Int. J. Biosci.

2023

International Journal of Biosciences | IJB |

ISSN: 2220-6655 (Print) 2222-5234 (Online)
http://www.innspub.net
Vol. 23, No. 1, p. 312-325, 2023

RESEARCH PAPER OPEN ACCESS

Assessment of solid waste management awareness and practices

among junior high school students in Northwestern Mindanao
state college of science and technology (NMSCST)

Rainniel B. Japus, Vincent Isidore R. Lagang, Rea Mae T. Tormis, Arjhune A. Badonio,
Eduardo D. Magdayo Jr.*

School of Agriculture and Environmental Sciences, Northwestern Mindanao State College of

Science and Technology, Labuyo, Tangub City, Misamis Occidental, Philippines

Key words: Level of awareness, Solid waste practices, Solid waste management, Junior high school students

http://dx.doi.org/10.12692/ijb/23.1.312-325 Article published on July 17, 2023

Abstract
The study was conducted to investigate the level of awareness and practices on solid waste management among
junior high school students in Northwestern Mindanao State College of Science and Technology (NMSCST). The
descriptive-correlational research design was employed to examine the association between students' profile
(age, sex, and year-level) and their level of awareness and practices. The study also sought to determine the
relationship between awareness and practices on solid waste management. A total of 120 junior high school
students were randomly selected as respondents. Data were collected through interview using a questionnaire
with sections on profiling, awareness, and practices. The data were analyzed quantitatively using descriptive and
inferential statistics. The findings revealed that students primarily obtained information on solid waste
management from the school. The students showed a fair level of awareness regarding solid waste management
but had limited knowledge of specific laws governing waste management. The students demonstrated positive
attitudes towards waste segregation reduce, reuse, with a tendency to engage in these practices often. However,
their participation in creative activities involving recycling waste materials, and proper waste disposal were
occasional. The inferential statistics revealed significant associations between students' profile (sex, age, and
year level) and their level of awareness, as well as between students' profile (age and year level) and their
practices. Notably, students' level of awareness was significantly associated with their practices on solid waste
management, particularly in the areas of segregation, reduction, reuse, recycling, and disposal.
* Corresponding Author: Eduardo D. Magdayo  [email protected]

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Introduction Program to engage in activities related to tree

The escalating generation of solid waste due to rapid planting, waste minimization, segregation, recycling
population growth has emerged as one of the most and composting, freshwater and marine conservation,
critical global issues, leading to environmental forest management and conservation, relevant
deterioration and severe consequences (Atienza, livelihood opportunities, economic benefits, and
2008). Solid waste encompasses various forms of other programs that support the implementation of
discarded materials, including garbage, refuse, environmental protection laws.
sludge, and other waste products resulting from
diverse industrial, commercial, mining, agricultural Given the growing relevance of educating individuals
operations, and institutions (US EPA, 2023). The about managing solid waste, research has been
management of solid waste, regardless of its form, conducted to assess the impact of solid waste
presents a significant challenge that necessitates management education on students' awareness and
proper handling and mitigation measures. Inadequate behavior levels (Marello & Helwege, 2014; Molina &
management practices contribute to environmental Catan, 2021). Establishing a strong awareness of solid
pollution and give rise to a multitude of diseases waste management (SWM) is crucial within academic
(WHO, 2023). As the world deals with these critical institutions (Bautista, 2019). Education plays a
environmental problems, educational systems must pivotal role in equipping individuals with the
foster environmentally aware citizens with a strong necessary knowledge to understand environmental
commitment to the environment and extensive issues and effectively contribute to proper waste
knowledge of environmental issues, empowering management practices (Gakungu, 2012).
them to take responsible action (Tuncer et al., 2009).
While several studies have focused on assessing the
Recognizing the urgency of addressing solid waste level of awareness and practices among college
concerns, Republic Act 9003, also known as “The students in the Philippines, limited research has been
Ecological Solid Waste Management Act of 2000”, conducted on Junior High School students. Notably,
mandates the national government, in collaboration no study has investigated the level of awareness and
with key institutions such as the Department of practices specifically among junior high school
Education (DepEd), Technical Education and Skills students at Northwestern Mindanao State College of
Development Authority (TESDA), Commission on Science and Technology. Therefore, this study aims to
Higher Education (CHED), and Philippine assess the awareness and practices of junior high
Information Agency (PIA), to conduct continuous school students concerning solid waste management.
education and information campaigns on solid waste The specific objectives of this study are to: (1) assess
management. This legislative framework emphasizes the level of awareness among the students, (2)
the integration of environmental concerns into school determine their practices related to solid waste
curricula at all levels, with particular emphasis on management, (3) investigate the significant
waste management principles such as segregation at relationship between students' profiles (age, sex, and
source, reduction, recycling, re-use, and composting. year-level) and their level of awareness and practices
These measures aim to promote environmental regarding solid waste management, and (4) examine
awareness and mobilize citizen action. Additionally, the significant relationship between the awareness of
R.A. No. 9512, the Environmental Awareness and Junior High School students and their practices
Education Act of 2008, mandates the integration of concerning solid waste management. The findings
environmental education into school curricula at all from this study will provide valuable insights into the
levels, including public and private schools. level of awareness and practices related to solid waste
Moreover, it encourages tertiary education management among junior high school students.
institutions through the National Service Training Moreover, the study will facilitate the development

