SOLID WASTE DISPOSAL PRACTICES OF SELECTED SCHOOLS IN MANGAGOY,

BISLIG CITY

A RESEARCH PAPER

Presented to

The Faculty of the

Senior High School Department

De La Salle John Bosco College

Bislig City

In Partial Fulfillment

Of the Requirements for the Subject

Practical |Research 2

Denise Ross A. Pascua

Matthew Gabriel B. Silvosa

December 2018
 Chapter 1

THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

Rationale

Solid waste meant any garbage, refuse, sludge from a wastewater treatment plant, water

supply treatment plant, or air pollution control facility and other discarded materials including

solid, liquid, semi-solid, or contained gaseous material, resulting from industrial, commercial,

mining and agricultural operations, and from community activities, but did not include solid or

dissolved materials in domestic sewage, or solid or dissolved materials in irrigation return flows

or industrial discharges (New York State Department of Environmental Conservation, 2018).

Solid waste could be defined as the useless and unwanted products in the solid state derived from

the activities of and discarded by society. It was produced either by - product of production

processes or arose from the domestic or commercial sector when objects or materials were

discarded after use (SmartRanger, 2018). It was categorized in three ways. According to its

origin either domestic, industrial, commercial, construction or institutional. According to its

contents either organic material, glass, metal, plastic paper etc. Lastly, according to its hazard

potential either toxic, non-toxin, flammable, radioactive, infectious etc. (India Water Portal,

2018).

Around the world, waste generation rates had risen. In 2012, the worlds’ cities generated

1.3 billion tons of solid waste per year, amounting to a footprint of 1.2 kilograms per person per

day. With rapid population growth and urbanization, municipal waste generation was expected to

rise to 2.2 billion tonnes by 2025. Managing the waste properly was essential for building

sustainable and livable cities, but it remained a challenge for many developing countries and

cities. Effective waste management was expensive, often comprising 20%–50% of municipal
budgets. Operating this essential municipal service required integrated systems that were

efficient, sustainable, and socially supported (The Wold Bank, 2018). The spread of unmanaged

waste and rubbish was a key detriment to the environment. Waste that was not dealt with

effectively, and left to rot in big piles in the open, could lead to air and water pollution which

was harmful for the environment and any living organisms that had to deal with the

repercussions of the pollution. Not only these, but when a natural area was the victim of

widespread littering and rubbish dumping, the area ceased to sustain its natural beauty. We had

all bared witness to the destruction of what would have been a beautiful natural landscape by the

dumping of waste. By having an effective waste management plan, which either disposed of the

waste properly or recycled it efficiently, you did the environment a huge favour in a time when

we needed it most. As humans, we created far more waste than any other living organism on the

planet, and we were also susceptible to its backlash if we didn’t deal with it properly. If waste

and rubbish that had not been properly disposed of or recycled became too prominent it began to

cause air and water pollution, thus posing a great threat of bugs and virus to people worldwide.

Waterborne diseases such as gastro and cholera could form when an area of water was

contaminated with waste. Having an effective waste management plan greatly reduced the risk of

the spread of disease. These were the two greatest reasons why we should be more conscienced

of proper waste management: the environment and the health of humans and other living

organisms, and it could be about time we could act on it with far greater efficiency than ever

before (Toxfree, 2018).

According to the Senate Economic Planning Office, 2017, open dumping remained the

general practice of waste disposal in the country as controlled dumpsites and sanitary landfills

were very limited (National Solid Waste Management Commission).

 There were common types of waste generated in schools: paper, plastics, cans, food

waste (meals and fruits left-overs), electronic waste from school administration, and grass

cuttings from school grounds (Environmental Management Agency, 2018). There were also

ways on how to dispose solid waste such as preventing or reducing waste generation, recycling,

incineration, composting, and sanitary landfill (Compactor Management Company, 2018).

Furthermore, as concluded by Dr LoyceOnyali (2015), there should be formed student

vanguardistswho monitored and supervised the observance of rules and regulations on sanitation

in schools within the hostels and different faculties; The school management should package

seminars and workshops to enlighten and changed the psyche of students towards proper method

of waste disposal; Governmentmust enhance the provision of necessary equipment for wastes

disposal and enforce the process of waste recycling so that schools were environmentally

friendly for requisite teaching and learning outcome.

