i

IMPLEMENTATION OF CLEAN AS YOU GO POLICY AT JOHN B. LACSON

COLLEGES FOUNDATION – BACOLOD PERCEIVED BY
THE COLLEGE STUDENTS

A Research Paper
Presented to the Faculty of
College of Maritime Department
John B. Lacson Colleges Foundation (Bacolod), Inc.

In Partial Fulfillment
of the Requirements in the Degree
Bachelor of Science in Marine Transportation

by

John Paul M. Petate

Ervin John B. Bentic
Henry E. Alayon
Charles John C. Magbanua
Jomar T. Murillo
Lance Emmanuel Gibalo-an
Joebell Herrera

November 2019
 ii

ABSTRACT

This study focuses on determining the extent of the implementation of Clean as You Go
policy perceived by College student during the First Semester of the Academic Year
2019-2020. The study will explore the extent of the effectiveness of the implementation
of Clean as You Go, problems encountered and the campaign strategies used in the
implementation, and to find out if there is a significant difference in the extent of the
implementation of Clean as You Go when the respondents are grouped according to their
last school attended, program, and year level. The respondents of the study were the 330
college students representing a sample size and they are selected using a stratified random
sampling so that each program is well-represented. This descriptive study utilized the
self-made or researcher-made survey questionnaire as the main research instrument in
gathering the data needed. To measure the results of the gathered data, frequency
distribution, mean, t-test, and ANOVA were used. Based on the data gathered, the it was
found out that the extent of the effectiveness of the implementation of Clean as You Go
policy as perceived by the college students is to a “Great Extent”. The most effective
campaign strategy used in implementing CLAYGO are signage while, the least effective
campaign strategy used in the implementation of CLAYGO are seminars. The most
common problem encountered in the implementation of CLAYGO policy is “Confusion
on trash bins” while the least problem encountered is “Unclear understanding of
CLAYGO policy”. There is no significant difference in the extent of the
implementation of CLAYGO policy when the respondents were grouped according to
Last School Attended. There is a significant difference in the extent of the
implementation of CLAYGO policy when the respondents were grouped according to
program and year level. It is concluded that the “Great Extent” of the extent of the
implementation of CLAYGO policy means that the school implements and pursues the
implementation of the policy as well as to make everyone aware and adhere to the said
policy.
 1

INTRODUCTION

Background of the Study

Clean as You Go (CLAYGO) is a school policy denoting the proper segregation

of garbage and proper waste disposal. This policy is one of the solutions with regards to

cleanliness and healthy living; also, this policy promotes discipline and social

responsibility within the students and the employees of the institution. This policy is

implemented by John B. Lacson Colleges Foundation – Bacolod which started last 2015,

with the effort of the institution’s Supreme Student Government and Administration the

Clean as You Go policy is implemented first at the canteen.

QHSE means quality, health, safety, and environmental protection as been

influenced by the institution which the researchers decided to study the Assessment of

Clean as You Go policy as part of the health, safety and environmental protection area of

QHSE. Implementation of Clean as You Go (CLAYGO) helps the school in preventing

hazardous things that could affect students and staff of this institution. It was generally

essential to all areas that were covered by the school’s promotion of cleanliness,

orderliness and safety.

As a future seafarer, the students of John B. Lacson Colleges Foundation –

Bacolod must practice proper waste disposal and proper segregation of garbage. In an on-

board ship, proper waste disposal is strictly implemented as a mandatory of MARPOL

73/78 Annex VI: Garbage, which procures proper waste disposal at sea-going vessels.

According to Galleo (1995) in the 21st century, people develop new technologies,

material and processes that nowadays people can no longer segregate environmental
 2

issues, cannot put their garbage in their proper place. The researchers viewed

environmental protection solely as an issue compliance with regulations has evolves to a

more pro action approach with in industry of pollution and prevention and design for the

environment.

The researchers conducted this study to avoid certain diseases and infections

around the school premises and also to teach students to be responsible in cleaning up

their mess after eating at school canteen or in campus. As a school which promotes

environment protection and an eco-friendly workplace. JBLCF (Bacolod) promotes the

CLAYGO policy to help clean and protect the environment.