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and implementation of RA 9003 also known as Data Collection

Ecological Solid Waste Management Act of 2000 in The interview was conducted in the study with the
the institutional level. respondents using a guided questionnaire. The
questionnaire was adapted from the study of Molina
Materials and methods and Catan (2021) and Paghasian (2017), with minor
Research Design modifications. It consisted of three parts: the first
The study employed descriptive-correlational part focused on gathering the respondents' profiles,
research design to investigate the association between the second part assessed their level of awareness
students’ profile (age, sex, and year-level) and the regarding solid waste management, and the last part
level of awareness and practices on solid waste examined their practices on waste management,
management, also, to ascertain the relationship specifically in terms of segregation, reduction, reuse,
between the level of awareness and the practices of recycling, and disposal. The study adhered to ethical
the junior high school students on solid waste protocols by obtaining consent through consent
management. The correlational research design was letters before collecting essential data.
used to relate the identified variables in the study.

Data Analysis
Respondents of the study
All recorded data were analyzed quantitatively using
The respondents of the study were the junior high
descriptive statistics such as mean and percentage.
school students at the Northwestern Mindanao State
Inferential statistics such as Chi-square test for
College of Science and Technology enrolled in the
independence was used to determine the relationship
academic year 2022-2023. Out of 173 junior high
between variables. The level of awareness and to
school students, only 120 respondents were randomly
interpret the practices of the respondents pertaining
selected in the study. A stratified random sampling
to solid waste management were measured using a
approach was employed to select the respondents that
five-point Likert scale with its numerical scale and
represent the whole group of population. There were
verbal interpretation as shown in the table below.
a total of 28, 31, 30, 31 respondents for Grade 7,
Grade 8, Grade 9, and Grade 10, respectively. The
Table 1. Interval scale to determine level of awareness
selection of sample size was based on Yamane (1967).
on solid waste management of the students.
It is explained further with the following equation.
ே Scale Interpretation
݊=(ଵାே௘ మ ) 4.21 - 5.00 Strongly Aware
3.41 - 4.20 Aware
݊ = Sample size 2.61 - 3.40 Uncertain
1.81 - 2.60 Not Aware
ܰ = Total population
1.00 - 1.80 Strongly Not Aware
݁ = Margin of error (0.05)
Table 2. Interval scale to interpret the solid waste
Proportional allocation formula was utilized for sample management practices of the students.
size determination, considering that the number of
Scale Interpretation
students in each year-level was uneven. This approach 4.21 - 5.00 Always
ensured that an appropriate number of respondents 3.41 - 4.20 Often
2.61 - 3.40 Sometimes
were selected from each specific year-level. 1.81 - 2.60 Rarely
ܰ௜ 1.00 - 1.80 Never
݊௜ = ‫݊ݔ‬
ܰ
Results and discussion
݊௜ = sample size for a stratum A. Respondents profile
ܰ௜ = Population size for a stratum The survey results indicate that the majority (66%) of
ܰ = Total population size the total respondents were female, while 34% were
݊ = Desired total sample size male (Fig. 1).

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The respondents were further categorized based on Level of awareness on SWM of the Junior High
their year-level, revealing that 23% of the total School students
respondents were in Grade 7, 26% were in Grade 8, The efficient dissemination of information plays a
25% were in Grade 9, and the remaining 26% were in crucial role in the successful implementation of solid
Grade 10 (Fig. 2). These findings suggest an uneven
waste management practices. Fig. 4 illustrates the
distribution of students across the different year-
various sources of information regarding solid waste
levels. Regarding age, the majority (63%) of the
management of the respondents. It is noteworthy that
respondents were between 14 and 16 years old, 35%
the school emerged as the primary source of
belonged to the age group of 11-13 years old, and only
2% of the respondents were in the age range of 17-19 information, accounting for the highest percentage

years old the 34% for male in the figure below. (17%). This finding emphasizes the significant role
played by educational institutions in disseminating
knowledge and increasing the level of awareness
among students. Schools serve as important
platforms for providing education and cultivating
students' understanding, enabling them to acquire the
necessary information (Al-shuaibi, 2014).

The internet ranked as the second main source of

information, with 16 percent of the students citing it.
This can be attributed to the widespread accessibility

Fig. 1. Sex profile of the respondents. of the internet and social media platforms, even
among younger age groups (11-13 years old). The
internet's efficiency in connecting people and
facilitating the dissemination of information explains
its high percentage. Additionally, the internet serves
as a valuable resource for personal, social, and
economic development (AF, 2023).

