PERCEPTION ON THE CHALLENGES IN PRACTICING WASTE

SEGREGATION AMONG THE SELECTED

GRADE 10 STUDENTS

AJENTO, ANGELICA

EBORDA, GAYLE

GOTARDO, BRYLLE

RIVERA, ALFERD

A research paper submitted in partial fulfilment

of the requirements for English 10

and for completion of Grade 10

Mount Carmel College

Baler, Aurora

March 2026
 To our parents and teachers,
Who continuously guide and support us in our studies,
And to our fellow students and community members who
Strive for a cleaner and healthier environment,
This study on waste segregation is wholeheartedly dedicated.
 ACKNOWLEDGEMENT

This research would not have been completed without invaluable contributions and

support from many.

We offer profound gratitude to The Almighty for divine guidance and blessings in

pursuing goodness, truth, and beauty

Our heartfelt thanks go to our parents for their boundless love, sacrifices, and financial

and moral support.

We thank Ma'am Februey Lei Rugayan of Mount Carmel College Baler's

Integrated Basic Education Department for her expert guidance and crucial mentorship

throughout the process.

We are grateful to scholars and writers whose works inspired our inquiry and form this

study's foundation. Finally, we thank our respondents for their participation and

valuable input, which strengthened the research's quality and validity.

To all contributors, we extend our sincerest gratitude.

AJENTO ANGELICA

EBORDA GAYLE

GOTARDO BRYLLE

RIVERA ALFERD
 TABLE OF CONTENTS

Pag
e

TITLE PAGE
DEDICATION…………………………………………………………………………....i
ACKNOWLEDGMENTS ………………………………………………………………ii
TABLE OF CONTENTS ………………………………………………………………iii

CHAPTERS

1 THE PROBLEM AND ITS SETTING……………………….......…....1-5

Background of the study…………..……………..………………………….1
Statement of the problem……………………………...…….……………....2
Statement of the assumptions………………………………………..………2
Scope and limitation of the study……………………..……………...…...…3
Significance of the study…………………………….....……………....……3
Definition of terms………………………….…………..…………..…….....4

2 REVIEW OF RELATED LITERATURE…………………….……...7-12

3 RESEARCH METHODOLOGY………………………………...…..13-15
Participants………………………………………………….…….…........14
Research design…………………………………………………..…..…...13
Sampling procedure…………………………………………….…..….....14
Research instruments and data-collection techniques…………….........14
Data analysis………………………………….……………...……..….….15

4 PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA…………………………………………………………...…16-28

5 SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS……………………………………………..29-30
Summary……………...………………………………..……...….…..…..29
 Conclusions…………………...….……………………………….……….29
Recommendations…………………………………………………….......30

REFERENCES…………………………………………………………….…………....31
APPENDICES…………………..………………….……………...……………...…32-34
A. Letter to the participant……………………………………………………...23
B. Questionnaire…………………………..…...........................…………….......24
 CHAPTER 1

THE PROBLEM AND ITS SETTING

Background of the study

Waste segregation is a crucial aspect of environmental conservation, and

education plays a vital role in promoting sustainable practices among the younger

generation. The Philippines, like many places, faces significant environmental challenges

due to improper waste management. With a growing population and increasing waste

generation, it is essential to instill good waste segregation practices among students.

Grade 10 students, in particular, are at a critical stage of their educational journey, where

they are developing their values and attitudes.

The lack of proper waste segregation practices in schools can have severe

consequences, including pollution and health risks. Students may face challenges in

practicing waste segregation due to various factors, such as limited knowledge, and lack

of motivation. Understanding the perceptions and challenges of Grade 10 students in

practicing waste segregation can help educators design a targeted interventions to

promote sustainable waste management practices.

This study aims to explore the perceptions and challenges of selected Grade 10

students in practicing waste segregation. By investigating the students' knowledge,

attitudes, and behaviors towards waste segregation, this study can provide valuable

insights into the opportunities and challenges for promoting sustainable waste

management practices in schools. The findings can inform the development of

1
educational programs, policies, and interventions that support environmental

conservation and promote sustainable development.

Statement of the problem

Generally, This research aims to determine the perception on the challenges

practicing waste segregation among the selected grade 10 students. Especially, this study

aims to answer the following questions:

1. What is the profile of respondents in terms of (a) age, (b) sex and, (c) class section?

2. What are the common challenges in practicing proper waste segregation?

3. What common strategies can be implemented in improving proper waste segregation

practices?

Statement of the assumptions

Based on the statement of the problem, the following assumptions were

formulated:

1. The profile such as age, sex, and class section of the respondents has significant on the

perception on the challenges in practicing proper waste segregation.

2. The student’s background doesn’t have a significant effect on the challenges they face

in waste segregation.

3. That there are several challenges in practicing waste segregation among the grade 10

students.

