Republic of the Philippines

Department of Education
REGION XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF COTABATO

BASURA-AT-HOME (BH): AN INTERVENTION IN WASTE MANAGEMENT

FOR SENIOR HIGH SCHOOL (SHS) CLASSROOMS

An Action Research
presented to
The Policy, Planning, and Research Division
Department of Education-Schools Division Office of Cotabato
Amas, Kidapawan City

JERICK IVAN A. PALOMAR, PhD

Master Teacher II
Mlang National High School
Mlang Central District

LINA P. EDUARTE
Teacher II
Mlang National High School
Mlang Central District

CAROL L. JONDIT
Teacher II
Mlang National High School
Mlang Central District
 ii

JULY 2023

Republic of the Philippines

Department of Education
REGION XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF COTABATO

TRANSMITTAL SHEET

This School-Based Basic Research entitled BASURA-AT-HOME (BH):

AN INTERVENTION IN WASTE MANAGEMENT FOR SENIOR HIGH
SCHOOL (SHS) CLASSROOMS, prepared and submitted by JERICK
IVAN A. PALOMAR, LINA P. EDUARTE, AND CAROL L. JONDIT from
MLANG NATIONAL HIGH SCHOOL – MLANG CENTRAL DISTRICT,
passed the standard set by SDO-Cotabato and has been successfully
defended before the Mlang Research Committee as the Appraisal Team, is
hereby accepted and endorsed.

Examining Committee:

CYNTHIA S. BUSTILLO, EdD JERICK IVAN A. PALOMAR, PhD

Principal IV School Research Coordinator
_______________ _______________
Date Date

Recommending Approval:

LOVELLA O. MAGUAD
Municipal Research Coordinator
_______________
Date

Approved:

LUDEZ T. MAGLANGIT
Public Schools District Supervisor
Mlang Central District
_______________
Date
 iii

Republic of the Philippines

Department of Education
REGION XII - SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF COTABATO

APPROVAL SHEET

This School-Based Basic Research hereto entitled BASURA-AT-

HOME (BH): AN INTERVENTION IN WASTE MANAGEMENT FOR
SENIOR HIGH SCHOOL (SHS) CLASSROOMS, prepared and submitted
by JERICK IVAN A. PALOMAR, LINA P. EDUARTE, AND CAROL L.
JONDIT from MLANG NATIONAL HIGH SCHOOL – MLANG CENTRAL
DISTRICT passed the standard set by SDO- Cotabato has been
successfully defended before the Mlang Research Committee as the
Appraisal Team, is hereby accepted and approved.

Examiners:

LOVELLA O. MAGUAD LUDEZ T. MAGLANGIT

Municipal Research Coordinator Public Schools District Supervisor
Mlang Central District
_______________ _______________
Date Date

Recommending Approval:

MELBA S. TORRILLA
SEPS – Planning and Research
_______________
Date

Approved:

ROMELITO G. FLORES, CESO V

Schools Division Superintendent
_______________
Date
 iv

TABLE OF CONTENTS

PRELIMINARY PAGES Page Number

Title Page i

Transmittal Sheet ii
Approval Sheet iii
Table of Contents iv
List of Tables v
List of Appendices vi
Abstract vii
Acknowledgment viii

PARTS OF THE ACTION RESEARCH

Context and Rationale 1

Action Research Questions 2

Innovation, Intervention, and Strategy 3

Action Research Methods 4

Respondents and Other Sources of Data

Data Gathering Methods 5

Data Analysis 6

Discussion of Results and Reflection

Basic Profiling
 v
Respondents

Garbage Management Profile 7

Intervention Practice Profile 9
Waste Management Before and After the Implementation

of Basura-at-Home (BH) Intervention 9

Significant Difference in the Waste Management Practice

Before and After the Basura-at-Home (BH) Intervention 18

Insights on the Implementation of Basura-at-Home (BH)

Intervention in Managing Classroom Waste 19

Summary of Findings and Conclusion

Summary of Findings 23
Conclusions 25

Action Plan 25

References 26

Appendices 27

LIST OF TABLES

NUMBER TITLE PAGE

1A Profile of the Respondents 7

1B Garbage Management Profile as practiced in the 9

classroom of the respondents.

1C Intervention Practice Profile as practiced in the 9

classroom of the respondents.

2A Summary of the Responses of the Respondents in

terms of Waste Management Before and After the
Implementation of Basura-at-Home (BH) Intervention
in terms of the Amount of Managed Waste in the
Classroom. 10
 vi
2B Summary of the Responses of the Respondents in
terms of Waste Management Before and After the
Implementation of Basura-at-Home (BH) Intervention
in terms of Garbage Segregation in the Classroom. 12

2C Summary of the Responses of the Respondents in

terms of Waste Management Before and After the
Implementation of Basura-at-Home (BH) Intervention in
terms of Managing Waste Materials in the Classroom 15

2D Overall Rating of Waste Management Practices of the

Respondents Before and After the Implementation of
Basura-at-Home (BH) Intervention 17

3 Significant Difference in the Perceived Effect on Waste

Management BEFORE and AFTER the implementation
of BH intervention 18

4A Insights on the Practice of BH Intervention among the

Selected Respondents for Interview Question 1 19

4B Insights on the Practice of BH Intervention among the

Selected Respondents for Interview Question 2 20

4C Insights on the Practice of BH Intervention among the

Selected Respondents for Interview Question 3 22

LIST OF APPENDICES

NUMBER TITLE PAGE

1 Permission Letter to Conduct the Study 28

2 Plagiarism Checker Sheet 29

3 Survey Questionnaire 30

4 Guide Questions for the Interview 34

5 Documentation during the Conduct of the Study 35

ABSTRACT
 vii

PALOMAR, EDUARTE, JONDIT. 2023. Basura-at-Home (BH): An Intervention

on Waste Management for Senior High School (SHS) Classrooms.
44pp.

This study aimed to determine the effects of Basura-at-Home (BH) (or

bringing the classroom garbage to the assigned students in their respe
ctive homes as an intervention on managing waste, particularly for Grade
12-STEM Ampere, ABM-Pacioli and ICT Hobbes classrooms. Exploratory-
Sequential Design was utilized to collect the quantitative data (through a
survey questionnaire) and qualitative data (interviews) of this study. The
101 student respondents answered the survey asking them their
perception of the effects of waste management in each of their respective
classrooms before and after the implementation of BH intervention in
terms of the status of the amount of managed waste in the classroom,
garbage segregation, managing waste materials and their overall rating of
the waste management practice. Then, selected students from each
section were interviewed regarding their insights on the implementation
of BH Intervention in managing classroom waste. these aforementioned
sections. In general, the Basura-at-Home (BH) Intervention was able to
address the problem of managing waste materials (garbage disposal),
highlighted by the significant difference in the overall rating of the
students in the way they handled their waste management practice
before and after the BH intervention was implemented ((Mean Diff=0.45,
t(3)=4.000, p=0.029). To make the BH Intervention a better version, it
should be practiced continuously, especially in all classrooms of Mlang
NHS, though students have to be oriented on improving proper garbage
segregation.

