background of the Study

Sanitation and public health are integral components of sustainable development and

public welfare, particularly in developing countries like the Philippines, where rapid

urbanization and environmental degradation continue to pose significant health risks.

Sanitary engineers are at the forefront of addressing these concerns through the design and

implementation of systems for clean water access, waste management, pollution control, and

environmental hygiene. As such, the educational preparation of sanitary engineering students

is vital to ensuring competent, socially responsive, and environmentally aware future

professionals.

The formative years of engineering education, particularly the first year, play a critical

role in shaping students’ foundational knowledge, attitudes, and awareness. However,

students often begin their academic journey with varying degrees of exposure to sanitation

and public health issues, influenced by differences in secondary education, socioeconomic

background, and community involvement. This variation may result in knowledge gaps that

could hinder their engagement with course content and their understanding of the broader

implications of their future profession.

In recognition of the role of education in promoting environmental and public health

awareness, several Philippine legal frameworks mandate the integration of sanitation and

5
environmental principles into both policy and practice. Presidential Decree No. 856, or the

Code on Sanitation of the Philippines, provides comprehensive guidelines for hygiene, water

quality, and disease prevention. Complementary laws such as Republic Act No. 9275

(Philippine Clean Water Act), Republic Act No. 9003 (Ecological Solid Waste Management

Act), Republic Act No. 6969 (Toxic Substances and Hazardous and Nuclear Wastes Control

Act), and Republic Act No. 9512 (Environmental Awareness and Education Act) reinforce the

significance of sustainable sanitation, hazardous waste control, and environmental education.

These legislative instruments collectively underscore the importance of integrating legal and

practical sanitation knowledge in engineering education.

Given this context, evaluating the knowledge and awareness levels of first-year sanitary

engineering students is necessary to determine their readiness to engage with both the

technical and societal dimensions of sanitation and public health. This study, therefore, aims

to explore the current state of awareness and understanding among first-year sanitary

engineering students, identifying areas of strength and opportunities for improvement.

1.2 Statement of the Problem:

The study seeks to answer the following specific questions:

1. What is the current level of knowledge and awareness of sanitation and public health

among first-year sanitary engineering students?

2. Are students aware of how poor sanitation and non-compliance with environmental

laws contribute to health risks such as disease outbreaks and water contamination?

6
 3. To what extent are First Year Sanitary Engineering students familiar with general

sanitation laws and their application to public health protection.

1.3 Significance of the Study

This study aims to evaluate the knowledge and awareness levels of sanitation and public

health among first-year sanitary engineering students. While these students are expected to

develop expertise in designing and managing systems that promote public health, their initial

awareness and understanding of sanitation principles may vary due to differences in

educational background, personal experience, and exposure to public health issues.

1.4 Scope and Delimitation

This study focuses solely on first-year Sanitary Engineering students enrolled at Western

Mindanao State University for the academic year 2024-2025. It assesses their knowledge and

awareness of sanitation and public health topics using a structured survey questionnaire.

The study does not cover students from other academic years or programs. It also does

not evaluate students’ practical skills or professional competencies outside of their theoretical

knowledge and self-reported awareness.

7
1.5 Theoretical Framework

This study is anchored in the Health Belief Model (HBM) and Bloom’s Taxonomy of

Learning Domains, which collectively provide insight into how knowledge and awareness

influence health-related attitudes and behaviours.

The Health Belief Model (HBM), developed by Rosenstock (1974), posits that

individuals are more likely to take health-related action if they (1) perceive themselves at risk

of a health problem (perceived susceptibility), (2) believe the problem has serious

consequences (perceived severity), (3) believe taking action would reduce their susceptibility

or the severity (perceived benefits), and (4) believe that the benefits of taking action outweigh

the barriers (perceived barriers). This model is particularly relevant in assessing students’

awareness of how sanitation and non-compliance with environmental laws affect public

health.

Complementing the HBM, Bloom’s Taxonomy (Bloom, 1956) emphasizes the

progression of cognitive learning—from basic recall of facts to higher-order thinking like

analysis and evaluation. It serves as a framework to evaluate students’ understanding of

sanitation and public health across various levels, from remembering basic concepts to

applying and evaluating public health solutions.

