PRISM: A PROJECT FOR ADDRESSING A CONFLICT IN EMILIA AMBALADA

POBLETE INTEGRATED HIGH SCHOOL

AVERY NICOLE M. EDLAGAN

WILHELMN WAYNE V. CALDERON

DREWBERT DEVER

JAMES CARLO F. PONTAÑELES

TOMMY DAVE C. TAGBILARAN

Emilia Ambalada Poblete Integrated High School

Senior High School

Empowerment Technologies

JANUARY 2023
 Waste Management Issues in Emilia

Ambalada Poblete Integrated

High School

A Project Proposal

Presented to

The Faculty of the

Emilia Ambalada Poblete Integrated High School

In partial Fulfillment

Of the Requirements for Empowerment Technologies

AVERY NICOLE M. EDLAGAN

WILHELMN WAYNE V. CALDERON

DREWBERT DEVER

JAMES CARLO F. PONTAÑELES

TOMMY DAVE C. TAGBILARAN

January 2023

1
 APPROVAL SHEET

The project proposal entitled “WASTE MANAGEMENT ISSUES IN EMILIA

AMBALADA POBLETE INTEGRATED HIGH SCHOOL”, prepared and submitted by

AVERY NICOLE M. EDLAGAN, WILHELMN WAYNE V. CALDERON, DREWBERT

DEVER, JAMES CARLO F. PONTAÑELES, TOMMY DAVE C. TAGBILARAN in partial

fulfillment of the requirements in EMPOWERMENT TECHNOLOGIES is hereby

approved and accepted.

ERIS R. DELA CRUZ

Subject Teacher/Oral Defense Panel

Member/s, Oral Defense Panel

Approved in partial fulfillment of the requirements for the subject

EMPOWERMENT TECHNOLOGIES.

ERIS R. DELA CRUZ

Teacher II, TLE department

Date: ____________________

2
 DEDICATION

This project is dedicated to the teachers and parents who supported the

researchers in completing this project. They provided the resources and

knowledge that were essential to finish the project. We would also like to

dedicate this to our school and the people in it. May this project contribute to

solving the current conflicts in our school and improve our school’s cleanliness.

3
 ACKNOWLEDGEMENT

We would like to thank our teacher in Empowerment Technologies, Sir Eris

Dela Cruz, for guiding us while creating this project. We would also like to

express our gratitude towards the people that gave their support in the making of

this project. Thank you also to all the respondents that participated in the

completion of this project. Finally, a huge thank you to the members of Group 12

that made this project possible.

4
 ABSTRACT

Wastes are unusable and unwanted materials that humans regularly

produce. Production of wastes is inevitable due to various human activities. The

purpose of this project is to handle waste management issues in Emilia

Ambalada Poblete Integrated High School. Conflicts such as; excessive waste

generation, improper waste disposal and lack of waste segregation were taken

into consideration.

The members of this project exchanged ideas on how these conflicts can

be solved. A survey was also conducted with the students of Emilia Ambalada

Poblete Integrated High School as the respondents. A total of 30 students

participated in the survey. 97% of these respondents agree that proper waste

management should be practiced and implemented in the school. These ideas

from the members together with the gathered information from researching and

suggestions from the students of Emilia Ambalada Poblete Integrated High

School were used to conclude possible solutions to the mentioned conflicts.

To sum it up, the members were able to formulate these possible

solutions: (a) Providing a space to dispose of students' wastes; (b) Providing

multiple trash bins; (c) Putting up signages; (d) Implementing strict rules; (e)

Regular and scheduled collection of garbage; (f) Encouraging students to

practice CLAYGO, 3Rs, and waste segregation. More of these environment

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centered projects may be done by future researchers to address more problems

related to wastes and other conditions of our surroundings.