Television obtained the third highest percentage (15%),

highlighting its significance in disseminating
information related to solid waste management
awareness and practices. Television, not limited to
Fig. 2. Year-level of the respondents. entertainment, serves as a medium for education, mass
communication, and gathering information (GF, 2018).

On the other hand, both newspapers and radio

obtained the lowest percentage of 5%. These findings
indicate that these traditional mediums of information
are less impactful compared to other sources.
Newspapers have become less commonly used due to
the continuous advancement of technology, such as the
internet and social media, which provide more
convenient and efficient means of information
dissemination.
Fig. 3. Age profile of the respondents.

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Similarly, radio, while a technological medium, is less Catan (2021) and Paghasian (2017), which also
frequently utilized by younger generations, as they do revealed a relatively low level of awareness among
not engage with it to the same extent as older students regarding different laws related to solid
generations the unnamed portion in figure 4 is for the waste management, particularly RA 9003. It is
friends/colleagues with 8%. important to note that Article 3 of the Philippine Civil
Code emphasizes that ignorance of the law does not
excuse individuals from complying with it. Therefore,
it is crucial for students to be familiar with the various
laws pertaining to solid waste management. This
implies the need for teachers to integrate relevant
laws on solid waste management into their lessons.

Additionally, the findings indicate uncertainty among

students regarding the school's orientation on the
SWM program. The policies associated with the
program, the corresponding sanctions for violations,
the purpose of implementing the SWM program, the
identification of hazardous and non-hazardous
wastes, and the prohibited actions stated by the law.
This suggests that students lack sufficient knowledge

Fig. 4. The unnamed portion in figure 4 is for the in these areas.

friends/colleagues with 8%.

Overall, the grand mean of 3.63 indicates that

According to Table 3, the results for the level of students possess a fair level of awareness regarding
solid waste management. They have a general
awareness of the students concerning solid waste
understanding of the concept of solid waste
managements, the highest mean value the highest
mean value of 4.13 was observed for item 19, which management as a means of ecological protection and
preservation, which aligns with the findings of
pertains to the "Importance of recycling." This
Bautista (2019) and Paghasian (2017) that Filipino
indicates that students are aware of the significance of
recycling in solid waste management. They recognize students generally have favorable knowledge of SWM.
However, there are areas of uncertainty and room for
the value of reusing and recycling items for future
improvement, particularly in understanding specific
use, possibly due to their economic awareness and the
need to support their academic requirements policies, sanctions, and the purpose behind
implementing the SWM program. These findings
(Comighud & Arevalo, 2021).
highlight the importance of further education and

On the other hand, the lowest mean value of 2.81 was awareness initiatives to enhance the respondents'
knowledge and understanding of SWM practices. this
recorded for item 1, which concerns the "Republic Act
discussion intends on Table 5 and should not be mixed
9003" or the Ecological Solid Waste Management Act
of 2000. This indicates that students are uncertain with table 3 discussion, it should be in proper order of
sequence. More so, it should be discussed according to
about their knowledge of this particular law
table. Kindly move this discussion after the table 4
governing solid waste management. This finding is
discussion.
consistent with the research conducted by Molina and

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Table 3. Level of awareness of Junior High School Students on SWM.

Statements Mean Interpretation
1. Republic Act 9003 2.81 Uncertain
2. Solid Waste Management (SWM) Program of the school 3.42 Aware
3. School’s Orientation on SWM program 3.18 Uncertain
4. Policies of SWM program 3.20 Uncertain
5. Corresponding sanctions of any violation of the SWM program 3.07 Uncertain
6. Solid waste management committee of the school 3.41 Aware
7. Purpose of the management on implementing the SWM program 3.35 Uncertain
8. School’s SWM program is a big help on achieving clean and green environment 3.81 Aware
9. Importance of the SWM 3.57 Aware
10. Practicing SWM saves money and energy 3.68 Aware
11. Student’s role and responsibilities towards school’s SWM program 3.54 Aware
12 Unity is very significant in making up and internalizing the SWM 3.41 Aware
13. Implementation will be successful and effective if concerned people will 3.61 Aware
participate
14. Discipline on SWM matters a lot 3.72 Aware
15. Proper waste disposal 3.91 Aware
16. Possible illnesses that you can get whenever trashes are not properly disposed 3.85 Aware
17. Negative effects of having poor SWM to the environment 3.64 Aware
18. Before throwing garbage, it is a must to read those trash-can labels for 3.97 Aware
segregation
19. Importance of recycling 4.13 Aware
20. Importance of reusing 4.05 Aware
21. Importance of reducing wastes 4.07 Aware
22. Waste minimization practices like reuse, recycle and reduce 3.85 Aware
23. Proper implementation of 5Rs (refuse, reduce, reuse, repurpose, recycle) 3.85 Aware
24. Different types of solid wastes. 3.69 Aware
25. Identification of biodegradable and non-biodegradable 4.02 Aware
26. Identification between hazardous and non-hazardous wastes 3.35 Uncertain
27. Prohibited actions stated by the law 3.20 Uncertain
28. Contribution of improper waste disposal to global warming 3.47 Aware
29. Importance of proper disposal of wastes 3.85 Aware
30. Different practices with regards to SWM 3.53 Aware
Grand Mean 3.63 Aware
*Legend: 4.21-5.00 (Strongly Aware); 3.41-4.20 (Aware); 2.61-3.40 (Uncertain); 1.81-2.60 (Not Aware); 1.0-1.80
(Strongly Not Aware)