4. What student thinks about waste segregation isn’t really changed by outside things.

2
5. The grade 10 students can improve proper waste segregation practices through

education, awareness programs, and the provision of clearly labeled waste bins.

Significance of the study

This study is beneficial to the following people:

To the students. this study will help understanding their struggles and

perspectives that leads to more effective environmental programs by knowing what

barriers the students face this study helps them to become an environmental stewards and

crucial thinking. A clean campus helps a student’s well-being.

To the school administration. This study give data to identify weaknesses in waste

management systems such as insufficient infrastructure with the data given the

administrators can provide better facilities such as clearly labeled and organized trash

bins and a compost pit area and enforce more policies effectively.

To the teachers. The study provides evidence of designing more effecting

environmental lessons that is reasonable to students. By teaching students with knowledge

for real world environment problems.

To other researchers. This study benefits other researchers by providing insights

into waste segregation challenges and informing future studies, comparative analyses, and

sustainability interventions.

To the researchers themselves. These study benefits researchers themselves by

expanding their knowledge on waste segregation challenges, informing future research

directions, and providing valuable insights for academic and professional growth.

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 Definition of terms

For the sake of clarity, the following words used in the study are hereby defined:

Challenges Difficulties or obstacles that need to be overcome or addressed.

Environmental Awareness The knowledge and understanding of environmental

issues, including the impact of human activities on the environment.

Environmental Conservation The protection and preservation of the natural

environment, including efforts to reduce pollution, conserve resources, and promote

sustainability.

Environmental Stewards Individuals who take responsibility for protecting and

preserving the environment through sustainable practices and responsible behaviors.

Insufficient Infrastructure A lack or inadequacy of necessary physical facilities or

resources.

Perception The students understanding, awareness, and attitudes towards waste

segregation practices.

Proper Waste Disposal The correct and safe disposal of waste, following

established guidelines and regulations to minimize environmental harm.

Sustainable Practices Behaviors and actions that minimize harm to the

environment, conserve resources, and promote long-term sustainability.

Sustainable Waste Management Practices and processes that minimize waste

generation, promote recycling, and ensure environmentally friendly disposal of waste.

Waste Segregation The process of separating waste into different categories, such

as recyclables, biodegradables, and non-biodegradables, to facilitate proper disposal and

minimize environmental harm.

4
 Sense of Apathy or Collective Inaction People feel uninterested or do not care, and

as a group they choose not to act or to do anything about the problem.

Multi-faceted interventions Using several approaches or strategies at the same

time to improve a situation.

Green Class A classroom that focuses in caring for the environment and doing

eco-friendly activities.

Diminish Students’ Enthusiasm The students interest or excitement becomes

weaker or decreases.

Theoretical Knowledge Knowledge gained from books, lesson, or theories, not

from actual experience or practice.

Qualitative Research Research focuses on opinions, experience, and explanations

instead of numbers.

Social Phenomena Events or behaviors that happen in society and involve people

or groups.

Phenomenological Approach The studies people’s experiences and how they feel

or think about a certain situation.

Open-ended Questionnaire Questions where respondents can answer freely using

their own words.

Closed-ended Questionnaire Question where respondents choose from the given

answers (like yes/no or multiple choice).

5
 These definitions provide clarity and consistency in understanding the key

concepts and variables in this study.

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Waste segregation at the source is a critical component of effective waste

management strategies, serving as a cornerstone for resource recovery, environmental

protection, and the transition toward a circular economy. As the global waste crisis

escalates with an estimated 2.01 billion tons of municipal solid waste generated annually,

only 9% of which is recycled (World Bank, 2022) educational institutions have emerged

as key agents of socialization tasked with fostering environmentally responsible

behaviors among the next generation. This paper examines the complex challenges

preventing consistent waste segregation practices among students, focusing on the

interplay of knowledge deficits, infrastructure limitations, and motivational factors.

Drawing upon observational studies, peer-reviewed research, and local and international

literature, this analysis highlights key barriers and underscores the importance of

comprehensive, multi-faceted interventions to promote sustainable waste management

behaviors in educational settings.