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 TABLE OF CONTENTS

Page

Preliminaries

Title Page _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 1

Approval Sheet _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 2

Dedication _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 3

Acknowledgement _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 4

Abstract _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5

Table of Contents _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 7

List of Figures _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 10

List of Tables _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 11

I. Project Information/Description

Project Title _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 12

Type of Project _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 12

Project Proponent _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 12

Project Beneficiaries _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 12

Date of Implementation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 12

Budget Requirements _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 12

Project Contacts _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 12

7
II. Project Background 13

A. Project Objectives _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 16

B. Desired Impact and Outcome of the Project _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 17

C. Risk Management Plan _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 18

D. Project Organization and Staffing _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 20

E. Work Plan _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 21

F. Budget Requirements _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 24

III. Other Relevant Information

A. Conceptual Framework

Review of Related Literature and Studies _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 25

Conceptual Model of the Proposed Project _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 27

Operational Definition of Terms _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 28

B. Project Background

Project Development _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 31

Evaluation Procedure _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 38

IV. Summary of Findings, Conclusions and Recommendations

Summary of Findings _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 44

Conclusions _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 45

Recommendations _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 46

8
References _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 47

Appendices _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 50

Researchers’ Profiles _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 53

9
 LIST OF FIGURES

Figure Title Page

1 Documentation of Survey Results 32

2 Gantt Chart 50

10
 LIST OF TABLES

Table Title Page

1 Project Organization and Staffing 20

2 Project Work Plan 21

3 Budget Requirement of the Project 24

4 Conceptual Model of the Study 27

5 Survey Results 38

6 Sample Questionnaire 51

11
I. Project Information/Description

Project Title: Waste Management Issues in Emilia Ambalada Poblete Integrated

High School

a. Type of Project: Environmental

b. Project Proponents:

- Group 12 Members

- Sir Eris Dela Cruz

- Students, Teachers and Staffs in Emilia Ambalada Poblete

Integrated High School

c. Project Beneficiaries

- Students,Teachers and Staffs in Emilia Ambalada Poblete

Integrated High School

d. Date of Implementation/Duration: January 2023

e. Budget Requirements: 5,000 PHP

f. Project Contacts: Group 12 Members (Avery Edlagan from 11-STEM and

Wayne Calderon, Drewbert Dever, James Pontañeles, Tommy Tagbilaran

from 11-TVL-IA)

12
II. Project Background

The main focus of this project is to solve or lessen the impact of various

conflicts in Emilia Ambalada Poblete Integrated High School regarding the proper

handling or management of wastes. This is a common conflict in the country.

According to an article written by Mayuga (2021) and backed up by the

Department of Environment and Natural Resources, the Philippines produced a

total of 21,4265,676 metric tons of garbage last 2020. This shows that wastes

are completely unavoidable and cannot be reduced and resolved easily. Humans’

waste generation is continuous and non-stop and such conflicts are almost

impossible to resolve.

This proposal intends to provide solutions and possible procedures

regarding waste management issues in a certain location in our country, which is

at Emilia Ambalada Poblete Integrated High School. Emilia Ambalada Poblete

Integrated High School has students from Grade 7 to Grade 12. The school

handles students from both Junior High School and Senior High School. We can

tell from these that this proposal has quite a large scope in terms of the people

involved. Also due to the large growing school population, it is likely that waste

generation in the school is also at a fast and high rate.

A research conducted by Apolonio shows that the average food waste per

day from selected public schools in the country is equivalent to 61,850 g. This

shows that schools do contribute to waste generation in the country. In Emilia

13
Ambalada Poblete Integrated High School, it is a policy to bring home the

garbage collected each day. What’s happening here is that one student, an

assigned cleaner of the day, is also assigned to bring home the class’ wastes.

There are five school days a week which means that five students per week per

classroom bring home wastes without segregation.

The possible outcomes of this are; the student brings home the trash and

throws it in the house’s trash bin without getting it segregated; the student puts

the trash in a random place; or the student segregates it and disposes it properly.

This practice may not put up bad results at first and is literally very effective in

keeping the school clean but it can lead to worse and bigger problems involving

waste management. The real problem here involves the whole town not having

proper waste management practices, however this proposal only focuses on a

certain location. Although this is one step forward to solving the town’s problem

regarding waste management, this proposal will only focus and limit the scope to

only the conflicts inside the mentioned school.

This proposal will suggest a few solutions that may help in the mentioned

issues. There are practices we can do to solve waste management issues. One

of these solutions is to practice waste segregation. This can be implemented by

allocating spaces or areas in our school for waste segregation. Providing spaces

per building for multiple trash bins can help a lot. Sharing such information and

educating the students, teachers and staff of the school may also contribute in

14
resolving issues regarding waste management in Emilia Ambalada Poblete

Integrated High School.

15
A. Project Objectives

General Objectives

● To solve issues in Emilia Ambalada Poblete Integrated High School

regarding waste management.

● To lessen the impact of waste management conflicts in Emilia Ambalada

Poblete Integrated High School.