Level of Practices on Solid Waste Management students engage in these practices often. However,
Awareness item 5, "I segregate reusable items at school,"
Based on the responses provided in Table 4, the mean received a mean score of 3.34, interpreted as
scores indicate the students’ engagement in waste "Sometimes." This suggests that students practice
segregation practices at school. The highest mean segregating reusable items at school occasionally.
score of 3.51 was observed for item 2, "I segregate
recyclable wastes from non-recyclable wastes at Overall, the grand mean of 3.44 indicates that
school," interpreted as "Often." This suggests that students generally engage in waste segregation
students frequently practice the segregation of practices at school "Often." This implies that students
recyclable and non-recyclable wastes at school. have a good level of awareness and implementation of
waste segregation practices, which is crucial for
Similarly, items 1, 3, and 4, which pertain to
effective solid waste management. The findings of
segregating biodegradable and non-biodegradable
wastes, segregating dry and wet wastes, and Bautista's study (2019) support the results obtained

segregating harmful/toxic wastes, respectively, all in this study, indicating that students recognize the

received mean scores above 3.40, indicating that importance of segregating solid waste.

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Table 4. Practices on Solid Waste Management in The finding that students "often" bring water in
terms of segregation. reusable bottles/tumblers instead of purchasing single-
use plastic bottles at school (mean = 3.57) showcases
Responses Mean Interpretation
1. I segregate biodegradable their commitment to reducing plastic waste. This
and non-biodegradable 3.49 Often behavior demonstrates a preference for sustainable
wastes at school.
2. I segregate recyclable alternatives and highlights the role of individual
wastes from non-recyclable 3.51 Often actions in reducing plastic pollution, particularly
wastes at school.
within educational settings. Lastly, the high mean score
3. I segregate dry wastes from
3.45 Often
wet wastes at school. of 3.59 for the statement "I am cautious and
4. I segregate harmful/toxic responsible for every waste I produce" indicates that
3.41 Often
wastes at school.
5. I segregate reusable items Sometimes students are mindful of their waste generation and take
3.34
at school. responsibility for their actions. This sense of personal
Grand mean 3.44 Often
accountability is crucial in cultivating a sustainable
*Legend: 4.21-5.00 (Always); 3.41-4.20 (Often); 2.61-
mindset and encouraging students to adopt sustainable
3.40 (Sometimes); 1.81-2.60 (Rarely); 1.0-1.80 (Never)
practices beyond the school environment. It suggests
that students are aware of the environmental
Table 5 indicates that students exhibit a positive
consequences of their waste and strive to minimize
attitude towards sustainable consumption practices,
their ecological footprint.
as reflected in their responses regarding their
purchasing behavior and waste responsibility. With a Overall, the findings demonstrate that students
grand mean of 3.48, which suggests an "often" exhibit a commendable level of awareness and
interpretation, it is evident that students demonstrate engagement in sustainable consumption practices.
a conscious effort to minimize waste generation and These positive attitudes and behaviors hold great
adopt environmentally friendly choices. The finding potential for creating a more environmentally
that most students "often" buy only what they need to conscious society, where individuals actively
avoid wasting food (mean = 3.58) showcases their contribute to waste reduction, resource conservation,
awareness of the issue of food waste. This behavior and a sustainable future. By building upon these
aligns with the principles of responsible consumption attitudes through education and further promoting

and sustainable food practices, emphasizing the sustainable consumption practices, schools can play a

importance of reducing food waste and its associated vital role in shaping responsible and environmentally
aware citizens.
environmental impacts. By making mindful
purchasing decisions, students contribute to the
Table 5. Practices on Solid Waste Management in
reduction of food waste, thereby promoting resource
terms of reduction.
conservation and addressing the global challenge of
Responses MeanInterpretation
food security. The respondents' tendency to 1. I buy only what I need so that I
sometimes buy items in bulk to reduce packaging will not end up throwing away 3.58 Often
extra foods.
(mean = 3.25) and sometimes prefer reusable items 2. I buy items in bulk to reduce
3.25 Sometimes
over disposable ones (mean = 3.39) signifies their packaging.
3. I prefer to buy reusable items
recognition of the significance of reducing packaging 3.39 Sometimes
rather than disposable ones.
waste. Although the mean scores for these items are 4. I bring water in reusable water
bottles/tumblers rather than
slightly lower, they still indicate a conscious effort to 3.57 Often
buying water in single-use plastic
make sustainable choices. Encouraging students to bottles at school.
5. I am cautious and responsible Often
consistently prioritize bulk purchases and the use of 3.59
for every waste I produce.
reusable products can lead to a substantial reduction Grand mean 3.48 Often
*Legend: 4.21-5.00 (Always); 3.41-4.20 (Often); 2.61-
in plastic waste and contribute to a more sustainable
3.40 (Sometimes); 1.81-2.60 (Rarely); 1.0-1.80 (Never)
and circular economy.

