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Solid Waste Management in Tanza National Comprehensive High School:

Awareness and Practice

Research · April 2024

DOI: 10.13140/RG.2.2.11632.26889

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 Republic of the Philippines
Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE

Solid Waste Management in Tanza National Comprehensive

High School: Awareness and Practice

TAN-S-BR-GO-44-23

Marjorie Ann M. Herrera

marjorieann.mendoza@deped.gov.ph
Cerwin Edd D. Herrera
cerwinedd.herrera@deped.gov.ph
Tanza National Comprehensive High School

January 2024
Abstract

Purpose: The study aims to determine the level of awareness and practices of solid waste
management among the students and to find out if there is a significant relationship
between their awareness of and their practices of solid waste management.

Design/methodology/approach: This research employed a descriptive-correlation

design. Selecting the participants involved voluntary sampling among senior high school
students. This study used an online survey using instruments adapted from the
research by Abolucion et al. (2012), which is about the level of awareness of the students
towards solid waste management, and Cahoy (2013) focused on the solid waste
management practices in terms of segregation, reduction, reuse, recycling, and disposal.
The data analyses used were percentage distribution, weighted mean, and chi-square.

Findings: The results revealed the students are knowledgeable and mindful of solid
waste management. These students have an acceptable habit of segregating, reducing,
and reusing waste materials, while they fall short in recycling and disposing of garbage.
The student's awareness of solid waste management does not affect their disposal
practices; however, their practices in terms of segregation, reduction, reuse, and
recycling influence their awareness of solid waste management.

Research limitations/implications: This study was limited to senior high school

students at Tanza National Comprehensive High School.

Originality/value: This study focused on the awareness and practices of the students
regarding solid waste management.

Keywords: Awareness, Practices, Solid Waste Management

2
 Acknowledgement

First and foremost, praise and thanks to God, the Almighty, for His showers of
blessings throughout our research work, which enabled us to successfully complete
the research.

Our sincere gratitude is extended to MRC Team for all of their great advice,
steadfast assistance, and perceptive criticism during this study project. The direction
and caliber of this work have been greatly influenced by their knowledge and
guidance.

I also like to express my gratitude to our school for lending the facilities and
resources that made this research possible.

We are extremely grateful to our family for their love, understanding, prayers, and
ongoing support as we work to complete this research.

M&C

3
Introduction and Rationale

The waste management sector is facing numerous challenges globally. Huge

amounts of municipal and industrial waste are produced daily worldwide as a
consequence of human activities. It is estimated that about 3.4-4 billion tons of
municipal and industrial solid waste and up to 300 million tons of hazardous waste are
produced annually worldwide (Nabegu, 2010). As the volume and complexity of solid
waste increase, the environmental risk posed by the waste products including human
health risks, ecosystem degradation, contamination of soils and water, as well as
greenhouse gas emissions, global warming, and climate change become more serious
(United Nations Environmental Programme, 2011). With all the effects that waste can
have on people's health and the environment, it is obvious that the waste management
sector needs the help of the community to solve the problem.

Philippines is an archipelagic country located in the Southeast Asia. It has a

dynamic and rapid economy due to increasing urbanization, growing middle class and
it has a large and young population (World Bank, 2020). Given this condition, solid
waste production in the Philippines also increases (Castillo & Otoma, 2013).

Improper waste disposal, inefficient waste collection and lack of disposal facilities
are some concerns on solid waste management in the Philippines (Matunog & Awa,
2013; Senate Economic Planning Office, 2017). Due to this, Philippines was considered
as world’s leading plastic polluters (WWF-Philippines, 2018). In addition, poor
management of solid waste may cause health hazards to inhabitants, environmental
problems such as water and soil contamination, air pollution and flooding and other
socio-economic problem (Abu Qdais, 2007; Sharholy et al., 2008; Senate Economic
Planning Office, 2017).

In the hopes of improving the waste management system in schools, Section 55-
56 of Republic Act 9003 or The Ecological Solid Waste Management Act were
implemented. It stipulates that the Philippine National Government in coordination with
Department of Education (DepEd) and other educational institutions should conduct a
continuing education and information campaign on Solid Waste Management (SWM)
Practices and strengthen the integration of environmental concerns in school curricula
at all extents, with particular emphasis on the theories and practices of waste
management principles like segregation at source, reduction, recycling, reuse and
composting, in order to promote environmental awareness and action among the
citizenry. This encourages the general public to become more aware of SWM practices.