Specific Objectives

● To determine the current condition or situation of the school in terms of

waste management.

● To maintain cleanliness in the school.

● To lessen and control waste generation in the school

● To implement proper waste segregation.

● To educate more students in the school regarding proper waste

management.

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B. Desired Impact and Outcome of the Project

This project intends to have positive outcomes. A positive outcome means

that the objectives were reached and the issues regarding waste management in

Emilia Ambalada Poblete Integrated High School were managed and handled

properly. The project can be considered successful if it already caused positive

impacts and changes in the school such as:

● School cleanliness is maintained.

● Waste or trash in the school is properly handled.

● Spaces or areas in the school are allocated for waste segregation.

● Self-discipline of students was developed and improved

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C. Risk Management Plan

At some point while planning and implementing this project, researchers

may encounter a few obstacles. These risks or factors may hinder the successful

implementation of the project and may cause failure of reaching the project

objectives. Some of these are the following:

● Conflicts in schedules. The work plan may not go as planned if it is

hindered by other important events in the researcher’s daily schedule or

even by natural unavoidable incidents. This may be a problem but the

researchers may resolve this by simply delaying the project. Delaying the

project may seem negative at first, however, this is just a slowing down

process and does not mean failure of the project.

● Conflicts in financial needs. Although this proposal does not require an

extremely huge amount of money, it is still possible to encounter financial

shortage. Researchers need to use digital devices, the internet and other

items that are required to implement this project. Without any financial

support, this project may fail. To resolve this problem, researchers must

have a financial plan in advance and attempt to spend as little money as

possible.

● Conflicts with the people involved. The students in the school that are

already accustomed to living without proper waste management practices

may hinder the success of this project. Some of them may still be unaware

or uneducated regarding proper waste disposal at the school even after

the promotion of this project. Lack of trash bins in the area may also be a

18
factor in this. To resolve this problem, stricter regulations may be

implemented and trash bins should be provided in different locations.

Repetition of the project promotion may also help in retaining the

information regarding proper waste management to the beneficiaries.

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D. Project Organization and Staffing

Table 1: Project Organization and Staffing

Office/Staff Responsibilities Contact Person Contact Details

Designated

Group 12 from - To plan and Avery Edlagan Avery Edlagan on

11-STEM & generate Wayne Calderon Facebook

I.A. activities for the Drewbert Dever Wayne V Calderon on

project. James Pontañeles Facebook

- To handle and Tommy Tagbilaran Drewbert Malate on

implement the Facebook

project. James Carlo Pontañeles on

Facebook

Tommydave Tagbilaran on

Facebook

TLE To guide and Sir Eris Dela Cruz Eris Dela Cruz on

Department assist the Facebook

students in

planning and

putting this

project into

action.

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E. Work Plan

Table 2: Project Work Plan

Phases of Activities Output/Target Indicators Person in Resources Cost

the Project Charge Needed

(Date)

December Producing a To create a Survey is Group 12 Digital 700

2022 Survey survey or prepared Members devices PHP

questionnaire for of

to be used in gathering 11-STEM

gathering data. & I.A.

data and

information.

December Conducting the To gather Number Group 12 Digital 700

2022 - Survey data and of Members devices PHP

January information students, of

2023 from the teachers, 11-STEM

students, and staff & I.A.

teachers and that

staff of participat

EAPIHS. ed in the

survey.

21
January Online Project To promote Number Group 12 Digital 600

2023 Promotion proper waste of Members Devices PHP

management interactio of

practices on ns on the 11-STEM

social media post. & I.A.

platforms to

reach more

EAPIHS

students,

teachers and

staff.

January Face-to-face To promote Number Group 12 Promotion 1,000

2023 Project proper waste of Members al Fliers PHP

Promotion management students, of

practices to teachers, 11-STEM

reach more and staff & I.A.

EAPIHS that

students, received

teachers and a

staff. promotion

al flier.

22
January Project To attempt Number Group 12 Trash bins, 2,000

2023 Implementation various of trash Members Signages PHP

practices bins in of

regarding the 11-STEM

waste school & I.A.

management. and

amount of

generate

d waste.

23
F. Budget Requirement

Table 3: Budget Requirement of the Project

Budget Line Description Amount Proposed

Item Needed Source/s

Cell Phones Cell Phones and the internet will 2,000 - School

and Internet or be used in creating and PHP - Government

Mobile Data conducting the survey. Any - Sponsorships

digital devices owned by the

researchers or respondents may

be used and will help reduce the

cost needed.