Concluded by Licy&Vivek, your giving social duty awareness along with waste

management awareness improved the practice of waste management. Awareness program of

waste management was greatly needed for parents also. This could be given in the schools during

parent teacher meetings or in community based programs. For this purpose, education

departments of the states/ country could implement environmental education programs to the

teachers at all levels of education.

Solid waste management was a major challenge in the Philippines. One of the most

daunting issues that faced the world was the mounted waste problem, which impaired public

health, polluted the environment and threatened to drown some poor countries in toxicity. More

than half the world’s population did not have access to regular trash collection, a grim statistic

given the amount of garbage produced globally.

 It was in this context that this study was purposely undertaken in order to collect data

and to find out if there was a proper waste management from the selected schools in Mangagoy,

Bislig City. This was conducted to the Grade 12 Senior High School Students of De La Salle

John Bosco College and St. Vincent de Paul Diocesan College S.Y. 2018-2019.

Review of Related Literature

This study had close relationships with previous studies that dealt on proper waste

management practices.

A number of different wastes were generated either directly or indirectly through human

activity on earth. Waste could be present in a number of forms including food waste, electronic

waste, solid waste, hazardous waste, special waste and domestic waste. Waste disposal and

management of waste were not familiar problems in the 18th and early 19th century. This could

be ascribed to the low numbers of the human population, low growth rate in the human

population and relatively slow technological advancement at the time. The world population

started growing significantly in the 1950’s, together with this increased growth waste disposal

and the management thereof began to constitute serious problems to humans and to the global

environmental systems. These environmental problems appeared in the form global warming,

decaying of natural life, ozone layer depletion and extinction of plant and animal species (Mert,

2006).

A case study across North America conducted by Whoilistic Environmental Consulting

(WEC, 2007), yard and food waste made up over a quarter of all the ordinary garbage we threw

away. That's 25% by weight. In the U.S., that 25% was almost equally divided between yard

waste (32.6 million tons, or 12.8% of all municipal solid waste) and food scraps (31.7 million
tons, or 12.5%). And then there was all the other organic stuff that could be composted: all the

clothing and towels made of organic fibers, plus wood, old furniture and sawdust. Then there

was paper, which at 83 million tons accounted for another 30% of municipal solid waste. As of

2006, the latest year for which figures were available, over 64% of the yard waste we threw

away was recovered and composted, as was 54.5% of the paper and cardboard. Only 2.6% of

food waste reached a compost heap.

Chandra et al (2009) made a detailed investigation regarding the methods of practices

associated with sources, quantity generated, collection, transportation, storage, treatment and

disposal of Municipal solid waste in Mysore City. The data concerned to solid waste

management in Mysore was obtained through questionnaire, individual field visit, interacting

with people and authentic record of Municipal Corporation. Photographic evidences were also

made about generation, storage, collection, transportation, treatment and disposal of municipal

solid waste. After the home, schools constituted the next most important place of learning and

where children spent most of their time, in particular indoors for study and outdoors while at

play.

Economic development, urbanization, improved living standards in cities, and increased

in enrolments of schoolchildren due to government policies in less-developed countries’

increased the quantity and complexity of generated solid waste in schools. If accumulated, this

class of municipal solid waste could lead to degraded urban environment stressed on limited

natural resources, and to various health issues (Central Pollution Control Board, CPCB, 2000).

Globally, most public schools were facing a high level of pollution. The situation in less-

developed countries such as Nigeria was more acute, partly because of the lack of adequate

solid waste disposal facilities (Fajehisan, 1998).

 Wahab (2003),stated that every school generated waste arose from routine activities such

as classwork, sweeping, serving of food, and bush cutting. The common types of

solid wastes found in various schools in less-developed countries’ communities included paper,

grass, nylon (in the manufacture of pure water bags and biscuits, lollypops, ice cream, and sweet

or candy wrappers), sugar cane, maize or corn cobs, and groundnut shells. Other forms

of wastes may also be found on school premises, and these may not have even been generated

directly by pupils and teachers.

