EXPLORING THE LINK BETWEEN AWARENESS AND PRACTICES IN SOLID

WASTE MANAGEMENT

NAMES
 Chapter I
INTRODUCTION

Large amounts of resources are expended in a growing community with

thousands of populations, causing environmental pressure and negative impacts.

Coupled with the growing population year by year is the growing demand for goods and

services which contributes to the increase in solid waste generation. It has been noted

that managing solid waste is one of the major challenges faced by the government in

the 21st century. Thus, mishandling of solid wastes and poor implementation of waste

management may cause a greater problem in the future (UN HABITAT, 2010).

Background of the Study

Solid waste management is a necessary regulation in any community. Solid

wastes are garbage materials from both animal and human activities that are unwanted

and unusable. Also, solid wastes are by-products of industrial, residential, and

commercial activities, and may be handled in a variety of ways. Improper management

of solid waste has a detrimental effect on both humans and the ecosystem. Burning of

wastes and open dumping lead to pollution of the environment with harmful gases and

soil pollution through leachates (Iqbal, 2020). The continuous promotion of

environmental management and achieving sustainable development goals have

prompted policymakers and technical experts to adopt an appropriate system for

managing solid waste and protecting the environment (Patil & Dilip, 2017).
 In this regard, the need for the reuse and recycling of material wastes has

increased over the years due to rapid population increase and urbanization (Ferronato

& Torretta, 2019). In pursuant to environmental protection and proper management of

waste disposal, waste minimization through the implementation of solid waste

management following reduce, reuse, and recycling (3Rs) including the prevention and

disposal phases are being advocated by experts and policymakers.

With the aforesaid advocacy, the researcher was prompt to explore the

awareness and practices of students in regard to solid waste management. Thus, the

result of this study may serve as the basis for fostering the implementation and

awareness of students towards waste disposal and waste prevention practices.

This study primarily aims to determine and explore the linked between

awareness and practices of students toward solid waste management at Kabacan

National High School, Kabacan, Cotabato. Specifically, this study sought to ascertain

the students’ extent of awareness as to solid waste management, the students’ solid

waste management practices as a whole, and in terms of segregation, reduce, reuse,

recycle and, disposal, and to determine the significant relationship between the

students’ awareness and practices as to solid waste management.

Statement of the Problem

The main purpose of this study is to explore the link between awareness and

practices of students toward solid waste management at Kabacan National High

School, Kabacan, Cotabato. Specifically, this study will seek to answer the following

questions:

1. What is the correlation between students' knowledge of different waste disposal

methods (recycling, composting, landfill) and their actual waste segregation

practices?

2. How do students' attitudes towards environmental sustainability influence their

participation in school-based recycling and waste reduction programs?

3. What are the primary sources of information students relying on to learn about

solid waste management, and how effective are these sources in shaping their

practices?

4. Do students' perceptions of the convenience and accessibility of recycling and

waste disposal facilities on campus affect their waste management behaviors?

5. How does the level of student engagement in environmental clubs or related

extracurricular activities relate to their solid waste management practices?

6. What are the most common misconceptions or misunderstandings students hold

about solid waste management, and how do these misconceptions influence their

practices?

7. To what extent does the curriculum's coverage of solid waste management

influence students' knowledge and practices compare to other sources of

information?
 8. How do different teaching methods (lectures, hands-on activities, interactive

simulations) affect students' understanding and adoption of sustainable waste

management practices?

9. Is there a significant difference in the waste management practices of students

living on campus versus those commuting to school, and what factors contribute

to these differences?

10. How effective are peer-to-peer educational campaigns in promoting sustainable

waste management practices among students, and what are the key factors

contributing to their success or failure?

Objectives of the Study

the link between awareness and practices of students toward solid waste

management at Kabacan National High School, Kabacan, Cotabato. The specific

factors to be investigated are enumerated as follows:

1. To determine students' awareness of solid waste management,

2.To determine students solid waste management practices in terms of

segregation, reduction, reuse, recycling, and disposal

3. To determine the significant relationship between the students'

awareness of solid waste management and solid waste management

practices.