Printer Printers will be used to print the 500 - School

promotional fliers and signages. PHP - Government

Printing the fliers through printing - Sponsorships

shops is the main option.

Papers Papers are needed for the 500 - School

promotional fliers and signages. PHP - Government

- Sponsorships

Trash Bins Different sized trash bins are 2,000 - School

needed for the implementation of PHP - Government

the project. - Sponsorships

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III. Other Relevant Information

A. Conceptual Framework

● Review of Related Literature and Studies

This project circulates around the issues in Emilia Ambalada Poblete

Integrated High School regarding waste management. A study by Castillo and

Otoma (2013) states that one of the reasons why waste generations in the

Philippines accelerated is due to the population growth. This means that as time

goes by the population increases and contributes to the country’s waste

generation. The school currently already has a lot of students so an action must

be done as soon as possible.

A study conducted by Gerona and Linaugo showed that junior and senior

high school students have high knowledge about solid waste management,

however, their knowledge and compliance may depend on their sex, age and

grade level. Their study showed that a higher educational level possessed more

knowledge. This proposal aims to educate and reach everyone regardless of

their sex, age and grade level. The more people involved and supporting this

motion, the higher the possibility of success in terms of solving the problems

involving waste management in the school.

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 The findings of Fadhullah (2022) indicated that low waste segregation

practices and having improper waste management practices may lead to

diseases. This is one of the reasons why this project was created, which is to

avoid having such conflicts. The mentioned study also suggested that authorities

should design waste separation programs that suit the needs of the targeted

population as this will help ensure high participation rate among the community.

The same method may also be implemented in this project since one of the

objectives here is to reach more people, specifically the students in Emilia

Ambalada Poblete Integrated High School.

An article by Branz tackled the steps in developing a waste management

plan. An approach suggested from the article is to estimate the amount of wastes

produced in a certain period of time for a higher chance of lessening it. This is a

smart move, however, due to the small number of people handling this project,

this approach currently cannot be used by the members of this project. Doing this

requires more contributions from students to gather the needed data from the

whole school. This approach may be used for future projects that will have the

same objectives as this project.

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 ● Conceptual Model of the Study

Table 4: Conceptual Model of the Study

27
● Operational Definition of Terms

1. 3Rs

- to reduce waste, reuse and recycle resources and products

(env.go.jp)

2. Biodegradable

- a substance or object that can be decomposed by bacteria or other

living organisms (languages.oup.com)

3. CLAYGO

- the concept of clean as you go that requires individuals to clean

their area as soon as it's needed and/or appropriate

(crewcare.co.nz)

4. Cleanliness

- the state of being clean or being kept clean (languages.oup.com)

5. Non-Biodegradable

- an object or substance that cannot be broken down by natural

organisms nor decomposed or dissolved by natural agents

(byjus.com)

6. Pollution

- the presence in or introduction into the environment of a substance

or thing that has harmful or poisonous effects (languages.oup.com)

28
7. Proper Waste Management

- schemes and strategies to manage and dispose of wastes

(biologyonline.com)

8. Reduce

- to use things with care to reduce the amount of waste generated

(env.go.jp)

9. Recycle

- convert or reprocess wastes into useful products or materials

(languages.oup.com)

10. Reuse

- repeated use of items or parts of items that still has usable aspects

(env.go.jp)

11. Self-Discipline

- the ability to control one's feelings and to pursue what one thinks is

right despite temptations to abandon it (languages.oup.com)

12. Waste

- any garbage or refuse, sludge resulting from industrial, commercial,

mining, and agricultural operations, and from community activities

(avma.org)

13. Waste Generation

- process of producing waste (lawinsider.com)

29
14. Waste Reduction

- is the practice of using less material and energy to minimize waste

generation and preserve natural resources (encyclopedia.com)

15. Waste Segregation

- sorting and separation of waste depending on their types

(axil-is.com)

30
B. Project Background

Project Development

1. Data Gathering

The data collected from the survey will be evaluated through calculating

the percentage of respondents in each option. A total of 30 students of Emilia

Ambalada Poblete Integrated High School from different grade levels answered

the survey. Majority of the questions were yes or no questions. The percentage

of respondents that answered yes or no will be used to evaluate the responses

from the questionnaire. The gathered data will be used to formulate effective

solutions for the waste management issues in the mentioned school. To

determine if the numerical data was accurate, the information was double

checked by the members of this project. The recommendations and suggestions

from the respondents will also be taken into consideration for a higher success

rate of this project.

