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A Report on

Exploring Secondary School Students Understanding and Practice

of Waste Management in Barisal Division.

Prepared By:

Arifur Rahman

BBA 8th semester (Finance)

Faculty of Business Administration and Management

Session: 2011-12

Patuakhali Science and Technology University

Dumki, Patuakhali-8602

Course code: MST -418

Course Title: Production and Operations Management

Acknowledgement:

I would like to take this opportunity to convey my heartfelt appreciation to them whose blessing

and cooperation was important to bring this report in light.

First of all, I would like to thank the Almighty Allah for blessing me with the strength and

patience for successfully completing this report.

I would like to thank my Course Teacher Md. Shakhwat Hossain, Assistant Professor,

Department of Management Studies, Faculty of Business Administration and Management,

Patuakhali Science and Technology University for giving us the opportunity to prepare such a

report. We were unable to complete this report in a comprehensive manner without his guidance,

support, and counseling. We tried our best to implement his constructive suggestions while doing

our report.

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Abstract:

Incorrect waste management practices in schools in Barisal division constitute one of the major

factors leading to weakening environmental health conditions. An appropriate waste

management practice is needed to ensure the protection of the environment and human health.

Few studies have captured waste management problems in our countries educational institutions,

particularly the views of students. This study was designed to evaluate the knowledge, attitude

and practices of Secondary school student’s attitude and knowledge towards waste management

in Barisal division. Using a questionnaire, six (6) schools were randomly selected from which ten

(10) students were selected from every school. Data collection were subjected to percentage (%);

mean, standard deviation, correlation and student T-test.

The risk of unhealthy disposal of solid waste is one of the important problems in many societies.

Environmental knowledge attitude practices of young people (like students) appears to be crucial

as their point of view ultimately plays an important role in providing solution to future

environmental problems. The study was conducted aiming to find knowledge attitude and

practices of secondary students with respect to waste management. It was found that knowledge

attitude and practices of school students regarding waste management was low, less favorable

and moderate respectively and correlation between knowledge and practice, awareness and

practices was not found, but significant correlation was found between knowledge and practices.

Keywords: Knowledge, attitude, practices, waste management.

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Introduction

Waste management practice has becomes a serious problem in developing country, especially in

urban areas as well as in the secondary school of Barisal division. As a developing country like

Bangladesh a huge amount of solid waste generated in most of the secondary school of Barisal

but most of them are not managed properly. For unplanned waste management practice causes

various problems in students. Inherent human desire in resources consumption governs the waste

generation capacity. In adequate waste management practice in school compound cause

environmental problem and also causes several disease in student’s health.

One of the greatest problems facing developing countries is the unhealthy disposal of solid

wastes which resulted from human activities for survival (Osinowo, 2001; Joseph, 2006). The

poor waste management in this country is caused by inadequate facilities, poor funding, and poor

implementation of policies as well as incorrect lifestyle, Economic development, urbanization,

improved living standards in cities. If this waste is accumulated, it may lead to degradation of the

urban environment, stresses on limited natural resources, and various health issues. There is

strong evidence which suggests that individual or group awareness and attitudes towards waste

generation and management is critical in the effort to respond to the waste management

challenges (Kofoworola, 2007).

Review of Literature:

Many studies in the last two decades on socio-demographic variables and environmental

perception have helped in understanding people‘s views, and thinking about the environment.

They have attempted to predict environmental awareness and attitudes of people based on their

socio-demographic characteristics. For instance, Raudsepp (2001) reported that age, education

and gender have shown strong and consistent relations with environmentalism. Other researchers

(Mensah & Whitney, 1991; Gigliotti, 1992; Sheppard, 1995; Eagle & Demare, 1999; Tikka,

Kuitunen, & Tyns, 2000) have attempted to ascertain the correlates of environmental knowledge

and environmental quality awareness and concern. Some others have also explored the influence

of education, income, age, and gender on public awareness and attitude toward environmental

quality issues. Chanda (1999) reported that environmental concerns among residents of

Gaborone vary according to education and income levels, while age and gender do not seem to

have any significant influence on variation in concern.

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However, in other studies such as Van. Lyre & Dunlap (1981) gender was not a significant

predictor of environmental concerns and attitudes as other socio-demographic variables. Eagle &

Demare‘s (1999) comparison of the mean attitude scores on the pretest with gender showed that

girls scored significantly higher moral attitude scores than boys; there was no significant

difference in the ecologic attitude scores of boys and girls.

Based on the theoretical framework and empirical evidence, the present study explored three

hypotheses: (i) Students will possess high level of awareness and positive environmental

practices towards waste management. (ii) There will be no significant difference in students

‘awareness, knowledge and practices according to their sex, age and class. (iii) There is no

significant relationship between students ‘background variables (sex, age and class) and their

awareness, knowledge and practices of waste management practices.

