Solid Waste Management Program: The Grade School Experience

Mita A. Parocha
Ernesto Esguerra Jr.
Celeste G. Hular
Basic Education Department

ABSTRACT

Problems persist in school despite numerous efforts to implement a policy on solid

waste policy. This study described the impact of pupils and teachers’ involvement in problem
identification and action planning to implement a school policy on solid waste management
(SWM). Descriptive design was used utilizing quantitative and qualitative data. Waste
analysis and classification study, workshop, waste assessment and classification study,
interview and, comparative analysis were used to gather and analyze data. Prior to action
plan implementation, it was found that pupils had poor knowledge on segregation, and most
did not segregate waste. Pupils wanted competition-based activities for SWM. To empower
pupils, the teachers utilized active learning strategies and practical applications. Pupils were
motivated to do segregation primarily by teachers’ encouragement and desire to win in
competition-based solid waste management activities. Study concluded that awareness is
inadequate to ensure participation of pupils in waste segregation. Learning by doing is indeed
a good start toward a greater solution for these problems. Allowing waste generators to
participate in the planning and implementation of SWM may create a great impact for the
success of the plan. The study recommends to design school-based SWM Program that builds
positive attitudes, knowledge and skills in segregation, continuously educates pupils to build
their attitude, develops a culture that gives importance to cleanliness of the surroundings and a
culture that sees segregation as a normal routine, implements projects that utilize teaching and
learning strategies that integrate meaningful community service with instruction and
reflection to enrich the learning experiences, creates and imposes policies that will lead to
decreased residual wastes, and to integrate waste management with composting in the grade
school curriculum.

Keywords: solid waste management, waste assessment and classification, waste reduction,
composting, materials recovery, active learning, Colegio de San Juan de Letran-Calamba,
Philippines

INTRODUCTION

The school defined solid waste as thrown away food waste and its plastic, paper or
other materials used for packaging, as well as school operation waste which are mostly papers.
Solid waste, materials which are presumed to be useless, undesirable and unwanted substances
in the solid state produced from the activities of and discarded by people (Desa, 2012), comes
from everywhere, including schools. Elementary pupils differentially call it rubbish, trash,
waste, refuse, or garbage. Whatever term people name it, reality remains constant that the
piles continuously grow and as time passes the accumulation of waste surpasses its control due
to the immense volume of wastes that people ‘s lifestyle and activities in a modern culture of
disposables had aggravated. In a community, the waste generated by a population is primarily
a function of the people’s consumption patterns and, thus, of their socio-economic

AY 2014-2015 38
characteristics (Schübeler,1996). With most Philippine schools where food are bought or
brought from homes and not supplied, and especially those that are heavily populated by
pupils who consume food and refreshment products packed and bottled of plastic and paper
materials are likely to have trash collection in volume at direct proportionality to population.
At a rapid pace it creates predominantly serious problems for the schools and its safe disposal
is now a challenge because wastes continuously increase at a steady rapid pace.

