WASTE MANAGEMENT OF GMATHS: BASIS FOR AN

ENVIRONMENTAL PROGRAM PROPOSAL

A THESIS
Presented to
The Faculty of Accountancy,
Business and Management Strand
General Mariano Alvarez Technical
Integrated Senior High School

In Partial Fulfillment
Of the Requirements for the subject
INQUIRIES, INVESTIGATIONS AND IMMERSION

By:

EMMANUEL B. ALPECHE
KARL HADRIAN A. MANUEL
MARILOU D. ABUDA

MS. JANE MARIE CARIAGA LEONARES

Subject Facilitator

March 2018
 TABLE OF CONTENTS

PAGE

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

LIST OF APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Chapter 1 The Problem and Its Background

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 Background of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.3 Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1.4 Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1.5 Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

1.6 Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.7 Scope and Limitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

 1.8 Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

1.9 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Chapter 2 Review of Related Literature

2.1 Different Solid Waste Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

2.2 Criteria for an Effective Waste Management . . . . . . . . . . . . . . . . . . . 15

2.3 Threats of Improper Waste Management . . . . . . . . . . . . . . . . . . . . . . 18

2.4 Synthesis of the Gathered Literature. . . . . . . . . . . . . . . . . . . . . . . . . . 20

Chapter 3 Methods and Procedures

3.1 Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

3.2 Participants of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

3.3 Research Instruments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3.4 Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

3.5 Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Chapter 4 Presentation, Analysis and Interpretation of Data

4.1 Waste Management Programs of GMATHS since 2000 . . . . . . . . . . 28

4.2 Status of waste management in GMATHS in the perception of:

4.2.1 Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
 4.2.2 Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

4.3 Proposed Waste Management Program . . . . . . . . . . . . . . . . . . . . . . . . 37

Chapter 5 Summary, Conclusions and Recommendations

5.1 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

5.2 Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

5.2 Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

5.3 Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

A Letter for Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

B Letter to Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

C Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

D Interview Transcription . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

E Certificate of Language Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
 CERTIFICATE OF APPROVAL

The thesis attach hereto, entitled WASTE MANAGEMENT OF GMATHS: BASIS FOR AN
ENVIRONMENTAL PROGRAM PROPOSAL, prepared and submitted by MARILOU D.
ABUDA, EMMANUEL B. ALPECHE, and KARL HADRIAN A. MANUEL, in partial
fulfillment of the requirements for the subject INQUIRIES, INVESTIGATIONS and
IMMERSION, is hereby recommended for oral examination.

JANE MARIE C. LEONARES

Adviser

Approved in partial fulfillment of the requirements for the subject Inquiries, Investigations and
Immersion by the Oral Examination Committee.

LAARNI S. DOLIENTE MARY GRACE N. FLORENTINO

Member Member

RENEY BOY C. FORMILLES

Chairman

Accepted in partial fulfillment of the requirements for the subject Inquiries, Investigations and
Immersion.

MILA M. CORREA
Head, English Department

ii
Keywords:

SCHOOL WASTE MANAGEMENT, WASTE MANAGEMENT, ENVIRONMENTAL

PROGRAM

Abstract

The study investigated the status of the waste management of GMATHS as a basis for the

proposed environmental program; respondents consisting of 14 teachers and 376 students (all

year level) used questionnaire (for 376 students and 9 teachers) and 5 selected teachers were

interviewed; statistical technique used was weighted mean; concludes that waste bin deficiency,

unawareness about waste segregation and inappropriate waste site are found to be the factors to

an unsustainable school environment; discipline of the students and incompetency of the waste

management personnel led the school’s waste management system to be inefficient. The waste

management programs practiced in GMATHS was perceived to be ineffective and needs

improvement; recommends addition of creative trash cans that will motivate students in order to

accommodate the wastes generated by the whole population of the school; provision of seminars

and conference which discusses about the proper handling of waste; having a proper dumpsite

that should meet the criteria of an effective waste site; creating strict policy pertaining to the

cleanliness of the environment; establishment of a committee that is constituted by students,

teachers and administration that would run the whole system of waste management;

implementation of the proposed waste management program that could help the school to have

an effective waste management.

iii
 ACKNOWLEDGMENT

In the researchers’ passion to come up with this thesis, many individuals were involved
whom they would like to recognize and acknowledge for without their inspiration, talents,
wisdom, assistance, and precious time they would not have succeeded in their endeavor.

Ms. Jane Marie C. Leonares, thesis adviser, whose skills in making research paper and
expertise in the field of English is indeed an advantage and whose benevolence, generosity,
guidance, and motivation had inspired the researchers to persevere on this somewhat arduous
study;

Mrs. Jaquelyn F. Ticoy and Mrs. Mary Grace N. Florentino, dexterous teachers of
GMATHS, who gave time in face validating the questionnaire used in conducting this research;

Ms. Leamel Sarita, SHS Teacher, whose proficiency in the field of Statistics helped the
researchers in treating the gathered data of this study;

Mrs. Laarni S. Doliente, Mrs. Mary Grace N. Florentino, and Mr. Reney Boy C.
Formilles, members of Oral Examination Committee, who gave insightful suggestions for the
enhancement of this work;

Mrs. Mila M. Correa, Head of English Department, who gave permission and support in
conducting this study;

The researchers’ families, friends, and classmates whose support has always been a
source of strength and inspiration;

The respondents of this study whose participation is undoubtedly conducive;

and most of all, for God’s endless love and blessings.

Thank you!

EBA

KHAM

MDA

iv
 LIST OF TABLES

TABLE PAGE

1 Population and Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2 Status of GMATHS’ Waste Management in the perception of Students . . . 31

3 Status of GMATHS’ Waste Management in the perception of Teachers . . . 35

v
 LIST OF FIGURES

FIGURE PAGE

1 Waste Hierarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2 Conceptual Framework of the Research . . . .. . . . . . . . . . . . . . . . . . . . . . . 8

3 Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4 Framework of Proposed Waste Management Program . . . . . . . . . . . . . . . 39

5 Proposed Trash Cans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

6 Eco-Centers from Calamba, Laguna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

7 Year Calendar of Proposed Waste Management Program . . . . . . . . . . . . . 43

vi
 LIST OF APPENDICES

APPENDIX PAGE

A Letter for Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

B Letter to Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

C Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

D Interview Transcription . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

E Certificate of Language Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

vii
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter discusses the overview of the study and presents the context within which

the study conducted as well as the researchers’ background. It includes explanation of statement

of the problem, significance of the study and its objectives. It also explains the conceptual and

theoretical framework of the study, and presents the definition of terms.

1.1 Introduction

One of the raging issues that relate to an ever increasing environmental concern is

the need for an appropriate means of handling waste. People produce a massive amount

of waste and the total waste in the world is extensive. Based on the United Nations

Report (UNEP Yearbook, 2009, p45), people dumped every year a massive 2.12 billion

tons of waste. These wastes usually comes from the things that were bought and became

useless. The amount of waste is continuously increasing and it indeed needs solution to

solve this number 1 problem worldwide. Velasquez, I. (2016) stated that the United

States, China, Brazil, Japan and Germany are the leading trash generators. The U.S.

produced about 228 million tons of waste in 2006; China (with a population around four

times larger than that of the U.S.) is close behind, with 190 million tons of waste per

year. Hence, the population of a certain place is related to its amount of waste.

Waste is generated by the common daily activities of human beings and its rate

and composition change depending on the economic situation, industrial structure, waste

management regulations, and lifestyle of individual countries (IPCC, 2006). A number of

different wastes are generated either directly or indirectly through human activity. Waste
 can be present in different forms including food waste, electronic waste, solid waste,

hazardous waste, special waste and domestic waste.

The waste management continues to be a major challenge in urban areas

throughout the world particularly in the rapidly growing cities of the developing world

(Foo, 1997). The Ecological Solid Waste Management Act of 2000 (Republic Act 9003)

was approved in January 26, 2001 and came into effect on February 16. Ecological solid

waste management under the law refers to the systematic administration of activities

which provide for segregation at source, segregated transportation, storage, transfer,

processing, treatment, and disposal of solid waste and all other waste management

activities which do not harm the environment. A high rate of population growth and

increasing per capita income have resulted in the generation of an enormous volume of

solid waste, which poses a serious threat to environmental quality and human health

(Snigdha, 2003).

Waste is a problem that does not only affect local environments but also the

global environments as a whole. Sad to say, when waste is put into landfills the waste

does not disappear. It does not mean that if eyes cannot see environmental effects there is

no consequences to the earth and global habitats. There are different kinds of waste that

affect the world. They are classified by their physical, chemical and biological

characteristics of their compounds.

1.2 Background of the Study

Every day people buy goods or any products in the market; they buy variety of

products in grocery stores, and they mostly buy those things that are used in daily life.

2
After consuming the products that were bought, this is when generation of waste

happens. Waste is anything that is no longer has a use and needs to be disposed of, and

because of waste, it needs to be managed. Waste management is collection,

transportation, and disposal of garbage, sewage and other waste products. Rinkesh (2009)

defines it as a process of treating waste and offers variety of solutions for recycling items

that do not belong to trash. People need to manage waste because it could cause the

surroundings to be dirty and might lead to polluted environment. Waste management is

important because it helps to protect the environment and the health of the population

(Dee, 2016).