The escalating global waste crisis necessitates urgent and effective waste management

strategies, with waste segregation at the source recognized as a fundamental requirement

for successful recycling, resource recovery, and pollution reduction (Smith & Jones,

2020). Educational institutions from primary schools to universities are uniquely

positioned to shape long-term behaviors, as they provide a structured environment where

students can learn, practice, and internalize sustainable habits. However, despite

widespread awareness of the environmental, economic, and health benefits of waste

segregation, consistent implementation remains a persistent challenge in many

7
educational settings worldwide. This paper investigates the multifaceted factors

contributing to this gap, exploring the interconnected influence of knowledge,

infrastructure, and motivation on students’ waste segregation practices, while also

highlighting the role of educators and policy frameworks in driving positive change

A significant impediment to effective waste segregation is the lack of

comprehensive, practical knowledge regarding proper sorting techniques. A study by the

IEOM Society (2021) revealed that 67% of secondary and tertiary students often exhibit

uncertainty regarding the correct placement of materials into designated waste categories

for instance, confusing recyclable plastic films with non-recyclable single-use plastics, or

misclassifying food-contaminated paper as recyclable. This confusion leads to

contamination of recyclable streams, rendering entire batches of collected materials

unprocessable and forcing them to be sent to landfills instead. This knowledge gap can be

attributed to inadequate environmental education curricula, which frequently prioritize

theoretical concepts over hands-on guidance on waste sorting procedures. Many

programs focus on general themes like “reducing waste” without providing clear,

context-specific instructions on how to identify, separate, and dispose of different waste

type’s biodegradable, recyclable, hazardous, residual.

However, research also points to the transformative role of engaged educators in

addressing these knowledge deficits. Nabor Jr. & Ortega-Dela Cruz (2022) and Reyes &

Madrigal (2020) highlight that teachers who actively promote waste management through

classroom discussions, practical demonstrations, and community projects encourage 83%

more students to adopt consistent segregation practices compared to those with passive

educators. Therefore, equipping teachers with the necessary resources, training, and

8
support is crucial to effectively educate students about the Philippine Ecological Solid

Waste Management Act (RA 9003) and enhance waste management practices not only in

schools but also in surrounding communities. This includes providing teachers with

updated guidelines, visual aids, and access to local waste management experts who can

deliver practical workshops.

The availability of appropriate waste management infrastructure is a critical

determinant of students’ ability to engage in effective waste segregation, often acting as a

gateway to consistent practice. Research published in Frontiers in Psychology (2021)

indicates that limited access to suitable waste receptacles, inadequate sorting facilities,

and poor collection systems within schools and communities pose a significant barrier to

participation. For example, many schools have only one or two general waste bins per

classroom or campus area, with no designated containers for recyclables or organic

waste. Even when specialized bins are available, the absence of clear, multilingual labels

particularly in diverse educational settings or the placement of bins in inconvenient

locations can discourage students from making the effort to segregate. In some cases,

collected segregated waste is later mixed during transportation due to a lack of separate

collection vehicles, which undermines students’ trust in the system and reduces their

motivation to continue sorting.

Local studies in the Philippines further emphasize this challenge: a 2023 survey of

500 schools in Metro Manila found that only 32% had fully functional, labeled

segregation bins, and less than 20% had access to composting facilities for organic waste

(Philippine Environmental Science Association, 2023). This infrastructure gap is often

exacerbated by budget constraints, as schools struggle to allocate funds for bins, sorting

9
equipment, and regular waste collection services creating a cycle where poor

infrastructure leads to low participation, which in turn justifies reduced investment in

waste management.

Beyond knowledge and infrastructure, motivational factors play a crucial, often

under recognized role in shaping students’ waste segregation behaviors. A study in the

International Journal of Social and Management Sciences (IJSMS, 2024) stated that 71%

of students are less inclined to segregate waste due to a perceived lack of immediate

benefits or insufficient encouragement from peers and educators. Many students report

feeling that their individual actions have little impact on the larger waste crisis, leading to

a sense of apathy or “collective inaction” (Green & White, 2018). The absence of positive

reinforcement, tangible incentives, or a supportive social environment can further

diminish students’ enthusiasm for maintaining proper waste management practices. For

example, schools that do not recognize or reward consistent segregation behaviors

through programs like “green class” awards, cash back incentives for recyclables, or peer

recognition initiatives often see lower levels of participation compared to those that foster

a culture of accountability and celebration around sustainable actions.

Conversely, research has shown that social norms and peer influence can be

powerful motivators. A 2022 study by the University of the Philippines found that

students who observed their friends, classmates, and teachers segregating waste were 3.5

times more likely to adopt the practice themselves (Della Cruz et al., 2022). This

highlights the importance of creating a supportive social environment where waste

segregation is seen as a shared responsibility and a norm rather than an optional task.

10
 Environmental education programs that integrate practical, interactive learning

have demonstrated a positive influence on students’ attitudes and behaviors toward waste

management. A study published by the PubMed Central (PMC, 2019) highlighted that

educating students about the specific environmental impact of waste such as how plastic

pollution harms marine life, or how organic waste in landfills produces methane (a

greenhouse gas 25 times more potent than CO₂) enhances their likelihood of developing

positive segregation behaviors by 58%. Integrating comprehensive environmental

education modules into school curricula from primary to tertiary levels can foster a

greater sense of engagement, responsibility, and ownership in waste management among

students. These modules should include hands-on activities like campus clean-ups,

composting projects, and visits to recycling facilities, which help students connect

theoretical knowledge to real-world outcomes.