Previous studies have identified awareness, attitude and involvement (Coad, 2005) as
factors closely related with practices to manage waste properly. Freudah (2002) identified
several factors impeding the effective and efficient solid waste management including wrong
attitudes and perceptions of the people about sanitation issues contributed to SWM problems.
He recommended that more education should be provided to sensitize the people on the need
to keep the surrounding clean. Arora and Agarwal (2011) agreed with Freudah (2002) and
pointed out that the environmental attitude of young people appears to be crucial as they
ultimately play a direct role in providing solutions to impending environmental problems. To
maintain long-term program support, the public needs to know clearly what kind of behaviour
is desired and why. Moreover, involving people in the how’s and why’s of waste management
requires a significant educational effort by the community. For this, successful public
education programs must be consistent to stimulate interest in how waste management
decisions are made. The study of Arora and Agarwal (2011) supported the importance to
develop skills, awareness and attitude while Esa, et al. (2012) highlighted the importance to
gauge the awareness of the public with regards to waste management. Similarly, Vivek, et al.
(2013) posited that giving social awareness may improve the practices of waste management.
These two studies agreed with Schübeler (1996) to influence attitude through public
information campaign and education measures. Decision Maker’s Guide to Solid Waste
Management (2007) supported the idea that reduction of solid waste should be included when
people think of SWM. Schubeler (1996) pointed out also that people’s attitudes influence not
only the characteristics of waste generation, but also the demand for waste disposal and may
be positively influenced through awareness-building campaigns and educational measures on
the negative impacts of improper waste management. Such campaigns should inform people
of their responsibilities as waste generators. While attitudes towards solid waste may be
positively influenced by public information and educational measures, improved waste
handling patterns could hardly be maintained in the absence of practical waste disposal
options. Awareness-building measures should therefore be coordinated with improvements in
waste management. This is similar to the recommendation in the Decision Maker’s Guide to
Solid Waste Management Volume II (1995) which stated that waste management program
requires wide-spread public participation in early and effective public education programs
significantly collaborated by generators. In addition, researches stated that waste reduction in
schools promotes a culture of responsible waste management. Desa et. al. (2009) concluded
that doing waste reduction and reuse are effective at reducing environmental impact on waste.

The related studies have identified attitudes, involvement, awareness building, public
information and educational measures as key to address problems in the local community
contexts. The literatures cited focused on identifying the factors that contribute to provide
solution for existing problems on SWM but none of these studies approached the SWM
problems in schools as a domain of teaching – learning process conducted within the auspices
of active leaning strategies with private school elementary pupils. None of these cited studies
dealt directly on reduction of waste and promotion of materials recovery to adequately reduce
waste at the same time raise awareness, increase and sustain involvement and promote a set of

JIRD Volume 1 39
attitude and behavioural tendencies toward a highly significant issue – waste management.
Among these cited studies, only Vivek et. al. (2013) and Desa (2009) conducted in a school
context. Unlike the previous studies, the present study utilized active learning and stakeholder
empowerment through knowledge building and participation as tools to directly respond to
the problem.

On July 24, 2000, the Philippine Congress enacted RA 9003 or the Ecological Solid
Waste Management Act, a law that provides for an ecological SWM program. This Act
mandated the Department of Education (DepEd) and other concerned government agencies to
incorporate solid waste management in the school system at all levels. Genuinely protecting
the environment and responding positively to environmental concerns of the institution and
the community at large is on top of the institution’s priorities that is why in response to the
call, and in cooperation with Calamba City’s City Environment and Natural Resources Office
(CENRO), Colegio de San Juan de Letran - Calamba enacted a policy on solid waste
management called Environmental Waste Management System on August 1, 2013. The
policy states that SWM practices such as volume reduction, proper segregation at source and
proper waste disposal shall be implemented in all departments, which includes the Graduate
School, Colleges, and the Basic Education Department where the elementary department
belongs. The policy also specifies that students shall ensure that proper waste management is
observed in all activities and that students are encouraged to support its implementation.

At the time when the institution policy was enacted, the Letran Grade School did not
segregate waste and increased volume of waste can be observed on a daily basis. Waste even
increases when there were school activities that require pupils to consume more food and
beverages either bought from the school canteen or brought from their respective homes. The
Basic Education Department – Grade School, in collaboration with its Community Extension
Services Department (CESD) wanted to have an implementation plan whose terminal goal is
to empower the elementary pupils and the faculty members to create a school-based SWP
program that works in accordance with the institutional policy and in perfect harmony with
the DepEd’s memorandum and national decree, which will create a lasting learning
experience for its pupils where they can develop a positive attitude on SWM.

To address the growing problem on SWM, not only in schools but also in
communities, the DepEd issued memorandum no. 33 s, 2001, providing for the monitoring of
school implementation of ecological SWM. In this memorandum, schools must get involved
on zero waste resource management as this will complement the government’s national green
agenda, particularly in producing and reducing trash. Similarly in 2000, the Republic Act No.
9003 provided for an ecological SWM program was made into a law. Again in 2011, in
response to the growing problem in SWM, the environmentalists urged the DepEd to push the
country’s public and private elementary and secondary schools to engage in waste prevention
(Villanueva, 2011).