Based on the Garbage Book of Asian Development Bank (2004), Metro Manila

alone is projected to generate seventy million tons of solid waste in the next thirty years.

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

increasing recently due to fast pace industrialization, urbanization and population growth.

About 35,580 tons of garbage is generated every day in the Philippines. On the average,

each person in the country produces about 0.5 kg and 0.3 kg of garbage every day in the

urban and rural areas, respectively (JICA Waste Characterization Study, 1997). The

amount of the country's waste needs to take action, and that's why there are several waste

management techniques and strategies used in different places nationwide.

The study is all about waste management which assessed the waste management

and evaluated the effectiveness of GMATHS’ waste management as a basis for the

enhancement of proposed environmental program.

3
 This research is a qualitative research that used triangulation method;

triangulation is a method used by qualitative researchers to check and establish validity in

their studies by analyzing a research questions from different perspectives to arrive at the

consistency across the data sources or approaches. In fact, such inconsistencies should

not be seen as weakening the evidence, but should be viewed as an opportunity to

uncover deeper meaning in the data (Golafshani, 2003). The research approach that the

study used is an inductive approach; an inductive approach is concerned with generating

new theory emerging from the data (Gabriel, 2003).

The researchers chose to study about the school’s waste management because the

researchers observed that waste is one of the biggest problems of the school that should

be addressed. Among all the problems that the researchers observed inside the school, the

problem about waste management caught their interest and attention. The study wants to

assess the effectiveness of waste management programs practiced in GMATHS since

2000. The study sought to know the students’ awareness and teachers’ participation

towards the problem, also, to determine what the students and teachers can contribute in

order to solve this problem. The researchers are aware that this issue about school’s waste

management requires serious attention. They are aware that lots of program were already

conducted to solve this problem but no one seems to be effective, which is what led them

to this exploratory study about assessing the effectiveness of waste management in

GMATHS as a basis for an environmental program proposal.

The focus of the study is about the waste management of GMATHS and it aims to

assess if its waste management is effective or ineffective. The objectives of this research

are the following:

4
 1. To determine the waste management programs practiced in GMATHS.

2. To examine the effectiveness of waste management in GMATHS.

3. To propose an enhanced waste management project in GMATHS.

1.3 Research Locale

This research was conducted in General Mariano Alvarez Technical High School,

which is considered as the biggest high school in G.M.A, Cavite. It is located in No. 688

Congressional Road Poblacion 1 G.M.A, Cavite. The said school has a total of 9,839

enrolled students for the S.Y 2017-2018. It is composed of six grade level councils:

Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, and Grade 12. Each council practiced

cleanliness in their surroundings, and trash cans are distributed in some location in

school, however, some areas in school do not have trash cans. Lack of garbage cans

cannot occupy the waste that the whole population produces.

1.4 Theoretical Framework

In order to strengthen the focus of the study, 3 principles were discussed.

A principle of waste management supports the research about sustainability. The

Oxford dictionary defines sustainability as (1) the ability to maintain a certain rate or

level and (2) avoidance of the depletion of natural resources in order to maintain an

ecological balance. This principle of waste management is called Waste Hierarchy. In

1975, the European Union’s Waste Framework Directive introduced the concept of waste

hierarchy; it is a tool used in the evaluation of processes that protects the environment

alongside resource and energy consumption from most favourable to least favourable

5
(Hansen, Christopher & Verbuecheln, 2002). This principle is in a pyramid form and

discusses an order of preferences of action to reduce and manage waste.

Figure 1.0 Waste Hierarchy

The goal of waste hierarchy is to use source to its finest and to avoid waste as

problem. The pyramid shows what action could be done in waste from the least favored

option up to the most favored option. The orders of waste hierarchy from the bottom are:

disposal, energy recovery, recycling, reuse, minimization, and prevention.

The “Three R’s of Waste Management” is also part in the waste hierarchy but

focuses in the basic management of waste. As per the Missouri Department of Natural

Resources:

“The three R's - reduce, reuse and recycle - all help to cut down on the

amount of waste we throw away. They conserve natural resources, landfill space and

energy. Plus, the three R's save land and money that communities use to dispose of

waste into landfills. Creating a new landfill has become a difficult process and more

expensive due to the environmental regulations and public opposition.”

6
 The three R’s of waste management simplified the concept of waste hierarchy and

discusses about how to reduce, reuse, and recycle waste.

Reduce; this concept is about how essential a product is in lessening waste. The

basic explanation behind it is simple to understand thatif there is less waste, then there is

less to recycle or reuse. The process of reducing begins with an examination of what you

are using, and what it is used according to Rinkesh (2009). Some examples of reducing

waste are: printing on the other side of the paper, using cloth napkins instead of paper

napkins, and using electronic mail instead of sending in paper mail.

Reuse; it is the process of using something again. Learning how to reuse

something is very essential in waste hierarchy, not only to be a frugal but also to decrease

the amount of waste in environment. Some examples of reusing items are: newspaper as

an under layer in painting, old clothes as rugs, and used paper as scratch or draft paper.

Recycle, it is quite similar to reuse but there is a difference. Reuse is the process

of using something again while recycle is improvising something and turn into a new

product. Recycle means transforming again into a raw material that can be shaped into a

new item (Rinkesh, 2009). However, there are things on earth that cannot be recycled,

and these thing are usually food waste.

Waste is a big deal, especially in the country, because it affects the environment

and people’s health. Another principle that is related in the study is the “Polluter Pays

Principle”. In 19th Century, before it was named polluter pays principle, there is a

regulation that a person or company will pay for the pollution that they produce.

According to Jean-Baptiste Fressoz, a French historian of environment, “This principle,

7
 which is now offered as a new solution, actually accompanied the process of

industrialization, and was intended by the manufacturers themselves." Polluter Pays

Principle is financial compensation in exchange of producing pollution. This principle

makes a person or a group of persons to be a responsible in their waste and also to be

responsible for paying the damage done in the environment.

The discussion of the benefits and essence of waste management is also informed

by the Waste Hierarchy and the Three R's of Waste Management. The Polluter Pays

Principle discusses about how people are going to be responsible citizens in order to

protect the environment. In supporting the whole study, there are extensive related

literatures that are discussed in the next chapter.

1.5 Conceptual Framework

This research sought to assess GMATHS’ waste management and evaluate its

effectiveness as a basis for an environmental program proposal.

The results are determined through the data gathering procedures which are the

process of conducting survey and interview.

INPUT PROCESS OUTPUT

1. Respondents 1. Data gathering 1. Proposed Waste
2. Questionnaire 2. Analyzing and Management
3. Interview interpreting of data
Questions 3. Testing of
4. Researches hypothesis
4. Generate new theory
5. Evaluate and
Synthesizing

FEEDBACK

Figure 2.0 Conceptual Framework of the Research

8
 This figure shows the procedures that the researchers undertake in conducting the

study, from the materials used (input) to the different activities that the researchers

performed (process) and to the results of the study (output). The researchers needed the

participation of the respondents in conducting the study together with the questionnaire,

interview questions and researches. The researchers also needed to gather data then

analyze and interpret it. Lastly, the researchers needed the results about the status of the

school’s waste management for the enhancement of propose environmental program.

1.6 Statement of the Problem

To determine the status of GMATHS’ waste management and its effectiveness,

this study sought to answer the following research questions:

1. What are the waste management programs practiced in GMATHS since 2000?

2. What is the status of waste management in GMATHS in the perception of:

2.1 Students

2.2 Teachers?

3. Based on the status of waste management in GMATHS, what enhanced waste

management program could be proposed?

1.7 Scope and Limitation

This research sought to determine the status of waste management of General

Mariano Alvarez Technical High School and evaluated its effectiveness as a basis for an

environmental program proposal. It focused on the status of the school’s waste

9
 management in the perception of students and teachers. In addition, the research only has

385 respondents which is consists of students and teachers of GMATHS in all year level

in school year 2017-2018.

1.8 Significance of the Study

The findings of the study will be beneficial to the following:

To the students, the findings of the study will give them knowledge about the

school’s problem about waste and what could be their part to solve this problem.

To the teachers, the research will give them awareness about the school’s

problem about waste and the status of its waste management.

To the school, the researchers’ environmental program proposal will help them to

solve the school’s problem about waste management.

To future researchers, the study may encourage other researchers to have an

interest in related problems wherein they can use this study as reference material.

1.9 Definition of Terms

For the readers’ understanding of the research, the following significant terms are

defined.

Corrosive – causing damage to metal or other materials through a chemical process.

Criteria – something that is used as a reason for making a judgment or decision.

Effective – successful in producing an intended result.

10
Environmental Facilities – a place which provides equipment in handling waste.

Greenhouse gas– gas that contributes to the greenhouse effect by absorbing infrared

radiation.