Significance of the Study

 This study helps the researchers gain and knowledge about the link between

awareness and practices of students toward solid waste management at Kabacan

National High School, Kabacan, Cotabato. This study is significant in the following:

To the Students

Students can learn the principles of reduce, reuse, recycle, and proper

disposal; organize awareness campaigns and workshops to educate their peers

and community; and implement school-wide segregation and recycling programs

to model responsible waste management.

To the Teachers

Teachers can integrate Solid Waste Management (SWM) into the

curriculum (science, social studies, environmental education), led by example,

and encourage student participation in initiatives to empower students and

inspire positive change.

To the Community

The proposed project would be able to provide and give a huge benefit to

the community because it will educate them on how to organize cleanups and

recycling drives, establish composting programs, and advocate for better waste

management infrastructure to foster collective responsibility and promote

sustainable practices.

To the Government
 Governments can enact and enforce strong waste management

regulations, invest in infrastructure (collection, recycling, composting), and fund

public awareness campaigns to promote responsible practices.

To the Future Researchers

This study will explore awareness campaign effectiveness, investigate

social norms' influence, and develop innovative waste management solutions

using new technologies and processes.

Scope and Delimitation

The study focuses on link between awareness and practices of students toward

solid waste management at Kabacan National High School, Kabacan, Cotabato. This

study will explore the correlation between awareness levels and actual practices related

to solid waste management (SWM)by the students It will examine specific solid waste

management (SWM) practices (recycling, composting, proper disposal). The study may

also analyze the effectiveness of existing awareness campaigns or educational

initiatives.

This study will be limited to students of Kabacan National High School, Kabacan,

Cotabato. It will not encompass a nationwide or global analysis. The specific solid waste

management (SWM) practices examined will be pre-defined and may not include all

possible practices. The study may not include a comprehensive analysis of all potential

influencing factors beyond awareness, such as access to infrastructure or socio-

economic conditions. The methods used for measuring awareness and practices will be

clearly defined and may limit the generalizability of findings to other contexts.
Conceptual Framework

Independent Variable Dependent Variable

Awareness and
Boarding Houses practices toward
Students solid waste
Owner
management

Research Hypothesis

Ha: There will be a significant relationship between the awareness and practices of

students toward solid waste management.

Ho: There will be no significant relationship between awareness and practices of

students toward solid waste management

Definition of Terms

Students— refers to a learner who are learning about waste management

principles and practices. They are the future generation who will be responsible

for implementing sustainable waste management practices

Solid Waste— it refers to any discarded or unwanted materials that are no

longer useful for their original purpose. This includes a wide range of items like

paper, plastics, glass, food scraps, textiles, packaging materials, and even

hazardous substances. Solid waste can be generated from various sources,

including households, businesses, industries, and construction sites. It's

important to note that solid waste doesn't always have to be physically solid; it
can also include liquids, semi-solids, or materials containing gaseous

components

Practices— refers to the specific actions and behaviors individuals,

communities, and organizations take to handle and dispose of waste. These

practices can range from simple actions like separating waste into different

categories for recycling or composting to more complex initiatives like

establishing waste collection systems or implementing waste reduction

programs. Effective solid waste management (SWM) practices aim to minimize

environmental impact and promote sustainability

Management— refers to the overall process of controlling and overseeing the

collection, transportation, treatment, and disposal of solid waste. This involves

planning, implementing, and monitoring various strategies and activities to

ensure that waste is handled responsibly and sustainably. Effective waste

management aims to reduce the amount of waste generated, promote recycling

and reuse, and minimize the environmental impact of disposal.

 Chapter II
REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the researcher

considered in strengthening the importance of the present study, it also presents the

synthesis of the art to fully understand the research for better comprehension of the

study.

Solid Waste Management–Courses and Effects of Poor Management of SWM in

Developing Countries

Waste is an unavoidable, unwanted material resulting from human activity. It is

generated from every human and animal habitat. It is considered as refuse of useless or

worthless stuff, material to be discarded, or material that has no longer been used for

any purpose by people within a specific locality, and can be classified into a solid, liquid,

or gas. SW comprises sludge, garbage, refuse, and other solid materials that are
discarded. It also includes SW from mining, agricultural, electronic, industrial, and

municipal waste, which consists of household and commercial activities (Lexter, 2021).