In view of the increasing global concerns for environmental action and the DepEd’s
endeavour, Letran Grade School’s Barangayette Organization launched the War on Waste,
dubbed “Wow, SOLWAMS” and “Lugar Ko, Linis Ko” campaigns. These programs aimed
at developing self-awareness, environmental consciousness, wholesome health habits and
attitudes among peers (letran-calamba.edu.ph). Despite the programs implemented before, solid
waste in the elementary school remained not properly segregated.

AY 2014-2015 40
 FRAMEWORK

The role of educating the people (Li, Gao, and Wu, 2011) and raising their awareness
(Sabiiti, E. and Katongole, C., 2011) and involvement are crucial in mitigating problems on
SWM. Consequently, to solve existing problems on solid waste in schools, the schools must
utilize teaching-learning process using the approaches and strategies that work best in teaching
knowledge, skills and attitudes. Since the task of teaching the pupils is a domain for
instruction, this paper assumes that using instruction tested strategies and approaches to solve
the problem will work positively to infuse knowledge, skills, and attitudes geared towards
SWM. A person learns best when they are personally involved in the learning experience and
a person’s commitment to learning is highest when they are free to set their own learning
objectives and are able to actively pursue them within a given framework (Jeffs and Smith
2005, Richardson and Wolfe 2001 and Young 2006). Utilizing also a collaborative approach
to solve a problem is beneficial because it can promote ownership in the decision. Moreover,
Zimmerman (2006) believed that by providing opportunities for collaboration and
participation in decision making, people can also develop a supportive culture for change.

Therefore, keeping the pupils directly involved in problem solving will increase their
awareness, practice proper waste disposal, wastes segregation and reduction of waste through
materials recovery, demonstrate the right attitude and create meaningful and lasting learning
through practice. Following this premise, the early involvement and participation of pupils
could immensely help solve the problems on SWM specifically the problems on increased
amount of waste and non-segregation. In addition, collaborating with them in some decision
making processes will help develop a supportive culture for SWM. Collective effort of the
community on SWM and addressing the problem using teaching-learning approaches could
yield better result. Although elementary pupils are often seen as those that need to be driven
by an adult such as a teacher, Fletcher (2003) stated that that students need to become directly
involved with the decision-making processes in schools. Hence, learning is seen as a dynamic
process, which leads to action and to be meaningful, learning needs to be tested in reality
(Young, 2006).

Figure1. Solving SWM problems in school

In this light, this research involved the major waste generators as participants in
identifying the problems that should be and could be addressed, designing, implementing and

JIRD Volume 1 41
evaluating programs and related projects to address the problem on SWM in the elementary
school. Through a direct, intentional teaching and active learning in a participatory
approach, pupils learn and obtain knowledge, gain skills in segregating and disposing their
waste and self clarify positive attitude contributory to keeping a clean environment, it is hoped
that a sustainable school-based SWM in the elementary school could be a realistic outcome in
the long run.

Objectives of the Study

The major objective of this research is to describe the impact of pupils and teachers’
involvement in problem identification and action planning to implement a school policy on
SWM. To do this, it aimed to: a) describe the SWM of the school prior to the implementation
of a new action plan, b) elucidate pupils’ awareness and compliance to waste segregation, c)
narrate how the school involved its pupils and teachers in action planning, d) explain how the
teachers empowered the pupils to participate in the implementation of the action plan, e)
identify the factors that motivated the pupils to participate in the activities implemented, and f)
verify projects’ impact to SWM in the grade school.

RESEARCH METHODOLOGY

The research project was conducted in Letran Calamba Grade School. The school has
645 pupils (269 grade 1 to 3 pupils and 376 grade 4 to 6 pupils) and 30 faculty members at the
time the study was conducted. All pupils and faculty members were participants of the study.
The study employed the descriptive design and utilized the qualitative and quantitative data.