Hazard – a danger or risk.

Impermeable – not allowing something (such as a liquid) to pass through.

Impoverish – to use up the strength or richness of (something, such as land).

MRF – Material Recycling Facility.

Management –the process of dealing or controlling people inside an organization.

Nuisance – a person, thing, or situation that is annoying or that causes trouble or

problems.

Pollution – the action of polluting especially by environmental contamination with man-

made waste.

Population –the number of people who inhabit an area, region or a country.

Recyclable–a material or product that is able to be recycled.

Solid Waste–any garbage or refuse in discarded materials.

Sustainability– able to be used without being completely used up or destroyed.

11
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Waste is a serious environmental problem that became a major issue worldwide due to its

increasing amount that destroys nature. The environment is gradually getting destroyed and not

only the environment suffers but also the ones who live around the world; animals were losing

their habitat, air and water became polluted, and spreading of diseases.

There are a lot of studies that were proposed to solve this major issue but not all of them

are well implemented. The most common solution in reducing waste is the proper

implementation of waste management. According to Perez (2011) waste management is very

crucial to be able to solve and to minimize the waste and other problems of the country.

Improper waste management causes lots of impact in the environment.

In the Republic Act 9003 also known as Ecological Solid Waste Management Act of

2000 Article 1 Section 2(a), it is stated that the state must help to protect the public health and

environment. The people must adopt a systemic, comprehensive and ecological waste

management. Waste came from the people and if it is forlorn, it became out of control.

Rapid increase of waste was caused by several factors such as: growing population, rapid

increasing consumption, and increasing urbanization. A previous study conducted by Ko

Matsunaga and Nickolas J. Themelis (2002) about the effects of affluence and population density

on waste generation and disposal of municipal solid wastes, they explained that population has a

big role in generating waste. Population refers to the people of a certain place that generate

waste. The greater the population, the higher the amount of wastes will be produced.
 Another factor that affects the amount of wastes produced is the number of the

consumers. Consumer refers to a person who buys and consumes the products; through

consuming the product, wastes are being produced. After a person bought a product and it has no

longer in use, it becomes waste. Thus, the number of consumers in a certain place does have a

relationship in the amount of waste that was being produced.

A successful waste management requires efficient disposal facilities, effective waste

management and financial resources to support waste management programs. However,

considering that a certain place has an absolute number of equipment and facilities but the people

lack discipline, waste management will not be successful. According to LeBlanc (2017) the

definition of waste management is associated with the word discipline. Waste management is a

disciplinary controlled of collecting, managing and processing waste into different variety of

ways.

2.1 Different Solid Waste Management

Solid waste management refers to the process of collecting solid waste and

turning it into valuable new product. According to Britannica, an online encyclopedia:

“Solid-waste management, the collecting, treating, and disposing of solid

material that is discarded because it has served its purpose or is no longer useful.

Improper disposal of municipal solid waste can create unsanitary conditions, and

these conditions in turn can lead to pollution of the environment and to outbreaks of

vector-borne disease—that is, diseases spread by rodents and insects.”

13
 The definition itself explained that solid waste management also refers in

minimizing the waste and converting into a new useable thing. Improper disposal of solid

waste can cause into unhealthy environment that has an effect into humans. An effective

solid waste management must practice according to its appropriateness. There are lots of

solid waste managements and here are some of it that were practiced in the country:

1. Landfill

Landfill is the most common and popular solid waste disposal method

used nowadays. It is also known as a tip, dump, rubbish dump, garbage

dump or dumping ground and historically as a midden (Merriam Webster,

Retrieved 2018). Landfill is the burial of waste into ground together with soil and

other types of material; it is also used to confine waste to a small place, to reduce

the volume of waste, and to cover the waste with soil and other types of fine

materials.

According to Lau (2015) landfills are also used for managing waste in

terms of consolidation, as a temporary storage, and transferring or processing of

waste materials.

2. Recycling

Recycling is also a solid waste management practices to reduce waste, it is

associate with the Three R’s which converts waste into a new reusable material.

Recycling is the process of converting waste materials into new materials and

objects. It is a substitute to the "conventional" waste disposal which can save

material and help lower greenhouse gas emissions (The Garbage Primer, 1993).

14
 One of the benefits of recycles is to reduce the amount of garbage that was put

into the landfills. Also recycling helps to prevent pollution, save energy and

conserve natural resources.

A Material Recycling Facility or also known as MRF is one of the

varieties of ways of recycling materials. MRF is specialized plant that receives,

separates and prepares recyclable materials and convert it into a new product

(Poulopoulos and Inglezakis, 2016). The process of recycling materials start from

collecting and sorting materials that are recyclable, then the process of

manufacturing the product and making into valuable and reusable material.

2.2 Criteria for an Effective Waste Management

Inside an institution; a company, an organization, a family, school, or even in a

classroom, management is needed to organize and manage things well. Management

means dealing with people, things, and activities in order to achieve the goals or desire of

a certain institution, it consist of all activities undertaken to achieve certain goals and

objective. (Villanueve-Rojo, Garcia-Cruz & Villanueva, 2003).

Waste management is the process of collecting, transporting, processing (waste

treatment), recycling or disposing of waste materials, usually ones produced by human

activity, in effort to reduce its human and environmental effect.

According to Patel (2008) the purpose of waste management is to protect the

health of the people, to prevent a spread of disease to the local community caused by

wastes, and to safely dispose hazardous material. There are a lot of purposes of waste

management, but the main purpose of it, was to manage waste accordingly.

15
 Let’s say that there is a management to controlled and reduce waste, what is the

assurance that this management are well-being manage? How it should be measured in

order to identify if the management is efficient to minimize wastes and have a sustainable

environment? There are some literatures that tell the characteristic, guideline, and criteria

for an effective waste management.

Dubey (2018) wrote an online article about the sustainability of an environment.

He stated that in order to have an effective waste management, the most important

activity that must do is the segregation. Segregation is very crucial in waste disposal

because it’s not just to separate waste properly, but also to take away the hazardous

materials from the recyclable ones.

Based on the Guidelines for National Waste Management Strategies (2013), here

are the guidelines for an effective waste management that should meet:

1. It should be Strategic. Strategic means a high level plan which carefully

designed to achieve a specific goal. A waste management of a certain

institution must adopt a high level policy and sets of overall direction with

regards to waste.

2. It should be Comprehensive. The word comprehensive means complete,

including all or nearly elements or aspects of something. A waste management

must be integrated and comprehensive in processing waste considering the life

cycle of a product; from the its starting point or from raw materials to

products and to waste, and also the total waste management chain, from

collection to disposal.

16
 3. Allows for interaction. A waste management should have an interaction

between the people who produces waste and the management. The

management should provide environmental awareness and eco-friendly

projects.

4. The management should have a Data Collection. The waste management

provides the information base for the waste management policy for

improvement of policy decision. These data could be used to come up where

and what to decide for the development of the management.

Another criterion that provides basic elements of having an affective waste

management was explained by Ma. Teressa Olivia (2013), a program officer of Miriam

College’s Environmental Studies Institute. She raised awareness about the importance of

developing a system that will guide and set people to action the proper handling and

disposal of waste.

According to Olivia, “As long as the four components of solid waste management

are present: Education, Engineering, Enterprise and Enforcement, it means you have

established a good program for your community”.

These are the Four Components of Solid Waste Management that Olivia stated:

1. Education. Making people aware or provide correct information to them

about the status of the waste management and how to handle it properly.

2. Engineering. It refers to how the modern technology deals with processing

waste. It is making technology work with waste management.

17
 3. Enterprise. Providing a livelihood program that has something to do with

recycling waste. Being productive to turn wastes into resources.

4. Enforcement. The word enforcement refers to how the management or the

official handles or effectively implement the policy, the programs and the

whole system itself.

Landfill is the most common waste management practices; however, there are

some criteria to tell whether a landfill is effectively managed. According to Marcouse

(2008), these are some technical characteristics of landfills or a waste site:

1. It must be contained by impermeable barriers.

2. It should not have a steep slope; to prevent landslides.

3. Should control nuisance and hazards; odors, dust, noise and traffic, etc.

4. Should have a regular management; covering the waste with soil regularly.

5. Wastes must be stable when deposited.

6. Hazardous wastes are absolutely forbidden; flammable, explosive, corrosive,

etc.

7. Waste site should be far away from the residence or from people.

2.3 Threats of Improper Waste Management

Due to increase of population that comes results to increase in consumption

consequently in the amount of waste that the people produce. Through time, problems

that comes from the improper and irresponsible management of wastes are rising and

continuing. From the consumption to its disposal, everyone that lives in the world which

18
includes people, the nature and even a little living organism are affected by all forms of

waste,

Examples show how evident that waste affects humans in any forms of it.