While most people are aware of the negative impacts of mismanaged wastes on
the environment, their negative attitude coupled with insufficient environmental
knowledge among individuals usually corresponds to poor practices towards
maintaining good environmental conditions (Licy et al., 2013).

The study aims to determine the level of awareness and practices of solid waste
management among the students and to find out if there is a significant relationship
between their awareness of and their practices of solid waste management. The result

4
can be used as the basis for the action plan to strengthen the awareness and practices
of solid waste management to the students. Also, is to elucidate the roots of continuing
problems on solid wastes towards improved environmental integrity among students.

Literature Review
Solid Waste Management
Solid Waste Management (SWM) is the collection, transport or disposal and
treatment of waste materials (Paghasian, 2017). It relates to materials produced
through human activities, and the process generally undertaken to endure its effects
on health, environment, and aesthetics. Recognizing the effects of improper
management, garbage crisis can be prevented by practicing waste characterization
and segregation at source, proper collection and transfer, recycling, and composting
as mandated by the law (Aquino, et al., 2013). In view thereof, like growing
awareness, proper implementation should be given equal focus and attention.
The gathering, moving, disposing of, and treating of waste products is known as
solid waste management. It deals with materials created by human activity and the
steps typically taken to mitigate its consequences on the environment, human
health, and aesthetics. It enhances economic growth and improves quality of life by
minimizing or eliminating harmful effects on the environment and human health.
Acquiring the proper skills for managing the trash produced has become crucial in
the modern, dirty environment (Marello and Helwege, 2014).
Solid waste management is the collection, treatment and disposal of solid
materials that are discarded because they have served their purpose or are no longer
useful. Improper disposal of solid waste can create unsanitary conditions, and these
conditions, in turn, can lead to pollution of the environment and the outbreak of
vector-borne diseases, that is, diseases spread by rodents and insects. The task of
solid waste management presents complex technical challenges. It also poses a wide
array of administrative, economic, and social problems that must be managed and
solved (Jerry, 2015).

Awareness and Practices on Solid Waste Management

All the methods of waste prevention and waste management require public
participation. Oliva as cited by Villanueva (2013) said that education is 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 is
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).
Moreover, as our ecological environment from local setting to the global village
has been facing waste crisis due to several factors attributed to it, Solid Waste

5
Management (SWM) practices should be strengthened (Pham, 2014; Choi, 2016).
Further, awareness of Solid Waste Management (SWM)practices created change on
how people look at garbage (Sarino, 2014). Awareness accompanied by participation
is the key for people to be involved in the community's waste management programs
where effective and sustainable implementation of proper waste management
practices could be achieved (Punongbayan, 2014).
According to Baula as cited by Punongbayan (2014), awareness accompanied by
participation is 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.
Segregation at source is a solid waste management practice of separating
different materials found in solid waste at the point of origin in order to promote
recycling and re-use of resources and to reduce the volume of waste for collection
and disposal (Article 2, Section 3, RA 9003). Ambayic et al. (2013) cited that
reduction is bringing down the amount of trash disposed by consciously buying
items that generate a lot of trash. It instills a culture of responsible waste
management among students while helping schools reduce their waste. Recycling
saves landfill space and rescues the resources that were used to make another new
product. It treats used or waste materials through a process of making them suitable
for beneficial use in a way that the original products may lose their identity. In many
cases, recycling can also save energy. Schools purchasing paper products made
from recycled content help to ensure a viable market for recycled products (Griffiths,
et al., 2010).
Reuse is the process of recovering materials intended for the same or different
purpose without the alteration of physical and chemical characteristics (Art. 2, Sec.
3, R.A 9003). Re-using saves the energy and resources that would have been used
to make a new product and results in less products going into the rubbish bin and
ending up in landfill (Griffiths, et al., 2010). When none of the 3Rs options apply,
then responsible disposal of the waste is required. One very common irresponsible
disposal of waste is littering (Griffiths, et al. 2010).
In the same manner, it is important for our learners to be highly aware and to
properly implement SWM practices as the future citizens of this planet as well
actively participate in solving environmental related problems as this is regarded a
global concern. They foster potential roles in addressing environmental problems as
agents of change, future custodians of the planet, and environment managers and
developers (Niekerk, 2014). Hence, waste prevention and public participation
through proper education with correct information are important factors for future
generations (Villanueva, 2013; Marello & Helwege, 2014).