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Depicted in Table 6, the results provide insights into Table 6. Practices on Solid Waste Management in
the behaviors and practices of students regarding terms of reuse.
reuse. The item with the highest mean of 3.64, "I keep Responses MeanInterpretation
those unfilled papers and use them as a scratch," 1. I reuse my old materials rather
3.20 Sometimes
than buying new ones.
indicates that students frequently engage in the 2. I reuse grocery bags. 3.52 Often
practice of reusing paper for various purposes. This 3. I kept those unfilled papers and
3.64 Often
used it as a scratch.
suggests that students recognize the value of 4. I reuse washable food and
3.51 Often
water containers.
extending the lifespan of paper materials and
5. I give my intact and unused
reducing waste. Moreover, the mean scores of items clothes and toys to the less 3.61 Often
fortunate person.
such as reusing grocery bags (3.52) and reusing Grand mean 3.50 Often
washable food and water containers (3.51) *Legend: 4.21-5.00 (Always); 3.41-4.20 (Often); 2.61-
demonstrate that students often adopt these 3.40 (Sometimes); 1.81-2.60 (Rarely); 1.0-1.80 (Never)

sustainable practices. These findings align with the

existing literature, which emphasizes the importance The results presented in Table 7 indicate the mean at
which students engage in creative activities that
of reusing materials to minimize waste and conserve
involve recycling waste materials. The mean scores
resources and save energy (Griffiths, 2010).
for all items in this table fall within the "Sometimes"
interpretation range, suggesting that students
However, item number 1, "I reuse my old materials
occasionally participate in these practices. Item 5, "I
rather than buying new ones," obtained a mean score
use plastic bottles as a flowerpot," obtained the
of 3.20, indicating that students only occasionally
highest mean score of 3.17, indicating that students
engage in this behavior. While the mean score for this
sometimes recycle plastic bottles for decorative
item is lower compared to others, it is still noteworthy
purposes. This finding suggests that students
that students exhibit some degree of willingness to
recognize the potential for transforming waste
reuse their old materials. Encouraging students to materials into functional or aesthetically pleasing
embrace this practice more frequently can items, specifically in the context of using plastic
significantly contribute to waste reduction and bottles as flowerpots. Although the mean score is
promote a more sustainable lifestyle. relatively higher for this item compared to others,
there is still room for further encouragement and
Overall, the grand mean score of 3.50 suggests that promotion of such creative endeavors.
students generally exhibit a tendency to engage in
reuse practices. This finding underscores the On the other hand, items such as converting waste

importance of fostering a culture of reuse within materials into a new product (2.79), initiating income
generation from waste materials (2.86), and using cans
educational institutions. By promoting and
to create profitable items (2.73) obtained relatively
reinforcing the benefits of reusing materials, schools
lower mean scores. These results suggest that students
can empower students to make conscious choices that
engage in these practices less frequently. However, it is
contribute to waste reduction and resource
important to acknowledge that even though the mean
conservation. It is worth noting that the mean scores
scores are lower, students still exhibit some level of
for all items in Table 4 fall within the "Often"
involvement in these activities.
interpretation range, indicating that students are
actively involved in reuse practices to varying degrees. The overall grand mean score of 2.92 indicates that
This demonstrates a positive attitude towards reusing students generally participate in creative projects
materials and a recognition of the environmental and involving waste materials, but their engagement is not
societal benefits associated with such behaviors. as consistent or frequent.