The most popular incident happen that caused by waste was the “Love Canal”

Incident in late 1950’s. The Love Canal was located at Niagara Falls in New York City,

the whole place was infamously known for its epicenter of a massive environmental

pollution disaster that affected the public health. The actual site was a proposed perfect

urban area called Model City, wherein hundreds of home and a school were built. After

years of ongoing construction and due to economic problem, the project was stopped and

abandoned. The canal was gradually filled with water; drum containers are rotting and

leaching into the backyards of houses, the Love Canal eventually became a dump site. A

catastrophe has followed that caused deaths, abnormalities and birth defects, and

unfortunately evacuation of residents (Brook, 2016).

The incident clearly explained how waste needs to be managed because if it is

forlorn, maybe not tomorrow but into the future, there are effects that might be shoulder.

New York State Health Department Commissioner at the time, David Axelrod (1988),

called the Love Canal incident a "national symbol of a failure to exercise a sense of

concern for future generations". Due to irresponsible act, people think less and don’t have

care for the future generation. Just like the incident that happened in the Niagara Falls,

everyone must be responsible to waste and to have concern for the future generation by

preserving the mother earth.

19
 In the local history, a 2000 incident at the Payatas dumpsite is the tragedy of the

residents of the Smokey Mountain. The disaster caused by country’s improper waste

management reminds people how ruinous effect does a waste have.

According to the history, Smokey Mountain is coined term for a large landfill that

was located at Tondo, Manila. In 1993, the National Housing Authority and R-II Builders

Inc. were made to build a low-cost house at the smoky mountain. However, the project

was closed in 1995 that caused thousands of homeless people. The location became the

home of 30, 000 impoverished people living together with the landfill’s waste. On July

2000, the landfill collapse due to severe rainfall and claimed all the lives of people living

around the said area (Gonzales, 2003).

There are many incidents happened globally and locally that was caused by

improper and irresponsible waste management. Action should start now to solve this

major issue to prevent those tragedies that happened before.

2.4 Synthesis of the Gathered Literature

General Mariano Alvarez Technical High School is a public school and a large

site that has a large population which consumes and produces waste. Observably, the

school needs to be managed in order to have a healthy environment. Lack of trash cans,

waste segregation and especially the discipline of the students are the most problem in the

school which is why the school do not have a healthy and fine environment.

20
 Given that GMATHS has a large population and each of them consumes and

produces a lot of waste; it can be the possible factor on why wastes became one of the

biggest problems faced by the school.

In the case of the school, the landfill of GMATHS was located at the back of

T.V.E classrooms or what was known as “burol”. The school uses a landfill solid waste

disposal method in reducing waste, and based on the observation the landfill is not

covered by soil and other types of fine materials. Even though GMATHS have its landfill

but observably, the landfill is not being well-managed.

Moreover, a material recycling facility was located at the Grade 7 council before

was eventually replaced by a new building that was proposed for the Technical

Vocational classrooms.

The research would determine the perceptions of students and the teachers about

the waste management of the school, and the purpose of this research is to determine

whether the current waste management of GMATHS is effective or infective in order for

the researchers to know if the school needs to change the system of waste management

and what environmental program could be proposed to help the school to be well-

managed in terms of cleanliness and preserving the nature.

21
 CHAPTER 3
RESEARCH METHODOLOGY

This chapter discusses in detail the research methodology that was followed in the study.

It provides the information in conducting the research and introduces the respondents who

participated and provided their perceptions in regards of GMATHS’ waste management. Also, it

discusses the instrument and procedure in gathering and analysis of the data.

3.1 Research Design

The research design is the actual structure that indicates the flow of the research

or the overall framework in conducting a research (Edmonds & Kennedy, 2012). The

research used triangulation method or the mix method. It is a combination of quantitative

and qualitative research method used to establish the credibility of the qualitative

analyses. Denzin (1978) and Patton (1999) explained that the triangulation method is

having a quantitative and qualitative data in a one study, to check out the consistency of

the findings generated by different data collection methods. The researchers felt the

appropriateness to use this technique to ensure the theory to be rich, robust and well-

developed; it is the best technique to use because a single method is not enough to prove

a phenomenon and using a multiple methods can help to generate a concrete findings.

3.2 Participants of the Study

The respondents who participated in this study are the students and teachers in

General Mariano Alvarez Technical High School. The number of the students in

GMATHS is 9,839, while the teachers are 265; therefore, the total population in this

study is 10,104. Since the population of GMATHS is very large and it would consume
the time to conduct a survey for 10,104 respondents, the study used the Slovin’s formula

to determine the total number of respondents:

Where:
n- Sample
N- Population
1- Constant
e- Margin of error

Then, stratified sampling technique was used to divide the 385 respondents which

represent the 7 groups of respondents; Grade 7 students, Grade 8 students, Grade 9

students, Grade 10 students, Grade 11 students, Grade 12 students, and the teachers.

These groups represented the whole population in this study.

In using the stratified sampling technique, the researchers used the formula:

n= x the total sample size

23
Table 1.0
Population and Sample

Stratum Population Sample Size

Grade 7 Students 2,232 85

Grade 8 Students 1,970 75

Grade 9 Students 1,933 74

Grade 10 Students 1,576 60

Grade 11 Students 1,196 46

Grade 12 Students 932 36

Teachers 265 9

TOTAL 10,104 385

The interviewees are selected teachers who have an experience in teaching in

GMATHS for at least 10 years; the interview was conducted to 5 teachers in order to

collect information about the waste management program practices in GMATHS.

3.3 Research Instruments

Research instruments are the tools that the researchers used in obtaining

information that are relevant in a research project (Wilkinson & Birmingham, 2016).

Since this study used a mix method, the research instruments that were used in this study

are both questionnaire and interview. The questionnaire is a scaled response, in which the

respondents are given a range of categories to express their perceptions regarding the

status of the waste management of GMATHS while the interview is one question that

would answer the waste management programs practiced in GMATHS. The

24
 questionnaire was validated by the two teachers that have a research expertise to ensure

that the researchers can gather reliable and precise data that fits the study.

The questionnaire have questions that would tell the status of the waste

management in GMATHS while the interview sought what program practiced in

GMATHS about the waste management.

3.4 Data Gathering Procedure

The figure 3.0 shows the procedure in gathering the data that the researchers

needed to find concrete findings.

•Formulate questions for the quesionnaire and interview.

1 •Validate the Questions.

•Request for permission to conduct survey in the area of

2 study.

•Conduct the survey and interview.

3

Figure 3.0 Data Gathering Procedure

In order to gather the data that were needed in the study, first, the researchers

formulated questions that are connected to the research topic to ensure having concrete

findings. Then, after formulating the questions, the questionnaire was validated by the

two teachers who had a research expertise. Next, the researchers requested for permission

to the authority in able to conduct the survey in the area of study. Lastly, the researchers

conducted the survey properly.

25
 The research would promote the aims of the research which will give the truth and

honest research data in order to make the research reliable, and the researchers will also

not be bias into the survey questionnaire and will have a fair data gathering procedure.

The research will also apply the ethical value in research which will keep the record or

the data collected as confidential information.

The researchers will strive for honesty in data, results, methods and procedures

that the research will do, and will avoid being bias in data gathering, data analysis and

data interpretation that may affect the research.

Moreover, the research will have its openness to share the study, results and

findings that were collected to the public, and to be open in criticism and new ideas.

3.5 Data Analysis

Statistical treatment is the process of analyzing and interpreting the data. The

study was consulted to a statistician and the researchers were told to use the weighted

mean. This statistical procedure estimated the weighted mean to describe the status of

GMATHS’ waste management. The formula for getting the weighted mean is:

∑
WM =

Where:
WM – Weighted Mean
– Frequency
– Weighted Value
n – Total number of Respondents

26
 In able to determine the status of waste management in GMATHS, the study used

the descriptive rating of weighted mean referring to the likert scale given below:

4.20 – 5.00 Strongly Agree

3.40 – 4.19 Agree
2.60 – 3.39 Undecided
1.80 – 2.59 Disagree
1.00 – 1.79 Strongly Disagree

In treating the data gathered in the interview, each response was discussed and

interpreted. The purpose of the interview is to determine the waste management programs

that were practiced in GMATHS since 2000.

27
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter focused on presentation, analysis and interpretation of data gathered from

the respondents through questionnaires and interview. It contains interpreted data which helps

the research to be more credible. The interview is being presented which discusses the waste

management programs practiced in GMATHS since 2000, and with the use of tables, the

statements are presented properly showing the perception of the students and teachers about the

status of GMATHS’ waste management.

4.1 Waste Management Programs of GMATHS since 2000

An interview was conducted to 5 teachers of GMATHS who are 10 years in

service in the school. The interview tells the waste management programs that were

practiced in GMATHS since 2000 and some of the information that was gathered are the

following:

A teacher said that MRF or the Material Recycling Facility was implemented in

GMATHS from around 7 years ago; she stated that it was coordinated from the memo

that starts from the Municipal of GMA, Cavite. She also said that:

“Ang problema, di parin ganun ka-disiplina na prina-practice ng mga teachers,

lalo na ng mga estudyante.”

The study found out that there are waste management programs that were

practiced in GMATHS yet there is a problem in implementing, which is the discipline of

the students in treating their waste.