According to the study conducted by Owijta, Fenaya, and Dewi (2016), the effect

of social capital for the management of environmental cleanliness. Their research results

proves or that community social capital positively and significantly affects the

management of environment cleanliness. Cooperation and social norms elements

positively but not significantly affect the management of environmental cleanliness.

This study aims to assess the implementation of the Clean as You GO policy

perceived by the Non-Teaching Staff of the John B. Lacson Colleges Foundation –

Bacolod Inc. This study would assess if the Clean as You GO policy was implemented

well in the said school.

Statement of the Problem

This study aims to assess the implementation of Clean as You Go (CLAYGO) at

John B. Lacson Colleges Foundation (Bacolod) during the first semester of school year

2019-2020 as assessed by the College students.

 3

Specifically, this study sought to answer the following questions:

1. What is the extent of the effectiveness of the implementation of Clean as You

Go policy?

2. What is the most effective campaign strategies used in implementing Clean as

You Go policy?

3. What are the problems encountered in implementing Clean as You GO policy?

4. Is there a significant difference in the extent of the effectiveness in the

implementation of the Clean as You Go (CLAYGO) policy when the respondents are

grouped according to year level, last school attended and program?

Hypothesis

There is no significant difference in the extent of the effectiveness in the

implementation of the Clean as You Go (CLAYGO) policy when the respondents are

group according to their year level, last school attended and program.

Framework of the Study

This study is anchored with the provisions of RA 9003, otherwise known as

Ecological Solid Waste Management Act No. 9003 of 2000, specifically on Section 2 of

the said act.

Section 2 of RA 9003, sets guidelines and targets for solid waste avoidance and

volume reduction through source reduction and waste minimization measures, including

composting, recycling, re-use, recovery, green charcoal process, and others, before

collection, treatment and disposal in appropriate and environmentally sound solid waste

management facilities in accordance with ecologically sustainable development

 4

principles; ensure the proper segregation, collection, transport, storage, treatment and

disposal of solid waste through the formulation and adoption of the best environmental

practice in ecological waste management excluding incineration; promote national

research and development programs for improved solid waste management and resource

conservation techniques, more effective institutional arrangement and indigenous and

improved methods of waste reduction, collection, separation and recovery; retain primary

enforcement and responsibility of solid waste management with local government units

while establishing a cooperative effort among the national government, other local

government units, non- government organizations, and the private sector. (R.A. 9003,

2000)

According to Aquino et al. (2013), RA 9003 describes solid waste management as

a discipline associated with the control of generation, storage, collection, transfer and

transport, processing, and disposal of solid wastes. The Act provides for a comprehensive

ecological solid waste management program by creating the necessary institutional

mechanisms and incentives, appropriating funds, declaring certain acts prohibited, and

providing penalties.

According to the Australian Department of the Energy and Environment (2018),

the 2018 National Waste Policy provides a framework for collective action by businesses,

governments, communities and individuals until 2030. This policy responds to the

challenges facing waste management and resource recovery in Australia – excluding

radioactive waste, reflects the global shift towards a circular economy – this includes the

need for better resource-efficient systems, products and services to avoid waste conserve

resources and maximize the value of all materials used. It sets a national framework for
 5

action by governments, the business sector, the waste and resource recovery industries,

and communities to achieve sustainable waste management. The directions and strategies

presented in the 2009 National Waste Policy: Less waste, more resources have been

important in improving waste management, introducing stewardship of goods and

resources, and establishing national reporting of national waste and resource recovery

data to inform policy and decisions. The 2018 National Waste Policy builds on the 2009

policy, focusing on waste avoidance, improved material recovery and use of recovered

materials. It will help Australia move closer to a more circular economy that eliminates

waste and improve economic, social and environmental outcomes.

According to the study conducted by Guerrero, Maas, and Hogland (2013), solid

waste management is a challenge for the cities’ authorities in developing countries

mainly due to the increasing generation of waste, the burden posed on the municipal

budget as a result of the high costs associated to its management, the lack of

understanding over a diversity of factors that affect the different stages of waste

management and linkages necessary to enable the entire handling system functioning.