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This suggests that there is potential for further However, it is important to note that even though the
development and encouragement of these practices score is low, any instances of improper waste disposal
among students. By providing guidance, resources, should be addressed and discouraged through
and inspiration, schools can foster an environment educational initiatives and reinforcing the importance
that nurtures students' creativity and encourages of responsible waste management.
them to explore innovative ways to repurpose waste
Items 1 and 2, which involve burning waste materials
materials.
and throwing garbage in open dumps, received mean
Table 7. Practices on solid waste management in scores of 2.92 and 3.09, respectively, indicating that
terms of recycle. these practices are also done only sometimes by the
students. These findings highlight the need for
Responses MeanInterpretation
1. I convert waste materials into a further education on the hazards associated with
2.79 Sometimes
new product. burning waste and the negative environmental
2. I use plastic bottles and
3.07 Sometimes impacts of open dumping. Raising awareness about
wrappers to make decors.
3. I initiate generating income the legal provisions and penalties related to these
2.86 Sometimes
out of waste materials.
practices, as stipulated in R.A. 9003, can help
4. I use cans to create profitable
2.73 Sometimes
items. discourage students from engaging in such activities.
5. I use plastic bottles as a
3.17 Sometimes
flowerpot.
Grand mean 2.92 Sometimes Overall, the findings emphasize the importance of
*Legend: 4.21-5.00 (Always); 3.41-4.20 (Often); 2.61- strengthening the implementation of waste
3.40 (Sometimes); 1.81-2.60 (Rarely); 1.0-1.80 (Never) management laws and promoting proper waste
disposal practices among students. The fact that
Table 8 provides valuable insights into the waste students show some level of understanding, even if
disposal practices of students. It is evident that there not consistently implemented, suggests that educational
is a mix of understanding and adherence to proper interventions can have a positive impact. Integrating
waste disposal practices among the respondents. waste management education into the curriculum,
organizing awareness campaigns, and providing
Item 3, "I dispose biodegradable wastes in a compost practical guidance on waste segregation, composting,
pit," obtained the highest mean score of 3.25, and responsible disposal can help foster a culture of
indicating that students have a reasonable sustainable waste management among students.
understanding of the importance of composting
biodegradable waste. However, the fact that this Table 8. Practices on solid waste management in
practice is reported as being done only sometimes terms of disposal
suggests that there is room for improvement in terms Responses Mean Interpretation
of consistently implementing this environmentally 1. I burn waste materials. 2.92 Sometimes
2. I throw my garbage in open
friendly method of waste disposal. Educating students 3.09 Sometimes
dumps.
on the benefits of composting and providing practical 3. I dispose biodegradable
3.25 Sometimes
wastes in a compost pit.
guidance on setting up compost pits could help
4. I throw my garbage
2.38 Rarely
increase the frequency of this practice. everywhere
5. I disposed chemical and toxic
wastes in leak-proof containers. 2.75 Sometimes
On the other hand, item 4, "I throw my garbage Grand mean 2.89 Sometimes
everywhere," received the lowest mean score of 2.38, *Legend: 4.21-5.00 (Always); 3.41-4.20 (Often); 2.61-
indicating that students rarely engage in this 3.40 (Sometimes); 1.81-2.60 (Rarely); 1.0-1.80 (Never)
improper waste disposal practice. This is a positive
finding, suggesting that students are generally aware The results align with previous research by Madrigal
of the negative consequences of littering and and Oracion (2017), which highlights the adverse
understand the importance of proper waste disposal. effects of indiscriminate waste disposal on both

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human health and the environment. By addressing freedom. The critical chi-square value at a
the gaps in knowledge and reinforcing the importance significance level of 0.05 is 21.026. The p-value for
of responsible waste disposal, schools can contribute this test is 0.002, which is less than 0.05. Therefore,
to mitigating these effects and instilling responsible the null hypotheses were rejected and infer that there
waste management practices in students. is a significant association between year level and
students level of awareness on solid waste
The association between students’ profile (age, sex, management. This indicates that students in different
and year-level) and their level of awareness and academic years have varying levels of awareness, and
practices on solid waste management the year level can be considered as a significant factor
The results of the chi-square tests indicate a in determining their awareness.
significant relationship between students' profile
variables (sex, age, and year level) and their level of Overall, these chi-square test results reveal that
awareness on solid waste management (Table 9). students' profile variables, such as sex, age, and year
level, are significantly related to their level of
For the variable "Sex," the computed chi-square value
awareness on solid waste management. These
is 17.281, with 4 degrees of freedom. The critical chi-
findings highlight the importance of considering
square value at a significance level of 0.05 is 9.488.
these demographic factors when studying students'
The p-value for this test is 0.002, which is less than
awareness and designing interventions to improve
0.05. Therefore, the null hypothesis was rejected and
solid waste management education. Understanding
concludes that there is a significant association
the influence of sex, age, and year level on awareness
between sex and students' level of awareness on solid
can help tailor educational programs to specific
waste management.
student groups and effectively promote sustainable
waste management practices.
This suggests that there are differences in awareness
levels between male and female students, and sex can
Table 9. The relationship between the students’
be considered as a contributing factor to the variation
profile (sex, age, year-level) and their awareness on
in awareness. This finding is consistent to the study of
solid waste management
(Magdayo et al., 2022; Ifegbesan, 2010) that there is
‫ݔ‬ଶ
significant relationship between students’ sex and the Degree
Computed critical p- Interpretat
Variables ଶ of
level of solid waste awareness. ‫ ݔ‬value value value ion
Freedom
at 0.05
Sex 17.281 4 9.488 0.002 Rejected
Similarly, for the variable "Age," the computed chi- Age 40.129 8 15.507 0.000 Rejected
square value is 40.129, with 8 degrees of freedom. Year
30.398 12 21.026 0.002 Rejected
Level
The critical chi-square value at a significance level of H୭ : There is no significant relationship between the
0.05 is 15.507. The p-value for this test is 0.000, students’ profile (gender, age, year-level) and their
which is less than 0.05. Hence, the null hypothesis awareness on solid waste management.
was rejected and concludes that there is a significant
association between age and students' level of The results of the chi-square tests indicate a mixed
awareness on solid waste management. This implies relationship between students' profile variables (sex,
that different age groups of students exhibit varying age, and year level) and their practices on solid waste
levels of awareness, and age can be considered as a management (Table 10).
significant factor in influencing their awareness.
Starting with the variable "Sex," the computed chi-square
Lastly, for the variable "Year Level," the computed value is 5.685, with 4 degrees of freedom. The critical chi-
chi-square value is 30.398, with 12 degrees of square value at a significance level of 0.05 is 9.488.