8
 Together, these theories guide the assessment of both the depth of students’ knowledge

and the behavioural implications of their awareness, thereby supporting the identification of

gaps in educational delivery and curriculum content.

1.6 Conceptual Framework

This study is anchored in the Health Belief Model (HBM) and Bloom’s Taxonomy of

Learning Domains, which together provide a basis for understanding how knowledge and

awareness of sanitation and public health influence students’ attitudes and readiness to

engage with their future professional roles.

1.6.1 Independent Variables:

The independent variables in this study include students’ background—

specifically their previous secondary school and prior exposure to sanitation topics—

along with their access to formal education on sanitation and public health, and their

exposure to legal and institutional sanitation frameworks.

1.6.2 Mediating Variables:

The mediating variables in this study are the students’ awareness of sanitation

practices and public health risks, their understanding of sanitation-related laws such as

9
RA 9003, RA 9275, RA 6969, PD 856, and RA 9512, and their perceived importance

of sanitation in promoting public health.

1.6.3 Dependent Variables:

The dependent variables in this study are the students’ level of knowledge of

sanitation principles, their level of awareness of public health risks and environmental

laws, and their readiness for professional engagement in sanitation and public health

initiatives.

Figure 1. Conceptual Framework (HBM)

10
 This framework illustrates how students’ knowledge and awareness are shaped by their

educational and personal experiences, which in turn influence their perception of public

health responsibilities and their preparedness as future sanitary engineers.

1.7 Definition of Terms

Sanitation – Refers to the provision of facilities and services for the safe disposal of

human waste and the maintenance of hygienic conditions to prevent disease and promote

health.

Public Health – A field concerned with protecting and improving the health of populations

through education, policy-making, and the promotion of healthy practices and environments.

Sanitary Engineering – A branch of engineering focused on the design and management of

systems for water supply, wastewater treatment, solid waste management, and environmental

health protection.

11
First-Year Students – Students currently enrolled in their first year of the Sanitary

Engineering program at Western Mindanao State University during the academic year 2024–

2025.

Awareness – The degree to which students are informed about sanitation practices, public

health risks, and relevant laws.

Knowledge – The factual understanding students possess regarding sanitation principles,

health impacts, and environmental regulations.

Closed-Ended Questionnaire – A data collection tool composed of predefined yes/no

questions aimed at gathering structured, quantifiable responses.

Google Forms – An online platform used to distribute and collect responses from participants

in a digital format.

Sanitation and Public Health Laws – A set of legislative measures aimed at protecting public

health through regulation of sanitation practices, environmental protection, and waste

management.

12
 Chapter 2

REVIEW OF RELATED LITERATURE

2.1 Conceptual Literature

The significance of sanitation and public health has been emphasized in numerous

scholarly works as fundamental to sustainable development and human well-being. The

literature indicates that understanding and awareness of sanitation practices are crucial, not

only for public health professionals but also for engineers and technical experts involved in

infrastructure design and environmental protection (Bartram & Cairncross, 2010). Sanitary

engineering, as a discipline, intersects technical proficiency with public welfare, necessitating

a strong foundation in both environmental sciences and public health education.

Several studies have highlighted the impact of early exposure to environmental health

education on the development of professional responsibility among engineering students. For

instance, Matusovich, Streveler, and Miller (2014) discuss how the first-year experience in

engineering education significantly shapes students’ motivation, attitudes, and engagement

with socially relevant topics like sanitation and environmental ethics. This aligns with the

13
constructivist view that students build knowledge based on prior experiences and contextual

learning environments (Vygotsky, 1978).

Furthermore, the Health Belief Model (Rosenstock, 1974), widely applied in health

education, provides a theoretical lens to examine how awareness influences health-related

behaviour. Conceptual literature supports the notion that increased perception of risk and

understanding of consequences can motivate individuals—such as future engineers—to adopt

practices that prevent disease and protect public health (Glanz, Rimer, & Viswanath, 2008).

In terms of cognitive development, Bloom’s Taxonomy (Bloom, 1956) serves as a

foundation for evaluating educational outcomes. Research by Anderson and Krathwohl

(2001) extended Bloom’s framework to encompass metacognitive knowledge, which is

critical in helping students reflect on the societal implications of their technical work. This

supports the integration of both content knowledge and ethical awareness in sanitary

engineering curricula.