Methods of Study:

Depends on previous report and study, a questionnaire was designed on students ‘knowledge and

practices of waste management in secondary schools of Barisal division. This study based no

three parts. The first part consisted of five items, 4-point Likert scale having information on

―awareness of waste management, the knowledge part consist of seven questions also having on

a 4-point Likert scale Not often, Sometimes, Often and Very often‖, on the other hand the

practice part consist of thirteen items on a 3- point scale of Yes, No and Not sure. The study is

conducted among 60 students from six different secondary school of Barisal Division. A total of

sixty students were surveyed from six secondary schools in Barisal Division. Each of the

respondent were randomly selected from each secondary school.

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Study Area:

This study design was used to assess the knowledge, attitude and practice of waste management

among 6 secondary schools students of Barisal Division, Bangladesh.

School Name District

Karnokathi G R High School and College, Barisal Barisal

Nijamia Secondary High School, Nijamia, Rajapur Jhalokati

G k High School,Kaukhali,Pirojpur Pirojpur

Abdur Rob High School,Bhola Bhola

Patuakhali Govt. Girls High School,Patuakhali Patuakhali

Tasmia Memorial Academy,Borguna Borguna

Sampling method:

Random sampling technique was used. Six (6) schools were randomly sampled from which Ten

(10) students were selected from each school. A total of Sixty (60) students were surveyed.

Instrument used:

A questionnaire was used to collect information on the knowledge, attitude and practices of the

respondents on waste management. We use Microsoft excel for calculating mean and Standard

Deviation.

Data Analysis:

We use statistical methods and formulas in this study that consist of frequency count, percentage,

mean and standard deviation. Responses against the questionnaire were analyzed, modified and

recorded. Nominal values were allocated to the items according to scales. Questions on

knowledge and awareness had an allocated score of 1=Not sure, 2=Not Worried, 3=Worried,

4=Very Worried. On the other side the items on common environmental problems were scored

as follows: 4=Very often, 3=Often, 2=Sometime and 1=Not often. The scoring pattern was

inverted for the negatively worded items. For purposes of data clarification, mean values of 2.50

and above were deemed to indicate high knowledge/awareness and below 2.50 were regarded as

low. Mean values of 1.50 and above were considered for positive practice. A standard deviation

greater than 2.00 was taken to indicate high variability among respondents.

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Results:

The sample (n= 60) consisted of 25 (41.66%) male and 35 (58.33%) female students. There were

30 (50%) from Junior Secondary (JSS) and 30 (50%) from Senior Secondary Schools (SSS)

across six district of Barisal division. They had an average age of 13.29 years. A four-point scale

was used to measure students ‘awareness. The data in Table 1 shows that all the mean scores for

the items that measure awareness were above and near the midpoint (2.50) set. The results

disclose that secondary school students in Barisal Division are not aware of waste problems on

their school compounds.

Table 1: Mean and standard deviation of students ‘level of awareness

……………

Score1 Score 2 Score 3 Score 4

Mean

SD

Not Sure

Not

Worried

Worried

Very

Worried

To what extent do you

worry about waste around

your school premises?

8

(13.33%)

15

(25%)

26

(43.33%)

11

(18.33%)

2.66 0.93

How interested would you

say you are in wastes around

your school premise?

Not Sure Not

Interested

Interested Very

Interested

2.76

0.94 7

(11.66%)

14

(23.33%)

25

(41.66%)

14

(23.33%)

How important do you

regard the way students do

away with wastes?

Not Sure Not

Important

Important Very

Important

2.93

0.79 4

(6.66%)

9

(15%)

34

(56.67%)

13

(21.67%)

Are you satisfied with the

way student’s dispose of

their waste?

Very

Dissatisfied

Dissatisfied Satisfied Very

Satisfied

2.33

0.68 3

(5%)

38

(63.66%)

15

(25%)

4

(6.67%)

How satisfied are you with

the way the wastes are

handled by your School

management?

Very

Dissatisfied

Dissatisfied

Satisfied

Very

Satisfied

2.55

0.67

0

(0%)

32

(53.33%)

22

(36.66%)

6

(10%)

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Using the (Percentage) %, the item-by-item analysis further reveals that only 25% of the students

claimed not worried about the waste around their school premises, 43.33% and 18.33% gave

very worried and worried responses respectively. About 41.66% acknowledged their interest in

waste management on their compound, while 56.67% Students also reported that they placed

great importance on the way colleague’s dispose of waste, 21.67% of the respondents stated very

important, and 15% ―not important, while 6.66% were not sure. More than half (63.66%) of the

respondents expresses dissatisfaction in the way waste are disposed within schools‘,25% said

they are satisfied, while only 6.67% expresses very satisfied with the way wastes are disposed

within their schools. On how satisfied they are with the way wastes are handled by their school

management, 10% responded very satisfied, 36.66% satisfied and 53.33% and 0% dissatisfied

and very dissatisfied respectively.