In the Philippine context, RA 9003 mandates that environmental education be

integrated into all levels of the educational system, but implementation remains

inconsistent. A 2024 report by the Department of Education (DepEd) found that only

45% of schools have fully integrated waste management topics into their curricula, with

many relying on ad-hoc lessons rather than structured, ongoing programs (DepEd, 2024).

Addressing this gap requires not only policy enforcement but also the development of

standardized, age-appropriate teaching materials that align with local waste management

practices and challenges.

The reviewed literature, both foreign and local, consistently underscores the

critical role of comprehensive knowledge, robust infrastructure, and strong motivation in

promoting effective waste segregation among students. Foreign studies highlight the

11
uncertainty and contamination of recyclable streams due to a lack of understanding of

proper waste disposal techniques, as well as the impact of infrastructure and social norms

on behavior. Similarly, local studies in the Philippines reveal that despite legal mandates

like RA 9003, a large portion of the student population remains unaware of proper waste

management practices, emphasizing the need for enhanced environmental education and

teacher training.

Addressing these challenges requires a comprehensive, multi-faceted approach

that combines targeted educational interventions, investment in infrastructure, and the

cultivation of a supportive social environment. Schools must prioritize providing

practical guidance and clear instructions on waste sorting procedures, while also ensuring

access to well-labeled bins, separate collection systems, and composting facilities.

Additionally, fostering motivation through incentives, peer recognition, and interactive

learning can help transform waste segregation from a chore into a shared commitment to

environmental sustainability. By empowering students with the knowledge, tools, and

motivation to practice consistent waste segregation, educational institutions can play a

pivotal role in addressing the global waste crisis and building a more sustainable future

for generations to come.

12
 CHAPTER 3

RESEARCH METHODOLOGY

Research Method

The researcher employs qualitative research as the primary approach. Qualitative

research aims to gather and analyze non-numerical data in order to gain an in-depth

understanding of individuals' reality, including their attitudes, beliefs, experiences, and

the meanings they attach to their lives and contexts. Unlike quantitative research that

focuses on measurement and statistical analysis, qualitative research prioritizes exploring

the complexity, depth, and subjectivity of human behavior and social phenomena,

allowing for rich, detailed narratives that capture the nuances of people’s lived

experiences.

Research design

A phenomenological approach will be used to explore the lived experiences of

participants, with a specific focus on understanding the challenges they faced. This

design is ideally suited for this goal because it prioritizes delving into how participants

perceive, interpret, and make sense of the difficult situations they encountered rather than

just listing challenges from an external perspective.

To keep this focus sharp, the researcher will use bracketing to set aside personal

assumptions about what these challenges might be, ensuring that findings are rooted

entirely in participants’ own accounts. The approach will capture not just the what of the

challenges themselves, but the how, how these challenges felt in the moment, how they

impacted daily life, and how participants made sense of them as part of their lived reality.

13
This allows for a deep understanding of the challenges that goes beyond surface-level

descriptions, uncovering the essential ways they shaped participants’ experiences.

Participants

This study was only limited only to 10 grade 10 students in Mount Carmel College. The

student Consisted of five males representing almost 50% of the participants, and five

females, constituting 50% of the participants. This research was conducted at Mount

Carmel College to obtain answers from the participants. Participants were asked to

respond to an identical set of questions

Sampling procedure

This research study used the purposive sampling method. Purpose sampling is used in

research studies to select a specific group of individuals for analysis. This method is

appropriate when the researcher has a clear idea of the characteristics they are interested

in studying and wants to select a sample representative of those characteristics.

Research instruments

The researchers used open-ended questionnaire. Open ended questionnaire allow

organizations to collect views and opinion from respondents without meeting in person.

They can be sent electronically and are considered one of the effective qualitative data

collection tools. Open-ended questions allow the participant to provide lengthy and in-

depth answers, unlike the closed-ended questionnaire that limit responses.

14
Data gathering procedures

To identify the various kind of responses that the students had provided, the researchers

employed a variety of methods. We collected the students’ response using

phenomenological, open-ended survey and questionnaire.

15
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1.1 Frequencies and percentages of the Grade 10 students’ ages

Age f %
14 1 10
15 8 80
16 1 10
Total 10 100

Table 1.1 Showing the frequency and percentage of the Grade 10 students’ ages. Among

the 10 participants, the ages of 14 and 16 have the lowest percentage at 10% each.

Meanwhile, the age of 15 has the highest percentage at 80%. This means that most of the

respondents are 15 years old.

Table 1.2 Frequencies and percentages of the Grade 10 students’ sexes

Sex f %
Male 6 60
Female 4 40
Total 10 100

On Table 1.2 Showing the frequency and percentages of the Grade 10 students’ sexes.