Overall, the conceptual literature underscores the importance of a multidisciplinary

approach in sanitary engineering education—one that combines technical skills with public

health awareness, environmental ethics, and critical thinking. This literature forms the basis

for assessing the current preparedness of first-year students and identifying gaps that could

inform curricular improvement.

14
2.2 Related Studies

Hossain (2012) conducted a study to assess the knowledge, attitude, and practices related

to personal hygiene among students of the Pharmacy Department at East West University.

The research, involving 83 students, revealed that most participants were aware of the

importance of hygiene and practiced good habits, particularly in hand washing. However, a

major concern was that 98% of the students frequently consumed street-vended food, posing

potential health risks. Additionally, students who migrated from outside Dhaka demonstrated

comparatively poorer hygiene practices than those residing in the city with their families. The

study emphasizes the need for targeted awareness campaigns to improve hygiene practices

and reduce health risks among university students.

Improved hygiene and sanitation practices in educational settings are effective for the

prevention of infections, controlling the transmission of pathogens, and promoting good

health. Bangladesh has made remarkable advances in improving higher education in recent

decades. Over a hundred universities were established to expand higher education facilities

across the country. Hundreds of thousands of graduate students spend time in university

settings during their studies. However, little is known about the sanitation and hygiene

practice of the university-going population. This study aims to understand and uncover which

factors influence students’ sanitation and hygiene behavior in university settings. (Ashraful

Kabir, et al., 2021)

15
2.3 Synthesis

A review of qualitative studies reveals several interconnected themes that highlight the

role of awareness, experience, and education in shaping students’ understanding of sanitation

and public health. One prominent theme is the importance of early exposure to environmental

and health-related issues. Studies emphasize that students who have encountered sanitation

challenges first-hand—through community immersion, disaster response, or rural living—

demonstrate a deeper empathy and contextual understanding of public health. (Jamal, F.,

Fletcher, A., Harden, A. et al.) This supports the idea that real-world experiences enrich

academic learning and shape professional identity in health-related fields.

Another recurring theme is the gap between theoretical knowledge and applied

understanding. Qualitative interviews with engineering and health science students often

reveal that while many can recall sanitation-related concepts, they struggle to connect these

ideas to broader societal issues such as environmental justice, disease outbreaks, and

regulatory compliance. This gap is often attributed to limited integration of local health

contexts in curriculum design, highlighting the need for experiential and service-based

learning strategies.

A third key insight involves the role of values and motivation. Research indicates that

students’ sense of responsibility and motivation to contribute to public health are influenced

16
by both internal factors (e.g., personal values, family background) and institutional support

(e.g., mentorship, curriculum relevance) (Mulaudzi, 2023). This aligns with the Health Belief

Model’s emphasis on perceived susceptibility, severity, and benefits in motivating health-

related behaviour.

Collectively, these studies suggest that enhancing students’ awareness and understanding

of sanitation and public health requires a multifaceted approach—one that blends cognitive

learning with values-based education and practical engagement. The synthesis of qualitative

findings underscores the need to bridge the divide between knowledge acquisition and social

accountability, especially for future sanitary engineers tasked with addressing public health

challenges in the Philippines.

17
 Chapter 3

Research Methodology

3.1 Research Design

This study adopts a quantitative descriptive research design using a structured closed-

ended questionnaire as the primary method of data collection. This approach is appropriate

for assessing the knowledge and awareness levels of first-year Sanitary Engineering students

regarding sanitation and public health issues. Closed-ended questions, while primarily

quantitative in nature, enable efficient data collection and straightforward analysis of patterns

in students’ responses. The structured format ensures consistency, reduces ambiguity, and

allows for meaningful comparisons across a large group of participants. The primary

objective is to quantify the extent of students’ awareness, identify common knowledge gaps,

and evaluate how well students understand sanitation practices, health risks, and the

application of sanitation laws.

The closed-ended questionnaire will include yes/no questions to simplify data analysis,

as well as to capture the respondents’ direct perceptions and understanding. The study will

also employ frequency counts, percentages, and modes to summarize the data, making it

easier to identify trends and patterns. This method provides an efficient way to gather insights

18
from a broad sample of students, thus enhancing the study’s generalizability within the

context of Western Mindanao State University.