According to him, the pool of these different, unwanted, solid materials by cities

from different types of household activities is known as SWM, representing a severe

environmental problem in developing countries. It is expected that the cost of waste

management in developing countries will increase, which is a major source of concern.

Scarlat et al. (2020), indicated that 125 million tons per year of SWM were generated in

Africa in 2012. The waste amount is expected to grow to 244 million tons per year by

2025. Due to the fast-growing economy, through industrialization and population growth,

waste generation is projected to double or triple in most of the developing countries by

2050. Inappropriate management of waste in the municipalities of developing countries

has led to polluted cities. Some of the problems associated with polluted environments

include leachate, which contaminates both land and surface waters, with emission of

methane (CH4) and other gases.

Lee et al. (2010), found that more than 800 tons of carbon dioxide waste are

released to the atmosphere yearly. Poor management of waste practice causes blocked

drains, floods, transmitted infections via the breeding of vectors, and escalates

respiratory issues through floating particles that result from the burning of waste. In

most studies reviewed, it has been acknowledged that rapid population growth

(urbanization), inadequate human resources, lack of facilities such as vehicles and

infrastructure, improper route planning, weak organizational structure, insufficient

budget, weak legislation, lack of enforcement, low public awareness, corruption, conflict,

political instability, and lack of political well, as well as other activities resulting from lack
of government regulation, are the underlying problems affecting SWM in most

developing countries. The main difficulty facing proper management of SWM is that

one-third to two-thirds of SW generated is not collected. This amount of uncollected

waste pollutes the soil, water, and atmosphere, and the negative impact of the

pollutants represent a significant health risk to animals, plants, and the human

population.

The absence of an effective and comprehensive legislative framework governing

the SW sector, coupled with inadequate enforcement mechanisms, creates gaps in

SWM. A study from Khateeb et al. (2011), has also shown that some of the developing

countries without financial resources are lacking human and organizational capacities.

As an example, most developing countries do not have monitoring mechanisms to

check the waste that is generated to enhance planning at the various local, district,

regional, and country-level holistically. In recent times, modernized technological

devices such as geographic information systems (GIS), radio-frequency identification

(RFID), and international systems for mobile/general radio packet services have been

developed to monitor the collection of bins and trucks. However, this technology is

virtually absent in all developing countries because of its high cost. This a very

important aspect of the entire technology issue related to SWM to be considered in

developing countries.

Although some of the developing countries have the infrastructures and the

needed facilities for proper collection, transportation, and discarding of SW, the

institutions needed to build human capacities, and public awareness in the management

of SW are not encouraging aspects of SWM, able to be handled by most developing

countries. SWM can be sustained with the support of formal education and awareness.

For Ardoin et al. (2013), environmental education is more than the unidirectional transfer

of information, enhancing environmental attitudes, awareness, knowledge, and skills for

an affirmative environmental action. The sustainability of SW can be achieved through

effective environmental education both at school and outside school. Most of the

authors involved in SWM studies reported that segregation of waste, which serves as a

conduit for the sustainability of SWM, is not well practiced or not done in most of the

developing countries.

In municipalities where sorting was partially practiced, gender and age were the

predictive factors of this behaviors, i.e., it was observed that females appeared to be

more active in waste separation than males, according to (Sargasso et al. 2020). The

study of the same authors further indicated that two-thirds of sorted waste in the

developing countries is done by the elderly (50 years and above), and no separation or

a small amount is done by the age range of 5–17 years, while almost one-third of the

segregated waste is done by people within the ages of 18–39. A report by the statistical

department of South Africa also highlights that young adult aged 18–24 years displayed

far lower percentages of sorting than those aged 65 years and older.

In Bogota (Colombia), Padilla and Trujillo realized that older heads of families

demonstrate good environmental behaviors when it comes to the sorting of waste from

source. In sustaining and managing SW within developing countries, attitude changes

toward waste management and enhanced knowledge in the segregation of waste from

the source are essential to reduce landfill problems. The sustainability of SWM can be

realized in lower/middle-income countries through rigorous formal environmental

education at all school levels, to close the gap in waste awareness between the elderly

and the youth. SWM leads to the first hypothesis in this study.

