IMPROVING SOLID WASTE MANAGENT PRACTICES OF GRADE 8 STUDENTS AT BALANACAN NATIONAL HIGH SCHOOL: KALIKASAN KO, RESPONSIBILIDAD KO PROGRAM LAZARTE CHERRILE ANN T. MOLATO MARIEL E. MAQUIPLANTA AL-JHON R. MONTEMAR RANDEL M. MUSNIT JANRICK A. I. CONTENT AND RATIONALE The waste management sector is facing numerous challenges globally. Human activities generate massive amounts of municipal and industrial garbage every day around the world. It is predicted that roughly 3.4-4 billion tons of municipal and industrial solid garbage and up to 300 million tons of hazardous waste are produced annually worldwide (Nabegu, 2010). As the volume and complexity of solid waste increase, so do the environmental risks posed by waste products, which include human health risks, ecosystem degradation, soil and water contamination, greenhouse gas emissions, global warming, and climate change (United Nations Environmental Programme, 2011). With all the effects that waste can have on people's health and the environment, it is obvious that the waste management sector needs the help of the community to solve the problem. Philippines is an archipelagic country located in the Southeast Asia. It has a dynamic and rapid economy due to increasing urbanization, growing middle class and it has a large and young population (World Bank, 2020). Given this condition, solid waste production in the Philippines also increases (Castillo & Otoma, 2013). Solid waste mismanagement is one of the most important environmental issues, with a significant negative impact on natural resources and human health. As a result, it is critical to promote a culture in schools targeted at reducing environmental and social problems caused by trash (NAPECA Project, 2018). At present that the world is becoming more and more polluted, learning the correct methods of handling the waste generated has become essential (Marello and Helwege, 2014). All available waste prevention and management solutions involve public participation. According to Villanueva (2013), education is a crucial component of solid waste management that must be included in order to develop a successful community program. Awareness of solid waste management will create change on how people look at garbage. According to UNESCO (2015), waste management may be effectively achieved through teamwork, with students playing an important role as future leaders. They must actively participate in and be informed about sanitation concerns in their communities and educational institutions, inspiring them to take action. Implementing cleanliness measures in schools would improve kids' health while also increasing attendance rates (Bowen et al., 2007). Improving solid waste management practices among Grade 8 students at Balanacan National High School through the "Kalikasan Ko, Responsibilidad Ko" program is essential in addressing the growing waste crisis exacerbated by urbanization and population growth. The increase in waste generation poses significant environmental and health risks, particularly in schools where daily waste output is high, leading to common littering issues on CONCEPTUAL FRAMEWORK campuses. The paradigm below was formulated and designed to improve the solid waste management practices of grade 8 students at Balanacan National High School: Kalikasan Ko, Responsibilidad Ko Program. INPUT Pre-Test Activity PROCESS “Kalikasan ko, Responsibilidad ko” Program Post-Test OUTPUT Improvement of Solid Waste Management Practices of Grade 8 Students at Balanacan National High School Figure 1. Research Paradigm Figure 1 above are shown the research paradigm that explains the input process output. The paradigm below was formulated and designed to improve solid waste management practices of Grade 8 students at Balanacan National High School through the “Kalikasan Ko, Responsibilidad Ko Program.” This study follows an input-process-output framework. The input consists of the pre-test and post-test results of selected Grade 8 students to assess their solid waste management practices before and after the intervention. The process involves implementing the “Kalikasan Ko, Responsibilidad Ko Program”. II. ACTION RESEARCH QUESTION This study aims to improve the Solid Waste Management Practices of Grade 8 students at Balanacan National High School: Kalikasan Ko, Responsibilidad Ko Program. 1. What are the current practices of Grade 8 students at Balanacan National High School regarding solid waste management before the implementation of the 'Kalikasan Ko, Responsibilidad Ko Program'? 2. How effective is the 'Kalikasan Ko, Responsibilidad Ko Program' in improving the awareness and participation of Grade 8 students in solid waste management practices at Balanacan National High School? 3. What specific improvements in waste segregation and recycling behaviors have been observed among Grade 8 students at Balanacan National High School after the implementation of the 'Kalikasan Ko, Responsibilidad Ko Program'? III. INNOVATION, INTERVENTION AND STRATEGEY This project entitled "Kalikasan ko, Responsibilidad ko" aims to innovate and intervene in Improving Solid Waste Management Practices among Grade 8 students at Balanacan National High School. To reduce the amount of solid waste that would otherwise end up on the health of students at Balanacan National High School this intervention has made. This program encompasses the strategies and action for improving practices of the students. In this action research the researchers will conduct an orientation program on selected grade 8 in order for them to become aware about this proposed intervention. We will give some tips and ideas to enhance students' understanding of waste segregation, recycling, and responsible disposal, fostering sustainable habits. Moreover, the project involves organizing a hands-on cleanup drive, where students actively participate in cleaning and maintaining their school environment, reinforcing the importance of their role in environmental preservation. To further incentivize participation and ensure lasting engagement. Lastly, the students will receive grade as a reward for their participation and compliance in this action research through a letter from their adviser that acknowledges their commitment and efforts, incorporating these actions into their academic evaluation. This multi-faceted strategy aims not only to address waste management but also to cultivate a lasting sense of responsibility and environmental awareness among the youth. IV. ACTION RESEARCH METHOD Types of Research The researchers employed a quantitative research, Quantitative Research is a type of research characterized by its systematic, planned, and highly structured nature from the beginning to the end of the research design process (Sheard, 2017). a. Participants and/ or other Sources of Data or Information The participants in this study consist of Grade 8- Sapphire through purposive sampling. According to Arikunto (2019), purposive sampling entails choosing subjects based on specific objectives rather than