The analysis was conducted in two of the major scientific journals, Waste Management

Journal and Waste Management and Research. The objective of this research was to

determine the stakeholders’ action/behaviour that have a role in the waste management

process and to analyze influential factors on the system, in more than thirty urban areas in

22 developing countries in 4 continents. The outcomes of the research are a

comprehensive list of stakeholders that are relevant in the waste management systems

and a set of factors that reveal the most important causes for the systems’ failure
 6

According to the study of Van Ryan Kristopher and Heyasa (2017) their paper

tried to descriptively determine the practice of secondary public schools in Cagayan de

Oro Philippines, vital sector to initialize information drive in students and community.

This was conducted to identify the extent of the Department of Education (DepEd) and

Republic Act 9003 mandate on SWM to public secondary schools. A survey

questionnaire was administered to 45 science teachers and followed by ocular visit to

surveyed schools. Overall, the survey showed positive level of awareness, attitude, and

practices of teachers towards SWM. Practices however were selectively better in some

schools through establishing recycling and composting options. Present findings served

as basis to review existing policy framework in DepEd and the local government units

(LGUs) to support SWM in educational sectors.

The findings of Ragma and Rulloda (2017), found out that the level of

implementation of the ordinance is moderate. Although, among the four, collection and

transportation of waste came out to be the most implemented while disposal of solid

waste was the least implemented indicator. It recommended, among others, that

concerned authorities should make use of the research data to create proper action in

improving the implementation of the ordinance in Candon city for the betterment of its

citizens.

According to Begum, Siwar, Pereira, and Jaafar (2009), in Malaysia, there has not

yet been any widely published research that has described contractor attitudes and

behaviours regarding waste management including waste reduction, reuse and recycling.

The results show that contractor attitudes and behaviours regarding waste management

tend to differ based on the size of the contractor, which was indicated by its group or
 7

category. Contractors that have positive attitudes toward waste management also have

satisfactory behaviours, supporting Janzen’s theory of planned behaviour. The important

and significant factors that affect contractor attitudes toward waste management include

contractor size, source reduction, reuse and recycling measures, frequency of waste

collection, staff participation in training programs and waste disposal method. Factors

such as construction-related education among employees, contractor experience in

construction works, source-reduction measures, and reuse of materials, waste disposal

behaviours and attitudes toward waste management were the most significant factors

affecting contractor behaviour on waste management. These factors influence contractor

attitudes and behaviours and were necessary to effectively improve waste management,

growth and performance, as well as to reduce environmental deration of the construction

industry.

John B. Lacson Colleges Foundation – Bacolod Inc. is a school which observes

the QHSE or Quality, Health, Safety and Environmental Protection. Although John B.

Lacson Colleges Foundation – Bacolod Inc. is a school which promotes environmental

protection, one of its major problems as an institution is waste or garbage and proper

waste disposal.

Clean as You Go policy is a policy used by John B. Lacson Colleges Foundation

– Bacolod to promote discipline and cleanliness to students and faculty members of the

school.

This study aims to assess the extent of the effectiveness of the implementation of

Clean as You Go policy to the students of John B. Lacson Colleges Foundation –

Bacolod Inc. for the Academic Year 2019- 2020.

 8

The schematic diagram below shows the variables Year Level, Last School

Attended and Program may affect the answers of the respondents regarding the extent of

the effectiveness of the implementation of the Clean as You Go policy.

College Students

 Year Level
 Last School
Attended Extent of the
 Program Effectiveness of the
Implementation of
Clean as You Go
Campaign Strategies
policy.

Problems Encountered

Figure 1. Schematic Diagram of the Study

Scope of the Study

This study focuses on determining the extent of the implementation of Clean as

You Go policy perceived by College student during the First Semester of the Academic

Year 2019-2020. The study will explore the extent of the effectiveness of the

implementation of Clean as You Go, problems encountered and the campaign strategies

used in the implementation, and to find out if there is a significant difference in the extent

of the implementation of Clean as You Go when the respondents are grouped according

to their last school attended, program, and year level. The respondents of the study were

the 330 college students representing a sample size and they are selected using a stratified

random sampling so that each program is well-represented. This descriptive study utilized

the self-made or researcher-made survey questionnaire as the main research instrument in

 9

gathering the data needed. To measure the results of the gathered data, frequency

distribution, mean, t-test, and ANOVA were used.