Teachers’ Knowledge of Solid Waste Management

Education is one of the essential tools to create awareness among people,

particularly in developing countries. According to Singhirunnusorn et al. (2020), waste

separation slightly improves with age. The elderly practice more waste segregation than

the young. Other studies conducted within developing countries also indicate that most

older generations are willing to sort out their waste because they may become more

aware of environmental consequences and value the planet. Environmental education

is, thus, essential to bridge the gap in knowledge of the young and old in waste

management segregation and waste sustainability in developing countries.

For UNESCO, people’s awareness about the environment and its accompanying

challenges can be increased through environmental education. It develops the specified

skills and expertise necessary to deal with the environmental challenges and promote

attitudes, motivations, and commitments to form decisions and take responsible actions.

The United States Environmental Protection Agency (EPA) considers that environmental

education comprises more than only information about the environment. It rather

enhances critical thinking, contributing to solving problems, and allowing effective

decision-making skills. Moreover, it increases public awareness, knowledge of

environmental issues, and enables individuals to provide facts or opinions on

environmental matters, aiming to take responsible decisions.

 Environmental knowledge is a term used to describe concepts and behaviors

patterns related to the environment. Olsen et al. (2009), believe that teachers are the

primary keys to develop skills of knowledge in students using education to sustain

human life, sustainable environmental behaviors, and achieve sustainable development.

The upsurge in environmental knowledge raises the awareness of environmental

problems, which may likely allow individuals to take action to protect the environment.

However, to solve the problem concerning waste management or environmental issues,

the teacher’s SWM knowledge is essential with particular emphasis in developing

countries. Therefore, and through formal education, teachers may provide students with

a knowledge base and a clear understanding of emerging environmental problems.

However, misinformation of students might come from incorrect opinions passed along

by their teachers with important future consequences.

A study conducted by Martínez-Borreguero et al. (2021), indicates that teachers

in developing countries lack practical knowledge of waste and understanding of what

they teach. This is because most of the country’s tertiary institutions that educate the

teachers do not have a regulated curriculum for waste management. Studies by

Galarpe and Heyasa and Ifegbesan indicate that teachers in developing counties have

negative waste management practices because they have limited waste management

knowledge and awareness. The awareness and knowledge of waste management or

environmental issues depend on the teachers’ area of specialization or qualification, and

the kind of institution attended, coupled with the personal teaching experience, which is

meaningful in developing countries.

 Teacher’s knowledge and awareness are very important when designed to

promote sustainable education or environmental sustainability goals. According to Fien

and Sibbel (2008), environmental education encourages sustainable lifestyles and

discourages students’ unsustainable lifestyles by providing them all the obligatory tools

for widespread positive societal effects. A study conducted by Colombo and Alves

(2009), indicated that sustainability could be joined to education through training

programs. The contribution of teachers, students, and communities can have a positive

impact on the cost of waste operations, and the investment in technology can ensure

long-term benefits on the environment and sustainable development and CP in

developing countries. Due to the absence of viable environmental knowledge, most of

the developing countries have seen their environment destroyed. The nonexistence of

practical knowledge of SWM or environmental knowledge by most teachers within

developing countries negatively influences students’ knowledge environment and

attitude toward SWM.

Students’ Knowledge and Awareness of Solid Waste Management

Being aware of natural cycles is a huge step toward developing nature

connectedness. This will be the first stage to raise environmental awareness. According

to Anija-Obi (2009, environmental education is a field of study that seeks to promote

among citizens, not only awareness and understanding of the environment, but the

relationship of man with the environment and mandatory actions of responsibility to

allow survival, while improving the life quality standard. Students’ SWM knowledge and

awareness is important for waste sustainability in most developing countries. Some

researchers have shown that early childhood experiences affect children’s cognitive and

emotional benefits and influence the development of lasting environmental attitudes and

behaviors. A study by Evans et al. (2020), indicates that children understand the

ecological and human impacts on the environment from environmental problems

awareness.