Among the 10 participants, males have the highest percentage at 60% with a frequency of

six, while females have the lowest percentage and frequency that 40% with a frequency

of four. This mean that most of the participants are males.

16
Table 1.3 Frequencies and percentages of the Grade 10 students’ class sections

Class Sections f %
Margaret Mary 2 20
Martin The Porres 3 30
Maria Goretti 3 30
Michael The Archangel 2 20
Total 10 100

As shown on Table 1.3 Showing the frequency and percentages of the Grade 10 students’

class sections. Among the respondents, 30% belong to Martin the Porres and Maria

Goretti, which is the highest percentage. Meanwhile, Margaret Mary and Michael the

Archangel have the lowest percentage at 20% each.

Question 1: What are the main reasons that prevent you from practicing waste

segregation consistently?

Theme 1: Main Reason: Lack of knowledge about proper segregation methods.

Grade 10 students’ perceive that waste segregation provides limited benefits,

especially for those who lack knowledge or awareness of proper methods. Many grade 10

students’ struggle with understanding how to correctly segregate waste, which prevents

them from practicing it consistently. Laziness and lack of motivation further contribute to

their inability to carry out proper waste segregation.

Below are the answer of the respondents of the first question:

1. “Being lazy”

2. “If I were to be honest laziness.”

17
3. “Gusto nilang may ibabayad muna sa kananilang pera bago sila mag bukad

ng basura” (They want to receive payment first before they collect the

garbage)

4. “Ang mga pangunahing dahilan kung bakit hindi ko ito nagagawa nang tuloy-

tuloy ay dahil sa kakulangan ng tamang basurahan, pagmamadali sa oras ng

klase o break time, at minsan ay kulang din ang aking kaalaman sa tamang

paghihiwalay ng basura.”(The main reasons why I cannot do this consistently

are the lack of proper trash bins, being in a hurry during class or break time,

and sometimes my lack of knowledge about the proper way of segregating

waste.)

5. “Studens are to layz.”

6. “Hindi lahat ng lugar ay may sapat na sistema o pasibilidad para sa

segregated waste collection, kaya’t hindi nasusunod ang tamang proseso.”(

Not all places have enough systems or facilities for segregated waste

collection, so the proper process is not followed.)

7. “Kulang sa oras”(Lack of time.)

8. “Dahil wala gaanong pakealam ang mga tao sa kalagayan ng ating

kapaligiran.” (Because people have no concern for the condition of our

environment.)

9. “Ang kakulangan ng mga basurahan sa paligid, gaya sa mga kalsada at

kakulangan din ng mga poster.” (The lack of trash bins along the roadside

and along the streets, as well as the lack of posters.)

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 10. “Sa’king opiniyon, dahil sa mga taong hindi marunong mag hiwalay nang

kanilang mga basura at kung saan-saan lamang ito nila tinatapon.”( In my

opinion, some people are not used to separating their waste, so they just

throw it away all together.)

Question 2: What are the common challenges are you facing in practicing proper

waste segregation?

Theme 2: Challenges in Practicing Proper Waste Segregation

Grade 10 students often struggle with maintaining discipline and consistency in

segregating waste. The limited availability of proper bins, or the presence of unlabelled

trash bins in school areas, makes it difficult for students to identify the correct bins for

segregation. Furthermore, time constraints and the tendency to prioritize convenience

frequently lead students to mix waste instead of sorting it properly.

Below are the answer of the respondents of the first question:

1.”My self (being lazy and disgust) sometimes when the scent is not appropriate o

my nose I din’t really segregate all my trash.”

2. “The challenges that I’m facing, is either I’m lazy or I don’t know where to put

the trash because sometimes there are trash bins that don’t have labelled.”

3. “Common challenges are unclear bins labels, mix waste from other students,

limited bins in some areas, and not fully knowing which waste belongs.”

19
 4. “Para sakin ay ang mga kaganitan at oras ng paggawa.” (So that I can quickly

throw away the trash when I see it.)

5. “Ang karaniwang hamon na aking nararanasan ay ang hindi malinaw na

palatandaan sa mga basurahan, kakulangan ng disiplina ng ilang mag-aaral, at minsan

ay hindi pare-pareho ang pagpapatupad ng paaralan sa mga patakaran tungkol sa waste

segregation.” (The common challenges that I experience are unclear labels on trash bins,

the lack of discipline among some students, and sometimes the lack of equal education

among young people regarding waste segregation.)

6.”Disiplina at katamaran” (Discipline and awareness.)

7. “Ang karaniwang hamon ay ang kawalan ng disiplina at limitadong pasilidad

para sa tamang paghihiwalay, pagkolekta, at pagproseso ng iba't ibang uri ng basura.”(

The common challenges are the lack of discipline and limited facilities for proper waste

segregation, collection, and processing of different types of waste.)