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 Int. J. Biosci. 2023

The p-value for this test is 0.224, which is greater Table 10. The relationship between the students’
than 0.05. Therefore, the null hypothesis was profile (sex, age, year-level) and their practices on
accepted and concludes that there is no solid waste management

significant association between sex and students' ‫ݔ‬ଶ

Computed Degree of critical p- Interpr
Variables
practices on solid waste management. This ‫ ݔ‬ଶ value Freedom value at value etation
0.05
suggests that the gender of the students does not Sex 5.685 4 9.488 0.224 Accepted
play a significant role in influencing their Age 45.350 8 15.507 0.000 Rejected
Year
25.179 12 21.026 0.014 Rejected
practices. Level
H୭ : There is no significant relationship between the

Moving on to the variable "Age," the computed students’ profile gender, age, year-level) and their

chi-square value is 45.350, with 8 degrees of practices on solid waste management.

freedom. The critical chi-square value at a

The association between the awareness of the Junior
significance level of 0.05 is 15.507. The p-value
High School students and their practices on solid
for this test is 0.000, which is less than 0.05.
waste management.
Hence, the null hypothesis was rejected and The chi-square test results indicate a significant
concludes that there is a significant association relationship between the level of awareness of the
between age and students' practices on solid students and their practices on solid waste
waste management. This indicates that different management across multiple variables: segregation,
reduction, reuse, recycling, and disposal (Table 11).
age groups of students have distinct practices
when it comes to managing solid waste. For the variable "Segregation," the computed chi-
square value is 18.157, with 4 degrees of freedom. The
Lastly, for the variable "Year Level," the computed critical chi-square value at a significance level of 0.05
chi-square value is 25.179, with 12 degrees of is 9.488. The p-value for this test is 0.001, which is
freedom. The critical chi-square value at a less than 0.05. Thus, the null hypothesis was rejected

significance level of 0.05 is 21.026. The p-value for and concludes that there is a significant association
between the level of awareness of segregation and
this test is 0.014, which is less than 0.05. Therefore,
students' practices. This suggests that students who
the null hypothesis was rejected and infers that there
have a higher level of awareness of segregation
is a significant association between year level and practices are more likely to implement proper waste
students' practices on solid waste management. This segregation in their daily routines. This finding is
suggests that students in different academic years consistent to the study of Bautista (2019) that there is
have varying practices when it comes to managing a significant relationship between the level of

solid waste. awareness of the students and their practices on solid

waste management in terms of segregation.

In summary, the results indicate that age and year

For the variable "Reduce," the computed chi-square
level has a significant association with students'
value is 14.980, with 4 degrees of freedom. The
practices on solid waste management, while sex does
critical chi-square value at a significance level of 0.05
not. This suggests that factors related to age and is 9.488. The p-value for this test is 0.005, which is
academic progression influence the way students less than 0.05. Therefore, the null hypothesis was
engage in solid waste management practices. rejected and determines that there is a significant
Understanding these relationships can inform the association between the level of awareness of waste
reduction and students' practices. This implies that
development of targeted interventions and
students who have a higher level of awareness of
educational programs to promote sustainable waste
waste reduction practices are more likely to engage in
management practices among students.
behaviors that minimize waste generation.