Significance of the Study

The result of this study will be beneficial to the following:

School Administration. The result of this study would help the improvement of

the school, to improve school activities that would sustain the policy of the school. This

will help in improving program of the school, and this would enable them to know the

status of the policy and be able to introduce programs and activities that would sustain the

policy for the succeeding school year.

Students. The result of this study will benefit the college students of John B.

Lacson Colleges Foundation – Bacolod will be more aware of the implementation of the

Clean as You Go policy within the school premises and tell them the importance in

complying with the implementation of the policy. This will help them discipline their

selves and will make them responsible for their own garbage and do proper waste

segregation.

Employees. The result of this study will benefit both faculty and staff to be

guided in the school to teach and control the students regarding the implementation for

CLAYGO. They can also take part in the implementation of the CLAYGO policy.

Future Researchers. The result of this study would add to the additional

information on environmental conservations and preservation practices. Having this

research would shed light to other researchers who would like to pursue a research of

similar nature.
 10

Researchers. The result of this study will help us improve our knowledge about

the implementation of Clean as You Go policy. Thus, through this research we can gain

self and knowledge improvement.

Definition of Terms

The following terms were defined conceptually and operationally for a clearer

understanding and appreciation of the study.

Assessment. According to Fenton (1996), assessment is the collection of relevant

information that may be relied on for making decisions.

Operationally, this refers to the wide variety of methods or tools that used to

evaluate, measure, and document academic readiness, educational needs, and learning

progress of students.

Clean as You Go. According to Babauta (2019), is a cleaning strategy used to

minimize risks to hygiene, health, and safety. The clean as you go method involves

taking opportunities to clean continually throughout the working day and making

cleaning part of your daily routine to ensure that surfaces, equipment, waste, and the

premises are clean, hygienic, and clutter free.

Operationally, this term refers to the policy implemented by the school which

denotes proper waste segregation.

Extent. According to Raleigh (2015) extent means as the range, distance, or

space covered or affected by something.

Operationally, this term refers to the space or degree to which a thing extends,

length, area, volume or scope.

 11

Implementation. This term means to translating the goals and objectives of a

policy into an action.(Khan A., 2016)

Operationally, this refers to the act of putting a plan into action or of starting to

use something.

Last School Attended. This term refers to the school that you have recently

attended (Grosvenor, Lawn, & Rousmaniere, 2000).

Operationally, this term refers to the school attended previously by the

respondent.

Program. This term refers the core, required and elective courses that lead to a

degree or certificate . (Thompson E.& Feldman, D.,2010)

Operationally, this refers to plan of action to accomplish a specified end or a set

of organized procedures.

Students. This term refers to a person who is learning at a college or university.

(Duhon-Haynes, G., 1996)

Operationally, this refers to someone who is learning at a school, or in any

teaching environment. Is a person who is studying at a university or college.

Year Level. This term refers to a series of stages or phases during which the

learning process and the variables influencing it change systematically. (Shuell, T.,1990)

Operationally, this refers to a school attended after elementary school or junior

high school.
 12

METHODOLOGY

This part presents the methodology used which includes the research design to be

employed, the respondents of the study, the instruments used; its validity and reliability,

the data-gathering procedures, and the statistical tools for the treatment of the data.

Research Design

This study, assessment of the implementation of Clean as You Go policy as

perceived by College students of John B. Lacson Colleges Foundation during the First

Semester of School Year 2019-2020, used the descriptive research design. According to

Dulock (1993), descriptive research was used to describe systematically and accurately

the facts and characteristics of a given population or area of interest; provide an accurate

portrayal or account of characteristics of a particular individual, situation or group; these

studies were a means of discovering a new meaning, describing what exists, determining

the frequency with which something occurs and/or categorizing information; portray the

characteristics of person, situation, or groups and the frequency with which the certain

phenomenon occur, these study observe, describe, and document aspects of a situation as

it naturally occurs; discover associations or relationships between or among selected

variables; answer questions based on the on-going events of the present. Thus, since this

study described the assessment of the implementation of CLAYGO policy, this method is

deemed appropriate to use.