3.2 Research Setting

The study will be conducted during the 2024–2025 academic year and will utilize a

Google Form online survey as the sole method of data collection. The survey will be

distributed digitally to first-year Sanitary Engineering students of Western Mindanao State

University (WMSU). Participants will complete the questionnaire remotely using their

personal devices, allowing them to respond at a time and place most convenient for them.

This online approach ensures accessibility, flexibility, and minimal disruption to students’

academic routines while maintaining data privacy and participant anonymity.

3.3 Participants

The study will involve first-year Sanitary Engineering students at WMSU, selected

through purposive sampling to ensure diverse representation based on socio-demographic

profiles (e.g., urban vs. Rural upbringing, prior exposure to sanitation-related education). The

sample will include 20 participants to ensure reliable yes/no response data.

3.4 Instruments for Data Collection

19
3.4.1 Close-Ended Questionnaire
This study will utilize a closed-ended questionnaire as the primary instrument for data

collection. The questionnaire will be structured with yes/no questions to elicit clear, concise

responses that can be easily categorized and analyzed. It is designed to assess three topics

relevant to the study’s objectives: (1) the participants’ basic knowledge of sanitation

principles, (2) their awareness of the health implications of poor sanitation, and (3) their

familiarity with existing sanitation and public health laws (PD 856, RA 9003, RA 9275, RA

9512, RA 6969). The use of closed-ended questions ensures consistency in responses,

facilitates comparative analysis across participants, and supports the identification of

common trends and knowledge gaps. The questionnaire will be distributed through Google

Forms, allowing participants to complete it online at their convenience.

3.4.2 Supplementary Online Survey (Google Form/Qualtrics)

A supplementary online survey using Google Forms or Qualtrics will be employed to

gather demographic data, including participants’ urban or rural background and prior

education. The survey will consist of 30-yes/no questions to ensure quick responses and

facilitate straightforward analysis. This approach streamlines data collection, minimizes

participant time (5–10 minutes), and reduces subjectivity in responses.

3.5 Data Usage

The data collected in this study will be used only for academic and research purposes. It

will help the researchers understand the level of knowledge and awareness of sanitation and

20
public health among first-year Sanitary Engineering students. All information will be kept

confidential and analyzed in summary form, with no identifying details included in the

results.

3.6 Limitations of Research

This study is limited to first-year Sanitary Engineering students enrolled at Western

Mindanao State University during the academic year 2024–2025. As such, the findings may

not be generalizable to students from other year levels, academic programs, or institutions.

Additionally, the use of closed-ended questionnaires may restrict the depth of responses,

limiting the exploration of nuanced opinions or experiences. The reliance on self-reported

data through an online survey may also introduce response bias or inaccuracies due to

misunderstanding of questions or lack of engagement.

3.7 Statistical Treatment of Data

The data collected from the closed-ended questionnaire were analyzed using descriptive

statistics, specifically frequency counts and percentages. This approach was used to

summarize participants’ responses and determine the level of knowledge and awareness of

sanitation and public health among first-year Sanitary Engineering students. The results were

presented in percentage form to clearly illustrate trends and common patterns in the

responses. This method was chosen for its simplicity and effectiveness in analyzing

categorical data such as yes/no responses.

21
 Chapter 4

RESULTS AND DISCUSSION

4.1 Results and Discussion

This chapter presents and analyzes the data collected through the structured, closed-

ended questionnaire distributed to 20 first-year Sanitary Engineering students at Western

Mindanao State University. The responses, summarized by percentage, reflect the students’

current levels of knowledge and awareness of sanitation principles, the health implications of

poor sanitation, and familiarity with public health laws. The results are organized according

to the study’s research questions.

4.1.1 Knowledge and Awareness of Sanitation and Public Health

Results indicate that most first-year students possess a strong foundational understanding

of sanitation and its impact on public health. Notably, 85% of respondents reported having

received formal education or orientation on sanitation and public health. A striking 95%

indicated awareness of the concept of basic sanitation and acknowledged the role of practices

such as hand washing and waste disposal in safeguarding public health. Furthermore, 100%

of students agreed that public health can be improved through better sanitation infrastructure

and that they are aware of proper hygiene practices. These results suggest that the

foundational concepts of sanitation are well-ingrained, likely influenced by early education,

media exposure, and prior coursework.