Research by Tikka et al. (2021), indicates that education influences

environmental awareness and attitude. Most students in the developing countries do not

have the practical knowledge to enable the practice of correct waste management in

their schools and, at home, to impact their family’s knowledge due to the lack of

teachers’ knowledge. Environmental education in recent years has been taught in the

curriculum levels of education in most of the developing countries, but the practical

knowledge from teachers to students is minimal. As a result, this has created gaps that

lead to lower standards in managing waste for sustainability in most developing

countries. A case study by Panko and Sharma (2010, indicated that submerging

students into practicalities of environmental education, i.e., waste management,

enhance a profound understanding of the broader principle of knowledge and attitudes

to be acquired. Sustainable and effective waste management can be accomplished

within developing countries when a conscious effort is put into developing the

curriculum levels of education and teachers, giving the necessary training in practically

imparting knowledge and creating awareness in students. For developing countries to

achieve 12 of the 17 SDGs (Sustainable Development Goals) of the 2030 agenda,

waste management, accomplished through environmental education, must be

practically oriented. For SW sustainability, developing countries’ governments must

enforce waste segregation at all levels of schools for better behavioral and attitudinal

change and bridge the knowledge gap between the old and the youth in the

management of waste.

Environmental Attitude–Students’ Attitudes Towards Solid Waste Management

Environmental attitudes refer to people’s favorable or unfavorable feelings

regarding some characteristics of the physical environment. Fabio and Kenny (2005),

believe that people’s attitudes toward the environment and the type of concern they

develop toward it are associated with the degree to which they view themselves as

being interconnected with nature. This will have consequences in the sustainability level

to be achieved in the entire country.

Studies have shown that environmental attitudes of children are formed roughly

at the age of twelve. That is why children should be taught with a positive attitude

toward SWM, through environmental education, which will teach children to respect the

environment and its resources. For that matter, the environmental attitudes of young

people must be critical as they ultimately play a direct role in providing knowledge-

based solutions to emerging environmental problems. Meanwhile, if school

environmental programs are directed at students, and they are formulated appropriately,

they can impact the environmental knowledge, attitudes, and behaviors on adults, i.e.,

parents, teachers, and local community members, through the process of

intergenerational influence
 . A study conducted on environmental knowledge and attitudes also shows that

students can develop high levels of understanding and positive attitudes, thanks to their

families, teachers, school curriculum, and through reading studies and information

regarding the environment. In that case, teachers’ mental attitude in environmental

education toward waste management is vital in teaching students in the context of

developing countries.

A positive attitude toward environmental education can reduce the disparity in

waste management between the youth and the aged in developing countries. Every

school generates waste from routine activities such as classwork, sweeping, serving

food, and bush cutting. It is expected that, as part of the learning process, waste

management activities in schools will involve students by building the right attitudes

toward waste management in developing countries.

Understanding Cleaner Production for Sustainable Transformation

The willingness to understand the environment through education is one of the

important key steps in finding lasting solutions to environmental problems such as SW,

pollution, degradation, deforestation, energy, and others, caused by mankind and

compromising sustainable development and CP. CP is an environmental preventive

approach to waste reduction and energy efficiency aiming business profitability. Hence,

understanding waste minimization sustainability requires a new attitude, additional

knowledge, and skills from students and academics. According to Abdul-wahab and

Katherine et al. (2020), integration of CP into the environment curricula is an important

strategy for the understanding of nature, technology, and economy, from the university

to the lower level of education, so important in developing countries.

 In developing countries, the level of awareness of CP programs among

professionals, companies, and stakeholders is low. This is because students,

employees, and public authorities are not trained toward sustainable CP. Universities

that bear the responsibility of training for transformational changes in CP techniques

such as technology, waste use, operation practices, materials input, and packaging are

not resourced enough to create awareness, knowledge, technologies, and tools to

achieve a future environment within the developing countries. Therefore, if students in

the developing countries are educated effectively on CP, the cost of managing waste

disposal, raw materials, and energy will reduce, which will positively affect the

environment and significantly influence the economic savings in most of these

countries. Therefore, CP should be introducing gradually at all levels of education for

better awareness, considering that a late positive environmental attitudinal change is

difficult to achieve.

Sustainable Waste Management Gap Bridging

Educating students on environmental sustainability remains necessary for a

healthy and stronger environment. A study conducted by Agut et al. (2021), reports that,

to achieve sustainable living, early environmental education is necessary. This is

because children build their own identities at a primary age. Given that sustainability

education in the primary parts of students’ life, it is crucial to equip or build them with the

kind of knowledge, attitudes, awareness, and skills to protect the socio-economic

environments of both present and future generational leader.