6
Research Questions:

1. What is the level of awareness on solid waste management of the students?

2. What is the solid waste management practices of the students in the following
terms:
a. Segregation
b. Reduce
c. Reuse
d. Recycle
e. Disposal
3. Is there a significant relationship between the awareness of the senior high school
students and their practices on solid waste management?

Scope and Limitation

This study used the descriptive-correlational research design which is used to relate
two or more variables. The aim of descriptive correlational research is to describe the
relationship among variables rather than to infer cause and effect relationships. This is
used to find a significant relationship between the level of awareness of the students
and their practices on solid waste management. The respondents were the senior high
school students of Tanza National Comprehensive High School in the Municipality of
Tanza in Cavite during the academic year 2023-2024. Considering the conduciveness
of the workstation of the researchers as permanent teachers at said school, the
researchers decided to conduct this study in this school.

Research Methodology

A. Sampling
Researchers used a non-probability sampling called voluntary response sampling
in which the people choose to participate in surveys because they have a strong
opinion about the subject, or because it is more convenient for them to participate
in the research study, or for ethical reasons. The respondents were the students at
senior high school students who were enrolled in eleventh and twelfth grade in the
municipality of Tanza in Cavite during the academic year 2023-2024.

B. Data Collection
This study employed an online survey. The main instrument used in gathering
data was a questionnaire which had two parts. The first part of the questionnaire
was adopted from Abolucion, et al. (2012) which had 20 statements that were
concerned about the level of awareness of the students towards solid waste
management. The respondents were asked if they were: fully aware (4), aware (3),
not so aware (2) and not aware (1) of solid waste management. The second part of it
was in the form of checklist adopted from Cahoy (2013) which dealt on the solid
waste management practices in terms of segregation, reduce, reuse, recycle and
disposal. It had four levels of quality: always (4), often (3), seldom (2) and never (1).

7
 The researcher submitted a letter of consent to the school head to ask permission
to conduct the study. Upon approval, the researcher conducted online survey. An
online survey is a cost-effective, relatively quick way to gather information from a
large group of participants especially on this time. The online survey instruments
can be completed whenever is convenient for the participant. The consent forms will
be included along with the survey form. If the individual agreed to participate, he/she
will proceed to the survey form. If not, he/she may leave the link of the online survey.
The data were gathered, tallied, and recorded for statistical treatment, analysis, and
interpretation.

In this study, the researchers used a fair-point scale to categorize and to

interpret the level of awareness on solid waste management of the students, the
scale below was used:

Scale Range Level Interpretation

4 3.25 - 4.00 Fully Aware Very High
3 2.50 - 3.24 Aware High
2 1.75 - 2.49 Not so aware Low
1 1.00 - 1.74 Not Aware Very Low
(Reference: Paghasian, 2017)

To interpret the solid waste management practices, the scale below was
used:

Scale Range Level Interpretation

4 3.25 - 4.00 Always Very Good
3 2.50 - 3.24 Often Good
2 1.75 - 2.49 Seldom Fair
1 1.00 - 1.74 Never Poor
(Reference: Paghasian, 2017)

Ethical Issues
The researcher obtained permission from the participants to inform them about
the purpose and nature of the study. The researchers will make certain that no physical,
economic, or social harm occurs to participants. They also address the participants'
cultural, religious, economic, psychological, and other concerns, while avoiding
personal attacks on culture and religion. The researcher will protect and promote the
participants' rights and interests.
The researcher accepts and respect the principles of integrity, honesty,
objectivity, and openness in order to uphold ethical standards in the research process.
In addition, the researchers correctly cite the original source, act responsibly, and avoid
plagiarism.

8
Data Analysis
The following statistical tools were used in analyzing and interpreting the data
gathered from the survey:

Percentage Distribution Formula. This was used to summarize the

variables under study.

Weighted Mean. This was used to determine the level of awareness and
practices on solid waste management of the students.

Chi-square. This was used to determine the significant relationship

between the independent and dependent variable.