Respondents of the Study

The respondents of the study were the college students, from first year to fourth

year level, of John B. Lacson Colleges Foundation – Bacolod during the first semester of

the academic year 2019-2020. With the use of Slovin’s formula, a sample size of 330
 13

were taken from the total population/enrollees of 1889 College students enrolled in the

first semester of the Academic Year 2019-2020. A stratified random sampling was used

in order to have a well-representation of respondents per program and per year level.

Table 1 shows the distribution of the respondents.

Table 1

Distribution of the Respondents

Course Year Level No. of Students No. of Respondents

st
1 Year 411 72
2nd Year 408 71
BSMT
3rd Year 134 23
4th Year 14 2
1st Year 258 45
2nd Year 264 46
BSMarE
3rd Year 91 16
4th Year 23 4
1st Year 123 23
2nd Year 104 18
BSHM
3rd Year 0 0
4th Year 31 5
1st Year 13 2
2nd Year 15 3
BSCA
3rd Year 0 0
4th Year 0 0
TOTAL 1889 330

Research Instrument

The researchers used a self-made survey questionnaire to gather data needed in

the study. The survey questionnaire has four parts. The first part aims to determine the

personal profile of the respondents such as their names (optional), year level, last school

attended, and the program they are taking up. The second part of the survey questionnaire

covers items on the extent of the implementation of the Clean as You Go policy. The

third part of the survey questionnaire aims to determine the most effective campaign
 14

strategies used in implementing Clean as You Go policy. The fourth part of the survey

questionnaire aims to determine the problems encountered in implementing the Clean as

You Go policy. The information obtained could assist the researcher when interpreting

the results. A 5-Likert scale was used to determine the responses of the respondents using

the following rating scale.

Rating Scale Interpretation

5 Always

4 Often

3 Sometimes

2 Rarely

1 Never

Validity of the Research Instrument

According to Biddix (2005), validity is the extent to which an instrument

measures what it was supposed to measure and performs as it was designed to perform. It

was rare, if nearly impossible, that an instrument be 100% valid, so validity was generally

measured in degrees. As a process, validation involves collecting and analyzing data to

assess the accuracy of an instrument. In order to check the validity of the research

instrument of this study, the researchers subjected the said instrument to face and content

validation by the panel of experts in the field of research and statistics. One way of

achieving content validity involves a panel of subject matter experts considering the

importance of individual items within an instrument using Lawshe’s CVR method and

criteria for validation setforth by Carter V. Good and Douglas Scates. Lawshe’s method,

initially pro-posed in a seminal paper in 1975 (Lawshe, 1975), has been widely used to
 15

establish and quantify content validity in diverse fields including health care, education,

organizational development, personnel psychology, and market research (Wilson, Pan, &

Schumsky, 2012). It involves a panel of subject matter “experts” rating items into one of

three categories: “essential,” “useful, but not essential,” or “not necessary.” Items deemed

“essential” by a critical number of panel members are then included within the final

instrument, with items failing to achieve this critical level discarded. All suggestions and

recommendations of the panel was taken into consideration and serve as basis for the

finalization of the instrument.

Reliability of the Research Instrument

Reliability can be thought of as consistency. In order to determine the reliability

of the research instrument, the researchers conducted the test of Internal Consistency

Reliability which is the consistency of results across items measured with Cronbach’s

Alpha. After ensuring the validity of the research instrument, it was tested to the 30

senior high school students who were not part of the actual respondents. The obtained

score for the reliability of the research instrument is .816, which indicate that the research

instrument was “Acceptable”. The formula for finding the Cronbach’s Alpha is

𝑁 · 𝑐̅
𝛼=
𝑣̅ (𝑁 − 1)𝑐̅

Where:

N= the number of items

𝑐̅= average covariance between item-pairs

𝑣̅ = average variance
 16

In order to determine the reliability of the research instrument, the researchers

used the rule of thumb for interpreting alpha for dichotomous questions or Likert scale

questions.