Local Studies

The global community recognized that Solid Waste Management (SWM) was an issue

that required serious attention. The aggressive pursuit for economic growth, by developing

countries like the Philippines, had resulted in the manufacture, distribution and use of products

and generation of wastes that contributed to environmental degradation and global climate

change. Available data showed that the Philippines was the 9th most among the countries at risk

from climate change due to rise of sea levels, intense storm surges and droughts. This was

heavily manifested in the frequent and intense floods the country was experiencing from

devastating typhoons which, many claim, were due to climate change. Along with country’s

economic progress, the rapid growth in population had also made waste management a major

environmental challenge for the country. The Philippine National Statistics Office (NSO)

estimated the country’s population in 2012 to be around 97 million with an annual growth rate of

1.87%. According to this figure, the Philippines wasthe 12th largest country in the world today.

Waste generations by residents in the Philippines, especially in the urban areas, had

accelerated recently due to fast pace industrialization, urbanization and population growth. Since
incineration of solid waste was not allowed under Republic Act 9003 for the safety of human

health and protection of environment, land filling and the 3 R’s integrated waste management

method (Reduce, Reuse and Recycle) were the main types of SWM in the country. The law also

required the mandatory segregation at source of solid waste into containers labeled as:

compostable, recyclable, non-recyclable, or special use.

Furthermore, Paz B. Reyes et al (2013) stated in their study that, solid waste

management, historically did not get any specific attention in policy and legislation except as

part of the larger domain of environmental issues on utilization, protection and conservation,

management of natural resources and the regulation of behaviour causing negative impact on the

environment (Rebullida, 2000). It was provided however in Article 11 of the Philippine

Constitution, that the State shall protect and advance the right of the people to a balanced and

healthful ecology in accord with the rhythm and harmony of nature. Thus, the Philippine

government took into consideration the promulgation of various Presidential Decrees and the

enactment of several Republic Acts which took direct action on solid waste management. The

most recent of which was R.A. 9003 or the Ecological Solid Waste Management Act of 2000

which served as the legal framework for the country’s systematic, comprehensive and ecological

solid waste management program that ensured protection of public health and the environment. It

empowered local government units to actively pursued their own solid waste management

systems through preparation of a 10-year solid waste management plans; creation of a Solid

Waste Management Board responsible for the preparation and implementation of a plan for the

safe and sanitary management of solid waste; mandatory segregation of waste; implementation

of recycling programs; setting up a Material Recovery Facility; prohibition of open dumpsites as

final disposal facility; promoting the establishment of multipurpose environmental cooperatives

and associations responsible for undertaking solid waste management activities or projects;

provision of monetary and other rewards and incentives to entities that have undertaken

outstanding and innovative solid waste management programs; encouragement of LGUs to

imposed fees sufficient to pay the cost of prepared and implemented solid waste management

plans; creation of a local solid waste management funded from donations, collection of fines and

fees, and allocation from the development fund; and definition of prohibited acts, penalties, suits

and other legal actions concerning R.A. 9003. The 10-year solid waste management plan of an

LGU should put emphasis on implemented feasible and environmentally sound techniques of

waste minimization such as re-use, recycling, and composting programs. It identified the amount

of landfill and transformation capacity needed for solid waste that cannot be re-used, recycled or

composted. The 10-year solid waste management plan complied with R.A. 9003 which mandated

that 25 percent of all solid waste must be diverted from disposal facilities within a period of five

years from the time R.A. 9003 took effect.

PhilCanada Local Government Support Program (2003), stated that, in order to develop a

comprehensive provincial SWM plan which took off from the municipal/city solid waste

management plans, a provincial Solid Waste Management Board should have been created.