Discussion of Results and Recommendation

The quantitative research approach was more appropriate for this study because
the Likert-style questions allowed for a more precise determination of any direct
relationships between the variables. Similarly, a descriptive or observational approach
could have been used, but determining the direct impact that the independent variables
have on the outcomes was simpler and more precise with a quantitative approach
(Moore & McCabe, 1991).

9
Table 1 Awareness on Solid Waste Management of the Students

Note: 4- Fully Aware, 3- Aware, 2- Not So Aware, 1- Not Aware

As shown in the table, the highest general-weighted average of 3.67 fell on item
19, “I am aware of the importance of recycling, interpreted as “Very High”. The least
general weighted average of 2.78 fell on item 1, Republic Act 9003, interpreted as “Low”,
item 3, “I am aware of the school’s orientation on SWM Program”, and item 6, “I am
aware of the solid waste management committee of the school” The weighted mean value
was 3.32 interpreted as “Very High”. It implies that the students have enough knowledge
on solid waste management. They have a very high level of awareness on the importance
of recycling while low level in Republic Act 9003 or The Ecological Solid Waste
Management Act, school's orientation on SWM Program and solid waste management
committee of the school.

Table 2 Practices on Solid Waste Management in Terms of Segregation

10
 The table presents the highest average weighted value of 3.24 interpreted as
“Good” fell on item 2, “I separate recyclable wastes (paper, cardboard, plastic bottles)
from non-recyclable (food wastes, leaves, twigs) wastes at school.” The least average
weighted value of 2.06 fell on item 4, “I mix all the garbage in one garbage container.”
interpreted as “Fair”. The weighted mean value was 2.87 interpreted as “Good”. This
implies that that most of the students have good practices in segregating solid waste.

Table 3 Practices on Solid Waste Management in Terms of Reduce

The table presents the highest average weighted value of 3.44 interpreted as “Very
Good” fell on item 4, “I bring water in reusable water bottles than buying water in one
used plastic bottles at the school.”. The least average weighted value of 2.81 fell on item
1, “I borrow, share, and/or rent things that are needed occasionally.”, interpreted as
“Good”. The weighted mean value was 3.24 interpreted as “Very Good”. This implies that
the students have good practices on reducing solid waste. The students are bringing
water in reusable water bottles than buying water in one used plastic bottle at the school
and moderately practice borrowing, sharing and/or renting things that are needed
occasionally.

Table 4 Practices on Solid Waste Management in Terms of Reuse

The table displayed the highest weighted average value of 3.64 fell on item 3, “I
reuse grocery bags.”, interpreted as “Very Good”. The least weighted value of 2.92 fell
on item 5, “I reuse scrap paper into memo pad”, interpreted as “Fair”. The weighted
mean value was 3.37 interpreted as “Very Good”. This signifies that the students have
good practices on solid waste management in terms of reuse. The students practiced
reusing grocery bags while they fairly practiced reusing scrap paper into memo pads.

11
Table 5 Practices on Solid Waste Management in Terms of Recycle

It showed the highest average weighted mean of 2.73 interpreted as “Good” fell
on item 2, “I make decors out of plastic wrappers and other colorful waste materials.”.
The lowest average weighted mean of 1.42 fell on item 3, “I ignore the importance of
recycling.”, interpreted as “Poor”. The weighted mean value was 2.30 interpreted as
“Fair”. This implies that the students have fair practices in recycling waste materials.

Table 6 Practices on Solid Waste Management in Terms of Disposal

As shown in the table, the highest average weighted value of 2.51 fell on item 4
stated, “I dispose biodegradable wastes into a compost pit.”, interpreted as “Good”. The
least weighted average of 1.35 fell item 2, “I burn waste materials.”, interpreted as
“Poor”. The weighted mean was 1.79 interpreted as “Fair”. This means that the students
have practice disposal of biodegradable wastes into a compost pit. They know that
burning waste materials is not good.

Table 7 Summary Table on the Significance of the Relationship between the

Awareness of the Students and their Practices on Solid Waste Management

With four degrees of freedom, the calculated chi-square value of 11.91 was higher
than the critical value of 9.488 at the 0.05 level of probability. The null hypothesis was
thus rejected. This suggests that there is a strong correlation between pupils' knowledge
levels and the segregation, reducing, reusing and recycling practices they engage in. It
means that students who have a thorough understanding of solid waste management
should be able to practically separate waste into categories such as biodegradable,
recyclable, non-recyclable, and special waste. The computed chi-square value of 15.51,

12
as can be seen in the table, was higher than the critical value of 9.488 at the 0.05 level
of probability with four degrees of freedom. The null hypothesis was thus rejected. This
implies that there is a significant relationship between the level of awareness of the
students and their practices in terms of reuse. This denotes that if students are aware
of solid waste management, they can identify and save reusable materials from waste.