Cronbach’s Alpha Internal Consistency

α ≥ 0.9 Excellent

0.9 > α ≥ 0.8 Good

0.8 > α ≥ 0.7 Acceptable

0.7 > α ≥ 0.6 Questionable

0.6 > α ≥ 0.5 Poor

0.5 > α Unacceptable

Data Gathering Procedures

The researchers wrote a letter to the Registrar’s Office of the school, requesting

the total number of college students of John B. Lacson Colleges Foundation- Bacolod

who are officially enrolled for school year 2019-2020. The reproduction of the research

instrument started after it has undergone validation and reliability. After all necessary

modifications, the questionnaires were administered directly to the chosen respondents of

the study. The researchers explained the purpose of the study prior to its administration.

After the completion of the questionnaire, it was sorted, tallied, tabulated, analysed and

interpreted.

Statistical Tools

In answering the questions stated in the statement of the problem, the following

statistical tools were used:

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For Problem 1, to determine the extent of the implementation of Clean As You

Go policy as perceived by the College students at John B. Lacson Colleges Foundation –

Bacolod, the Mean was used. Arithmetic mean according to Sarkissian (2013) was a set

of values was the ratio of their sum to the total number of values in the set. Thus, if there

were total of n numbers in a data set whose values were given by a group of x-values,

then the arithmetic mean of these values, represented by ‘m’, can be found using the

formula:

∑𝑥
𝑥=
𝑁

Where: x= Mean

∑ 𝑥 = Summation of all mean

N= Number of Respondents

To interpret the results, the following table of interpretation was used.

Mean Score Range Verbal Interpretation Description

4.01 - 5.00 Very Great Extent

3.01 – 4.00 Great Extent

3.01 – 3.00 Moderate Extent

2.01 – 3.00 Some Extent

1.0 – 2.00 Little Extent

For Problem number 2, to identify the most effective campaign strategies used in

implementing Clean as You Go policy, frequency and rank was used.

For Problem number 3, to know the problems encountered in implementing Clean

as You GO policy, frequency and rank was also used.

 18

For Problem number 4, to know if there a significant difference in the extent of

the effectiveness in the implementation of the Clean as You Go (CLAYGO) policy when

the respondents are grouped according to year level and program, Analysis of Variance

(ANOVA) was used and when grouped according to last school attended, t-test was used.

The formula for t-test is presented below:

𝑥̃1 − 𝑥̃2
𝑡=
2 2
√𝑆1 + 𝑆2
𝑛1 𝑛2

Where:

𝑥̃1 mean of sample 1

𝑥̃2 mean of sample 2

𝑛1 number of subject in sample 1

𝑛2 number of subject in sample 2

∑(𝑥1 −𝑥̅ 1 )
𝑆1 2 variance of sample 1 = 𝑛1

∑(𝑥2 −𝑥̅ 2 )
𝑆2 2 variance of sample 1 = 𝑛2

The ANOVA test is performed by comparing two types of variation, the variation

between the sample means, as well as the variation within each of the samples.
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RESULTS AND DISCUSSION

This part presents the result of the data gathered, its analysis and interpretation.

On Extent of the Effectiveness of Implementation of Clean As You Go Policy

The result of the data gathered in determining the extent of the effectiveness of

CLAYGO policy implementation as assessed by the college student is hereby presented

in Table 2.

Table 2

Extent of the Effectiveness of Clean As You Go Policy Implementation

CLAYGO Policy Mean Interpretation

 Classrooms are be kept clean, safe, and tidy. 4.27 Very Great Extent
 Tools and other equipment are kept way
4.11 Great Extent
straight away straight after use.