Keywords: cleanliness, garbage in classrooms, garbage management, waste

materials, waste management
 viii
ACKNOWLEDGMENT

The researchers wish to extend their heartfelt gratitude to the following person

or persons who took part in the success of this endeavor:

To the respondents of this study, Grade 12-STEM Ampere, ABMPacioli,

and ICT-Hobbes students, for their active and sincere involvement

throughout the study. But more importantly, for their willingness to be a

part of the solution to waste management problems of this school by

bringing their classroom’s garbage to their respective homes.

To Mrs. Jean H. Paracha (SHS Assistant Principal for Academics) and Dr.

Cynthia S. Bustillo (Principal IV) of Mlang National High School, for their

approval on conducting this study.

To Mrs. Lovella O. Maguad, the Municipal Research Coordinator, and her

Mlang Research Committee Appraisal Team, for sharing their time,

wisdom, and expertise by giving all forms of technical assistance to make

this research study realized despite their busy schedules.

To Ludez T. Maglangit, the Public Schools District Supervisor of Mlang

Central District, for her unending encouragement to conduct and

accomplish this study.

To our respective families, for their constant support and source of inspiration.

Above all, to the Almighty Father for His constant love and sustaining grace that

He bestowed on the researchers.

-THE RESEARCHERS-
 1

CONTEXT AND RATIONALE

ICTs are important for new learning environments, especially in language

education. Blended learning, e-learning, and mobile-assisted learning are part of

a broader educational reform that focuses on student independence and

adapting to individual needs (Pareja-Lora et al., 2016).

Calunasan High School, situated in the secluded barangay of Calunasan in the

Municipality of M’lang, has undergone an amazing transformation over the years.

It has changed from a small school with limited resources (old model computers)

into a source of hope for students who want to embrace the digital era equipped

with ninety-two laptops provided by DEPED to explore knowledge beyond

traditional textbooks.

Almusharraf (2023) found that game-based learning, like Kahoot, significantly

increased student engagement and motivation in English courses (Frontiers).

Similarly, Krishnan et al. (2021) argue that gamified elements like leaderboards

and badges foster active participation and motivation across various educational

settings (Frontiers).

Although Calunasan High School has access to ample laptops and reliable

internet connectivity, there remain significant research gaps concerning how

effectively digital tools are being used to enhance learner engagement. While

digital tools have the potential to enhance engagement, little is known about the

specific types of tools (e.g., interactive platforms, gamified learning applications,

or collaborative online environments) that most effectively increase student

motivation and active participation at Calunasan High School. Research could

investigate which tools and strategies are most successful in sustaining learner

interest, improving attentiveness, and promoting active participation across

different subject areas.

 2

ACTION RESEARCH QUESTIONS

This study aims to determine the effects of Basura-at-Home (BH) (or

bringing the classroom garbage to the assigned students in their

respective homes as an intervention on managing waste, particularly for

Grade 12-STEM (Science, Technology, Engineering, and Mathematics)

Ampere, ABM

(Accountancy, Business and Management)-Pacioli and ICT (Information,

Communication and Technology)-Hobbes classrooms. Specifically, it aims

to answer the following questions:

1. What is the profile of the respondents in terms of:

a. demographics

b. garbage management

c. intervention (BH) practice?

2. What is the perceived effect on waste management in each classroom

BEFORE and AFTER the implementation of BH intervention in terms of

the status of the following:

a. amount of managed waste in the classroom

b. garbage segregation

c. managing waste materials

d. overall rating of the waste management practice?

3. Is there a significant difference in the perceived effect on the waste

management in each classroom BEFORE and AFTER the

implementation of BH intervention in terms of the status of the

following:

a. amount of managed waste in the classroom

b. garbage segregation

c. managing waste materials

d. overall rating of the waste management practice?

 3

4. What are the insights of the respondents on the implementation of

BH Intervention in managing classroom waste?

INNOVATION, INTERVENTION AND STRATEGY

To address the situation of not having a permanent waste dumping site at

Mlang National High School (Mlang NHS), the respective advisers of Grade

12-STEM Ampere, ABM Pacioli, and ICT Hobbes implemented an

intervention, called Basura-at-Home (BH), to manage the garbage waste

accumulated by these classrooms daily.

In this BH Intervention, the class adviser shall assign a student (or it could

also be done by pair, trio, or group) to manage and collect garbage

(which is also segregated) accumulated after the whole day of classes.

Then, that assigned student shall have the responsibility of bringing the

collected garbage into their home and shall think of ways how to manage

its disposal.

Every student in the classroom shall be able to experience this BH

Intervention as the class adviser would do this on a rotation basis. The

class adviser has provided trash bags or extra-large cellophane that have

served as the way these assigned students shall bring these garbage to

their respective homes.

ACTION RESEARCH METHODS

This research utilized a mixed-methods research design, specifically the

exploratory-sequential design. In this design, the quantitative data

analysis comes first and shall be followed by the qualitative data analysis.

According to Lall (2021), the qualitative part that comes after the

quantitative strand provides explanations for the findings of the

quantitative part of the study.

 4

The quantitative approach of this study was represented by using the

descriptive survey, ex-post facto research design. This design was used to

determine the perceived effects on waste management before and after

the implementation of BH intervention. In addition, determining the

difference before and after the BH intervention shall be determined using

ex-post facto design.

Then, whatever the results that shall come up with the quantitative data

shall be supplemented by an explanation done through an interview

regarding the BH Intervention which represents the qualitative approach

of this study.

a. Respondents and Other Sources of Data

The respondents of the study were all the 101 students of Grade

12STEM Ampere (49), ABM-Pacioli (36), and ICT-Hobbes (16). Complete

enumeration was used for choosing the respondents of this study.

b. Data Gathering Methods

The BH Intervention started during the middle part of the 1 st Quarter of

the School Year (SY) 2022-2023, particularly around mid-September, in

which sections Ampere, Pacioli, and Hobbes are in a constant struggle om

how to dispose of the garbage collected in their respective classrooms

every class day. This problem arose due to the unavailability of a

permanent dumping site for the school’s garbage and the irregular

schedule of the lone garbage truck provided by the Local Government Unit

(LGU) of Mlang. Because of the School Learning Action Cell (SLAC) session

regarding writing of action research proposal conducted last November

2023, and with the common practice by the advisers of Ampere, Pacioli,

and Hobbes, these researchers decided to put it into writing and

 5

determine how effective was the BH Intervention in managing classroom

wastes.

For the collection of quantitative data, the researchers used a self-made

survey questionnaire (although some statements/ideas from this

questionnaire were taken from the research of Trondillo et.al. (2018)). The

questionnaire consists of three parts. The first part contains the profiling of

the following information: personal student profile, garbage management

profile, and intervention profile (or how BH was implemented in every

classroom). The second part of the survey contains statements regarding

how effective the BH Intervention is in waste management, before and

after the said intervention has been implemented. There were four

subparts of the survey, asking how BH Intervention was evident before

and after it was implemented in the classrooms. In particular, this was in

terms of the following aspects: the amount of managed waste in the

classrooms, garbage segregation, managing waste materials, and overall

rating towards the BH intervention. The survey was conducted using an

online platform (Google Forms), from December 2022-February 2023, for

an easier collection of quantitative data.