A study in the United States showed a significant relationship between age and

waste source separation. More than 62.5% of urban waste separation aiming
sustainability is done by older people. Research in other parts of the world also

indicates that the older age groups tend to sort and manage household SW by

themselves, whereas the younger residents allow waste management services to

perform the separation. To bridge the knowledge gap between the youth and older

people in managing waste to achieve environmental sustainability, formal environmental

education is necessary for early childhood education, which will lead to greener waste

practices and to CP. This formal education must be practically oriented up to university

levels with the teacher as the pivot for implementation of sustainability leaning.

Barriers to SWM Sustainability in Schools

Implementation of SWM sustainability in schools within the developing countries

encounters several major barriers. Some of these challenges include the lack of

resources, absence of qualified administrators or trained teachers, logistics, and the

nonexistence of students’ commitment, interest, and sustainability awareness. The lack

of resources affects time and money. Schools and institutions within the developing

countries lack the funds to support significant and meaningful sustainable interventions.

This is because the institutions and governments in most developing countries do not

prioritize sustainability activities. Hence, schools are deprived of the required funds for

effective practice.

Another barrier for SWM sustainability implementation in school is the absence of

teachers and administrators to support sustainability. According to Herrera et al. (2023),

and Mcintosh et al. (2021), sustainability cannot fully be implemented in schools and

institutions unless administrators and teachers work hard to promote it. Due to the lack

of specialized teachers for effective teaching of sustainability in the developing

countries, the practice of SWM sustainability leading to CP, will be delayed. The

logistical barrier also affects the implementation of SWM sustainability in school. Most

schools in developing countries do not have access to any tools and materials, such as

data tracking systems, bin sorters, and other items necessary to improve an effective

SWM.

Lastly, there is a lack of commitment from teachers and experts to engage and

create a sense of awareness, knowledge, and attitude toward students’ interest in

sustainability, which is one of the main barriers in developing countries. Because the

change in attitude is difficult, leaders in developing countries’ institutions or schools

must work toward sustainable development by introducing citizens to sensitizing

environmental research and promoting sustainability activities.

Chapter III
METHODOLOGY

This chapter covers research design, locale of study, respondents of the study,

sampling procedure, research instrument, data collection procedure, and statistical

analysis that was employed in this study.

Research Design

The descriptive-correlational research design was used in this study. The design

was considered appropriate because it allows the researchers to collect data using
standardized processes based on well-organized research instruments, as well as

clearly stated study concepts and variables.

This correlational design was used to determine and explore the relation

between the management practices and challenges of boarding houses owners.

Respondents of the Study

The respondents of this study are the 50 100 students who are currently enrolled

at Kabacan National High School, Kabacan, North Cotabato.

Sampling Procedure

The researchers will be using random sampling procedure to randomly select

the students at Kabacan, NationaL High School, Kabacan, North Cotabato. The

researcher used this method in order to gained necessary information from the

respondents.

Research Instrument

The data were gathered using survey questionnaires. The researcher used a

self- made survey questionnaires validated by the experts. The questionnaires were

divided into five (3) parts. The first part deals on the students' awareness of solid waste

management. The part II focused on the students’ solid waste management practices in

terms of segregation, reduction, reuse, recycling, and disposal. Part III focused on the
significant relationship between the students' awareness of solid waste management

and solid waste management practices.

Data Gathering Procedure

First, the researcher started the data gathering procedure through preparing a

letter that was addressed to the Principal of Kabacan National Senior High School. The

letter stipulated the researcher’s interest of the study and the request of permission to

conduct. After the approval of the letter, the researcher is ready to conduct the study.

The survey was administered through printed materials. The survey process was

finished no longer than 10 minutes and it was arranged at a time convenient to the

respondents’ schedule. After the collection of the data, the researcher processed,

analyzed and interpreted results from the gathered data with a help and guidance of the

experts.

Statistical Analysis

Descriptive statistics such as frequency and percentage were used to determine

the link between awareness and practices of the respondents toward solid waste

management. The mean with its corresponding verbal description was used to

determine and explore the link between awareness and practices of students toward

solid waste management. Correlational design using Ha and Ho variables will be used
to determine the significant relationship between awareness and practices of students

toward solid waste management.

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