As stated by another teacher:

“... yung basurahan lang sa classroom, yung ihihiwalay yung mga papel sa mga

kalat.”

Waste segregation is implemented in every classroom, which is the separation of

the recyclable materials to non-recyclable materials. In agreement of this, another teacher

said that waste segregation was practiced in GMATHS to maintain the cleanliness in

every classroom. She said that:

“Ihiwalay ang... nabubulok sa di-nabubulok, yung white from the brown paper,

yung mga balat ng candy.”

Another interviewee also stated that waste segregation and an environmental

project were practiced in GMATHS. According to her, a process of waste segregation

was implemented wherein wastes are separated accordingly; papers and plastics. Waste

segregation is in agreement of what another teacher said:

“Yung mga... tree planting pati waste segregation.”

The study found out that GMATHS practiced waste segregation and also a tree

planting project that is in line with environmental project. According to the Guidelines

for National Waste Management Strategies (2013), the management should provide

environmental project that would help, not only to preserve the nature, but also to have a

strong bond between the management and its subordinates. Environmental project like

tree planting is one way to interact with people in connection with preserving the

environment.

29
 In addition, as what the last interviewee stated, trash cans are placed inside the

classrooms; the biodegradable and non-biodegradable, which is also a waste segregation

process. She added that these practices are not complied because of the discipline of the

students; she said that:

“Di sinusunod ng mga bata. Kahit yung mga may mga kanya-kanyang basurahan

dun sa kwarto, di rin, kahit nandun ka sa room, ayaw parin, ayaw parin i-dalhin sa

basurahan. Kaya nakikita ko, katamaran talaga ng bata at tsaka kulang sa...”

The study found out that the problem of waste in the school is not only because of

the programs practiced in GMATHS, but also to discipline of the students. According to

LeBlanc (2017), waste management is associated with the word discipline. Waste

management is a disciplinary controlled of collecting, managing and processing waste

into different variety of ways. Moreover, considering that there are lots of equipment and

facilities to handle the waste of the school but if the people are self-indulgent, the waste

management will not be successful.

These waste management program practiced in GMATHS were perceived to be

ineffective according to the interviewees. One of the interviewee said:

“Kahit naman may mga program tayo dito parang wala paring nag babago.”

Based on the statement given by the interviewee, there are no changes happened

in the problem of the school regarding wastes whether there are lots of programs

performed. According to another interviewee, even the waste segregation has no effect in

reducing the waste of the school, she stated that:

30
 “Ginawa nila yung tatlong...biodegradable...tapos, lahat yun. Kaso nga...di yun nag

click.”

As a whole, the waste management programs that were practiced in GMATHS are

proven to be ineffective. They are not well implemented that caused the school not to

maintain its cleanliness and also tells that the system of the waste management in

GMATHS is inefficient to manipulate the waste of the school.

4.2 Status of Waste Management in the Perception of Students and Teachers

Table 2.0

Status of GMATHS’ Waste Management in the Perception of Students

STATEMENTS WEIGHTED M EAN INTERPRETATION

1. GM ATHS maintain cleanliness in its surroundings.

(Napapanatili ng GMATHS ang kalinisan sa kapaligiran nito). 2.45 DIS AGREE

2. GM ATHS has enough number of trash cans.

(Ang GMATHS ay may sapat na basurahan). 2.43 DIS AGREE

3. GM ATHS’ trash cans are well maintained.

(Napapanatili ng GMATHS ang kaayusan ng mga basurahan). 2.29 DIS AGREE

4. GM ATHS has a proper dumpsite.

(May wastong tapunan ng basura ang GMATHS). 2.39 DIS AGREE

5. GM ATHS’ dumpsite is away from classrooms

(Malayo ang tapunan ng basura ng GMATHS sa mga silid-aralan). 2.47 DIS AGREE

6. GM ATHS’ waste management follows the appropriate waste

segregation. 2.33 DIS AGREE
(Sumusunod sa angkop na paghihiwalay ng basura ang GMATHS).
7. GM ATHS’ waste management follows a specific schedule of waste
collection in every classroom.
(Sumusunod ang GMATHS sa tamang araw ng koleksyon ng basura sa 2.33 DIS AGREE
bawat silid-aralan).
8. GM ATHS’ waste management personnel perform their duty precisely.
(Ang mga nangangasiwa sa waste management ng GMATHS ay wastong 2.46 DIS AGREE
nagagampanan ang kanilang trabaho).
9. GM ATHS conducts environmental projects.
(Nagsasagawa ng mga proyektong pang-kapaligiran ang GMATHS). 3.88 AGREE

10. GM ATHS’ waste management needs improvement. S TRONGLY

(Kailangan pang ayusin ang waste management ng GMATHS). 4.68 AGREE

OVERALL WEIGHTED M EAN 2.77 UNDECIDED

31
 Majority of the students disagreed that GMATHS’ maintains cleanliness in its

surrounding with a weighted mean of 2.45. The study found out that GMATHS lacks in

activities and in facilities to minimize its waste which caused not to maintain its

cleanliness. According to Dubey (2018), to have a sustainable environment, activities

should be performed to minimize waste. He stated that waste segregation is the key to

minimize the waste and to have a sustainable and effective waste management.

Students disagreed that GMATHS has enough trash cans with a weighted mean of

2.43. The study discovered that GMATHS cannot maintain its cleanliness because of not

enough number of trash cans. Moreover, the students disagreed that GMATHS’ trash

cans are well-maintained with a weighted mean of 2.29. As seen, trash cans are not

enough to accommodate the waste of the large population of GMATHS. A previous study

conducted by Ko Matsunaga and Nickolas J. Themelis (2002) about the relationship of

the population to the generated waste, population has a big role in generating waste; the

higher the population, the more wastes generated.

Also, majority of the students disagreed that GMATHS has a proper dumpsite

with a weighted mean of 2.39. The study figured out that the dumpsite of GMATHS is

not regularly managed and it does not have the characteristics of a well-managed waste

site. According to Marcouse (2008), dumpsites should control its nuisance and have a

regular management.

In addition, the students disagreed that GMATHS’ dumpsite is away from

classrooms with a weighted mean of 2.47 which is one of the criteria of a well-managed

waste site according to Marcouse (2008).

32
 Students disagreed that GMATHS’ waste management follows the appropriate

waste segregation with a weighted mean of 2.33. The study found out that the wastes are

not separated properly and the school lacks awareness in waste segregation. According to

Dubey (2018), segregation is very crucial in waste disposal because it is not just to

separate waste properly, but also to take away the hazardous materials. In addition, Olivia

(2013) states that one of the components of waste management is the Education;

awareness on how to handle waste properly, because of lack of awareness in waste

segregation, the waste are not separated properly.

Also, majority of the students disagreed that GMATHS’ waste management

follows a specific schedule of waste collection in every classroom with a weighted mean

of 2.33. The study discovered that there is no committee in waste collection to every

classroom and wastes are only cumulative in every classroom. According to the

Guideline for National Waste Management Strategies (2013), an effective waste

management should be Comprehensive; the management should be integrated from

collection to disposal of waste.

The statistics shown that the personnel assigned in GMATHS’ waste management

did not perform their duty well, as seen in the perception of the students with a weighted

mean of 2.46. The study found out that the cause of unsustainable environment in the

school was because personnel assigned to it did not perform their duty to manage waste.

According to Olivia (2013), the fourth component of waste management is the

Enforcement; officials should handle effectively the policy, the program, and the whole

system itself.

33
 A large population of students agreed that GMATHS conducts environmental

project with a weighted of 3.88. As seen in the previous findings, the study found out that

GMATHS conducted environmental project yet they are not effectively implemented.

Based on the Guidelines for National Waste Management Strategies (2013), the effective

waste management allows for interaction; the management should provide activities and

projects that are effective in minimizing the waste.

Thus, the students strongly agreed that GMATHS’ waste management needs

improvement with a weighted mean of 4.68. The study found out that GMATHS waste

management practices and waste policies are not well implemented, the waste

management of GMATHS is ineffective according to the perception of the students.