In terms of the qualitative data, the researchers selected three (3)

respondents from Ampere, Pacioli, and Hobbes to undergo a short

interview. This interview was about their insights on the implementation of

BH Intervention, specifically in terms of how they dealt with it, its

advantages/disadvantages, and suggestions to make this practice better.

The said interview was conducted last March 2023. All procedures were

done during the vacant schedule of the three researchers.

 6

c. Data Analysis

Descriptive Statistical Analysis, such as frequency count (mode) and

percentage were utilized to represent the profile of both the

studentrespondents and teacher-respondents.

Weighted mean and Standard Deviation were the statistical tools being

used to analyze the quantitative data collected through the survey

questionnaire T-test for dependent samples was used to determine if there

was a significant difference in the response of the respondents before and

after the BH Implementation.

Then, in analyzing the qualitative data collected during the in-depth

interviews of some respondents, thematic analysis was implemented by

searching for meaningful patterns in themes (through common themes).

DISCUSSION OF RESULTS AND REFLECTIONS

This part of the research presents and discusses the results of the

data collected through the online survey questionnaire and responses

during indepth interviews.

A. Basic Profiling

In this section, the presentation of data being collected was done by

categorizing it according to the classes involved: ABM-Pacioli, ICT-Hobbes,

and STEM-Ampere. This is because each of these classes has different

profiles, most especially regarding how they are managing their garbage

and how were they able to implement the BH Intervention.

A.1. Respondents

Sex and Strand and Section of the respondents, who answered the online

survey questionnaire, were analyzed using frequency count and

percentage.
 7

Table 1A. Profile of the Respondents

VARIABLE Sub-Variable Frequency Percentage (%)

SEX Male 35 34.7
Female 66 65.3
Total 101 100.0
STRAND AND STEM-Ampere 49 (18-31) 48.5 (36.7-63.3)
SECTION ABM-Pacioli 36 (7-29) 35.6 (19.4-80.6)
ICT-Hobbes 16 (10-6) 15.8 (62.5-37.5)
Total 101 100.0

Table 1 presents that the majority of the respondents are Female (n =

6, 65.3%) and from the Grade 12-STEM Ampere class (n = 49, 48.5%).

A.2. Garbage Management Profile

The respondents were asked about the way they manage their garbage

in their respective classrooms in terms of the number of trash bins or

garbage bins in their classroom and the mode of managing waste

materials in the classroom before implementing the BH Intervention. The

model was used to analyze the collected data.

Table 1B. Garbage Management Profile as practiced in the classroom of

the respondents.

STRAND AND Number of Mode of Managing Waste before

SECTION Trash/Garbage Bins BH
Intervention
ABM-PACIOLI 1 Garbage is disposed of by burning it
every Friday, after class dismissal
ICT-HOBBES 1 Basura Ko, Sagot Ko (My Garbage, My
Responsibility)
STEM-AMPERE 3 Garbage is segregated and kept until
the garbage truck comes for its
disposal

Table 1B divulges that ABM and ICT classes have only one (1)

available trash bin. Garbage segregation is not practiced for these sections

with only one trash bin available in their rooms. This may be the reason

why ABMPacioli burns the garbage every Friday after class dismissal just

to clear up the waste they have accumulated in the class for a week. On
 8

the other hand, the adviser of ICT-Hobbes has asked the students to keep

their garbage in their respective bags. Then, it is up to these students on

how they are going to dispose of their garbage. Thus, Basura Ko, Sagot Ko

(My Garbage, My Responsibility) principle entails.

Meanwhile, STEM-Ampere has three (3) trash bins allocated for

Biodegradable, Non-biodegradable and Recyclable garbage. Thus, the

mode of waste management before BH intervention which is segregation

of the garbage was implemented. However, the problem for this class was

that this segregated garbage was fully disposed of only when the garbage

truck of LGU-Mlang came whenever it was available. At some point, when

the garbage truck does not come to school for more than a week, the

smell of the garbage at the back of the STEM-Ampere classroom

permeates.

A.3. Intervention Practice Profile

In this part, the respondents were asked about how the BH

Intervention was implemented in their respective classes, particularly in

terms of the assignment for bringing home the waste materials in the

classroom (if it is done individually, by pair, trio, or group) and the

frequency of being assigned during the BH implementation. Mode shall be

used as the way to analyze and consolidate the data collected under this

category.

Table 1C. Intervention Practice Profile as practiced in the classroom of

the respondents.

STRAND AND Assignment in terms of the Frequency of Doing the

number of student/s bringing Assignment in Bringing
SECTION home the waste materials in Home
the classroom Waste Materials from the
Classroom
ABM-PACIOLI Individual Daily
ICT-HOBBES Individual Daily
 9

STEM-AMPERE Trio as Assigned by the Adviser

Table 1C reveals that both ABM and ICT classes have the same

scheme in the implementation of BH Intervention. Each student brings

their cellophane or any container of their garbage. Then, daily, they are

going to bring and dispose of their garbage in their respective homes.

In the other class, STEM-Ampere opted to have three students (trio)

be assigned to bring home the waste materials accumulated in the whole

day of classes. Each of these assigned students shall be given a large

cellophane by their class adviser for them to dispose of in their respective

homes the garbage that was already segregated as biodegradable, non-

biodegradable, and recycled waste. The assigned group has the discretion

on who or what type of garbage they are going to bring into their

respective homes.

B. Waste Management Before and After the Implementation of

Basura-atHome (BH) Intervention

In this section, the respondents were asked to assess how evident was

waste management before and after the implementation of BH

intervention in their classrooms, in terms of the amount of managed waste

in the classroom, garbage segregation, managing waste materials, and

their overall rating of the waste management practice before the said

intervention was implemented. Weighted mean and Standard deviation

are the statistical tools being utilized for analyzing the data collected

before and after BH Intervention has been implemented. For the weighted

mean, it was used to determine the response of the respondents in

general, using the scale below with its corresponding verbal interpretation

(VI):

4.20-5.00 – Extremely Evident

3.40-4.19 – Highly Evident
2.60-3.39 – Moderately Evident
 10

1.80-2.59 – Slightly Evident

1.00-1.79 – Not Evident at All

On the other hand, standard deviation was utilized to measure the

variability of their responses. Then, in the last column of the tables under

this section, the Mean Difference (Mean Diff.) was obtained by subtracting

the mean after the mean before the BH Intervention. The mean difference

in bold appearance indicates an improvement of a certain practice, with

the implementation of the Basura-at-Home Intervention.