 Floors are kept clear of waste, plastic, and

3.93 Great Extent
cardboard.
 All walkways and hallways are keep clear. 3.90 Great Extent
 Waste bins are emptied regularly. 4.02 Great Extent
 Turning off electrical appliances after usage. 3.97 Great Extent
 Proper waste segregation in practiced. 4.29 Very Great Extent
 The liquid substances on the floor are
4.07 Great Extent
mopped.
 Hazardous substances are kept after use. 4.05 Great Extent
 Chairs are arranged after class. 4.00 Great Extent
 Utensil are gathered are organized. 4.08 Great Extent
 There are no vandalisms on chairs and tables. 4.03 Great Extent
 Pouch bags are used temporary garbage bins. 4.00 Great Extent
 Students dry their hands before operating any
4.04 Great Extent
equipment.
Overall Mean 4.05 Great Extent
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Table 2 above shows that the item with the highest mean of 4.29, interpreted as

“Very Great Extent” is “Proper waste segregation is practiced”. This manifests that both

students and employees practice proper waste segregation inside the campus. Meanwhile,

the item with the lowest mean of 3.90, interpreted as “Great Extent” is “All walkways

and hallways are kept clear”. This means that the school exerts effort to clear passages

and walkways so that students and employees can walk freely and safely. The overall

mean of the extent of the effectiveness of the implementation of Clean as You Go is 4.05

which is interpreted as “Great Extent”. The result means that the Clean as You Go policy

is effectively implemented inside the school campus.

On the Most Effective Campaign Strategies

The result of the data gathered in identifying the most effective campaign

strategies used in the implementation of the CLAYGO policy is hereby presented in

Table 3.

Table 3

Campaign Strategies used in the implementation of CLAYGO Policy

Campaign Strategies Frequency Rank

Signage 237 1
Programs 195 5
Orientation 218 2
Seminars 178 8
Clean-up drive 199 4
Brochures 188 6
Poster Making Contests 182 7
School Organizations 203 3

Table 3 presents the Campaign Strategies used the Implementation of CLAYGO

Policy. The most effective campaign strategy used in implementing CLAYGO is

 21

“Signage” with a frequency of 237. This means that there are many signage around the

school about the CLAYGO policy that made students fully aware of the policy. While,

the least effective campaign strategy used in implementing CLAYGO is “Seminars” with

a frequency of 178. This means that there are few seminars conducted in relation to Clean

as You Go policy.

On the Problems Encountered in the Implementation of CLAYGO Policy

The result of the data gathered in determining the problems encountered in the

implementation of CLAYGO policy is hereby presented in Table 4.

Table 4

Problems Encountered in the Implementation of CLAYGO Policy

Problems Encountered Frequency Rank

Lack of cleaning materials 203 3
Lack of discipline among students and employees 204 2
Confusion on trash bins labels 206 1
Inconsistent Implementation of CLAYGO 187 7

Lack of awareness among students and employees regarding

195 5
CLAYGO policy

Lack of trash bins 189 6

Lack of CLAYGO signage 175 8
Lack of utility staff 164 9
Unclear understanding of CLAYGO policy. 161 10
Lack of cooperation among students and employees in
196 4
adhering to CLAYGO policy.

Table 4 presents the problems encountered in the implementation of CLAYGO

Policy. The most common problem encountered by students is “Confusion on trash bins”,

with a frequency of 204. This means that most students are confused with the labelling of
 22

trash bins that made them experience problems in segregating their garbage. The least

problem encountered in implementation of Clean as You Go is “Unclear understanding of

CLAYGO policy”, with a frequency of 161. This means that most student and employees

understand the Clean as You Go policy.

On the Significant Difference on the Extent of Effectiveness in the Implementation

of CLAYGO Policy

The result of the data gathered in determining the significant difference in the

extent of effectiveness in the implementation of CLAYGO policy when they are grouped

according to year level, last school attended and course, is hereby presented in Table 5, 6

and 7, respectively.

Table 5

Significant Difference on the Extent of Effectiveness in the Implementation of

CLAYGO Policy according to the Program of the Respondents

Variables Mean Df F p-value Interpretation

Between Groups 2.414
Significant at
Within Groups 83.024 312 3.023d 0.030 0.05 α level of
significance
Total 85.438

Table 6 shows the data in relation to the significant difference in the effectiveness

of the implementation of Clean as You Go when they are group according to the course

enrolled by the respondents. The results have been revealed and proved that there is a

significant difference between the responses of the respondents in relation to the

effectiveness of the implementation of CLAYGO Policy when they are grouped and

compared according to their program since the computed p<0.05. Therefore, the

hypothesis which states that “there is no significant difference in the extent of the
 23

implementation of Clean as You Go when the respondents is grouped according to

Program is “Rejected”. The result implies that the Program of the respondents influenced

their perception on the effectiveness of the implementation of Clean as You Go policy.