The chi-square value of 15.63 that was obtained at the 0.05 level of probability
with 4 degrees of freedom was higher than the critical value of 9.488, as the table
illustrates. Consequently, the null hypothesis was disproved. This suggests that
students' practices toward recycling and their awareness of recycling are significantly
correlated. It follows from this that students can recycle materials if they are
knowledgeable about solid waste management.

At the 0.05 level of probability with four degrees of freedom, the calculated chi-
square value of 8.51 was less than the critical value of 9.488. As a result, the null
hypothesis was approved. This suggests that the students’ recycling practices and their
awareness do not significantly correlate. This shows that although the students are
aware of solid waste management, they are unable to internalize and put the knowledge
into reality.

Conclusion

The following conclusions were made by this study: students had a high level of
awareness. Most of them were fully aware of the need of recycling and only a few of them
were informed about Republic Act 9003, the school’s orientation on SWM Program and
solid waste management committee of the school. Students demonstrated equitable
recycling and proper disposal techniques, as well as good solid waste management
practices in terms of segregation, reduction, and reuse. Regarding solid waste
management, students' awareness did not affect their disposal habits; nevertheless,
their awareness of solid waste management was significantly correlated with their
practices related to segregation, reduction, reuse, and recycling.

The following conclusions are made in light of the study's findings: Tanza
National Comprehensive High School senior high school students are aware of and
considerate of solid waste management. While recycling and proper garbage disposal
are lacking, these pupils do a good job of sorting, minimizing, and repurposing waste
products. While the student's methods for disposal are unaffected by their knowledge of
solid waste management, their segregation, reduction, reuse, and recycling procedures
have an impact on their understanding of the subject.

According to Baula as cited by Punongbayan (2014), awareness accompanied by

participation is 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.
In the same manner, it is important for our learners to be highly aware and to
properly implement SWM practices as the future citizens of this planet as well actively

13
participate in solving environmental related problems as this is regarded a global
concern. They foster potential roles in addressing environmental problems as agents of
change, future custodians of the planet, and environment managers and developers
(Niekerk, 2014). Hence, waste prevention and public participation through proper
education with correct information are important factors for future generations
(Villanueva, 2013; Marello & Helwege, 2014).

Recommendations

The following suggestions for potential implications are made by the researchers
to give significance to their research:
• The school should conduct training and seminars regularly about Solid Waste
Management and allow the students as participants to provide them with
enough information about it.
• The school should form a solid waste management committee.
• The Coordinator of Solid Waste Management Program should lead campaigns
and give more information about proper practices in segregation, reducing and
reusing waste materials in order for the students to have a very good habit on
these practices.
• The Solid Waste Committee should be consistent in monitoring the students’
behavior towards the program.
• The school administration should have information drive/campaign on Solid
Waste Management every General Orientation Programs, Convocation Programs
and in Homeroom classes to ensure full awareness on the wise disposal of
garbage.

Dissemination and Advocacy

1. Disseminate the results of the research to the head teacher and school head as
part of the School Improvement Plan (SIP)
2. Presentation of final research results to schools in SDO Cavite Province.
3. Presentation to Research Conferences
4. Publication of Research Manuscript
5. Presentation to District and School LAC Session

DISSEMINATION ACTIVITIES MONTH MONTH MONTH MONTH MONTH MONTH

1 2 3 4 5 6

1. Disseminate the results of

the research to the head
teacher and school head as
part of the School
Improvement Plan (SIP)

2. Design
activities/programs to be
conducted to strengthen

14
the awareness and
practices of solid waste
management to the
students

3. Conduct a
programs/activity

WORKPLAN
PROGRAMS OBJECTIVES STRATEGIES TIMELINE PERSONS TARGET EXPECTED
INVOLVED BENEFICIARIES OUTPUT

1. To Seek First School Head School An organized

Presentation disseminate collaborative Quarter Stakeholders LAC Session
of research the results for ideas and Teachers
results to LAC action efforts for
Session planning. action
planning