their location or classification. In this context, Grade 8 students from Balanacan National High School will be chosen, as they actively participate in the school's waste management initiatives and are the primary focus of the Kalikasan Ko, Responsibilidad Ko program. Their participation is crucial not only for this study but also for promoting a cleaner and healthier environment within Balanacan National High School. b. Data Gathering Method This study focuses on improving solid waste management in Balanacan National High School, particularly through waste segregation and recycling, with the active participation of Grade 8 students. The action research will be done in five phases. First Phase: Orientation Program In the first phase, a pre-test and orientation program will be conducted to assess students' existing waste management knowledge and practices. The pre-test will evaluate their understanding of waste segregation, recycling, and responsible disposal. Alongside this, an orientation will be facilitated with the help of barangay officials or environmental advocates to educate students on the importance of proper waste management and its impact on the environment and public health. This session will provide students with essential knowledge on waste reduction strategies and sustainable habits. To make it more understandable, the practitioners will demonstrate how to properly segregate waste and will provide examples of how recyclable materials can be reused, such as turning plastic bottles into planters or storage containers. The Grade 8 students will understand the significance of their role in solid waste management and will be motivated to apply these practices in their daily lives. Second Phase: School-based cleanup drive The second phase involves a school-based cleanup drive, where students will actively participate in cleaning and maintaining their school environment. This hands-on activity will allow them to apply what they have learned and develop a sense of responsibility for their surroundings. They will be assigned specific areas to clean, ensuring that every student plays a role in keeping their school clean and waste-free. This phase aims to reinforce the importance of teamwork and collective responsibility in managing waste effectively Third Phase: Reward system The third phase focuses on a reward system, where students will be encouraged to bring recyclable materials from home. Their waste disposal habits will be monitored by their teachers and advisers, and those who consistently demonstrate responsible waste management will receive academic incentives such as additional grades or bonus points. This strategy integrates environmental responsibility into students' academic performance, providing motivation for them to actively engage in sustainable waste management practices beyond the school setting. Fourth Phase: Post-test The fourth phase consists of a post-test evaluation to measure improvements in students’ knowledge and waste management practices. The post-test will follow the same format as the pre-test, allowing researchers to compare results and determine the effectiveness of the intervention. The data collected will help assess whether the program has successfully enhanced students’ understanding and behavior regarding solid waste management. Fifth Phase: Recognition The fifth phase, a recognition and awarding ceremony will be conducted to acknowledge students' participation and efforts throughout the program. Certificates will be awarded to students who demonstrated active involvement and significant improvement in their waste management habits. This phase aims to reinforce positive behavior and encourage students to continue practicing responsible waste management in their daily lives. c. Data Analysis Plan Analyzing quantitative data follows a systematic methodology that includes preparation, analysis, and interpretation of numerical information to answer specific research questions. Data cleaning and organization, which is essential to ensure the data is accurate, complete, and free from errors (Graham, 2009). Addressing missing values, removing duplicates, and verifying the consistency of the data. The selection of suitable descriptive statistical methods, which should align with the research design and the characteristics of the data (Lomax, 2007). Descriptive statistics, such as measures of central tendency (mean, median, mode) and measures of variability (range, standard deviation), summarize key data trends and patterns. These results are often presented visually through tables, histograms, and other graphical representations to facilitate clear communication (Tabachnick & Fidell, 2019). In order to maintain rigor in the analysis, researchers must consider factors such as statistical power, assumptions of the statistical tests, and the appropriate selection and use of software tools (Field, 2018; Pallant, 2013). These steps ensure that the analysis is valid, reliable, and contributes meaningful insights to the research objectives. V. ACTION RESEARCH WORK PLAN AND TIMELINES Action Plan RESEARCH ACTIVITIES JANUARY WEEK 1 2 3 4 Identifying and selecting the research topic Writing and drafting the action research proposal Seeking approval from appropriate authorities Reviewing and revising the research proposal Preparing and sending formal communication letters Conducting a pre-survey and identifying participants for the study Administering the preliminary assessment (pre-test) Developing innovative methods, strategies, and tools Implementing the intervention strategies Administering the final assessment (post-test) Collecting and analyzing gathered data Encoding and interpreting results Finalizing the rationale and context of the research Preparing and presenting findings Editing and proofreading the research manuscript Submitting and presenting the final research output Binding and archiving the research manuscript TIME FRAME FEBRUARY WEEK 1 2 3 4 MARCH WEEK 1 2 3 4 VI. COST ESTIMATE The table shows the estimate cost of materials that will be used in the conduct of the research study. Materials Bond paper A4 Sliding Folder Load and Internet Ink (Black) Total Quantity 1 Unit Reams Price 165.00 Total 165.00 4 2 Pieces Cash 17.00 110.00 32.00 220.00 1 Bottle 290.00 290.00 707.00 VII. PLANS FOR DISSEMINATION AND UTILIZATION The result of the study will be disseminated in a step-by-step procedure. ACTIVITIES Present the research proposal to the school research committee. Present the final research to the school research committee. PERSONAL INVOLVE • Researchers • Principal/ School Head • School Research Committee • Researchers • Principal/ School Head • School Research Committee TARGET DATE February 2025 March 2025 References Graham, J. W. (2008). Missing data analysis: making it work in the real world. Annual Review of Psychology, 60(1), 549–576. https://doi.org/10.1146/annurev.psych.58.110405.085530 Hahs-Vaughn, D. L., & Lomax, R. G. (n.d.). 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