8. “The lack of proper trash cans”

9. “Sa’kin opiniyon, Minsan, hindi alam ng tao kung ano ba talaga ang

recyclable tulad ng paper, plastic at metal. Walang sapat na basurahan na properly label

para sa nabubulok, hindi nabubulok, at recyclable.” (In my opinion, sometimes people do

not know which items are recyclable such as paper, plastic, and metal. Sometimes the

trash bins do not have proper labels for biodegradable, non-biodegradable, or recyclable

waste.)

20
 10. “May mga lugar na hindi sinusunod ang tamang araw o paraan ng pagkuha

ng segregated waste, kaya nauuwi sa paghahalo-halo muli ng basura kahit na ito ay

nahiwalay na sa bahay. Kulang ang mga pasilidad para sa composting, recycling, at

proper waste disposal, lalo na sa mga rural na lugar. Hindi lahat ng barangay ay may

sapat na pondo o tauhan upang ipatupad ang maayos na waste segregation system.”

(There are places that do not follow the proper time or method of collecting segregated

waste, which results in mixed garbage even if it was already separated at home.

Facilities for composting, recycling, and proper waste disposal are lacking, especially in

rural areas. Some barangays also do not have enough funds or personnel to properly

implement the waste segregation system.)

Question 3: Do you have any suggestion on how the school can improve it’s waste

management program?

Theme 3: Waste Management Program

Grade 10 students suggest that the school should hold seminars about the benefits

of waste segregation, teach students to be responsible in disposing of trash properly, and

add more clearly labelled bins around the campus to improve waste management.

Below are the answer of the respondents of the second question:

1. “Seminars-Showing what are the possible effects in the students well-

being.”

2. “The challenges that I'm facing, is either I'm lazy or idk where to put the

trash cause sometimes there are trash bins who don't have labels.”

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3. “The school can add more labelled bins, give short reminders or

orientations, place posters around the campus, and assign student leaders

to monitor waste segregation.”

4. “Para sakin talaga ay oras lang talaga.’’ (For me, it really is just a

matter of time.)

5. “Iminumungkahi ko na magdagdag ang paaralan ng mga basurahan na

may malinaw na label, magsagawa ng mga seminar o orientation tungkol

sa tamang waste segregation, at magbigay ng gantimpala o parusa upang

mahikayat ang mga mag-aaral na sumunod.” (I suggest that the school

add trash bins with clear labels, conduct seminars or orientations about

proper waste segregation, and provide incentives or penalties to

encourage students to comply.)

6. “Gamitin ang transparent na trash bags upang madaling makita ang

laman at maiwasan ang maling pagtatapon. Magkaroon ng “Eco-Brick”

drive kung saan ang mga plastic ay inilalagay sa bote upang gawing

upuan o pader. Maglagay ng malinaw na label sa mga basurahan para sa

nabubulok, di-nabubulok, recyclable, at hazardous waste.” (Use

transparent trash bags to easily see the contents and avoid improper

disposal. Hold an 'Eco-Brick' drive where plastics are placed inside

bottles to make chairs or walls. Put clear labels on trash bins for

biodegradable, non-biodegradable, recyclable, and hazardous waste.)

7. “Mag lunsad ng regular seminar para turuan ang mga mag-aaral tungkol

sa tamang segregasyon ng basura at ang epekto nito sa kalikasan.”

22
 (Launch regular seminars to teach students about proper waste

segregation and its impact on the environment.)

8. “Para sa kaligasan at kalusugan ng mga bata.” (For the safety and health

of the children.)

9. “Paghiwalay ng basura, maglagay ng malinaw at may label na mga

basurahan para sa nabubulok, hindi nabubulok, at recyclable. at simulan

ang composting para sa mga tira-tirang pagkain at halaman.” (Segregate

waste, place clear and labeled bins for biodegradable, non-

biodegradable, and recyclable materials, and start composting for leftover

food and plants.)

10. “ Putting poster that encourage students how to properly segregate.”

Question 4: What commonly strategies would you do to properly segregate the

waste and to maintain proper waste disposal in your school?

Theme 4: Common Strategies to do Proper Waste Segregation

The students in grade 10 strategies is practicing the 3Rs (Reduce, Reuse, Recycle),

placing biodegradable, non-biodegradable and recycle, waste in separate bins, and

encouraging classmates to follow proper disposal habits to maintain cleanliness and order

in the school.

Below are the answer of the respondents of the second question:

23
1. “Applying labels showing biodegradable, non-biodegradable, contaminated

products, and recyclable.”

2. “The strategies we could do is first Learn the basics categories because a lot of

students don't know where to put the right trash in the trash bin.’

3. “I would follow the labels on the bins, throw waste immediately on proper trash

bins, remind classmates to sort their trash, and keep reusable containers to

produce less waste.”