Research Process

In describing the impact of pupils and teachers’ involvement, the study detailed the
account that happened in the different stages:

Pre –planning Stage

 Assessment and Classification of Waste Generated in School
 Pupils’ Orientation on the present result of Waste Analysis and Classification Study
(WACS)
 Survey on Pupils’ Knowledge and Practice of Segregation

Planning Stage
 Problem Identification by Waste Generators
 Action Planning by Waste Generators

Implementation Stage
 Activity Launching
 Knowledge - Building Classroom/off Classroom Activities
 Survey on Pupils’ Motivation to Participate in the Implementation of Planned
Activities
 Periodic Waste Assessment and Classification

AY 2014-2015 42
Post Implementation Analysis
 Comparative Analysis on the Result of Survey on Pupils’ Motivation to Participate in
the Implementation of Planned Activities

The figure below summarizes the process used.

Figure 2. Research paradigm

In the Pre–planning Stage, waste were classified as residual, recyclable and

biodegradable waste, and then weighed during WACS on June 17 - 18, and 20 - 21, 2013 to
describe the SWM of the school prior to the implementation of a new action plan.
Simultaneously, a survey on pupils’ knowledge and practice of segregation was conducted to
determine pupils’ compliance and their ability to comply with the school policy. The WACS
result was disseminated to pupils through an orientation conducted during the general
assembly.

During the planning stage, with the help of the class adviser in a workshop, the pupils
identified the school-based problems on SWM. Students identified the school-based problems
on solid waste: generation of huge amount of solid waste that are not segregated and
dumping of waste in classroom corners. Each of the 18 classes in the grade school elected 2
representatives to another workshop for action planning to address the problems identified.
Two pupils per class as accompanied by their class advisers represented their classes in a
school-wide focus group discussion on how to address the problems.

JIRD Volume 1 43
 During the Implementation Stage, launching program was held to disseminate the
action plan crafted during the workshop. Included in the disseminated information are the
activity objectives, mechanics and participants’ roles. An interview with the classroom
teachers was conducted to know what intervention measures were done to build knowledge,
skills and attitude focus on segregation of waste and maintaining a clean surrounding
specifically to empower the pupils as they participate in the solid waste management activities.
A periodic WACS was regularly conducted to monitor patterns of behaviour on waste
disposal specific to amount of generated waste per classification and materials recovery. A
survey of pupils’ motivation to participate in the activities was conducted twice.

In the Post Implementation Stage, a comparative analysis of WACS results was

conducted to determine changes in the amount of waste generated. Similarly, a comparative
analysis of survey results on pupils’ motivation for an active participation was also conducted
to determine changes in their motivation.

Data Collection Techniques and Instruments

Workshop was used to guide the pupils identify the SWM in the grade school and
craft an action plan to address the problems identified. Two workshop templates were utilized
to find out what SWM problems should be addressed.WACS was used to classify and assess
the waste generated in the grade school. A WACS template was used in recording the type
and weight of waste generated.

Interview was employed to find out what classroom-based teaching–learning activities

were utilized to increase pupils’ knowledge, skills and develop attitudes toward segregation,
preventing recyclable materials from waste piles, and keeping their classrooms litter free. A
set of interview guide question was used to guide the interview proceedings.

Survey was used to determine reason or motivations of pupils in getting involved or

participating in the projects implemented to address the SWM problems identified.

Comparative Analysis of WACS and Survey Results were used to identify patterns of
behaviour in the waste generation and pupils’ motivation during the project implementation
from June 2013 to January 2014.

RESULTS AND DISCUSSIONS

WACS revealed that the wastes generated by the grade school pupils were composed
of food packaging and container materials either from the school canteen or from the pupils’
respective homes.

Table 1 shows the result of WACS conducted prior to the implementation of action
plan. Residual wastes were mostly plastic materials, foil, tetrapack and some wood products
(barbecue sticks). Biodegradable materials were mostly leftover food, fruit peelings, wet paper
towels, crumpled school paper materials. This study found that a vast amount of recyclable
materials specifically PET (Polyethylene terephthalate) bottles occupied a large space of big
trash bins.