2. Parents To educate Invite guest Second School Head School Positive outlook
and Teachers students, speakers and Quarter Stakeholders for students,
Conference teachers, experts Advisers teachers and
and stakeholders on
Teachers
stakeholders the importance
on the of Solid Waste
importance Management
of
strengthening
the
awareness
and
practices on
Solid Waste
Managemen
t

3. Conduct of To conduct Invite guest Third School Head School Narrative

programs/ an speakers and Quarter Stakeholders Documentation
activities intervention experts Advisers on Insights and
project that Experience
Teachers
will help
strengthen
the
awareness
and
practices on
Solid Waste
Managemen
t

15
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17
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Annexes

A. Research Instrument

Solid Waste Management in Tanza National Comprehensive High School:

Awareness and Practice

Purpose: This survey is conducted to obtain information that will help the researchers
in their study about the “Solid Waste Management in Tanza National Comprehensive
High School: Awareness and Practice.”

Directions: Please put a check (✓) on the box that corresponds to your answer.

A. Awareness on Solid Waste Management of the Students

4 = Fully Aware, 3 = Aware, 2 = Not so Aware, 1 = Not Aware

I am aware of…. 4 3 2 1

1. Republic Act 9003

2. Solid Waste Management (SWM) Program of the

School

3. School’s orientation on SWM Program

4. Policies of the SWM program

5. Corresponding sanctions for any violations of the

SWM program

6. SWM committee at the school

7. Purpose of the management’s implementation of the

SWM program

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8. The School’s SWM program is a big help in achieving
a clean and green environment.

9. Importance of SWM.

10. Practicing SWM saves money and energy.

11. Student’s roles and responsibilities towards the

school’s SWM program

12. Unity is very significant in making up internalizing

SWM

13. Implementation will be successful and effective if the

concerned people participate.

14. Discipline in SWM matters a lot.

15. Proper disposal of garbage

16. Possible illnesses that you can get whenever trash is

not properly disposed of.

17. Before throwing garbage, it is a must to read those

trash can label for segregation.

18. The identification of biodegradable from non-

biodegradable.

19. The importance of recycling.

20. Waste minimization practices like reuse, recycle,

and reduce.

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 B. Solid Waste Management Practices

1= Never 2= Seldom 3= Often 4= Always

Practices on Solid Waste Management in Terms of 4 3 2 1

Segregation

1. I segregate biodegradable (paper, banana peels,

cardboard, and vegetables) and non-biodegradable (plastic
toys, glass, steel, rubber) wastes at school.

2. I separate recyclable wastes (paper, cardboard, plastic

bottles) from non-recyclable (food wastes, leaves, twigs)
wastes at school.

3. I separate non-harmful wastes from toxic and hazardous

wastes such as pentel pens, laboratory chemicals, ink, cell
batteries and others.

4. I mix all the garbage in one garbage container.

5. I segregate recyclable items for collection.

Practices on Solid Waste Management in Terms of

Reduce

1. I borrow, share, and/or rent things that are needed

occasionally.

2. I buy only what I need so that I will not end up throwing

away extra food.

3. I pack my lunch in reusable lunchbox so that I cannot

buy wrapped/packed food at the school.

4. I bring water in reusable water bottles than buying water

in one used plastic bottles at the school.

5. I am cautious and responsible to every waste I produce.

Practices on Solid Waste Management in Terms of

Reuse

1. I reuse my old materials then buy a new one.

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 2. I keep those unfilled papers and used it as scratch.

3. I reuse grocery bags.

4. I reuse washable food containers.

5. I reuse scrap paper into memo pads.

Practices on Solid Waste Management in Terms of

Recycle

1. I convert or redesign waste materials into a new product.

2. I make decors out of plastic wrappers and other colorful

waste materials.

3. I ignore the importance of recycling.

4. I initiate generating-income out of waste materials.

Practices on Solid Waste Management in Terms of

Disposal

1. I throw and leave my garbage anywhere.

2. I burn waste materials.

3. I throw waste materials in common open dumps.

4. I dispose biodegradable waste into a compost pit.

5. I dispose hazardous/toxic/special wastes such as

laboratory left over (chemicals) or electronic waste in any
garbage container.

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