22
 Table 1 Section A: Knowledge and Awareness of Sanitation and Public Health

Yes No
No. Question Yes No Mode
(%) (%)

1 Have you received formal education or

17 3 85% 15% Yes
orientation on sanitation and public health?

2 Are you fully aware with the concept of 19 1 95% 5% Yes

“basic sanitation”?

3 Are you aware that sanitation practices affect 19 1 95% 5% Yes

public health?

4 Do you believe public health can be improved 20 0 100% 0 Yes

through better sanitation infrastructure?

5 Are you aware of the proper personal hygiene 20 0 100% 0 Yes

practices?

Discussion:

These findings suggest that students enter the program with a strong awareness of the

role sanitation plays in public health. This foundational knowledge may be attributed to basic

education, media exposure, or community health programs. From the perspective of Bloom’s

Taxonomy, students appear to operate at the levels of “remembering” and “understanding”

regarding basic sanitation concepts.

23
4.1.2 Awareness of the Health Risks from Poor Sanitation and Law Non-Compliance

The data also show high awareness among students regarding the health risks associated

with inadequate sanitation and non-compliance with environmental laws. For instance, 95%

of students recognized that poor sanitation can lead to disease outbreaks, and an equal

percentage were aware of the risk of untreated wastewater contaminating drinking water.

However, awareness declined in more specific areas, such as the consequences of sewage

discharge (75%) and understanding of laws like RA 9275 (70%).

While 84.2% believe that stricter law enforcement can help prevent health problems,

only 80% understood the connection between solid waste disposal and the spread of vector-

borne diseases. Similarly, only 85% were aware of the contamination risks of open

defecation. These findings suggest that while general awareness is high, students’

understanding of technical and legal implications may need further reinforcement.

Table 2 Section B: Awareness of Health Risks from Poor Sanitation and Law Non-

Compliance

Yes No
No. Question Yes No Mode
(%) (%)

6 Do you think poor sanitation can lead to

19 1 95% 5% Yes
disease outbreaks?

7 Are you aware untreated wastewater can 19 1 95% 5% Yes

contaminate drinking water?

24
 8 Are you aware that non-compliance with waste 18 2 90% 10% Yes

laws causes public health hazards?

9 Do you believe strict law enforcement could 16 3 84.2% 15.8% Yes

prevent health problems?

10 Do you know open defecation increases risk of 17 3 85% 15% Yes

water contamination?

11 Are you aware improper waste disposal spreads 16 4 80% 20% Yes

vector-borne diseases?

12 Are you aware poor sanitation in public places 18 2 90% 10% Yes

can cause gastrointestinal illness?

13 Do you know sewage dumped in rivers can 15 5 75% 25% Yes

cause disease outbreaks?

14 Do you know RA 9275 (Clean Water Act) aims 14 6 70% 30% Yes

to prevent pollution and protect public health?

15 Do you feel responsible for complying with 18 2 90% 10% Yes

sanitation laws as a future engineer?

Discussion:

The data reveals a generally strong awareness of the health implications of poor

sanitation, which aligns with the Health Belief Model (HBM). Students perceive both

susceptibility to and severity of sanitation-related health risks. However, knowledge about

specific legislation and its enforcement is relatively weaker, which may act as a perceived

barrier to future engagement in advocacy or policy compliance.

25
4.1.3 Familiarity with Sanitation and Public Health Laws

Compared to general awareness, student familiarity with specific public health and

sanitation laws is significantly lower. Only 30–45% of students reported familiarity with key

legislation such as RA 9003, RA 6969, PD 856, and RA 9512. For example, only 30% were

aware of the Ecological Solid Waste Management Act, and 35% understood the requirement

for waste segregation at the source. The Toxic Substances Control Act was known by just

35%, and PD 856, the Code on Sanitation of the Philippines, was familiar to only 45%.

These results indicate a substantial gap in legal literacy among first-year students.

Encouragingly, 95% expressed a willingness to receive more in-depth training on sanitation

and public health laws, and 95% also acknowledged the importance of this knowledge for

their future professional roles. Moreover, 75% reported that their course included site visits or

examples of sanitation infrastructure, suggesting that experiential learning may be a

promising strategy to enhance legal and practical understanding.