4. “Pagkakaroon ng tatlong basurahan na mag kakahiwalay na lagayan” (Having

three separate trash bins for different types of waste.)

5. “Ang mga estratehiya na aking gagawin ay ang pagtatapon ng basura sa tamang

lalagyan, pagsunod sa mga alituntunin ng paaralan, pagre-recycle ng mga

maaaring gamitin muli, at paghikayat sa aking mga kaklase na maging

responsable sa pagtatapon ng basura.” (The strategies I will implement are

proper waste disposal, following school guidelines, recycling items that can be

reused, and encouraging my classmates to be responsible with their waste

disposal.)

6. “Gumamit ng malinaw na label at larawan sa bawat basurahan upang madaling

maunawaan ng mga estudyante. Gumawa ng mga infographics o poetic posters

na nagpapaliwanag ng epekto ng maling pagtatapon sa kalikasan at komunidad.

Gamitin ang mga recycled materials sa paggawa ng mga dekorasyon, props, o

visual aids sa klase.” (Use clear labels and signs on each trash bin so students

can easily identify them. Create infographics or poetic posters that emphasize the

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 effects of improper disposal on the environment and community. Use recycled

materials to make classroom decorations, props, or visual aids.)

7. “Gumamit ng basurahan na may malinaw na label o kulay para sa nabubulok, di-

nabubulok, at recyclable na basura upang mas madaming masundan ng lahat.”

8. “Ihiwalay ang plastic sa nabubulok at di nabubulok.” (Use trash bins with clear

labels or colors for biodegradable, non-biodegradable, and recyclable waste so

that more people can follow properly.)

9. “Pagsasagawa ng regular na pag-recycle drives at pakikipagtulungan sa lokal na

recycling facility. At Malinaw na signage at edukasyon para sa mga mag-aaral at

kawani tungkol sa kung paano at bakit mahalaga ang paghihiwalay.” (Separate

plastics from biodegradable and non-biodegradable waste.

10. “Putting labels to the trash can to avoid confusion on where to put away their

trash.”

Question 5: How do Grade 10 Students’ perceptions of the difficulty, inconvenience,

or lack of incentives related to waste segregation influence their willingness to

participate in and comply with school-mandated waste management policy?

Theme 5: Students’ Perceptions and Willingness to Comply

Grade 10 students mentioned that some classmates do not take waste segregation

seriously and refuse to take part. They pointed out that students are more likely to follow

the school’s waste management rules when the process is simple, convenient, and feels

valuable. On the other hand, if segregation seems hard, inconvenient, or has no rewards,

25
their motivation to comply decreases. In short, negative views reduce participation, while

positive attitudes make students more willing to follow the rules and support the program.

Below are the answer of the respondents of the second question:

1. “Some people doesn't take it as serious, not willing to do it, and refusing to

contribute.”

2. “Grade 10 students are more willing to follow ways to secretion policies when

they feel the task is easy convenient and worth it. If they see segregation as

difficult in convenient or offering no insensitive stir motivation and compliance

decrease. In short negative perceptions lower participation while positive

perceptions encourage students to follow the rules.”

3. “When students think waste segregation is hard, inconvenient, or not rewarded,

they become less willing to participate. But when the process is easier and more

supported, they are more likely to follow the school’s waste management policy.”

4. “Sapamamagitan ng pag tapon sa hindi tamang lalagyan at pag tapon kung saan

saan.” (By disposing of waste in the wrong container and littering anywhere.)

5. “Kapag iniisip ng mga mag-aaral na mahirap, nakakaabala, at walang benepisyo

ang waste segregation, bumababa ang kanilang kagustuhang makilahok. Ngunit

kung malinaw ang patakaran, may sapat na gabay, at may insentibo, mas

nagiging handa silang sumunod at makibahagi sa programa ng paaralan tungkol

sa tamang pamamahala ng basura.” (When students think waste segregation is

difficult, dangerous, and has no benefits, their willingness to participate

decreases. However, if the rules are clear, there is sufficient guidance, and there

26
 are incentives, they become more prepared to comply and contribute to the

school's waste management program.)

6. “Sa gitna ng kahirapan, maaaring unahin ng mga mag-aaral ang mga

pangunahing pangangailangan kaysa sa mga gawaing pangkalikasan, kaya’t

bumababa ang kanilang pakikilahok. Kung iniisip ng mga mag-aaral na ang

pagbubukod ng basura ay matrabaho o kumplikado, maaaring mawalan sila ng

gana na sumunod sa mga patakaran. Kung walang nakikitang benepisyo o

pagkilala, maaaring maramdaman ng mga mag-aaral na walang halaga ang

kanilang pagsunod, kaya’t nawawalan sila ng gana.” (In times of poverty,

students may prioritize their personal needs over environmental concerns, so

their participation decreases. If a student thinks waste segregation is tiring or

complicated, they may lose the motivation to follow the rules. If there are no

visible benefits or recognition, students may feel that their compliance is

unimportant, so they lose motivation.)