Table 2A. Summary of the Responses of the Respondents in terms of

Waste Management Before and After the Implementation of Basura-at-
Home (BH) Intervention in terms of the Amount of Managed Waste in the
Classroom.
Statement BEFORE BH AFTER BH
Mean SD VI Mean SD VI Mean
Diff.
1. Trash bins 3.96 1.05 Highly 3.60 1.20 Highly -0.30
are full of waste Evident Evident
materials right after
the class dismissal in
the afternoon.
2. Trash bins are 3.05 1.16 Moderately 3.23 1.19 Moderately 0.18
already full of waste Evident Evident
materials not even
a full day of class
hours had passed.

3. The amount of 3.22 1.16 Moderately 3.15 1.11 Moderately -0.07

waste materials Evident Evident

generated is
greater/more than
the capacity of trash
bin/s available inside
the classroom.

4. Aside from the 2.78 1.31 Moderately 2.76 1.14 Moderately -0.02
trash bins, waste Evident Evident
materials can be
seen at any part
within the
classroom.
5. Trash bins are 3.49 1.47 Highly 3.85 1.19 Highly 0.26
emptied/free of any Evident Evident
waste materials on
a daily basis.

6. Trash bins are 3.32 1.44 Moderately 3.63 1.28 Highly 0.31
emptied/free of any Evident Evident
waste materials on
a weekly basis.

7. Trash bins are 3.29 1.39 Moderately 3.53 1.35 Highly 0.24
 11

emptied/free of any Evident Evident

waste materials
more than on a
weekly basis.
8. Waste materials 3.07 1.19 Moderately 3.10 1.07 Moderately 0.03
that are Evident Evident
biodegradable
(nabubulok) are
greater in amount
compared to other
waste materials as
seen in your trash
bin.

9. Waste 3.88 1.10 Highly 3.46 0.95 Highly -0.42

materials that are Evident Evident
nonbiodegrada
ble (di-
nabubulok)
are greater in
amount compared
to other waste
materials as seen in
your trash bin.

10. Waste materials 3.24 1.25 Moderately 3.20 1.11 Moderately -0.04
that Evident Evident
are neither
biodegradable
nor
nonbiodegrada
ble (eg.
recyclables,
medical/hazard
ous wastes) are
greater in
amount
compared to
other waste

materials as
seen in your
trash bin.
OVERALL 3.33 0.85 MODERATELY 3.35 0.86 MODERATELY 0.02
EVIDENT EVIDENT
MEAN

Table 2A reveals the comprehensive summary of the responses in terms

of the amount of managed waste in the classroom before and after the BH

Intervention. Somehow, there was a slight positive impact of the BH

Intervention on the amount of waste that the respondents are managing in

their rooms, even though it is generally described as MODERATELY

EVIDENT, as there was an increase in mean difference (0.02) in the overall

mean of their responses towards this part of the questionnaire.

 12

One of the significant mean difference that Table 2A presents were

obtained by Statement 1, which states that “Trash bins are full of waste

materials right after the class dismissal in the afternoon”. Before the BH

Intervention, this scenario was perceived by the respondents as Highly

Evident with a mean of 3.96. Even though after the BH Intervention its’

weighted mean is still interpreted as Highly Evident, there was a

noticeable decrease in its mean score (3.60). So, even in the smallest

means, the BH Intervention proved to have a positive change among

classrooms in managing their garbage. Specifically, the respondents also

perceived that there was a slight decrease in the amount of non-

biodegradable and neither bio nor nonbiodegradable waste as the

mean score decreased after the BH Intervention was implemented (see

Statement 9 and 10, respectively).

Table 2B. Summary of the Responses of the Respondents in terms of

Waste Management Before and After the Implementation of Basura-at-
Home (BH) Intervention in terms of the Garbage Segregation practiced in
the Classroom.
BEFORE BH AFTER BH Mean St
atement
Mean SD VI Mean SD VI Diff.

1. Waste materials 3.63 1.24 Highly 3.93 0.97 Extremely 0.30

are properly Evident Evident
segregated
according to their
classification
(biodegradable,
 13

non-biodegradable,
recyclables, etc.) on
every trash bin.
2. When being 3.54 1.16 Highly 3.32 1.15 Moderately -0.22
emptied, trash bins Evident Evident
for biodegradable
(nabubulok) waste
materials are mixed
with other waste
materials that are
not of the same
classification.
3. When being 3.39 1.16 Moderately 3.41 1.14 Highly 0.02
Evident
emptied, trash bins Evident
for
nonbiodegradable
(dinabubulok) waste
materials are mixed
with other waste
materials that are
not of the same
classification.
4. When being 3.32 1.26 Moderately 3.35 1.15 Moderately 0.03
Evident
emptied, trash bins Evident
for neither
biodegradable
(nabubulok) nor
non-
biodegradable
(di-nabubulok)
waste materials are
mixed with other
waste materials
that are not of the
same classification.
5. Segregation of 3.71 1.11 Highly 3.66 1.08 Highly -0.05
waste materials is Evident Evident
properly practiced
although some
waste materials in
the trash bins are
mixed up (not yet
segregated).
6. Proper 2.83 1.23 Moderately 2.49 1.14 Slightly -0.34
Evident
segregation of Evident
waste materials
takes up a lot of
my time.
7. I am proud and 4.32 0.88 Extremely 4.60 0.85 Extremely 0.28
fulfilled whenever I Evident Evident
have made proper
segregation of
waste materials.
8. Segregation of 2.98 1.22 Moderately 2.98 1.22 Moderately 0.00
Evident
waste materials is Evident
only practiced
inside the
classroom and
disregarded during
the waste
materials’
collection time.
9. I am aware of 4.37 0.93 Extremely 4.81 0.88 Extremely 0.44
the importance of Evident Evident
doing the proper
segregation of
waste materials
 14

inside the 3.38 1.31 Moderately 3.04 1.16 Moderately -0.34

classroom. Evident
Evident
10.
Implementation of
the proper
segregation of
waste materials is
quite challenging.
OVERALL 3.55 0.64 HIGHLY 3.56 0.65 HIGHLY 0.01
MEAN EVIDENT EVIDENT

Table 2B presents the summary of responses in terms of the garbage

segregation practiced in the SHS classrooms before and after the BH

Intervention. Before the said intervention was implemented, respondents

were already practicing garbage segregation as shown by the overall

mean score of 3.55 (SD=0.64), interpreted as HIGHLY EVIDENT. The

practice of segregating was still maintained at a HIGHLY EVIDENT level

because of the

implementation of the BH Intervention. It even obtained a slight increase

on its mean score (3.56, SD=0.65) after the respondents experienced

bringing their garbage to their homes.

To better illustrate the great awareness of the respondents towards the

practice of garbage segregation, the difference in mean scores obtained in

Statement 1 significantly improved by 0.30. The statement says that

“waste materials are properly segregated according to its classification

(biodegradable, non-biodegradable, recyclables, etc.) on every trash bin.”,

it became EXTREMELY EVIDENT (Mean=3.93, SD=0.97) that it was

practiced by the respondents especially after the BH Intervention was

implemented. Before the said intervention, this was only highly evident

among the respondents (Mean=3.63, SD=1.24).