Table 3 Section C: Familiarity with Sanitation and Public Health Laws

Yes No
No. Question Yes No Mode
(%) (%)

16 Are you familiar with RA 9003 (Ecological

6 14 30% 70% No
Solid Waste Management Act)?

26
17 Are you aware waste segregation is required 7 13 35% 65% No

under RA 9003?

18 Do you understand the purpose of RA 6969 7 13 35% 65% No

(Toxic Substances Control Act)?

19 Are you aware that improper chemical 8 12 40% 60% No

handling can lead to legal penalties (RA

6969)?

20 Are you familiar with PD 856 (Code on 9 11 45% 55% No

Sanitation of the Philippines)?

21 Are you aware LGUs must provide sanitary 7 13 35% 65% No

services

22 Are you aware that RA 9512 promotes 8 12 40% 60% No

environmental education?

23 Are you aware that community involvement 10 10 50% 50% Tie

and education are essential components in

promoting sanitation and environmental

sustainability? RA 9512, RA 9003

24 Are you familiar with Republic Act No. 9275, 11 9 55% 45% Yes

also known as the Clean Water Act of 2004?

25 Do you know that all establishments must 9 11 45% 55% No

comply with wastewater treatment standards

to protect public health and the environment?

RA 9275

26 Do you know which government agency is 14 6 70% 30% Yes

responsible for enforcing sanitation laws?

27
 27 Can you identify specific ways these laws are 11 9 55% 45% Yes

applied to protect public health (e.g., clean

water systems, waste management)?

28 Has your course included site visits or 15 5 75% 25% Yes

examples of public sanitation infrastructure?

29 Do you agree that knowledge of these laws is 19 1 95% 5% Yes

important for your future profession?

30 Would you like more in-depth training on 19 1 95% 5% Yes

sanitation and public health laws?

Discussion:

The significant gap in legal literacy highlights a need for curricular enhancement,

especially in introducing environmental laws during the early years of engineering education.

The students’ interest in further training presents an opportunity for the university to integrate

legal components more explicitly through case studies, site visits, and applied learning.

According to Bloom’s Taxonomy, while students are acquiring factual knowledge, deeper

understanding and application of laws are areas for improvement.

4.2 Interpretation and Implications

Interpretation of Results

28
 Using the Health Belief Model (HBM) as a framework, the findings suggest that students

generally perceive a high level of susceptibility to and severity of public health risks resulting

from poor sanitation. Their strong belief in the benefits of proper sanitation practices supports

the model’s predictive elements. However, the relatively low familiarity with specific legal

mandates may act as a “perceived barrier” in motivating legal compliance and advocacy in

future professional practice.

Bloom’s Taxonomy also highlights that while lower-order cognitive skills (e.g.,

remembering and understanding) are evident, higher-order competencies (e.g., analyzing,

applying laws) require reinforcement through improved instructional design.

Implications for Sanitary Engineering Education

1. Curriculum Development

There is a clear need to strengthen legal literacy in the Sanitary Engineering program.

Courses should integrate modules on relevant environmental laws, with applied examples

that demonstrate their impact on public health and infrastructure planning.

2. Teaching Strategies

29
 Educators should employ experiential learning techniques such as site visits, case

studies, simulations, and guest lectures from practitioners in government agencies (e.g.,

DENR, DOH). These approaches would bridge the gap between theory and practice.

3. Policy and Institutional Support

The university may consider collaborating with government and non-government

organizations to provide sanitation law seminars, training, or extension programs that

further enrich student knowledge and civic engagement.

4. Student Advocacy and Engagement

Given their interest, students can be mobilized as advocates for sanitation awareness

and legal compliance, both within the university and in local communities. This not only

reinforces their learning but also contributes to broader public health goals.

5. Future Research

This study may serve as a foundation for longitudinal research to track how students’

knowledge and attitudes evolve over time, especially after exposure to enhanced legal

education.

30
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

This study aimed to evaluate the knowledge and awareness levels of sanitation and

public health among first-year Sanitary Engineering students at Western Mindanao State

University for the academic year 2024–2025. Using a qualitative exploratory design with a

structured, closed-ended questionnaire administered via Google Forms, data were gathered

from 20 participants.