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2. Photo Documentation

Figure 1: Documentation of Survey Results

a.

b.

c.

32
d.

e.

f.

33
g.

h.

i.

34
j.

k.

l.

35
m.

36
3. Creating tools for evaluation

The survey was created through google forms. Google Forms is an

application used to create and analyze surveys and questionnaires. The survey

consists of 12 questions. One question asked for suggestions to solve waste

management issues in the school and eleven questions to gather information

about the students’ knowledge, experience and thoughts regarding the issue

tackled in this project. Once completed and finalized, the link to access the

survey was then sent to the respondents, the students from Emilia Ambalada

Integrated High School. The members used the internet and their mobile devices

to spread the link and the respondents used the same tools to access and

answer the survey.

37
Evaluation Procedure

Table 5: Survey Results

Question Yes No

Number

Respondents Percentage (%) Respondents Percentage (%)

1 28 93.3 2 6.7

2 25 83.3 5 16.7

3 28 93.3 2 6.7

4 28 93.3 2 6.7

5 24 80 6 20

6 8 26.7 22 73.3

7 19 63.3 11 36.7

8 29 96.7 1 3.3

9 29 96.7 1 3.3

10 29 96.7 1 3.3

11 29 96.7 1 3.3

38
Question Number 1: Are you aware that there are different types of wastes?

28 out of the 30 respondents answered “Yes” and 2 out of 30 answered

“No”. The results show that 93% of the respondents are aware that there are

different types of wastes, while 7% of the respondents are not.

Question Number 2: Are you able to classify wastes depending on their

types?

25 out of the 30 respondents answered “Yes” and 5 out of 30 answered

“No”. The results show that 83% of the respondents are able to classify wastes

depending on their types, while 17% of the respondents are not able to do so.

Question Number 3: Are you aware of the 3Rs?

28 out of the 30 respondents answered “Yes” and 2 out of 30 answered

“No”. The results show that 93% of the respondents are aware of the 3Rs, while

7% of the respondents are not.

Question Number 4: Do you practice at least one of the Rs from the 3Rs?

28 out of the 30 respondents answered “Yes” and 2 out of 30 answered

“No”. The results show that 93% of the respondents practice at least one of the

Rs from the 3Rs, while 7% of the respondents do not practice 3Rs at all.

39
Question Number 5: Do you practice proper waste segregation at school?

24 out of the 30 respondents answered “Yes” and 6 out of 30 answered

“No”. The results show that 80% of the respondents practice proper waste

segregation at school, while 20% of the respondents do not.

Question Number 6: Does your classroom have multiple trash bins to

segregate wastes?

8 out of the 30 respondents answered “Yes” and 22 out of 30 answered

“No”. The results show that 27% of the respondents have multiple trash bins in

their classrooms to segregate wastes, while 73% of the respondents do not.

Question Number 7: Does your household have multiple trash bins to

segregate wastes?

19 out of the 30 respondents answered “Yes” and 11 out of 30 answered

“No”. The results show that 63% of the respondents have multiple trash bins at

home to segregate wastes, while 37% of the respondents do not.

Question Number 8: Do strict rules help in persuading you to practice

proper waste management?

29 out of the 30 respondents answered “Yes” and 1 out of 30 answered

“No”. The results show that 97% of the respondents agree that strict rules help in

persuading them to practice proper waste management, while 3% of the

respondents disagree.

40
Question Number 9: Do signages help in persuading you to practice proper

waste management?

29 out of the 30 respondents answered “Yes” and 1 out of 30 answered

“No”. The results show that 97% of the respondents agree that signages help in

persuading them to practice proper waste management, while 3% of the

respondents disagree.

Question Number 10: Do advocacies and projects like this help in

persuading you to practice proper waste management?

29 out of the 30 respondents answered “Yes” and 1 out of 30 answered

“No”. The results show that 97% of the respondents agree that advocacies and

projects like this help in persuading them to practice proper waste management,

while 3% of the respondents disagree.

Question Number 11: Do you agree that proper waste management,

specifically proper waste segregation and disposal, should be practiced

and implemented in our school?