It was also noticed that students are even prouder that they are doing the

garbage segregation (Statement 7, Mean Diff.=0.28) and they are more

aware of its importance and value (Statement 9, Mean Diff=0.44). Even

 15

the negative aspect of doing garbage segregation, such as it takes up a lot

of time

(Statement 6, Mean Diff.=-0.34) and the challenges it poses (Statement

10, Mean Diff.=-0.34), was considerably reduced in terms of the mean

difference. These are all the by-products of implementing the BH

Intervention, according to the respondents’ responses.

Table 2C. Summary of the Responses of the Respondents in terms of the

Waste Management Before and After the Implementation of Basura-at-
Home (BH) Intervention in terms of the Managing Waste Materials in the
Classroom.
BEFORE BH AFTER BH Mean St
atement
Mean SD VI Mean SD VI Diff.

1. I feel good 4.01 1.03 Highly 4.26 0.85 Extremely 0.25

whenever I am Evident Evident
given the
responsibility of
managing waste
materials in our
classroom.
2. I 4.22 0.95 Extremely 4.34 0.86 Extremely 0.12
wholeheartedly Evident Evident
accept any
responsibilities
related to
managing waste
materials in our
classroom.
3. I am 4.18 0.94 Highly 4.17 0.96 Highly -0.01
concerned about Evident Evident
how waste
materials in our
classroom are
being managed.
4. It is a burden 2.57 1.25 Slightly 2.49 1.35 Slightly -0.08
on my part to do Evident Evident
the things in
managing our
classroom’s
waste materials.
5. My confidence 2.55 1.39 Slightly 2.39 1.39 Slightly -0.16
level drops every Evident Evident
time I am tasked
to manage our
classroom’s
waste materials.
6. I feel 2.13 1.16 Slightly 2.09 1.22 Slightly -0.04
dirty/disgusting Evident Evident
everytime I am
being tasked to
manage our
classroom’s
waste materials.
 16

7. It is not 3.68 1.21 Highly 3.79 1.19 Highly 0.11

difficult at all to Evident Evident
manage waste
materials in our
classroom.
8. I go out of the 2.05 1.35 Slightly 1.99 1.25 Slightly -0.06
classroom Evident Evident
immediately once
our class is
dismissed
because

managing 4.10 1.11 4.23 0.90 0.13

waste
materials
delays my
time. Highly Extremely
9. I like how Evident Evident
waste materials
in our classroom
are being
managed.
10. I feel that 4.67 0.78 Extremely 4.71 0.80 Extremely 0.04
managing our Evident Evident
waste materials
in the classroom
makes sense,
especially in
terms of the
cleanliness of our
classroom.
OVERALL 3.42 0.65 HIGHLY 3.43 0.59 HIGHLY 0.01
MEAN EVIDENT EVIDENT

Table 2C divulges the summary of the responses in terms of the

management of waste materials in the classrooms before and after the BH

Intervention implementation. There was a very small increase in the

overall mean score of the way classrooms manage their waste materials,

up from 3.42 to 3.43. Still, the way the respondents manage their garbage

in their respective classrooms is HIGHLY EVIDENT. All but only one

statement under this part of the survey meant that BH Intervention had a

positive impact on the management of their waste materials, based on the

mean difference from the mean scores obtained before and after BH

Intervention.
 17

Among these statements, Statement 1 indicated a positive impact

of the BH Intervention on the way the respondents manage their

classroom waste.

From a mean score of 4.01 (SD=1.05), which is HIGHLY EVIDENT, it

became EXTREMELY EVIDENT for the respondents that “they feel good

whenever they are given a responsibility in managing waste materials in

their classroom” based on its mean score of 4.26 (SD=0.85) after the BH

Intervention has been implemented. As the respondents felt good

whenever they were given responsibility for managing their classroom’s

waste, with the application of

BH Intervention, they even liked the way the garbage in their room was

managed. This scenario is based on the result obtained in Statement 9

under this section, that from a mean score of 4.10 (SD=1.11) which is only

highly evident, the mean score became 4.23 (SD=0.90) which is

interpreted as EXTREMELY EVIDENT, after the said intervention.

Table 2D. Overall Rating of Waste Management Practices of the

Respondents
Before and After the Implementation of Basura-at-Home (BH) Intervention
Statement BEFORE BH AFTER BH Mean
Mean SD VI Mean SD VI Diff.

Overall, my rate 3.76 1.14 HIGHLY 4.21 0.91 EXTREMELY 0.45

on how our EVIDENT EVIDENT
waste materials
in the classroom
are being
managed is...

Table 2D presents the respondents’ overall rating of how they

manage their classroom waste (or practice it) before and after the Basura-

at-Home (BH) Intervention was implemented. Somehow, this table sums

up all the responses made and presented on all tables under this section

(Table 2A, 2B, and 2C).

 18

Before the BH Intervention took place, it was HIGHLY EVIDENT

among the students under STEM-Ampere, ABM-Pacioli, and ICT-Hobbes

that they manage well their classroom waste materials based on the mean

score of 3.76 (SD=1.14). However, the class advisers of these respective

sections took another step in the way the garbage is being managed (or

disposed of) by implementing this BH scheme. As the students have

witnessed and experienced the way the BH scheme managed their

classroom waste materials, they rated their waste management practice

as EXTREMELY EVIDENT, with a mean score of 4.21 (SD=0.91).

Significant Difference in the Waste Management Practice Before

and After the Basura-at-Home (BH) Intervention

To determine if there was a positive significant effect of using the BH

Scheme on the waste management practice of the rooms in STEM-Ampere,

ABM-Pacioli, and ICT-Hobbes, t-test for dependent samples shall be used

as a statistical tool to compare the means obtained through the summary

of the responses.

Table 3. Significant Difference in the Perceived Effect on Waste

Management BEFORE and AFTER the implementation of BH intervention.

Variable Mean SD Mean t p

Diff.
Amount of Management Before BH 3.33 0.85
0.02 0.252 0.403
Waste in the Classroom After BH 3.35 0.86
Before BH 3.55 0.64
Garbage Segregation After BH 0.01 0.142 0.445
3.56 0.65
Managing Waste Before BH 3.42 0.65
After BH 0.01 0.772 0.230
Materials 3.43 0.59
OVERALL RATING OF Before BH 3.76 1.14
WASTE MANAGEMENT 0.45 4.000 0.029
PRACTICES
After BH 4.21 0.91

Table 3 reveals that there is no significant difference in the perceived

effects of waste management practice among the respondents before and

after the BH Intervention was implemented, particularly in terms of the

following: the amount of managed waste in the classroom (Mean

 19

Diff=0.02, t(9)=0.252, p=0.403), garbage segregation (Mean Diff=0.01,

t(9)=0.142, p=0.445) and management of waste materials (Mean

Diff=0.01, t(9)=0.772, p=0.230). However, it is interesting to note that

there is a significant difference in the overall rating of waste management

practice rated by the students before and after the BH Intervention (Mean

Diff=0.45, t(3)=4.000, p=0.029). Perhaps, this is due to the superior mean

difference of the aforementioned variable compared to the other three

parts of the survey in which the difference between the after BH mean

score to the before BH mean score was miniscule. Even, with this smallest

mean difference, the fact that students from STEMAmpere, ABM-Pacioli,

and ICT-Hobbes have a higher rating for the way they manage their waste

once the intervention was implemented signifies that

Basura-at-Home Intervention somehow helped this cause.