Table 2. Percentages analysis of currently used waste disposal methods

Current waste disposal method Frequency

(F)

Percentage %

Open burning of waste 27 45%

Landfill site 8 13.33%

Composting waste 10 16.67%

Incinerator 1 1.67%

Recycling 3 5%

Don't know 11 18.33%

Table 2 shows that open burning (45%) is the most common method in use for disposing waste

in secondary schools in Barisal. A total of 13.33% claimed to use landfill site, while 16.67% and

1.67% each identified composting and incinerators respectively. This result indicates that

recycling is not being practiced as clearly evidence in Table 2. It should also be noted that what

is referred to as landfill site in most schools is an open dump site.

When asked if they had chance to reuse items in their schools, most of them, i.e. (81.67%) of the

respondents gave negative responses. Although, 5% said ―Yes on the other hand 18.33% gave

―Don‘t Know response. It is surprising therefore that only 18.33% preferred recycling when the

question of preference for disposing of wastes in their school compound was asked (see Table 3).

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This is an indication that recycling is not a common method of waste management in schools.

Students are not aware and knowledgeable about this alternative environment friendly method.

Table 3. Preferred method for waste disposal

Which of these methods of waste disposal would you like to be

put into use in your school

Frequency

(F)

%

Burying wastes in landfill sites 24 40%

Burning/incinerating wastes 16 26.66%

Composting 7 11.66%

Recycling 11 18.33%

Open dumping 2 3.33%

Table 4. Common environmental problems on school compound

*************

Not

Often

Sometime Often Very

Often

Mean SD Rank

Indiscriminate

littering

8

(13.33)

9

(15)

15

(25)

28

(46.67)

3.05* 1.08 1st

Solid waste

8

(13.33)

20

(33.33)

24

(40)

8

(13.33)

2.53 0.89 3rd

Public

urination

12

(20)

20

(33.33)

28

(46.66)

……..

2.33 0.87 6th

Burning of

waste openly

12

(20)

20

(33.33)

24

(40)

4

(6.66)

2.82* 2.76 2nd

Unkempt

grass and

hedge

12

(20)

20

(33.33)

16

(26.67)

12

(20)

2.46 1.03 4th

Pasting and

fallen off

posters

10

(16.66)

24

(40)

16

(26.67)

10 2.43 0.96 5th

Burst pipe of

water

27

(45)

11

(18.33)

13

(21.67)

9

(15)

2.06 1.14 7th

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On the composition of waste generation on school compound, the study revealed unpredictably

that a large amount is biodegradables’ consisting of food remains, fruits, vegetables etc. with less

paper waste. Table 4 reports the means, standard deviation and percentages of responses to the

question on the type of waste problems commonly seen on school compounds. Of the seven

identified problems, only three - i.e. indiscriminate littering (1.08), burning of waste openly

(2.76) and solid waste (2.55) have mean scores above the midpoint (2.50). This suggests that

these are the common waste problems found on school compounds across the study areas and by

extension, the State. In rank order, pasting and fallen off poster and burst water pipes were the

least waste problems.

Table 5. Mean responses to items on practices

Which, if any, of these things have

you done in the last 6 months, out

of concern for the environment?

No

Not

Sure

Yes

Mean

SD

Change your ways in order to

reduce the amount of waste

generated in school?

24

(40)

12

(20)

24

(40)

2.16 1.46

Participate in waste and waste

management activities in your

school?

20

(33.33)

15

(25)

25

(41.67)

2.41 2.71

Support the development of

Environmental policy for your

school?

10

(16.67)

16

(26.67)

34

(56.67)

2.4 0.76

Attended any training, seminar, or

workshop on environmental

education/ management?

16

(26.67)

18

(30)

26

(43.33)

2.16 0.82

Household products that you think

are better for the environment.

15

(25)

15

(25)

30

(50)

2.25 0.83

Decided to reuse or recycle

something rather than throw it

away?

12

(20)

10

16.67)

38

(63.33)

2.43 0.81

Reduced water consumption for

environmental reasons.

20

(33.33)

20

(33.33)

20

(33.33)

2 0.82

Attended a meeting or signed a

letter/petition to protect

environment.

25

(41.67)

5

(8.33)

30

(50)

2.08 0.96

Contributed to an organization that

works to protect the environment.

22

(33.66)

10

(16.67)

28

(46.67)

2.1 0.91

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Reported a burst pipe to authority.

18

(30)

8

(13)

34

(56.67)

2.24 0.90

Participated in a monthly

sanitation program.

50

(84.33)

10

(16.67)

0

(0)

2.16 0.90

Discouraged burning of refuse.