34
Table 3.0

Status of GMATHS’ Waste Management in the Perception of Teachers

STATEMENTS WEIGHTED M EAN INTERPRETATION

1. GM ATHS maintain cleanliness in its surroundings.

(Napapanatili ng GMATHS ang kalinisan sa kapaligiran nito).
3.00 UNDECIDED

2. GM ATHS has enough number of trash cans.

(Ang GMATHS ay may sapat na basurahan).
2.55 DIS AGREE

3. GM ATHS’ trash cans are well maintained.

(Napapanatili ng GMATHS ang kaayusan ng mga basurahan).
2.55 DIS AGREE

4. GM ATHS has a proper dumpsite.

(May wastong tapunan ng basura ang GMATHS).
2.33 DIS AGREE

5. GM ATHS’ dumpsite is away from classrooms

(Malayo ang tapunan ng basura ng GMATHS sa mga silid-aralan).
2.09 DIS AGREE

6. GM ATHS’ waste management follows the appropriate waste segregation.

(Sumusunod sa angkop na paghihiwalay ng basura ang GMATHS). 2.21 DIS AGREE

7. GM ATHS’ waste management follows a specific schedule of waste

collection in every classroom.
(Sumusunod ang GMATHS sa tamang araw ng koleksyon ng basura sa
2.11 DIS AGREE
bawat silid-aralan).
8. GM ATHS’ waste management personnel perform their duty precisely.
(Ang mga nangangasiwa sa waste management ng GMATHS ay wastong 2.33 DIS AGREE
nagagampanan ang kanilang trabaho).
9. GM ATHS conducts environmental projects.
(Nagsasagawa ng mga proyektong pang-kapaligiran ang GMATHS).
3.55 AGREE

10. GM ATHS’ waste management needs improvement.

(Kailangan pang ayusin ang waste management ng GMATHS).
4.76 S TRONGLY AGREE

OVERALL WEIGHTED M EAN 2.75 UNDECIDED

Table 3.0 shows that majority of the teachers were undecided that GMATHS

maintains cleanliness in its surroundingwith the weighted mean of 3. The study found out

that the perception of the teachers with regards to the sustainability of the environment is

different in the perception of the students.

35
 Majority of the teachers disagreed with a weighted mean of 2.55 that GMATHS

has enough number of trash cans and also disagreed with a weighted mean of 2.55 that

these trash cans are well-maintained.

Majority of the teachers answered disagree about the statements with regards to

the dumpsite of GMATHS with a weighted mean of 2.53 and 2.09. The study found out

that in the perception of teachers, the dumpsite is unconventional and near the classroom

which should not be. According to Marcouse (2008), waste site should be far away from

the residence or from people.

With a weighted mean of 2.21, the statistics showed that in the perception of

teachers, GMATHS do not follows the appropriate waste segregation; teachers could tell

that the wastes are not appropriately separated.

Evidently, teachers answered disagree weighted mean of 2.11 that GMATHS’

waste management follows a specific schedule of waste collection with a. Just like in the

perception of the students, there is no committee that performs collection of waste in

every classroom. Also, majority of teachers disagreed with a weighted mean of 2.33 that

the waste management personnel perform their duty precisely. Clearly, wastes are not

collected and appropriately segregated because the personnel did not perform their duty

precisely.

With a weighted mean of 3.55, the statistics showed that teachers could tell that

GMATHS conducts environmental projects, however, some teachers disagreed about

this. The school conducts environmental project yet it is not effectively implemented

according to the interview that was conducted by the researchers. According to them,

36
 there are some environmental projects that were practiced in GMATHS yet it is not

effectively implemented due to the discipline of the students.

GMATHS’ waste management needs improvement indeed with a weighted mean

of 4.76 in the perception of teachers and students. The study found out that the

management should strengthen the weaknesses of its current waste management and

develop new programs that would help the school itself, the teachers, and the students to

have a sustainable environment.

4.3 Proposed Waste Management Program

Based on the findings of the study, the perception of the students and teachers in

GMATHS’ waste management requires an improvement. The following are the problems

that need to be developed and enhanced in the system of waste management:

1. A committee of students, teachers and administrations should be built that would

monitor the management of wastes from generation, collection and disposal. Based

on the findings, the personnel assigned in the waste management did not perform

their duty well. In order to have a successful waste management, the waste should be

monitored by a committee.

If there is an existing committee or organization, they are the one who will monitor

and run the enhanced waste management.

2. More trash cans should be added because based on the findings; trash cans are

insufficient to store the waste of the large population of GMATHS. Adding more

garbage cans could accommodate the large amount of wastes in the school, especially

in areas where students and teachers consume goods.

37
3. A creative trash cans would help for it to be well-maintained. In able to maintain the

conditions of garbage cans, it should not just garbage cans, but garbage cans that are

creative that will motivate students. A trash cans that looks like a basketball ring

could help to sustain its cleanliness because the students are motivated to put their

wastes in this kind of trash cans and minimize the litter around the school.

4. GMATHS should have a strict policy in regards to waste management. GMATHS

should follow appropriate segregation and a specific schedule in collection of waste

in every classroom. Moreover, a strict policy promotes a disciplinary character of the

students. GMATHS should have a punishment of community service which also

helps the school to maintain its cleanliness.

5. GMATHS should raise awareness and conduct environmental projects that promote

green environment. Based on the findings, the students must know how to handle

their waste especially in segregating it.

38
 Waste Generation

Waste Collection

Waste Segregation

Useless Recyclable
Materials Material

Waste Waste
Transportation Transportation

Dumpsite Market Eco-centers

Income
Distribution

Figure 4.0 Framework of Proposed Waste Management Program

Figure 4.0 shows the flow of the proposed waste management program drawn

from the findings that the study found out. Starting from the generation of wastes, it

would be collected from the classrooms and in every trash cans that the school have, the

collection of wastes in every classroom is every end of the week. By the help of the

committee and the presidents of each classroom, they will help each other to collect the

waste that the school generated.

39
 After the collection of waste, segregation will be performed in order to categorize

the waste whether it is recyclable or useless materials. The committee will be the one

who will separate the thing that could be recycled and the things that should be disposed.

The useless materials will be transported to its final disposal since they are not

recyclable and they cannot transform into a new product. These materials are usually the

food waste or the things that has no longer use.

The recyclable materials is divided into two after the waste transportation, the

recyclable material could go to the market or to the recycling station. This market refers

to selling of the recyclable material. If the recyclable material transported direct to the

market, it refers selling it to the junkshop, but if the recyclable materials transported into

the recycling station, it will be recycled into a new product such as plastic wallet, origami

vase, etc. and it will be sold in the market which is the school. The new products came

from the recycled materials could be sold to the school as a source of income or fund for

the environmental projects of the school.

The earned income from the market will be distributed to those who participated

in the program. They can use the income to buy things that their classroom needed such

as cleaning materials, school supplies, etc. The committee will have its commission to the

sold materials from the junkshop whereas they will own the income from the sold

materials that came from the eco-center.

In able to have a sustainable environment, the study suggests adding more trash

cans in different area of the school, the following trash cans are the proposed waste bin

that the waste management could adopt.

40
 Figure 5.0 Proposed Trash Cans

Figure 5.a was retrieved from Indonesia; these trash cans are Indonesian public

trash cans that are made in metal and plastic, the ring is made from plastic and the stand

of it is made from metal. The figure 5.b is a trash can retrieved online from Amazon.com;

it is made from cardboard. Trash can A can be placed outside the classrooms while trash

can B can be placed inside the classrooms.

Since the school does not have its recycling station, the researchers recommend

the following eco-centers that the school could adopt.

Figure 6.0 Eco-centers from Calamba, Laguna

41
 Figure 6.0 shows the proposed eco-center that the school could adopt, figure 6.a is

a resort eco-center in Calamba, Laguna, while figure 6.b is an eco-center in an

elementary school at Calamba, Laguna. The eco-centers will serve as a facility in school

that will process the recyclable materials into new products.

The following are the list of some materials that the committee could consider as

recyclable materials and to be process in the eco-centers:

1. Plastic

a. Bottle

b. Cups

c. Plastic/Eco Bags

2. Paper

a. White Paper

b. Brown Paper

c. Colored Paper

3. Metals

a. Tin

b. Aluminum

c. Steel

4. Cartons

a. Boxes

b. Egg Carton

5. Junk food and Candy Wrappers

42
 Moreover, to have a successful waste management, the researchers created a

proposed year calendar, given the activities of the program to be performed by the

committee.

ONE YEAR CALENDAR

ACTIVITIES JUN JUL AUG SEPT OCT NOV DEC JAN FEB MAR

Informing the students

regarding the waste
management program that will
be proposed by the
committee.

Starting of implementation of
the program.

Raise awareness about

different waste disposal.

Conduct a seminar about

environmental problem and its
solution.

Conducting a bazaar of
recycled materials at
Foundation Day.

Conducting yearly camp.

Monitoring the status of the

implemented program.

Evaluation of the implemented

program.

Figure 7.0 Year Calendar of Proposed Waste Management

The figure 7.0 will serve as the calendar of the proposed waste management

program. This includes informing the students regarding the waste management program;

giving them information on how the program will flow. The implementation of the

program will start on the month of August followed by continuous monitoring of the

43
program. Seminars, bazaar and camp will also be conducted. At the end of the school

year, the implemented waste management program will undergo evaluation process in

order to know whether it is effective or not.

44
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the sum-up of the findings, conclusions that was drawn from the

findings and the recommendation of the study in regards to the waste management of GMATHS.

Summary

The main objective of this research is to determine the waste management

programs that were practiced in GMATHS and determine its effectiveness as basis for the

proposed environmental program. This chapter summarizes the findings in the survey,

interview and gathered literature in order to come up for an enhanced waste management

program.