Insights on the Implementation of Basura-at-Home (BH)

Intervention in Managing Classroom Waste

To get a more specific point of view among the respondents regarding the

implementation of the BH Intervention, they were asked to answer the

following questions using the online survey platform:

1) How do you find the practice of Basura-at-Home (BH)

Intervention or letting you bring the waste materials in
your classroom to your home?
2) What are the advantages and disadvantages of BH
intervention in terms of managing the waste materials in
your classroom? cleanliness of your classroom?
3) What are your suggestions to make BH intervention
better?

Thematic analysis was used to analyze qualitative data, which involves

their various responses to the said questionnaire, looking for patterns in

the meaning of the data to find themes.

 20

Table 4A. Insights on the Practice of BH Intervention among the Selected

Respondents for Interview Question 1.

Interview Question 1: How do you find the practice of

Basuraat-Home (BH) Intervention or letting you bring the
waste materials in your classroom to your home?

VERBATIM TRANSLATION THEME

S1: (Answer directly S1: The practice aims to reduce EFFECTIVE
stated in English) the amount of waste generated
in school and promote
responsible waste
management practices among
students (and their families).

S2: It's a good practice for us,

S2: It is a good practice
as it lessens the hassle of
for us, para hindi na
throwing away large quantities
matambak ang basura.
of trash at once. It is difficult to
Mas mahirap i-manage
manage if garbage (in the
pag naka tambak ang
classroom) are all piled up at
basura.
once.

S3: I find the practice of

S3: (Answer directly
Basura-at-Home (BH)
stated in English)
Intervention or letting you
bring the waste materials in
your classroom to your home
to be a very effective way of
managing waste. It has helped
me to reduce the amount of
waste that I produce inside the
classroom, and it has also
taught me how to compost and
recycle.

S1: (Answer directly S1: (It is) quite challenging CHALLENGING

stated in English) specifically for us students
from barangays far from
school, more so for us who
utilize (public utility vehicles)
PUVs as means of
transportation, as we seem to
have bothered our fellow
passengers.

S2: I find it hard sometimes

S2: Mahirap magdala ng when bringing our waste into
basura sa aming bahay. our homes.

S3: Honestly, it's quite

S3: (Answer directly inconvenient sometimes. But I
stated in English) (must) admit that this
implementation is better than
the usual setup (of waiting for
the garbage truck to come to
 21

our school and collect our

garbage).

Table 4A presents the various responses of students on the practice of BH

Intervention in their respective classrooms. The common themes that

arise during a thematic analysis are CHALLENGING and (yet) EFFECTIVE.

These emerging themes imply that even though some students are

experiencing difficulties in bringing their classroom waste to their

respective homes, they find this waste management intervention a

reliable and effective way of garbage disposal on a daily basis. The SHS

Classrooms involved in this study did not suffer any unbearable

experiences (e.g. bad odor, unclean classroom) regarding their garbage in

the classroom as BH intervention provided a solution on the said matter.

Table 4B. Insights on the Practice of BH Intervention among the Selected

Respondents for Interview Question 2.

Interview Question 2: What are the advantages and

disadvantages of BH intervention in terms of managing the
waste materials of your classroom? cleanliness of your
classroom?

VERBATIM TRANSLATION THEME

S1: Advantage kay di S1: The advantage is that CLASSROOM
mag tumpok ang there is no piling up of WASTE
basura sa room. Wala garbage in our classroom. It
MANAGED
sang problemahon nga won’t be a problem, even if
basura kung mag damo there is a lot of garbage that PROPERLY
na. will be collected (everyday).

S2: Advantage is, every day,

S2: (Answer directly the trash can will be emptied
stated in English) and clean.

S3: Advantages (of BH

S3: Advantages is that Intervention) is that the
amount of garbage (to be
ma-manage gid ang
disposed) is manageable as
basura sang tarong kay
we bring it (at home) everyday
ginadala man everyday after class.
after class.
 22

S1: (Answer directly S1: Only one of its INCONVENIENCE

stated in English) disadvantages (BH) is that
when the student goes
somewhere and brings the
trash with him, it's a bit of a
hassle.

S2: It is difficult for some of us

S2: It is difficult for
if we don't have access to
some of us if we don't
proper waste disposal at home.
have access to proper
One of its disadvantages is the
waste disposal at home.
scolding of a mother (S2
Isa pa ka disadvantage
laughs).
kay ang akig sang
nanay AHAHAHAH.

S3: Okey man siya pero S3: It is okay (to bring home
kis-a, ang madala ko our classroom garbage),
kay basa. So, baho siya though sometimes, I bring wet
sometimes HAHAHA. (garbage). So, its odor is bad
Pero okey lang man po sometimes (S3 laughs). Still, it
ah. (BH) is okay.

Table 4B showcases the advantages and disadvantages of practicing BH

Intervention through the lens of students’ responses. For the advantage,

students see bringing garbage to their respective homes as EFFECTIVE IN

MANAGING THEIR CLASSROOM WASTE PROPERLY. BH Intervention

enables the students to manage enough amount of garbage to be

disposed of as they do this practice daily. Thus, trash bins in their

classroom are consistently emptied daily. However, practicing BH

Intervention comes at a disadvantage for some reason. The common

theme that came out during the interview was that the practice is

somehow an INCONVENIENCE for some students. This is the norm every

time a person deals with waste disposals (e.g. unpleasant smell). In

addition, the BH intervention puts inconvenience in the homes of those

students in disposing of their classroom garbage which is supposedly a

problem that the school has the responsibility to address.

Table 4C. Insights on the Practice of BH Intervention among the Selected

Respondents for Interview Question 3.

Interview Question 3: What are your suggestions to make BH

intervention better?
 23

VERBATIM TRANSLATION THEME

S1: I-continue lang ang S1: (The practice of bringing CONTINUITY
amo ni nga set up kay garbage at home) should be
mas effective kay taga continued because it is more
hapon gina dala sang effective as the garbage is
naka assign ang basura. being brought (to homes)
every afternoon.

S2: (Answer directly S2: The practice (BH

stated in English) Intervention) is good,
especially in maintaining the
classroom’s cleanliness. Just
continue it.

S1: Dapat mag provide S1: The leaders should provide IMPOSE PROPER
o mag schedule ang a schedule for those who will SEGREGATION
leaders na may garbage be assigned to throw garbage
truck na mag kuha once the garbage truck
tapos dapat naka arrives. Then, the garbage
segregate ang basura should be segregated so that
para hindi mahirapan the garbage collectors will not
ang mga basurero sa be having a hard time in
pagkuha ng basura. getting this garbage.

S2: Don't just throw the S2: Don’t just throw the wet
wet waste (suka, waste (vinegar, fish paste, etc.)
bagoong etc.) in the bin. in the (garbage) bin.