16

(26.67)

8

(13)

36

(60)

2.33 0.87

Cleared a refuse site around your

school and home.

24

(40)

6

(10)

30

(50)

2.1 0.95

Total

242

30.63

163

20.63

385

48.73

2.18 1.46

Tabl-5 shows the frequent, percentages, means and standard deviations of the thirteen (13) waste

management practices put on three-point scale of Yes, No and Not sure. Evidence from the

analysis suggests that the secondary school students are actually somehow involved in waste

management practice. Also, the overall means score (2.18) is slightly above the midpoint of 2.00

set. Twelve of the items had mean score among them 4 are considered higher of 2.00; indicating

a relatively high degree of positive waste management practices among the students. The item-

by-item analysis reveals that forty percent of the students are willing to change their ways in

order to reduce waste generated in schools, while 40% would not be willing to. 41.67% would be

willing to participate in waste and waste management activities in their schools. It is however,

interesting to observe that 56.67% of the students claimed that they would be willing to support

the development of environmental policy for their schools. More than half (26.67%) had not

attended any training, seminar or workshop on environmental education/management. More than

half of the students (63.33%) stated that they always decide to reuse something rather than throw

it away, while 20% did not recycle. Number of Students are same in answering to the item on

whether they reduced their water consumption for environmental reasons. Half (50%) of the

students responded that they do not attended meeting, while 41.67% said ―No. Again, 46.67%

of students said, ―Yes to the item on ―contributed to an organisation that works to protect the

environment as against the 33.66% that said ―No. Almost above half to proportion of the

students (56.67%) responded yes and 30% No respectively to the statement of reporting burst

pipe to authority. Half of the students (50%) claimed to be involved in clearing of refuse site

around their schools. This is the true picture of what goes on in the schools of Barisal division. In

the same manner, 84.33% responded in negative to the statement on ―participated in monthly

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sanitation programme. Despite the fact that the National monthly sanitation exercise has been

cancelled.

Table 6. Test of significant difference in students ‘awareness, knowledge and practices waste

management.

Awareness Knowledge Practice

Sex Mean SD t Mean SD t Mean SD t

Male

17.33 2.33

2.91

14.79 3.70

.501

19.21 2.81

2.15

Female

15.73 3.14 15.07 3.89 23.58 3.10

Class

JSS

16.19 2.03

1.01

14.57 3.81

1.07

19.77 4.13

4.81

SSS

17.01 2.89 14.95 3.76 22.38 3.06

Age

11-14 years

16.47 2.51

.927

15.23 3.08

3.12

19.45 4.37

2.76

15+

16.01 2.13 14.60 3.71 22.98 4.02

We perform T-test to test the hypothesis of no significant difference in student knowledge,

awareness and practice of waste management. We found significant difference in the awareness

and practices of respondents based on their sex and age of students. However, no significant

differences were observed in their knowledge.

The table again suggest that the female student have the higher practice than the male. On the

other hand the male student have positive and higher awareness than their female counterpart. In

the knowledge section we found both male and female student have reasonably same knowledge

in waste management.

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Table 7. Correlate between students ‘background variables and awareness, knowledge and

practices waste management.

Sex Age Class Awareness Knowledge Practices

Sex

1

Age

0.29 1

Class

.89 .392 1

Awareness

-213 .020 .027 1

Knowledge

0.20 .201 -0.67 .53 1

Practices

.233 .189 .207 -.073 -.103 1

Analysis in Table 7 shows that a positive and significant association exist between waste

management practices and some of the students‘ background variables such as sex (r = .233), age

(r = .189) and class (r = .207).And in every variable has the level of significance is p <0.05.

Correlation between students ‘background variables and awareness, knowledge and practices

waste management level. The analysis again shows a negative correlation between awareness

and practice (r = -.073, p <0.05). A positive correlation is found between age and knowledge (r =

.201, p <0.05); class and knowledge indicate negative correlation (r = -0.67, p < 0.05). There is

positive correlation between age and class of student (r = .392).

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Findings:

This study provide an indicator that, most of the school student have inadequate

knowledge and practice about waste in their school compound.

There has no monthly sanitation program in their school and most of the school authority

are not conscious about the effect of inadequate waste management in their school

compound.

We found female student has higher practice than the male student in waste management

and on the other hand male students have higher knowledge than the female student.

We also found that most of the student do not Participated in a monthly sanitation

program.

Correlation between Knowledge and practice was not found.

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Conclusion

The waste management knowledge and practice in secondary school of Barisal Division

appeared to be inadequate and it should be improved. The waste should be disposed off

scientifically through sanitary landfill and recycle. Segregation of recyclable material would also

leads to reduce in quantity for final disposal. So it is recommended that the school committee

make it concern for proper waste management practice in their school as well as their student.

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