LGUs evaluated the roles of the public and private sectors in providing collection services that

conformed to the minimum standards and requirements for collection of solid waste. Such

standards that must be met were used of protective equipment by collectors, non-spillage of

waste within collection vicinity, separated collection schedules for specific types of waste,

separated trucks/haulers or compartmentalized collection vehicles. Recycling programs

implemented with the support of Department of Trade and Industry (DTI), Department of

Agriculture (D.A.), and the Department of the Interior and Local Government (DILG). It was the
DTI that was responsible for preparing an inventory of existing markets for process and purchase

of recyclable materials and implemented a coding system for packaged materials and products

facilitated waste recycling and re-use. It was the responsibility of the D.A. to publish an

inventory of existing markets and demand for compost. Material Recovery Facilities (M.R.F.)

put up in every barangay or cluster of barangays received mixed waste for final sorting,

segregation, composting, and recycling before non-recyclable wastes were transferred to a

storage or disposal facility. Existed open dumpsites were converted into controlled dumpsites

within three years from the effectivity date of the law. Sanitary landfills were developed and

operated as final disposal sites in conformance with the guidelines and criteria provided by the

law for the location and establishment of sanitary landfills. Tax credit and duty exemption to

individuals and private organizations who have undertaken outstanding and innovative solid

waste management programs were granted. LGUs adopted specific revenue-generating measures

which ensured the viability of their plans. Allocation from the development fund were used for

activities that enhanced the solid waste management programs such as research, information,

education and communications, and capability building.

Solid waste management had to do with the handling of solid refuse, from the point of

generation through storage, collection, transportation, recovery and treatment processes to

disposal. The poor management of these wastes posed a great danger not only in polluting the

environment but to human well-being as well. . From the foregoing it was obvious that the waste

management challenge in Nigeria were attributed to the wrong attitude of the public, poor

planning as a result of lack of will to do the right thing and lack of legal framework and

enforcement of existing regulations as aptly elucidated by previous researches by Ogwueleka,

2009; Abila and Kantola,

 An integral part of this policy was the ideal involvement of public secondary schools as

institutions situated in every community clusters. However, recent studies revealed poorly

managed solid wastes (SW) evidenced by the use of landfills and unregulated dumpsites in the

country. This pressing condition essentially showed gaps in the local institutional

implementation of the policy. The Department of Education (DepEd) was considered significant

in policy implementation along with the LGUs. The institution accommodated the bulk of

younger population and must be given proper training on SWM. Further, schools with better

SWM practice showed positive response by providing SW recycling options. Consequently,

schools could implement a structure to mitigate SWM issues. Locally, the city division of DepEd

on 2015 issued a mandate (Memorandum 696) to participate in SWM and waste segregation in

coherence with the local government. (Galarpe, 2017)

All of the methods of waste prevention and waste management required public

participation. Oliva as cited by Villanueva (2013) said that education was an important

component of solid waste management that should be present to establish a good program for the

community. Awareness of solid waste management will create change on how people look at

garbage. People grew up thinking that garbage was garbage, it should not be touched or one

should not go near to it. They thought before that all types of garbage should just be thrown in

one container (Sarino, 2014). According to Baula as cited by Punongbayan (2014), awareness

accompanied by participation was the key for students to be involved in the waste management

program of the schools where effective and sustainable implementation of the proper waste

management practices could be achieved. Section 55-56 of Republic Act 9003 or The Ecological

Solid Waste Management Act stipulated that the national government in coordination with

Department of Education (DepED), Technical Education and Skills Development Authority

(TESDA); Commission on Higher Education (CHED) and Philippine Information Agency (PIA),

should conduct a continuing education and information campaign on solid waste management

and strengthen the integration of environmental concerns in school curricula at all levels, with

particular emphasis on the theories and practices of waste management principles ‘like

segregation at source, reduction, recycling, re-use and composting, in order to promote

environmental awareness and action among the citizenry. (Paghaisan, 2017)

Scope and Limitation

This study covered the solid waste disposal practices of selected schools in Mangagoy,

Bislig City. It specifically focused about the disposal practices, the factors that hinder these

practices and the implementation strategies of the selected schools. This was to be responded by

the Grade 12 Senior High School Students from De La Salle John Bosco College and St. Vincent

de Paul Diocesan College.

This study utilized a researcher-completed instrumentation. The instrument that was used

was rating scales adapted from Tracy (2017) which were used to measure the levels of four pre-

coded responses. It used Slovin’s Formula and simple randomized sampling method for

gathering all of the data. It happened in SY 2018-2019.

 Chapter 2

RESEARCH METHODOLOGY

This chapter presented the methods and procedures utilized in the research. This included

the research design, research respondents, research instrument, data gathering procedure and

statistical treatmentemployed in the study.