S3: (Answer directly S3: My suggestions to make

stated in English) BH intervention better are to
continue to teach students
about the importance of
recycling and composting, and
to encourage the whole
campus from grades 7 to 12
to participate in the
intervention.

Table 4C provides some details on the suggestions of the

studentrespondents as to how BH Intervention will be implemented better.

The themes that emerged in this part of the interview are the BH

Intervention’s CONTINUITY and the IMPOSITION OF PROPER SEGREGATION.

As the

intervention was seen to be effective in managing the garbage of Ampere,

Pacioli, and Hobbes classrooms, students who were interviewed said that

there are no improvements needed for the BH Intervention. Instead, this

 24

practice should be continued and if possible, implemented among all

sections of Mlang NHS.

However, some students have also suggested that proper waste

segregation should once again be emphasized among the class to avoid

bringing classroom garbage that is mixed with various waste since this

practice is said to be improper.

SUMMARY OF FINDINGS AND CONCLUSION

This section discusses the conclusions inferred from the discussion

of the results and how these results will be disseminated and advocated.

Summary of Findings

Based on this exploratory-sequential research design, through ex-

postfacto survey design and with a follow-up interview, these are the

following findings:

1. Majority of the student-respondents belong to STEM-Ampere class and

there are more females than males in this study. STEM-Ampere has three

(3) trash bins, while ABM-Pacioli and ICT-Hobbes have only one (1) trash

bin. Then, the Basura-at-Home (BH) Intervention is practiced differently

among these aforementioned sections.

2. In terms of students’ perception of the waste management brought by

BH intervention in their respective classrooms, the “amount of waste

being managed” is MODERATELY EVIDENT before and after the said

intervention while “garbage segregation” and “management of waste

materials” were HIGHLY EVIDENT before and after the said intervention.

However, the “overall rating towards the waste management practice” of

Ampere, Pacioli, and Hobbes sections before and after BH Intervention was

implemented somehow improved. Before BH Intervention, the waste

management practice was HIGHLY EVIDENT. After BH Intervention, the

said practice became EXTREMELY EVIDENT among these classrooms. 3,

 25

There is no significant difference in the perception of studentrespondents

before and after BH Intervention in terms of the amount of waste being

managed, garbage segregation, and management of waste materials in

their classroom. Despite this scenario, the mean scores for each category

slightly increased.

More importantly, there is a significant difference in the overall rating of

the students in the way they handled their waste management practice

before and after the BH intervention was implemented.

4. The theme that emerged during the interview, particularly when

students were asked how they find the BH Intervention practice, they find

it EFFECTIVE in managing their waste materials in their classrooms

though in a CHALLENGING way.

BH Intervention was an advantage in terms of the PROPER

MANAGEMENT OF CLASSROOM WASTE. However, some students find

this practice quite INCONVENIENT to deal with.

To make the BH Intervention a better version, the common theme that

emerged during the interview was that it should be practiced

CONTINUOUSLY though students have to be oriented on improving

PROPER GARBAGE

SEGREGATION.

Conclusion

In general, the Basura-at-Home (BH) Intervention was able to address the

problem of managing waste materials (garbage disposal), particularly in

STEM-Ampere, ABM-Pacioli, and ICT-Hobbes classrooms.

ACTION PLAN

Based on the findings and conclusion of this study, the researchers will

utilize the results of this study by recommending the following actions:

 26

1. Since the intervention was effective, Basura-at-Home should be

implemented across all classrooms of Mlang National High School

consistently, especially if the irregular schedule of garbage truck to collect

waste in the said school persists.

2. There should be a reiteration of the importance of doing proper garbage

disposal by integrating the concept of proper segregation during the

Homeroom Guidance period per classroom.

3. The administration should think of a permanent solution for disposing of

the garbage accumulated in each classroom, by planning and investing in

having its own Waste Treatment Facility. If the said facility is quite costly,

the administration should craft a plan for institutionalizing how to deal

with garbage disposal.

2. Follow-up research, or maybe a simple interview, shall be done

particularly on how the students are managing or disposing of the

classroom garbage they brought to their home.

3. Future research related to BH Intervention (or of a similar type) shall be

done involving more classrooms, or with a larger sample size.

REFERENCES

Ampofo, J. (2020). Implications of poor waste disposal management

practices on senior high schools within the Wa municipality of Ghana.
International Journal of Applied Research in Social Sciences, 2(3), 53 70.
https://doi.org/10.51594/ijarss.v2i3.156

Debrah, J., Vidal, D., & Dinis, M. (2021). Raising awareness on solid waste
management through formal education for sustainability: a developing
countries evidence review. Recycling, 6(1), 6.
https://doi.org/10.3390/recycling6010006

Lall D. (2021). Mixed-methods research: Why, when and how to use.

Indian Journal of Continuing Nursing Education. 22:143-7.

Musoke, D., Ndejjo, R., Halage, A., Kasasa, S., Ssempebwa, J., & Carpenter,
D. (2018). Drinking water supply, sanitation, and hygiene promotion
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interventions in two slum communities in Central Uganda. Journal of

Environmental and Public Health. 1-9.
https://doi.org/10.1155/2018/3710120

The benefits of a CLAYGO (clean as you go) workplace. (n.d.). Crewcare.

Retrieved February 10, 2024, from
https://crewcare.co.nz/blog/benifits -of-claygo/

Reodica, C. (2021). Role of the school heads in the sustainability of

zero
waste management projects. International Journal of Research
Studies in Education, 10(9). https://doi.org/10.5861/ijrse.2021.664.

Trondillo, M., Amaba, J., Paniza, D. (2018). A solid waste management

survey in Davao del Sur (school and household waste management
survey).
AIP Conference Proceedings 1930, 020028
https://doi.org/10.1063/1.5022922

Yoada, R., Chirawurah, D., & Adongo, P. (2014). Domestic waste

disposal
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urban Accra. BMC Public Health, 14(1).
https://doi.org/10.1186/1471-2458-14-697
 28

APPENDICES

APPENDIX 1: Permission Letter to Conduct this Study

 29

APPENDIX 2: Plagiarism Checker Sheet

 30

APPENDIX 3: Survey Questionnaire

MLANG NATIONAL HIGH SCHOOL

Mlang, Cotabato
 31

Dear Respondents,
The researchers are in the process of completing a basic research
entitled: BASURA-AT-HOME (BH): An Intervention on Waste
Management among Senior High School (SHS) Classrooms. This
study aims to determine the effectiveness of the bringing the garbage at
home (BH Intervention) from the garbage waste of a classroom on a daily
basis.
In connection to this, participation in this study by way of answering the
questionnaire is very important. Please feel assured that your anonymity
and the information you will give would be treated with UTMOST
CONFIDENTIALITY. Thank you for your participation.

Respectfully yours,
The Researchers (Palomar, Eduarte, Jondit)

BASURA-AT-HOME (BH) Intervention – is a practice by assigning a

student/group of students to manage and throw waste materials
accumulated inside the classroom, on a daily/weekly basis, to their
respective homes. This is due to the absence of a permanent dumpsite
inside the school campus and irregular schedule of the collection of
garbage spearheaded by the LGU.