AY 2014-2015 44
Table 1. Result of waste assessment and classification
RESIDUAL BIODEGRADABLE RECYCLABLE
Coated containers/paper Left over foods PET (polyethylene) bottles
cups Banana peel Plastic cups, spoon and
Candy, biscuits and junk Wet paper fork,
food wrappers Crumpled paper Yakult container
Tetra pack, Straw, BB-Q Carton White Paper
stick, Foil Tissue
Broken pencil, sharpener Brown paper( used for take
Used pens out food)
Styrofor materials

Table 2 presents the weight per waste classification generated in school for a period of
one day: 5kg or 30% residual waste, 7 kg. or 43% per day of biodegradable waste and 4.4kg or
27% per day of recyclable waste materials. Heaviest of the solid wastes are biodegradable
because mostly these materials are wet. The least are recyclable materials. However, due to
the bulkiness and lightness of recyclable materials which are mostly plastic bottles, an
overflowing yellow trash bin during snack and lunch breaks could be expected.

Table 2. Weight per waste classification

DATE RESIDUAL IN BIODEGRADABLE RECYCLABLE
KILOGRAMS IN KILOGRAMS IN KILOGRAMS
June 21, 2013 5 7 4.4
Percentage per
Classification 30% 43% 27%

Table 3 displays the weight of solid waste generated by the elementary pupils with a
total of 51.4kilograms (kg) in 4 days or daily average of 12.85kg. Because WACS was
conducted just a week after the start of school year opening, the amount of waste was
expected to increase when school activities become more frequent and rigorous enough for
pupils to consume more bottled drinks and food.

Table 3. Waste generated by the grade school community

DATE WEIGHT IN
KILOGRAMS
June 17 12.1
June 18 10.2
June 20 12.7
June 21 16.4
TOTAL 51.4
Average waste per day 12.85

JIRD Volume 1 45
 As shown in Table 4, among the grade 1 to 3 pupils only 26% knows the 3
classifications of solid waste, 15% knows the color code for each classification, and 0%
segregate. Among the 4th grade to 6th grade pupils 82% knew waste classification, 78% knew
the color code for each classification but barely 3% of the pupils segregate. Data show
insufficient awareness of most pupils in the 1st to 3rd grade despite national effort to educate
the Philippine populace through various media including television and printed media. On
the other hand, the 4th to 6th graders have better awareness of waste classification, and trash
bin color codes but despite awareness, none of them segregate trash.

Table 4. Awareness and practice of segregation

RESPONSES
ST RD
QUESTION 1 TO 3 GRADE 4TH TO 6TH GRADE
YES NO YES NO
Do you know what residual,
biodegradable and recyclable wastes 26% 74% 82% 18%
are?
Do you know the color code for
residual, biodegradable and recyclable 15% 85% 78% 22%
waste?
Do you segregate waste? 0% 100% 2.9% 97.1%

Action Plan

Workshop was conducted to identify the problems on solid waste management

confronting their respective classes, suggest projects that will lead to the solution of the
identified problems. The roles of pupils and teachers in the projects suggested were also
identified. The pupil representatives and their class advisers suggested ways to implement the
projects. Implementation schedule and materials were identified.

The pupils want to have a contest called “Cleanest Classroom” and “Paramihan ng
PET Bottles.” Winning groups received certificate of recognition and a chance to be
recognized on the stage during the regular general assembly. In conducting the cleanest
classroom contest, a team of teachers were chosen to rate the cleanliness of each classroom
using a set of rubrics. On the other hand, the pupils were instructed to collect the PET bottles
they used. The class/group with the most weight of PET bottles wins. The weighing was
done monthly.

Table 5 presents the project plan crafted by the students with the guidance of their
class advisers. Three projects were identified, Cleanest Classroom Contest, PET Bottles
Recovery, and Awareness Building Activities. The first two activities were competition-based
while the 3rd is public information and education in nature.