7. “Ang mga mag-aaral mula sa mas mahirap na kalagayan ay maaring mag-isip na

ang pagbubukod ng basura ay isang dagdag na responsibilidad na hindi nila

kayang bigyang-pansin dahil mas inuuna nila ang kanilang mga pangunahing

pangangailangan. Maari rin nilang makita ito bilang isang bagay na hindi

direktang nakakatulong sa kanilang pang-araw-araw na buhay.” (Students from

more difficult circumstances may think that waste segregation is an additional

responsibility they cannot afford to take on, as they prioritize their basic needs.

They may also see it as a task that does not directly help their daily lives.)

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8. “Na iimpluwensyahan ito upang pangalagahan an gating kapaligiran.” (This will

influence them to take care of our environment.)

9. “Dahil sa pag tatapon palang ng basura ay hinde na nila kaya paano pa kaya sa

mga iba? Kaya dapat mag lagay tayo ng mga poster na nakaka encourage

sakanila na gawin ito.” (Because they can’t even properly dispose of their waste

how much more with other things? So we should put up posters that encourage

them to do it.)

10. “Sa’kin opiniyon, maraming mag-aaral sa ika 10 baitang ang hindi na

sumusunod sa mga patakaran kung pa’no itapon nang tama ang kanilang mga

basurahan kahit may patakaran sa paaralan, ngunit may ilan-ilan ding mga mag-

aaral na sumusunod sa patakaran kung saan inilalagay nang tama ang kanilang

basura sa tamang lalagyanan. Dito mapapakita natin na kailangan may disiplina

tayo sating mga kilos at responsibilidad natin na sunod sa mga patakaran na

kung saan ikakabuti nang ating paaralan.” (In my opinion, many Grade 10

students do not follow the rules on how to properly dispose of their waste in the

bins, even though there are school policies. However, there are also some

students who follow the rules by placing their waste correctly in the proper

containers. Here we can see that we need to have discipline in our actions and the

responsibility to follow rules that are beneficial to our community.)

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 CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study aimed to determine the inconsistency in waste segregation amongst the

education system in Mount Carmel College. From the answers of respondents on the

questioner, most of the respondents are 15 years old, mainly being male students and are

Grade 10 learners. Students answered that most of such didn’t have habits of waste

segregation, also the bins (garbage can/plastic) do not have proper labelling, resulting to

unclarity on segregating waste/garbage, and the lack of discipline, students tend to just

throw garbage on trash bins without realizing that it is needed to be segregated properly.

Interviewed students also highly suggest proper labelling of trash bins, strict

implementation on school regarding proper waste segregation and to have the proper

waste management be included in some of the student subjects, waste campaigns, and use

of segregation practices in different places/all on the facility of the school.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Grade 10 students comprehend the necessity of trash segregation, but many struggle to

apply it regularly in school and at home.

2. One of the common obstacles is the lack of clarity regarding trash classification, which

leads to misunderstanding and improper disposal methods.

29
[Link] lack of clear classification of waste; segregation facilities and missing or

improperly labeled containers, restrict pupils from following proper waste management

procedures. The gap in discipline leads to improper waste segregation, as students did not

conform the policies in terms of proper waste management.

[Link] reinforcement from instructors, school officials, and families contribute to

inconsistent habits, as students receive less supervision and monitoring.

5. Most students are unaware that garbage must be segregated within the facility,

resulting in why it is not being practiced.

Recommendations

Based on the conclusions drawn, the following recommendations were set forth:

1. Teachers must provide well-labeled and color-coded waste bins. Green for

biodegradable/organic waste, Blue for recyclables (paper, plastic, cans), in

classrooms and common areas.

2. The school should conduct regular awareness campaigns, orientations, and short

workshops on waste segregation.

3. Teachers must integrate waste management topics into lessons or school programs.

4. Teachers must establish a monitoring system such as eco-officers or cleanliness

committees

5. The faculty must create rewards or incentives, such as “Cleanest Class of the

Month,” to boost student motivation.

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 REFERENCES

A. Online sources

Nabor J. & Dela Cruz O. (2022)

Pupils’ awareness Knowledge, attitude and practice of school based solid waste

management in a public elementary school in the Philippines

[Link]

Reyes, M. & Madrigal D. (2020)

Assessing students’ awareness, attitude and practices on solid waste

management in a Philippines Catholic school

[Link]

Kaza, S., Yao, L., Bhada Tata, P., & Van Woerden, F. (2018)

What a waste 2.0: A global snapshot of solid waste management to 2050.

[Link]

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