IA. PROFILE OF THE RESPONDENTS

Name (optional) :
___________________________________________________________________________
Grade-Strand-Section: _________________ Age: _______ Sex: MALE / FEMALE

IB. GARBAGE MANAGEMENT PROFILE

1) Number of Trash Bins / Garbage Bins in your classroom:
______________________________________
2) Mode of Managing Waste Materials in the classroom Before
implementing the Basura-At-Home (BH) Intervention:
___________________________________________________________________________

IC. INTERVENTION PRACTICE PROFILE

1) Assignment for the bringing home the waste materials in the classroom
(BH):
_____INDIVIDUAL ______PAIR _______TRIO _______MORE THAN 4 PERSONS 2)
Frequency of your assignment for the bringing home the waste materials in
the classroom (BH):
_____DAILY _____EVERY OTHER DAY _____ WEEKLY ______ONCE A MONTH
If not in the choices, please specify ___________________________________

II. WASTE MANAGEMENT BEFORE AND AFTER THE

IMPLEMENTATION OF BASURA-AT-HOME (BH) INTERVENTION in
terms of the status of the following:
Instruction: In this part of the questionnaire, please check (/) your rating on each
statement given the following choices:
5 – EXTREMELY EVIDENT 4 – HIGHLY EVIDENT
3 – MODERATELY EVIDENT 2 - SLIGHTLY EVIDENT
1 – NOT EVIDENT AT ALL
 32

A. AMOUNT OF MANAGED WASTE IN THE CLASSROOM

Statement BEFORE THE AFTER THE
BASURA AT BASURA AT
HOME (BH) HOME (BH)
INTERVENTION INTERVENTION
5 4 3 2 1 5 4 3 2 1
1. Trash bins are full of waste materials
right after the class dismissal in the
afternoon.
2. Trash bins are already full of waste
materials not even a full day of class
hours had passed.
3. The amount of waste materials
generated is greater/more than the
capacity of trash bin/s available inside
the classroom.
4. Aside from the trash bins, waste
materials can be seen at any part within
the classroom.
5. Trash bins are emptied/free of any
waste materials on a daily basis.
6. Trash bins are emptied/free of any
waste materials on a weekly basis.
7. Trash bins are emptied/free of any
waste materials more than on a
weekly basis.
8. Waste materials that are
biodegradable (nabubulok) are greater
in amount compared to other waste
materials as seen in your trash bin.
9. Waste materials that are
nonbiodegradable (di-nabubulok) are
greater in amount compared to other
waste materials as seen in your trash
bin.
10. Waste materials that are neither
biodegradable nor non-
biodegradable (eg. recyclables,
medical/hazardous wastes) are greater
in amount compared to other waste
materials as seen in your trash bin.

B. GARBAGE SEGREGATION
Statement BEFORE THE AFTER THE
BASURA AT BASURA AT
HOME (BH) HOME (BH)
INTERVENTION INTERVENTION
5 4 3 2 1 5 4 3 2 1
 33

1. Waste materials are properly

segregated according to its classification
(biodegradable, non-biodegradable,
recyclables, etc.) on every trash bin.
2. When being emptied, trash bin for a
biodegradable (nabubulok) waste
materials are mixed with other waste
materials that are not of the same
classification.
3. When being emptied, trash bin for a
non-biodegradable (di-nabubulok)
waste materials are mixed with other
waste materials that are not of the same
classification.
4. When being emptied, trash bin for
neither biodegradable (nabubulok)
nor non-biodegradable (di-nabubulok)
waste materials are mixed with other
waste materials that are not of the same
classification.
5. Segregation of waste materials is
properly practiced despite the fact that
some waste materials in the trash bins
are mixed up (not yet segregated).
6. Proper segregation of waste materials
takes up a lot of my time.
7. I am proud and fulfilled whenever I
have made proper segregation of waste
materials.
8. Segregation of waste materials is only
practiced inside the classroom and
disregarded during the waste materials’
collection time.
9. I am aware on the importance of
doing the proper segregation of waste
materials inside the classroom.
10. Implementation of the proper
segregation of waste materials is quite
challenging.

C. MANAGING WASTE MATERIALS

Statement BEFORE THE AFTER THE
BASURA AT BASURA AT
HOME (BH) HOME (BH)
INTERVENTION INTERVENTION
5 4 3 2 1 5 4 3 2 1
1. I feel good whenever I am given a
responsibility in managing waste
 34

materials in our classroom.

2. I am wholeheartedly accepting any
responsibilities related to managing
waste materials in our classroom.
3. I am concerned on how waste
materials in our classroom is being
managed.
4. It is a burden on my part to do the
things in managing our clasroom’s waste
materials.
5. My confidence level drops
everytime I am being tasked to
manage our classroom’s waste
materials.
6. I feel dirty/disgusting everytime I am
being tasked to manage our classroom’s
waste materials.
7. It is not difficult at all to manage
waste materials in our classroom.
8. I am going out of the classroom
immediately once our class will be
dismissed because managing waste
materials delays my time.
9. I like how waste materials in our
classroom is being managed.
10. I feel that managing our waste
materials in the classroom makes sense,
especially in terms of the cleanliness of
our classroom.

D. OVERALL RATING OF WASTE MANAGEMENT PRACTICES

Choices: 5 – EXTREMELY EFFECTIVE 4 – HIGHLY EFFECTIVE
3 – MODERATELY EFFECTIVE 2 - SLIGHTLY EFFECTIVE
1 – NOT EFFECTIVE AT ALL

Statement BEFORE THE AFTER THE

BASURA AT BASURA AT
HOME (BH) HOME (BH)
INTERVENTION INTERVENTION
5 4 3 2 1 5 4 3 2 1
Overall, my rate on how
our waste materials in the
classroom are being
managed is...
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APPENDIX 4: Guide Questions for the Interview

INSIGHTS ON BASURA-AT-HOME INTERVENTION

Instruction: Answer these questions, be conducted through an interview OR by
writing your answers freely here on a separate sheet of paper.

1) How do you find the practice of Basura-at-Home (BH)

Intervention or letting you bring the waste materials in your
classroom to your home?

2) What are the advantages and disadvantages of BH intervention

in terms of managing the waste materials of your classroom?
cleanliness of your classroom?

3) What are your suggestions to make BH intervention be better?

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APPENDIX 5: Documentation during the Conduct of the Study

STEM-Ampere, one of the three sections involved in this study, brings with
them a cellophane full of garbage generated in their classroom for a day.
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This is how the cleaners are putting their garbage to a large cellophane
bag given to them.
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LEFT: Maam Carol Jondit, is consulting with Sir Jerick Palomar regarding the flow of their
research.
RIGHT: Students of ABM-Pacioli, collecting their garbage and bringing it to their respective
homes.

There are three garbage bins inside the classroom (biodegradable,

nonbiodegradable, and recyclable garbage). However, with the non-
availability of a dumpsite or garbage trucks irregular schedule, this is the
usual scenario inside a classroom – AN OVERFLOWING TRASH.