AY 2014-2015 46
Table 5. Action plan
PROBLEM PROJECT IMPLEMENTA MATERIALS SCHEDULE IN-CHARGE
IDENTIFIED /ACTIVITY TION NEEDED
PROCEDURE

Pupils put Cleanest The class Rating Sheets July 1, 2013 to Pupils and
their waste on Classroom advisor explains January 17, Class Advisor
classroom Contest the project Summary 2014
corners. mechanics to Sheets
his/her pupils.

A team of
teachers rate the
classroom
every-day using
a set of criteria.
The rating is
summarized
monthly. The
class with the
highest average
monthly rating
per grade level
wins. The
group receives a
certificate of
recognition.

Wastes were Classroom- The classroom Sample waste July 1, 2013 to Class Advisor
not based teachers teach and trash bins July 5, 2013
segregated. Awareness waste
Seminar and segregation and (integrated in
Workshop color codes of various subject
on waste bins. areas taught
Segregation by the class
advisors

The waste Collection of The class Summary July 1, 2013 to Pupils

bins near the PET Bottles adviser explains Sheets January 17,
classrooms the criteria to 2014
were his/her class.
overflowing
with waste. The pupils
collect their
used and empty
PET bottles to
prevent those
on going to
waste piles.
Every month
the house-
keeping staff
weighs the PET
bottles. The

JIRD Volume 1 47
PROBLEM PROJECT IMPLEMENTA MATERIALS SCHEDULE IN-CHARGE
IDENTIFIED /ACTIVITY TION NEEDED
PROCEDURE
class/group in
each grade level
with the highest
weight of PET
bottles wins.
The winning
group receives a
certificate.

Teaching-Learning Activities

Using three guided questions, it was found that the class advisers/teachers used varied
strategies to teach their pupils how to segregate. In their homeroom classes, science and
culture subjects, they integrated waste segregation through coaching, practical demonstration
and providing immediate feedback. At a fast phase pupils learned which waste bin to put their
generated waste. In a nutshell, pupils put their learning into action during the implementation
stage of contest – based activities and it became meaningful as it was tested in reality (Young,
2006). Teachers observed pupils intently to identify those who cannot segregate properly and
then taught them independently by actual demonstration. To maintain a tidy classroom, the
teachers assigned daily classroom monitors and imposed “claygo” or clean as you go. Other
teachers provided an awareness forum to show how “claygo” and segregation should be done.

Pupils’ Driving Force Toward Strong Involvement

The succeeding tables show the result of the survey on pupils’ drive for participating in
the projects during the early period and towards the latter part of its implementation.

As seen in Table 6a and 6b, during the early stage of the implementation of SWM
projects, the 4th – 6th graders were primarily motivated by their class advisers, followed by
their desire to win the contests and their desire to keep cleanliness. Peer influence ranked
fourth while school sign influence ranked last for both projects but towards the end of the
implementation period, pupils’ motivation shifted as their top motivator became their desire to
win in the contest, followed by their want to maintain cleanliness in their respective
classrooms. School sign influence ranked third. Obedience to teacher ranked fourth while
peer influence ranked last. There was a change in the motivating factors for strong
involvement. The desire to win in the contest changed from rank 2 to 1, but their wanting to
maintain cleanliness improved from rank 3 to 2. The class advisers’ control over the pupils’
behavior weakened as it ranked 4th from 1st. Peer influence ranked from 4th to 5th while the
school sign influence ranked from 5th to 3rd. Considering both ranks, the top motivator for
pupils to participate in the SWMP is to win the contests. For both projects, the pupils’
involvement is highly influenced by their desire to win in the group competition.

AY 2014-2015 48
Table 6a. Students’ motivation to keep the classroom clean (4th to 6th grade)
JUNE 2013 JANUARY
REASON (RANK) 2014
(RANK)
a. I want my class to win. 2 1
b. I want to keep cleanliness. 3 2
c. I obeyed my teacher. 1 4
d. My classmates told me I should do it. 4 5
e. The school signs say so. 5 3

Table 6b. Students’ motivation to recover PET bottles (4th to 6th grade)
June 2013 January 2014
Reason
(Rank) (Rank)
a. I want my class to win 2 1
b. I want to keep cleanliness. 3 2
c. I obeyed my teacher. 1 4
d. My classmates told me I should do it. 4 5
e. The school signs say so. 5 3

In tables 7a and 7b, the primary reason for pupils’ involvement in both contests was
the influence of the teacher and followed by their desire to win in the contest. Peer pressure
has a minimal effect on the 1st to 3rd graders unlike with the older group. Moreover, the data
communicate that school signages placed within auspices of the school ranks lowest among
the reason for pupils’ involment among the five reasons enumerated.