29 out of the 30 respondents answered “Yes” and 1 out of 30 answered

“No”. The results show that 97% of the respondents agree that proper waste

management, specifically proper waste segregation and disposal, should be

practiced and implemented in our school, while 3% of the respondents disagree.

41
Question Number 12: Suggestions and recommendations on how to

properly manage wastes in our school.

The respondents of the survey provided a few suggestions and

recommendations to properly manage wastes in our school. Here are the

respondents’ suggestions and comments that were gathered from the survey:

● Applying 3Rs.

● Segregate wastes.

● Put waste bins in every corner.

● Applying CLAYGO (Clean As You Go).

● Having a sign of no trash zone and other signages.

● Using reusable water bottles, containers, etc.

● Provide trash bins near each building to maintain cleanliness.

● Teach students in our school on how to properly segregate wastes.

● Students should be taught how to manage and segregate wastes at home

first.

● Add trash bins and strictly make the children throw their garbage in the

right bin.

● Scheduled pick-up of garbage to avoid piling up and contamination from

the garbage.

● Conduct something for all the students to see and learn how to segregate

waste properly since other students are not really aware of the differences

between wastes.

42
● The students should be disciplined, responsible and must have enough

knowledge on practicing proper waste management.

● Allow trash bins in the school because some of the students put their trash

everywhere, especially in the school restrooms. There's a rule that our

trash should be kept in our bags but there are instances wherein our trash

cannot be put in our bag, for example when the trash is wet.

● Schools should have very strict rules and regulations about implementing

proper waste disposal.

● We should have trash cans in every room of our school because not all

rooms have trash cans.

● Put your trash in a plastic bag then in your bag then throw it in a proper

trash bin in your house.

● In every building or every classroom, put different trash bins with signs to

segregate the wastes.

43
IV. Summary of Findings, Conclusions and Recommendations

Summary of Findings

The gathered information showed that not everyone in Emilia Ambalada

Poblete Integrated High School knows and practices proper waste management.

According to the survey, the majority of the respondents agree that proper waste

management, specifically proper waste segregation and disposal, should be

practiced and implemented in our school. Therefore, the conflict as to why this

project is done is legitimate and this project aims to solve that. The results

showed that although some of the respondents are not aware of some proper

waste management practices, the majority of them are aware and most of them

even practice at least one of the 3Rs. However, the results varied with the

questions related to the availability of a proper waste disposal area. Majority of

the respondents do not have multiple trash bins in their classrooms and it is also

the same case at the residences for some of them. Most of the respondents

agree that signages, implementing strict rules and creating projects like this help

in pushing them to practice proper waste management. Majority of them also

agree that proper waste management, specifically proper waste disposal and

segregation should be implemented in the school.

44
Conclusions

Based on the findings, it can be concluded that the lack of proper waste

disposal areas is one of the issues at the school that may hinder the students’

will to practice proper waste management. Therefore, allocating spaces in the

school and supplying the needed items to provide proper waste disposal areas

may be a way to solve this issue. In spite of the fact that the majority of the

students are already aware of proper waste management, the promotion of this

project and the objective to educate more people will not be disregarded. The

reason for this is because some of the respondents are still not aware and the

survey only reached a part of the population of the students which means that

other students that could not answer the survey may be not educated enough in

this matter. So for a higher possibility to solve this problem, this should not be

overlooked and the goals of the project will remain. All in all, the following actions

may be done to solve waste management issues in Emilia Ambalada Poblete

Integrated High School:

● Providing a space to dispose of students' wastes.

● Providing multiple trash bins.

● Putting up signages.

● Implementing strict rules.

● Regular and scheduled collection of garbage.

● Encouraging students to practice CLAYGO, 3Rs, and waste segregation.

45
Recommendations

More of these projects and advocacies may be done to manage more

environmental problems and start resolving them. Future researchers may

consider proposing a project related to proper waste management in the whole

town. This motion may be more effective since it will reach more people,

specifically the people of Silang. The more people involved in practicing proper

waste management, the higher the chance that the problem will be solved. Other

environment centered projects and advocacies may also be done next time.