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Similarly, for the variable "Reuse," the computed chi- Lastly, for the variable "Disposal," the computed chi-
square value is 21.057, with 4 degrees of freedom. The square value is 88.490, with 4 degrees of freedom.
critical chi-square value at a significance level of 0.05 The critical chi-square value at a significance level of
is 9.488. The p-value for this test is 0.000, which is 0.05 is 9.488. The p-value for this test is 0.000,
less than 0.05. Hence, the null hypothesis was which is less than 0.05. Therefore, the null hypothesis
rejected and concludes that there is a significant was rejected and concludes that there is a significant
association between the level of awareness of reuse association between the level of awareness of proper
and students' practices. This indicates that students waste disposal and students' practices. This implies
who have a higher level of awareness of reuse that students who have a higher level of awareness of
practices are more likely to incorporate reusing proper disposal practices are more likely to dispose of
behaviors into their waste management strategies. waste in an environmentally responsible manner. In
summary, the results indicate that the level of
In terms of the variable "Recycle," the computed chi- awareness of students is significantly associated with
square value is 67.561, with 4 degrees of freedom. The their practices on solid waste management,
critical chi-square value at a significance level of 0.05 is specifically in the areas of segregation, reduction,

9.488. The p-value for this test is 0.000, which is less reuse, recycling, and disposal. This suggests that
raising awareness and knowledge about these waste
than 0.05. Thus, the null hypothesis was rejected and
management practices can have a positive impact on
determines that there is a significant association
students' behaviors and actions. Educational
between the level of awareness of recycling and students'
interventions and awareness campaigns focusing on
practices. This suggests that students who have a higher
these areas can be implemented to encourage and
level of awareness of recycling practices are more likely
promote sustainable waste management practices
to actively participate in recycling activities. among students.

Table 11. The relationship between the level of awareness of the students and practices on solid waste management.
Computed ‫ ݔ‬ଶ Degree of ‫ ݔ‬ଶ critical value
Variables p-value Interpretation
value Freedom at 0.05
Segregation 18.157 4 9.488 0.001 Rejected
Reduce 14.980 4 9.488 0.005 Rejected
Reuse 21.057 4 9.488 0.000 Rejected
Recycle 67.561 4 9.488 0.000 Rejected
Disposal 88.490 4 9.488 0.000 Rejected
H୭ : There is no significant relationship between the level of awareness of the students and their practices on solid
waste management.

Conclusion However, traditional mediums such as newspapers

The study provides valuable insights into the level of and radio had a lower impact in comparison. Thus,
awareness and practices of junior high school there is a need to leverage digital platforms and
students regarding solid waste management (SWM). explore innovative ways to enhance SWM education.
The findings highlight both positive aspects and areas
for improvement in students' awareness and practices Regarding awareness, students demonstrated a fair
related to solid waste management. level of overall awareness of SWM, with a particularly
strong understanding of the importance of recycling.
Firstly, the study revealed that most respondents rely However, there was uncertainty regarding specific
on school as the primary source of information on laws, school orientations, policies, and prohibited
SWM, followed by the internet and television. These actions related to SWM. These findings emphasize the
findings underscore the critical role of educational need for teachers to integrate relevant laws and
institutions in disseminating knowledge and policies into their lessons to ensure comprehensive
increasing awareness among students. understanding among students.

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 Int. J. Biosci. 2023

In terms of waste segregation practices, students Education on composting benefits and the hazards
generally engaged in these practices often, including associated with burning waste and open dumping can
segregating recyclable and non-recyclable wastes, help strengthen students' waste management
biodegradable and non-biodegradable wastes, and practices.

harmful/toxic wastes. However, the mean of segregating

Moreover, the study found a significant association
reusable items was reported as "sometimes," indicating
between students' profile variables (sex, age, and year
room for improvement in this area. Students
level) and their level of awareness on SWM.
demonstrated positive attitudes towards sustainable Furthermore, the study depicted the influence of
consumption practices, such as buying only what they students’ profile (age and year-level) and their
need to avoid wasting food, preferring reusable items practices in SWM. These findings highlight the
over disposable ones, and bringing water in reusable importance of considering these factors when
bottles/tumblers. These behaviors indicate a conscious designing targeted educational interventions to
effort to minimize waste generation and make enhance students' awareness and practices in SWM.
environmentally friendly choices. Schools can further Lastly, it was revealed that the level of awareness of
promote and reinforce these attitudes to foster a culture students is significantly associated with their practices

of responsible consumption. on solid waste management, specifically in the areas of

segregation, reduction, reuse, recycling, and disposal.
This suggests that raising awareness and knowledge
The study also highlighted students' involvement in
about these waste management practices can have a
reuse practices, with a strong tendency to reuse paper
positive impact on students' behaviors and actions.
and engage in practices such as reusing grocery bags
and washable food and water containers. However, In conclusion, this study underscores the importance
the mean of reusing old materials was reported as of continuous education and awareness initiatives to
sometimes. enhance students' awareness and practices in SWM.
By leveraging educational institutions as key
Encouraging students to embrace this practice more platforms for SWM education, promoting sustainable
consistently can significantly contribute to waste consumption practices, fostering a culture of reuse
reduction and resource conservation. and waste repurposing, and strengthening waste
disposal methods, schools can play a vital role in

In terms of creative recycling activities involving shaping responsible and environmentally aware
citizens. These efforts contribute to effective SWM,
waste materials, students reported occasional
resource conservation, and a sustainable future.
participation. While students showed some level of
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