Table 7a. Students’ motivation to keep the classroom clean (1st to 3rd grade)
June 2013 January 2014
Reason
(Rank) (Rank)
a. I want my class to win. 2 2
b. I want to keep cleanliness. 3 4
c. I obeyed my teacher. 1 1
d. My classmates told me I should do it. 4 3
e. The school sign say so. 5 5

Table 7b. Students’ motivation to recover PET bottles (1st to 3rd grade)
June 2013 January 2014
Reason
(Rank) (Rank)
a. I want my class to win 2 2
b. I want to keep cleanliness. 3 4
c. I obeyed my teacher. 1 1
d. My classmates told me I should do it. 4 3
e. The school sign say so. 5 5

JIRD Volume 1 49
Projects’ Impact to Solid Waste Management

Comparing the result of WACS, it can be seen in Table 8 that the waste generated for
the day in June 21, 2013, July 22, 2013 November 28, 2013 and January 17, 2014 dramatically
decreased from 16.4kg in June 21, 2013 down to 5.2kg on January 17, 2014. Based on data,
the solid waste collected from the waste bins reduced by 68%. This study has shown that
developing pupils knowledge and skills (Arora and Agarwal,2011), promoting pupils’
involvement is effective when the school develops the knowledge and skills as well as promote
the right attitude. This finding agrees with Coad (2005), who noted that for participation to be
effective people need quality information they can use and understand.

Table 8. Weight (Kilograms) of waste in four WACS periods

DATE RESIDU BIODEGRADA RECYCLA TOTAL
AL BLE BLE
June 21, 2013 5 7 4.4 16.4
WACS 1
July 22, 2013 3.6 5 1.5 10.1
WACS 2
November 28, 2013 3.2 3.5 1.1 7.8
WACS 3
January 17, 2014 2.8 2.3 0.1 5.2
WACS 4

Figure 3 illustrates the amount in kilogram of waste per classification consistently

decreased from the first waste assessment and classification study to the fourth. The
recyclable materials recorded the highest point of decrease from 4.4Kg to 0.1Kg or 98%.
Though residual and biodegradable materials decreased, still large amount remained in waste
bins. Hence, it can be said that the pupils successfully recovered most the recyclable materials
(PET bottles) from solid waste.

6
res
4
bio
2 recyc

0
1 2 3 4

Figure 3. Amount in kilogram of waste per classification

AY 2014-2015 50
 Table 9 displays that the school was successful in collecting 430kgs of PET bottles in
the duration of the SWM activities implementation.

Table 9. Weight of PET bottles collected during the SWM project implementation
DATE WEIGHT OF PET BOTTLES
COLLECTED
October 30, 2013 150kgs
January 22, 2014 280kgs
Total 430 Kgs

CONCLUSIONS

In the light of findings, it can be concluded that:

1. Despite the past initiatives by the government and the DepEd as well as the school,
solid waste in school remains badly managed. Because a number of materials present
in the waste are suitable for recovery and recycling, segregation, materials recovery
could greatly help in reduction of waste. Additionally, as biodegradable materials
consist almost ½ of the solid waste produced every day and it is mostly food leftovers,
solid waste can be greatly reduced by minimizing disposal of biodegradable materials
in the waste bins by teaching pupils to buy or bring only the food that they can
consume. On the contrary, plastic and foil food packaging materials are not suitable
for recycling and recovery but these materials are allowed in schools as there is no
school policy that bans such materials.