Research Design

This study entitled “Solid Waste Disposal Practices of Selected Schools in Mangagoy,

Bislig City, S.Y. 2018-2019” was a quantitative research that identified if the selected schools

have appropriate or inappropriate solid waste disposal practices and identified the effective ways

on having and implementing proper solid waste disposal practices.

This research study utilized a descriptive method in the conduct of the study, in which it

evaluated the solid waste disposal practices of the selected schools by obtaining the

surveyanswersfrom theschool community.

Research Respondents

The respondents of this study comprised the Grade 12 Senior high school students of De

La Salle John Bosco College and St. Vincent de Paul Diocesan College, school year 2018-2019.

The sample of the study was determined through the use of Slovin’s Formula.

Slovin’s Formula: =
1+ e²
Solution: = 280 = 280 n = 165
1 + 280(0.05) ² 1.7
Where:
 n = Sample size

N = Total Population

e = margin of error (0.05)

With the given formula above, the researchers attained the sample size of the students of

De La Salle John Bosco College that will be undertaken in the study. With the total population of

(280) and margin of error of 0.05, they got a sample size of (165).

After getting the sample size, the researchers computed the sample proportion by dividing

the sample size by the total proportion

165
Sample Proportion = = = 0.5892 or 59%
280
After solving the sample proportion, the researchers used Simple Randomized

Sampling of a number of Grade 11 Senior High School students and the total sample size of

165will be acquired from these respondents.

TABLE 1
Distribution of the Respondents of De La Salle John Bosco College’s Grade 11 Senior High
School Students SY: 2018 – 2019

TOTAL POPULATION M F TOTAL

RESPONDENTS TOTA
MALE FEMALE L F % F % FREQUENCY %
GRADE 12                  
ST. BRO. FLORENCIO
MIGUEL 14 28 42 8 11 16 17 24 28
ST. BRO. CELESTINO
ANTONIO 23 18 41 14 19 11 12 25 31
ST. BRO. FRANCISCO
ALFREDO 22 18 40 13 18 11 12 24 30
ST. BRO. EUSEBIO
ANDRES 23 18 41 14 19 11 12 25 31
ST. BRO.LEON
JUSTINO 6 34 40 3 4 20 22 23 26
ST. BRO. HONESTO
MARIA 13 25 38 7 10 14 15 21 25
ST. BRO. LORENZO 23 15 38 14 19 9 10 23 29
GABRIEL
TOTAL 124 156 280 73 100 92 100 165  

The table showed the distribution of the respondents in Grade 12 Senior High School

students in De La Salle John Bosco College. The table presented the total frequency of all male

students, which was 124 and the total frequency of all female students was 156 with a total of

280 respondents. In short, the percentage of the male students of St. Bro Florencio Miguel was

11%, St. Bro. Celestino Antonio was 19%, St. Bro. Francisco Alfredo was 18%, St. Bro. Eusebio

Andres was 19%, St. Bro. Leon Justinowas 4%, St. Bro. Honeesto Maria was 10% and St. Bro.

Lorenzo Gabriel was 19% with the total of 100%. The percentage of the female students of St.

Bro Florencio Miguel was 17%, St. Bro. Celestino Antonio was 12%, St. Bro. Francisco Alfredo

was 12%, St. Bro. Eusebio Andres was 12%, St. Bro. Leon Justinowas 22%, St. Bro. Honeesto

Maria was 15% and St. Bro. Lorenzo Gabriel was 10% with the total percentage of all female

students of Grade 12 was 100%.

TABLE 2
Distribution of the Respondents St. Vincent de Paul Diocesan College’s Grade 12 Senior High
School Students SY: 2018 – 2019

TOTAL POPULATION M F TOTAL

RESPONDENTS MAL FEMAL TOTA FREQUENC
E E L F % F % Y %
GRADE 12                  
ST. IGNATIUS DE
13 16 29 9 20 12 15 21 35
LOYOLA
ST. GREGORY THE
11 27 38 8 18 19 25 27 43
GREAT
ST. THOMAS
7 8 15 5 11 5 6 10 17
AQUINAS
ST. ELIZABETH 3 17 20 2 4 12 15 14 19
ST. MONICA 2 20 22 1 2 14 18 15 20
ST.ANDREW 9 8 17 6 13 5 6 11 19
ST. AGUSTIN 21 16 37 14 32 11 15 25 47
10 10
66 112 178 45 78 123
TOTAL 0 0  
The table showed the distribution of the respondents in Grade 12 Senior High School students in