The study used both questionnaire and interview in gathering of data;

questionnaires are equally distributed to students and teacher while the interview is

properly performed to the qualified interviewees. The quantitative data that the study

collected was interpreted using the descriptive rating of the weighted mean that tells the

status of the waste management of GMATHS in the perception of the respondents, while

the collected qualitative data was analyzed and interpret which determined the waste

management program practiced in the school. The findings of the study answered the

statement of the problem that helps to provide an enhanced waste management.

5.1 Findings

1. Waste Management Program practiced in GMATHS since 2000:

 Waste Segregation
  Material Recycling Facility

 Tree Planting Project

2. Status of waste management in GMATHS in the perception of students and

teachers:

 Shortage of trash cans led the school’s incapability to accommodate

the wastes of the whole population.

 The wastes of the school are not placed into the designated area of

waste and shown to be near in the classrooms of GMATHS.

 GMATHS lacks awareness in waste segregation that led the waste in

the trash cans to be not separated.

 There is no committee that collects the wastes that were cumulative in

every classroom.

 Students did not participate in the waste management program

provided by the school.

 The personnel of the waste management in GMATHS did not perform

their duty precisely.

 GMATHS conducts environmental projects in the school, however,

proven to be ineffective.

 The waste management of GMATHS perceived to be ineffective and

needs improvement.

46
5.2 Conclusions

Based on the preceding findings of the study, the following conclusions are

drawn:

5.2.1 Waste bin deficiency, unawareness about waste segregation and inappropriate

waste site are the factors to an unsustainable school environment.

5.2.2 The discipline of the students and incompetency of the waste management

personnel led the school’s system of waste management to be inefficient.

5.2.3 The waste management programs practiced in GMATHS was perceived to be

ineffective and needs to be improved.

5.3 Recommendations

After a thorough analysis and interpretation of the data, the following

recommendations were hereby made:

5.3.1 Procurement of additional trash cans in order to accommodate the wastes

generated by the whole population of the school. The added trash cans should not

be just a simple trash cans, it should be creative; trash cans that look like a

basketball ring could help because the students will be motivated to put their

wastes in this kind of trash cans and minimize the litter around the school.

5.3.2 Given that the school lacks awareness about segregation, it should provide

seminars and conference which discuss about the proper handling of waste.

5.3.3 Allot a proper dumpsite that should meet the criteria of an effective waste site.

Consequently, the wastes in the trash cans will have a designated area to place

which will make the trash cans to be well-maintained.

47
5.3.4 Implement strict policy pertaining to the cleanliness of the environment; public

service can be a penalty to those who violate the waste management policy. In

this case, the discipline of the student can be trained.

5.3.5 Establish a committee that is constituted by students, teachers and administration

that would run the whole system of waste management. If the school already has

an environmental organization, they will be the one who will promote, lead and

implement the waste management programs.

5.3.6 Consider a trial stage of the proposed waste management program that could help

the school to have an effective waste management.

5.3.7 For the future researchers for reference and a depth study about the effectiveness

of the proposed waste management system.

48
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51
APPENDICES
 APPENDIX A
LETTER FOR VALIDATION

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite
GENERAL MARIANO ALVAREZ TECHNICAL HIGH SCHOOL
General Mariano Alvarez, Cavite

February 2, 2018

Mrs. Jacquelyn F. Ticoy

English Teacher
General Mariano Alvarez Technical High School

Dear Mrs. Ticoy:

The undersigned is about to conduct a study entitled “WASTE MANAGEMENT OF GMATHS: BASIS
FOR AN ENVIRONMENTAL PROGRAM PROPOSAL”, in partial fulfillment of the requirements in
the subject Inquiries, Investigations and Immersion.

In connection, we would like to request for your expertise in face validating the attached questionnaire
that will serve as the research instrument.

Also, the copy of the research questions was attached for your reference.

Your favorable response is highly appreciated.

Thank you and God bless you.

Respectfully yours,

Marilou D. Abuda

Emmanuel B. Alpeche

Karl Hadrian A. Manuel

Noted by:

Ms.Jane Marie C. Leonares

SHS Instructor

Mrs. Mila M. Correa

Head
English Department

53
 APPENDIX B
LETTER TO RESPONDENTS

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite
GENERAL MARIANO ALVAREZ TECHNICAL HIGH SCHOOL
General Mariano Alvarez, Cavite

Dear Respondents,

The undersigned is about to conduct a study entitled “GMATHS WASTE

MANAGEMENT: BASIS FOR AN ENVIRONMENTAL PROGRAM PROPOSAL” in partial
fulfillment of the requirements for the subject Inquiries, Investigations and Immersion.

In connection with this we hope that you will cooperate by honestly answering the
questionnaire.

Respectfully Yours, Noted by:

______________________ ___________________________
Marilou D. Abuda Ms. Jane Marie C. Leonares
SHS Teacher
______________________
Emmanuel B. Alpeche ___________________________
Mrs. Mila M. Correa
________________________ Head, English Department
Karl Hadrian A. Manuel

54
 APPENDIX C
QUESTIONNAIRE

WASTE MANAGEMENT OF GMATHS: BASIS FOR AN

ENVIRONMENTAL PROGRAM PROPOSAL

Part I. Profile of the Respondent

Name (optional): ___________________________

Student Teacher

Part II. Questionnaire

Instructions: The following statements will determine the status of GMATHS’ Waste
Management; put (✓) check on the right side of each statement to tell whether you (5) strongly
agree, (4) agree, (3) undecided, (2) disagree, or (1) strongly disagree.

5 1
4 3 2
S TATEMENTS Strongly Strongly
Agree Undecided Disagree
Agree Disagree

1. GM ATHS maintain cleanliness in its surroundings.

(Napapanatili ng GMATHS ang kalinisan sa kapaligiran nito).

2. GM ATHS has enough number of trash cans.

(Ang GMATHS ay may sapat na basurahan).

3. GM ATHS’ trash cans are well maintained.

(Napapanatili ng GMATHS ang kaayusan ng mga basurahan).
4. GM ATHS has a proper dumpsite.
(May wastong tapunan ng basura ang GMATHS).
5. GM ATHS’ dumpsite is away from classrooms
(Malayo ang tapunan ng basura ng GMATHS sa mga silidaralan).
6. GM ATHS’ waste management follows the appropriate waste
segregation.
(Sumusunod sa angkop na paghihiwalay ng basura ang GMATHS).
7. GM ATHS’ waste management follows a specific schedule of waste
collection in every classroom.
(Sumusunod ang GMATHS sa tamang araw ng koleksyon ng basura sa
bawat silid-aralan).
8. GM ATHS’ waste management personnel perform their duty
precisely.
(Ang mga nangangasiwa sa waste management ng GMATHS ay
wastong nagagampanan ang kanilang trabaho).
9. GM ATHS conducts environmental projects.
(Nagsasagawa ng mga proyektong pangkapaligiran ang GMATHS).

10. GM ATHS’ waste management needs improvement.

(Kailangan pang ayusin ang waste management ng GMATHS).

55
 APPENDIX D
INTERVIEW TRANSCRIPTION

RESEARCHERS
Researcher 1 – Marilou Abuda
Researcher 2 – Emmanuel Alpeche
Researcher 3 – Karl Hadrian Manuel
INTERVIEW SCHEDULE: February 15, 2018
RESPONDENT NUMBER 1

Researcher 1: Good afternoon po, Ma’am ilang taon na po kayo dito sa GMATHS?

Respondent: 24 years.
Researcher 1: Tanong lang po namin ma’am kung ano, yung about po sa waste management Ma’am, kung
meron na pong, about Ma’am sa ano, waste management programs po Ma’am na prac.. prinac.. na nagka
ano..

Researcher 2: Napractice

Researcher 1: Na napractice sa GMATHS.

Respondent: Meron naman, pina-practice naman yan lalo na nitong.. siguro mga 7 years ago, ganun na
sya ka extensive. Ang problema, di pari ganun ka disiplina na pinapractice ng mga teachers, lalo na mga
estudyante. Tina-try ng mga teachers na gawin... sunduin, may basurahan pa nga sa room but still di yan
ano.. ayun.

Researcher 1: Ano Ma’am, specific program wala po?

Respondent: Yun ano... ano ngang tawag natin sa program na yun... kasi ang pinaka coordinator natin
dyan si ano si Dr. Arnet De Guzman yung sa G7. Na meron pa tayong... May tawag pa tayo dun sa
basurahan.

Researcher 1: Yung MRF po?

Respondent: Oo, so yun yung pinaka program talaga natin nyan.. na coordinated sa memo na nagstart sa
munisipyo, tapos representative natin si Ma’am De Guzman so sya ang coordinator dito. May program
talaga tayo.

Researchers: Thank you po Ma’am.

INTERVIEW SCHEDULE: February 23, 2018

RESPONDENT NUMBER 2

Researcher 3: So, good afternoon po ma’am. Mga researcher po kami at about po sa waste management
ng GMATHS yung research namin.

Respondent: Okay.

56
Researcher 3: Tanong lang po namin kung ano na po yung mga waste management program na
napracatice dito sa GMATHS?

Respondent: Waste management program?