The questionnaire was categorized into three key areas: (A) general knowledge and

awareness of sanitation and public health, (B) awareness of the impact of poor sanitation and

legal non-compliance on public health, and (C) familiarity with sanitation-related laws. The

responses were analyzed using frequency counts and percentages to determine common

patterns in students’ understanding and awareness.

Findings showed that most students had a basic understanding of sanitation and hygiene

practices and recognized their connection to public health. However, awareness of specific

sanitation laws such as RA 9003, RA 6969, PD 856, and RA 9512 was generally low. While

many acknowledged the importance of legal frameworks in maintaining environmental and

public health, only a few demonstrated familiarity with their provisions.

31
5.2 Conclusions

Based on the analysis of the questionnaire responses from 20 first-year Sanitary

Engineering students, the following conclusions were drawn in alignment with the study’s

research questions:

1. Current Level of Knowledge and Awareness:

The majority of students demonstrated a high level of awareness regarding basic

sanitation concepts and personal hygiene practices. Responses indicated that students

recognize the importance of sanitation in relation to public health, showing familiarity

with concepts such as proper waste disposal, hand washing, and sanitation

infrastructure. This suggests that foundational knowledge is present among most

students at the beginning of their academic journey.

2. Awareness of Health Risks from Poor Sanitation and Legal Non-Compliance:

Students generally exhibited strong awareness of how inadequate sanitation and

non-compliance with environmental laws can lead to public health issues. Most

respondents understood the risks associated with poor sanitation, such as disease

outbreaks, water contamination, and environmental degradation. This indicates a

developing sense of social responsibility and an understanding of the broader impacts

of their future profession.

32
 3. Familiarity with Sanitation Laws and Public Health Protection:

Despite strong general awareness, there is a significant gap in students’

familiarity with specific sanitation-related laws such as RA 9003, RA 9275, RA 6969,

PD 856, and RA 9512. While most students agreed that knowledge of these laws is

important for their future profession and expressed interest in further training, many

were not yet knowledgeable about the laws’ contents or enforcement mechanisms.

This highlights the need for enhanced curriculum support to bridge this gap early in

their academic development.

5.3 Recommendations

1. Encourage Community-Based Learning Projects:

Engage students in outreach programs or research activities related to sanitation

practices in their local communities. This experience can deepen their awareness of

sanitation challenges and inspire socially responsible solutions.

2. Invite Guest Speakers from the Public Health Sector:

Bringing in experts from the Department of Health (DOH), Environmental

Management Bureau (EMB), or local sanitation offices can offer students practical

insights into law enforcement, challenges in the field, and best practices in sanitation.

33
3. Incorporate Case Studies and Real-World Scenarios:

Use local and international case studies involving sanitation failures and

successes to illustrate the consequences of poor public health practices and the

importance of legal compliance.

34
 REFERENCES (APA 7th Edition)

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Bartram, J., & Cairncross, S. (2010). Hygiene, sanitation, and water: Forgotten foundations
of health. PLoS Medicine, 7(11), e1000367.
https://doi.org/10.1371/journal.pmed.1000367

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of

educational goals. Handbook I: Cognitive domain. David McKay.

Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2008). Health behavior and health
education: Theory, research, and practice (4th ed.). Jossey-Bass.

Hossain, M. M. (2012). A study on knowledge, attitude and practice about personal hygiene
and disease awareness of East West University students in Dhaka City (Doctoral dissertation,
East West University).

Kabir, A., Roy, S., Begum, K., Kabir, A. H., & Miah, M. S. (2021). Factors influencing
sanitation and hygiene practices among students in a public university in Bangladesh. PloS
one, 16(9), e0257663.

Matusovich, H. M., Streveler, R. A., & Miller, R. L. (2014). Why do students choose
engineering? A qualitative, longitudinal investigation of students’ motivational values.
Journal of Engineering Education, 103(4), 633–659.
https://doi.org/10.1002/jee.20005

Mulaudzi, Israel Creleanor, (2023) Factors Affecting Students’ Academic Performance: A

Case Study of the University Context. Journal of Social Science for Policy Implications June
2023, Vol. 11, No. 1, pp. 18-26
https://doi.org/10.15640/jsspi.v11n1a3

Rosenstock, I. M. (1974). Historical origins of the Health Belief Model. Health Education
Monographs, 2(4), 328–335. https://doi.org/10.1177/109019817400200403

35
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.