St. Vincent de Paul Diocesan College. The table presented the total frequency of all Grade 12

male students, which was 45 and the total frequency of all Grade 12 female students 78. In short,

the percentage of the male students of Grade 12 was 100%. Respectively, St. Ignatius de Loyola

was 20%, St. Gregory the Great was 18%, St. Thomas Aquinas was 11%, St. Elizabeth was 4%,

St. Monica was 2%, St. Andrew was 13% and St. Agustin was 32%. The percentage of female

students of St. Ignatius de Loyola was 15%, St. Gregory the Great was 25%, St. Thomas Aquinas

was 6%, St. Elizabeth was 15%, St. Monica was 18%, St. Andrew was 6% and St. Agustin was

15%, with a total of 100% for all Grade 12 female students.

With the use of the given formula from the previous pages, the researchers attained the sample

size of the students and employees of St. Vincent de Paul College that were undertaken in the

study. With the total population of (178) and margin of error of 0.05, they got a sample size of

(123).

Solution: = 178 = 178 n = 123

1 + 178(0.05)² 1.445

After getting the sample size, the researchers computed the sample proportion by dividing

the sample size by the total proportion

123
Sample Proportion = = = 0.6910 or 69%
178
After solving the sample proportion, the researchers used Simple Randomized

Sampling of a number of Senior High School students and Employees and the total sample size

of 123wereacquired from these respondents.

Research Locale

This study was undertaken at De La Salle John Bosco College, a PAASCU-accredited

Lasallian District school and St. Vincent de Paul Diocesan College located in Mangagoy, Bislig

City.

De La Salle John Bosco College was located at the De La Salle Drive, Bosco District. St.

Vincent de Paul Diocesan College was located beside the St. Vincent de Paul Diocesan Parish

and was also along the Andres Soriano Avenue. The distance from De La Salle John Bosco

College to Vincent de Paul Diocesan College was 600 meters. These places are all located in

Mangagoy, Bislig City.

https://www.google.com/maps/@8.1818212,126.3563173,516m/data=!3m1!1e3?hl=en-US
Data Gathering Procedures

The following data gathering procedures used:

A letter of information was submitted to the Administrator’s Office of De La Salle John

Bosco College and St. Vincent de Paul Diocesan College which informed them about the study

conducted to theGrade 12 Senior High School Students.

A letter of information was given to the Administrator’s Offices of De La Salle John

Bosco College and St. Vincent de Paul Diocesan to ask for their support and approval in getting

the sample respondents based on their lists.

The respondents were recognized by using Stratified Sampling Method (SSM). The

Grade 12 Senior High School Students were randomly picked from their strand and section.

Statistical Treatment of Data

For the sake of clear presentation and interpretation of the gathering data, the following

methods and techniques were used.

1. Frequency and Percentage Distribution as primary steps lead to determining the

mean.

Percentage

Where:

f
%= × 100 % = Percentage
n

f = frequency
 2. Mean Tables were shown to illustrate if the selected schools in Mangagoy, Bislig City

S.Y. 2018-2019 was having proper waste disposal practices.

Mean: Where:

X=
∑ fx X= Mean
N

Significance of the Study

Local Community - This research was beneficial to our local community which was Bislig since

this study could promote and provide awareness of the progress of proper solid waste disposal in

the selected schools (De La Salle John Bosco College and St. Vincent de Paul Diocesan College

S.Y. 2018-2019) and in supporting the goal of the Republic act 8804 of Bislig City promoted

general welfare especially in establishments. The study could give the whole community an

outlook towards De La Salle John Bosco College and St. Vincent de Paul Diocesan on practicing

solid waste disposal. The people of Bislig City could have knowledge about solid waste disposal

practices since the output of this study was an information drive.

Society - This research helped the society to be more aware about the importance of having and

following proper solid waste management practices especially inside the school campus. It could

also help the society see the effects and consequences of not following these practices and could

ask help in finding new ways, new solutions, and new strategies of having more effective waste

management practices and to lessen its production.