46
 REFERENCES

Mayuga, J. L. (2019). The garbage conundrum. Business Mirror.

https://businessmirror.com.ph/2021/01/10/the-garbage-conundrum/

Gerona, L., & Linaugo, L.(2021). Student’s knowledge, compliance, and

problems encountered on solid waste management. [Handumanan

National High School & Department of Education, Schools Division of

Bacolod City]. https://drive.google.com/file

Apolonio, R. (2019). Auditing food waste in select public schools in the

Philippines. [Far Eastern University]. https://www.utm.my/intrest/files

Castillo, A., & Otoma, S. (2013). Status of solid waste management in the

Philippines. [University of Kitakyushu]. https://www.jstage.jst.go.jp/article

Fadhullah, W. (2022). Household solid waste management practices and

perceptions among residents in the East Coast of Malaysia. BMC Public

Health. https://bmcpublichealth.biomedcentral.com/articles

Branz (n.d.). Developing a waste management plan. Retrieved last January 2023

from https://www.branz.co.nz/sustainable-building/reducing-building-waste

47
Ministry of the Environment Government of Japan (n.d). The 3R initiative.

Retrieved last January 2023 from https://www.env.go.jp/recycle/3r/en

Oxford Languages (2022). The Oxford English Dictionary (10th ed.).

https://languages.oup.com/google-dictionary-en/

The benefits of a CLAYGO (Clean as You Go) workplace (n.d). Retrieved last

January 2023 from https://crewcare.co.nz/blog/benifits-of-claygo/

Biodegradable and non-biodegradable waste (n.d.). Retrieved last January 2023

from https://byjus.com/chemistry/biodegradable-and-non-biodegradable/

Dictionary: waste management (n.d). Retrieved last January 2023 from

https://www.biologyonline.com/dictionary/waste-management

American Veterinary Medical Association (n.d.). Definitions: what is waste?.

Retrieved last January 2023 from https://www.avma.org/resources-tools

Dictionary: waste generation definition (n.d). Retrieved last January 2023 from

https://www.lawinsider.com/dictionary/waste-generation

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Patterson, J. (2018). Earth and the environment: waste reduction. Encyclopedia.

https://www.encyclopedia.com/earth-and-environment

The importance of waste segregation (n.d). Retrieved last January 2023 from

https://axil-is.com/blogs-articles/waste-segregation/

49
 APPENDICES

Figure 2: Gantt Chart

Implementing Schedule
Major
Activities December January

5 - 15 16 - 31 1-8 9

Planning
Phase

Data
Gathering

Completion
and
Finalization

Project
Release

Maintenance
Phase

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Table 6: Sample Questionnaire

Name: Grade & Section:

Question Yes No

Are you aware that there are different types of wastes?

Are you able to classify wastes depending on their

types?

Are you aware of the 3Rs?

Do you practice at least one of the Rs from the 3Rs?

Do you practice proper waste segregation at school?

Does your classroom have multiple trash bins to

segregate wastes?

Does your household have multiple trash bins to

segregate wastes?

Do strict rules help in persuading you to practice

proper waste management?

Do signages help in persuading you to practice proper

waste management?

51
Do advocacies and projects like this help in persuading

you to practice proper waste management?

Do you agree that proper waste management,

specifically proper waste segregation and disposal,

should be practiced and implemented in our school?

Suggestions and recommendations on how to properly manage wastes in our school:

____________________________________________________________________

52
RESEARCHERS’ PROFILES

Edlagan, Avery Nicole Medilo

Age: 16 years old
Birthdate: April 28, 2006
School: Emilia Ambalada Poblete Integrated High School
Grade Level and Strand: 11 - STEM
Email: [email protected]

Calderon, Wilhelmn Wayne Vivar

Age: 17 years old
Birthdate: December 16, 2005
School: Emilia Ambalada Poblete Integrated High School
Grade Level and Strand: 11 - TVL - IA
Email: [email protected]

Dever, Drewbert
Age: 18 years old
Birthdate: April 23, 2004
School: Emilia Ambalada Poblete Integrated High School
Grade Level and Strand: 11 - TVL - IA
Email: [email protected]

Pontañeles, James Carlo Fernando

Age: 18 years old
Birthdate: July 1, 2004
School: Emilia Ambalada Poblete Integrated High School
Grade Level and Strand: 11 - TVL - IA
Email: [email protected]

Tagbilaran, Tommy Dave Calumpang

Age: 17 years old
Birthdate: December 11, 2005
School: Emilia Ambalada Poblete Integrated High School
Grade Level and Strand: 11 - TVL - IA
Email: [email protected]

53