Researcher 3: Yes po Ma’am.

Respondent: Parang wala naman, ganun parin... yung basurahan lang sa classroom... yung ihihiwalay
yung mga papel sa mga kalat. Ayun lang, waste segregation lang sa bawat classroom. Kahit naman may
mga program tayo dito parang wala paring nagbabago.

Researcher 1 and 3: Thank you po Ma’am.

INTERVIEW SCHEDULE: February 23, 2018

RESPONDENT NUMBER 3
Researcher 3: Good afternoon po Ma’am, kami po yung mga researcher, ahm, nags-study po kame about
sa waste management ng GMATHS. Ang title po namin ma’am is Waste Management of GMATHS:
Basis for an environmental program proposal. So ang question po namin sa inyo Ma’am is... what is...
what are the waste management program that proposed in GMATHS since 2000?

Respondent: 2000... ang alam ko lang... ay... ah... yung una, nagkaroon ng ano.. nagkaroon sila ng.. kasi
meron din kasing ano...yung sa isip. Tungkol sa ano.. may tatlo.. Meron din dito sa MAPEH na nagstudy
tungkol sa waste management, tungkol sa absenteeism, yung sa ano.. yung hawak ko absenteeism, tapos
yung pangatlo, pero may naghahawak sa waste management. Ang naghahawak nyan si Sir Rejuso.
Ngayon kung ako naman ang tatanungin mo, nagkaroon kasi ng ano.. na.. lahat ng.. lahat ng.. kalat dito,
ay inano nila sa mga classroom. Ginawa nila yung tatlong... biodegradable... tapos. Lahat yun. Kaso nga..
di yun nag click. Tapos yung mga papers ika-crample lang tapos i-a... kahit malayo ka i-tatapon. parang
naglalaro lang ng basketball. Ahh... ine-encourage yug mga bata na ganun, pero wala rin di na ano.. di
talaga na...

Researcher 3: Di po nasunod..
Respondent: Oo, di nasusunod, di sinusunod ng mga bata. Kahit yung mga may mga kanya kanyang
basurahan dun sa kwarto di rin kahit nandun ka sa room ayaw parin, ayaw parin i-dalhin sa basurahan.
Kaya nakikita ko, katamaran talaga ng bata at tsaka kulang sa, di naman sa pag-aano, kulang , kasi dapat
yun nag uumpisa sa bahay, pero kahit nandito sila. Kaya hanggang ngayon 2017 na, problema parin natin
yung basura, kasi wala talaga, kahit dito sa Multi, ako ang naghahawak sa ano dito sa Multi, pag pasok
nila sa umaga may mga ano na basurahan na sa bawat ano sa labas, wala talaga, gusto nila pag kakain nila
tatapon lang sa kung saan, kaya yung mga basurahan na nakalagay dyan sa pinto pinto di napupuno tapos
yung basurahan dito napupuno. Kaya ang nangyayari, pag nagwawalis kame sa hapon isang tambak ng
basura, ganun. So... Kaya lately lang, nag-gawa ako ng ano, may pinapirmahan ako sa taas na.. yung mga
lahat na ano, na nandito sa loob na nagkaklakse dito, ahh isasarado namin ang room, ang multi sa recess
lunch period at recess sa hapon, sinubukan namin yun.. nag click.. kasi malinis ang loob, malinis ang
loob. Ang mga bata wala sa loob pag kaganyang oras, kasi ayan yung mga oras na mag pe-peek sila,
kakain sila, hinahayaan lang ang basura, talagang hindi nila ma-ano na dalhin ang basurahan, yun lang.
nakahiga, nakaupo lang sila, tatapon kasi pinagmamasdan namin sila. Dito lang, dito lang hindi mo na
isasama ang buong school, dito lang sa loob ng Multi, pinagmamasdan namin sila.. ganyan tapon. So
para.. Matyaga lang ang teacher na sabihan sila na.. wag mong itapon dyan ang basura, ayun ang
basurahan. Pero di mo magagawa yan sa lahat ng estudyante sa dami ng.. oo dito sa Multi, so ang ginawa
namin sinara namin, so merong taga sara, kada recess lalabas lahat sarado yan papasok nalang sila pag

57
9:20 tapos pag ka tapos papasok na sila dito bubuksan nayan. Tapos nakikita namin na magwalis kame sa
hapon, halos di katulad dati na tambak na basura. So yun... yung lately lang na ano na pina ano ..
nagagawin naminso nakita ko na talagang katamaran ng mga bata, yun ang problema katamaran talaga
nila, hindi yung sasabihin mong kakulangan sa basurahan, kasi nandyan na may basurahan jan, pero
talagang ano, tapos pag hindi mo hawak yung bata tapos uutusan mo na itapon yung ano.. hindi ka nila
papakinggan, so yun yung nakita ko dito kahit anong gawin mo dito meron tayong ano..wala.. kailangan
talaga mag-umpisa sa bahay tuturuan mo sila para madala nila dito sa school.

Researcher 3: Thank you po Ma’am.

INTERVIEW SCHEDULE: February 23, 2018

RESPONDENT NUMBER 4
Researcher 2: Good afternoon po Ma’am, anu-ano na po yung mga napracticed na waste management
program po dito po sa GMATHS?
Respondent : Waste segregation, kailangan ma-maintain ang cleanliness through waste segregation.
Ihiwalay ang... nabubulok sa di nabubulok, yung white from the brown paper, yung mga balat ng candy ..
yung lang talaga, as a whole waste segregation.

Researcher 1 and 2: Thank you po Ma’am.

INTERVIEW SCHEDULE: February 28, 2018

RESPONDENT NUMBER 5
Researchers: Good afternoon po Ma’am, ano po ba yung mga napractice na Waste management program
sa GMATHS?

Respondent: Yung mga... tree planting pati waste segregation.

Researchers: Thank you po Ma’am.

58
 APPENDIX E
CERTIFICATION OF LANGUAGE EDITING

This is to certify that the thesis entitled “WASTE MANAGEMENT OF GMATHS: BASIS FOR

AN ENVIRONMENTAL PROGRAM PROPOSAL” in partial fulfillment of the requirements for the

subject Practical Research II – Qualitative Research by MARILOU D. ABUDA, EMMANUEL B.

ALPECHE and KARL HADRIAN A. MANUEL has been thoroughly reviewed and checked by the

undersigned for salient revisions and editing prior to the thesis publishing.

MS. JORIE LYNN A. MANUEL, LPT

Editor

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 CURRICULUM VITAE

Name Emmanuel B. Alpeche

Date of Birth October 14, 1999

Place of Birth G.M.A, Cavite

Educational Attainment

Basic Education

Senior High School: General Mariano Alvarez Technical High School with Academic
Track- Accountancy, Business and Management Strand

Junior High School: General Mariano Alvarez Technical High School

Elementary: San Gabriel I Elementary School

Honors, Scholarships/Study Grants and Awards Received

With Honor, Grade 11 (2017)

Work Experiences

(80 Hours) Clerk, Topserve Company

Researchers Conducted

The Effects of Listening to Music to the Study of Grade 10 in GMATHS

Ang Masasamang Epekto ng Adiksyon sa Internet ng mga G11 Students ng GMATHS

S.Y. 2016-2017

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 CURRICULUM VITAE

Name Karl Hadrian A. Manuel

Date of Birth January 12, 2000

Place of Birth G.M.A, Cavite

Educational Attainment

Basic Education

Senior High School: General Mariano Alvarez Technical High School with Academic
Track- Accountancy, Business and Management Strand

Junior High School: General Mariano Alvarez Technical High School

Elementary: Area J. Elementary School

Honors, Scholarships/Study Grants and Awards Received

With Honor, Grade 11 (2017)

Loyatly Award, GMATHS Vocal Ensemble (2016)

Work Experiences

(80 Hours) Clerk, Greenergy Trading and Services Corporation

Researchers Conducted

The Impact of Joining Performing Arts Club in Building the Self-Esteem of Grade 10
Students of GMATHS

GMATHS Vocal Ensemble: Pampaaralang Organisasyon at ang mga Naidudulot sa mga

Kasapi Nito

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 CURRICULUM VITAE

Name Marilou D. Abuda

Date of Birth August 26, 1999

Place of Birth G.M.A, Cavite

Educational Attainment

Basic Education

Senior High School: General Mariano Alvarez Technical High School with Academic
Track- Accountancy, Business and Management Strand

Junior High School: General Mariano Alvarez Technical High School

Elementary: San Gabriel I Elementary School

Honors, Scholarships/Study Grants and Awards Received

With High Honor, Grade 11 (2017)

Work Experiences

(80 Hours) Clerk, Landbank GMA Branch

(1,280 Hours) Machine Operator, HS Craft

Researchers Conducted

Effects of Watching English Movies to the Communication Skills of Grade 11 Students

in General Mariano Alvarez Technical High School S.Y. 2016-2017

Epekto ng K to 12 Curriculum sa Pag-aaral ng mga Mag-aaral ng Grade 11 sa Paaralang

GMATHS

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