Researchers - This research would help the researchers for they would have a stepping stone of

exploring more about solid waste management practices. Researchers could fill the gap of
knowledge about solid waste disposal practices. The study would also help other researchers of

solid waste disposal practices provide more information.

Through this study, the schools were able to acquire good image from the public for following

proper practices of solid waste disposal. The respondents of this research were the Grade 12

Senior High School Students of the following schools: De La Salle John Bosco College and St.

Vincent de Paul Diocesan College S.Y. 2018-2019. The respondents wouldalso benefit from this

research because they could evaluate their practices based on their standards. They could also

correct the wrong practices and improved the habits of employers, students, and staff regarding

solid waste disposal

 Conceptual Framework

Republic Act 9003

Solid Waste Disposal Practices

Practices Implementation Strategies Factors That Hinder The

Practices
 Reducing Waste  Frequently Reminding the Students
Generation  Being Strict in Conducting  Behavior of
 Recycling Punishments and Consequences Students
 Segregation  Conducting Student’s Assembly  Lack of Awareness
 Reusing Materials Concerning Waste Management  Lack of Reminders
 Burning Waste  Conducting Teacher’s Assembly  Negligence of some
Materials Concerning Waste Management of theFaculty and
 Composting  Adhering to monitoring strategies Staffs
Organic Waste of the Local Government

Likert Scale

Information Drive
 The conceptual framework that guided this study was the Input-Process-Output (IPO)

Model. This model portrayed the inputs of Solid Waste Disposal, practices, implementation

strategies and the factors that hindered the practices. It highlighted the Republic Act 9003 of

2001.

The framework presented above includedfive sets of variables which were the inputs

(Solid waste disposal, practices, implementation strategies and the factors that hindered the

practiced) the process, and the output. The input presents the law adopted in the study; the

practices being done a)reducing waste generation b)recycling c)segregation d) Reusing Materials

e)Burning Waste Materials f)Composting Organic Waste; its implementation strategies a)

Frequently Reminding the Students b) Being Strict in Conducting Punishments and

Consequences c) Conducting Student’s Assembly Concerning Waste Management d)

Conducting Teacher’s Assembly Concerning Waste Management e)Adhering to monitoring

strategies of the Local Government; and the factors that hinders the practices a) Behavior of

Students b) Lack of Awareness c) Lack of Reminders d)Negligence of some of the Faculty and

Staffs. The process of gathering data utilized the Likert Scale where respondents were offered a

choice of five pre-coded responses with the neutral point being neither agree nor disagree. It was

used to allow the individual to express how much they agreed or disagreed with a particular

statement. And as an output, the study would be an information drive.

Statement of the problem

This study entitled “Solid Waste Disposal Practices of Selected Schools in Mangagoy,

Bislig City”, investigated the different solid waste disposal practices that were implemented
inside the two (2) randomly selected schools in Mangagoy, Bislig City: De La Salle John Bosco

College and St. Vincent de Paul Diocesan College of SY 2018-2019.

Specifically, this sought to answer the following questions:

1. What were the common practices that were being implemented by the school administration?

1.1 Reducing Waste Generation

1.2 Recycling

1.3 Segregation

1.4 Reusing Materials

1.5 Burning Waste Materials

1.6 Composting Organic Waste

2. What were the factors that could hinder the school community in doing these practices?

2.1 Behavior of Students

2.2 Lack of Awareness

2.3 Lack of Reminders

2.4 Negligence of some of the Faculty and Staffs

3. What were the actions and strategies that the school administrations were doing to make these

practices become well-implemented?

3.1 Frequently Reminding the Students

 3.2 Being Strict in Conducting Punishments and Consequences

3.3 Conducting Student’s Assembly Concerning Waste Management

3.4 Conducting Teacher’s Assembly Concerning Waste Management

3.5 Adhering to monitoring strategies of the Local Government

4. What were the solid waste materials that were primarily produced by the school community?

4.1 Food Waste

4.2 Yard Waste

4.3 Special Waste

4.4 Recyclable Materials

4.5 Electronic Waste

4.6 Agricultural Waste

4.7 Bulky Waste