36
Dañel. Joshua S. Matias

Age: 19 years old

Zamboanga City, Philippines

Objectives

Dedicated Sanitary Engineering student looking to apply academic knowledge in water

quality management and environmental health to real-world projects, with a focus on
sustainable practices.

Education

1st Year - Bachelor of Science in Sanitary Engineering

Western Mindanao State University, Zamboanga City

Skills

Time management and task prioritization

Attention to detail

Research Interests

Technical communication in engineering

Achievements

Completed various projects and assignments on time, applying learned concepts to real-world
scenarios and seeking opportunities to improve understanding.

37
Jalen C. Samuddin
Age: 23 years old
Brgy. Canelar, Zamboanga City

Objectives
Motivated student in engineering, passionate about designing efficient systems and
integrating sustainability into engineering solutions to address real-world environmental
concerns.

Education
Undergraduate student-BS sanitary Engineering

Western Mindanao State University, Zamboanga City

Skills
Microsoft Office (Word, Excel, PowerPoint)
Google Workspace tools (Docs, Sheets, Slides)
Basic statistical tools (e.g., Excel functions, SPSS, or R if applicable)

Research Interests
Engineering design and Sustainability

Achievements
Balanced academic responsibilities with extracurricular activities, maintaining a consistent
approach to both learning and personal development.

38
Jc Mar G. Palulan

Age: 19 years old

Brgy. Zone 1, Zamboanga City

Mobile: 09709931041

Objective

Focused student interested in Environmental Science, seeking opportunities to learn, grow,

and contribute to projects that align with academic goals.

Education

1st Year - Bachelor of Science in Sanitary Engineering

Western Mindanao State University, Zamboanga City

Skills

Academic and technical writing

Research paper/report writing

Research Interests

Solid waste management

Achievement

Consistently met academic deadlines, demonstrating strong time management skills and
commitment to coursework.

39
John Hector P. Jumawan

Age: 19 years old

Brgy. Maasin, Kalambuan, Zamboanga City

Mobile: 09060369196

jhetjumawan@gmail.com

Objective

Eager Sanitary Engineering student interested in applying academic knowledge to real-world

challenges, with a focus on learning and contributing to sustainable engineering projects.

Education

Undergraduate student-BS sanitary Engineering

Western Mindanao State University, Zamboanga City

Skills

Team collaboration in group research projects

Documentation and referencing (APA, MLA, etc.)

Research Interests

Water and wastewater treatment systems

Achievements

Contributed to a group research project on Evaluating Knowledge and Awareness Levels of

Sanitation and Public Health Among First-Year Sanitary Engineering Students, assisting in

40
data collection and analysis while learning key research methodologies and techniques in
Sanitary Engineering.

Lady Chiven R. Magbanua

Age: 24 years old

Brgy. Sto. Niño, San Jose Rd, Zamboanga City
Mobile: 09304395375
captainphoenix@gmail.com

Objectives
Experienced in managing a complete academic research project, I aim to apply my strong
initiative and technical skills to contribute to research and development in environmental and
public health engineering.

Education
1st Year - Bachelor of Science in Sanitary Engineering

Western Mindanao State University, Zamboanga City

Skills
Critical thinking and problem-solving
Research paper writing
Adaptability to academic workload and deadlines

Research Interests
Environmental sustainability in sanitation
Public health and infrastructure

Achievements
Ongoing academic progress toward completion of undergraduate degree
Demonstrated commitment to self-discipline and continuous improvement

41
Rafsanjani S. Arabain
Age: 22 years old

Zamboanga City, Philippines

Mobile: 09663925095

Objective

Focused and determined student currently pursuing a degree in Sanitary Engineering. Strong
interest in writing and committed to completing studies and starting a professional career in
the engineering field.

Education

1st Year - Bachelor of Science in Sanitary Engineering

Western Mindanao State University, Zamboanga City

Skills

Writing (academic, technical, and general), Artisan (sketching, designing)

Basic understanding of sanitary engineering principles

Willingness to learn and grow professionally

Achievements

Working toward completing undergraduate degree

Developing academic discipline and personal growth

42
43