2. The children do not know how to segregate but even those who know do not do it.
Correspondingly knowledge of the important matters on segregation is not adequate to
ensure that pupils will segregate their wastes. Something higher than just knowing is
needed – attitude and commitment to involve are vital in waste segregation. Similarly,
raising pupils’ awareness is important, but simply creating awareness is not enough to
ensure participation or involvement of pupils in segregation.

3. Similar to any typical child, the elementary pupils like competitions and opportunities
to work as a group to achieve a goal. Hence, it is not difficult to keep them engaged as
long as they are happy with what they are doing and they get the immediate feedback
on the type of task that they do. When carefully guided by the teachers, the pupils
especially the 4th to 6thgraders can craft a good action plan.

4. The teachers employed varied and practical strategies to teach their pupils to put a
good fight against their rival classes. Active learning activities have proven to be
effective in teaching the young waste generators – the pupils. It is indeed true that
teachers can make a big difference in the society but no single person can educate a
child. It takes not just the school but the entire nation to educate a child. While the
teachers and the school lay down a strong foundation through meaningful
development of knowledge, skills and attitudes, the country must venture on a

JIRD Volume 1 51
 sustainable long-term solution. At any rate, learning by doing is indeed a good start
toward a greater solution for these problems.

5. The involvement of pupils in the activities was incredibly huge. Teachers greatly
influence their pupils. However, it cannot be discounted the fact that 4th to 6th pupils
get involved in SWM projects because of the competion. Necessary guidelines must be
strictly observed to ensure that the pupils segregate waste and keep their classrooms
free of litters because the right attitude was beginning to form if not totally formed and
definitely not because they just wanted to win.

6. The pupils gained knowledge, skills and attitude in segregating their waste and they
successfully prevented PET bottles from going into the waste pile. The teaching-
learning activities focused on active learning and learning by doing employed to
reduce waste by recovering recyclable PET bottles and segregation have worked
positively to achieve the project goal. The efforts to increase awareness on the effect of
improper management of solid waste and the knowledge-building efforts to teach them
how to segregate have paid off. The teachers have done a very good job in building
knowledge, skills and attitude. Hence, it was proven that educating the pupils on the
importance of managing solid wastes and allowing them to participate in the planning
and implementation of SWM may create a great impact for the success of the plan. In
addition, teaching the pupils through active learning approach yields better result than
just telling them what to do. Pupils learn fast and as young as six years old and they
have the ability to comprehend the importance of proper management of solid waste.
The success may have been influenced by the competition among grade level classes.
Nonetheless, with the huge amount of PET bottles collected and prevented from going
to the pile, the environment becomes the sure winner in these projects. It cannot be
denied either that pupils learned to segregate.

RECOMMENDATIONS

With the analysis of findings and the conclusions made, this study recommends the
following:

1. In designing projects and programs for School-based SWM, the stakeholders and
building of positive attitudes and awareness leading to proper practice of SWM,
must be highly considered to make a lasting and sustainable program.

2. Continuous education to raise awarenes, clarify values and develop proper attitude be
done once a problem to address gradual shift of students’ motivation from winning in
contest to development of proper attitude and behavior so as to keep the SWMP
running efficiently and sustainably on the right track.

3. When the pupils have fully developed a culture that gives importance to cleanliness of
the surrounding and that sees segregation as a normal routine, the SWM projects will
utilize teaching and learning strategies that integrates meaningful community service
with instruction and reflection to enrich the learning experience, teach civic
responsibility, and strengthen communities. An example of this is composting to raise

AY 2014-2015 52
 vegetables to supply to an adopted community – it may be an orphanage or a feeding
center near the locale of the study.

4. Other measures to lower solid waste generation such as composting may be done by
utilizing the same strategies used in this study.

5. The school should create policies that will lead to the decrease of residual wastes
because this type of waste is now the biggest occupant of trash bins in the school.

6. To ensure a more sustainable SWM program, the school must break down existing
patterns of behavior on waste generation and reinforce the right attitude, that is, the
pupils in the long run cease from consuming food products packed in residual
materials.

7. Development of knowledge, skills, and attitude on solid waste management can be

integrated in the daily lesson in schools starting from 1st Grade.

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