Table 6

Significant Difference on the Extent of Effectiveness in the Implementation of

CLAYGO Policy according to Last School Attended by the Respondents

Last
School n Mean SD df p-value Interpretation
Attended
Inside 180 4.03 0.50 Not significant at
326 0.826
Outside 148 4.08 0.53 0.05 level

Table 5 shows the Mean, Standard Deviation, Standard Error of Difference, the

population of every strands and the T-test value. The results have been revealed and

proved that there is no significant difference between the responses of the respondents in

relation to the effectiveness of the implementation of CLAYGO Policy when they are

grouped and compared according to their last school attended since the computed p>0.05.

Therefore, the hypothesis which states that “there is no significant difference in the extent

of the implementation of Clean as You Go when the respondents is grouped according to

Last School Attended is “Not Rejected”. The result implies that the Last School Attended

of the respondents did not influence their perception on the effectiveness of the

implementation of Clean as You Go policy.

 24

Table 7

Significant Difference on the Extent of Effectiveness in the Implementation of

CLAYGO Policy according to the Year Level of the Respondents

Variables Mean df F p-value Interpretation

Between
2.947
Groups Significant at 0.05 α
312 3.716 0.012
Within level of significance
82.490
Groups
Total 85.438

Table 7 shows that the data in relation to the significant difference in the

effectiveness of the implementation of Clean as You Go when they are group according

to Year Level. The results have been revealed and proved that there is a significant

difference between the responses of the respondents in relation to the effectiveness of the

implementation of CLAYGO Policy when they are grouped and compared according to

their Year Level since the computed p<0.05. Therefore, the hypothesis which states that

“there is no significant difference in the extent of the implementation of Clean as You Go

when the respondents is grouped according to Year Level is “Rejected”. The result

implies that the Year Level of the respondents influenced their perception on the

effectiveness of the implementation of Clean as You Go policy.

 25

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This section presents the summary of this undertaking, the conclusions drawn

from the findings, and the recommendations based on the conclusions formulated by the

researchers.

Summary of the Findings

Based on the data gathered, the following salient findings were revealed:

1. The extent of the effectiveness of the implementation of Clean as You Go

policy as perceived by the college students is to a “Great Extent”.

2. The most effective campaign strategy used in implementing CLAYGO are

signage while, the least effective campaign strategy used in the implementation of

CLAYGO are seminars.

3. The most common problem encountered in the implementation of CLAYGO

policy is “Confusion on trash bins” while the least problem encountered is “Unclear

understanding of CLAYGO policy”.

4. There is no significant difference in the extent of the implementation of

CLAYGO policy when the respondents were grouped according to last school attended.

There is a significant difference in the extent of the implementation of CLAYGO policy

when the respondents were grouped according to program and year level.

Conclusions

From the findings, the conclusions arrived at are as follows:

The “Great Extent” of the extent of the implementation of CLAYGO policy

means that the school implements and pursues the implementation of the policy as well as

to make everyone aware and adhere to the said policy. Even though the school pursues
 26

the awareness and adherence to the said policy, along the way problems are always

encountered such as “Confusion of trash bins”. In pursuit of making everyone aware and

adhere to the said policy campaign strategies such as signage were used to notify

everyone to be aware and adhere to the said policy. The last school attended did not

make significant difference to the responses of the respondents with regards to the extent

of the implementation of the Clean as You Go policy. The Program that the respondents

took up made a significant difference to their responses in regards to the extent of the

implementation of Clean as You Go. The year level made significant difference to the

responses of the respondents regarding the extent of the implementation of the Clean as

You Go policy.

Recommendations

Based on the findings of this study, the researchers recommend the following:

1. The School Administration should implement more seminars in relation to Clean

as You Go in order for the students and the employees to be more aware and adhere to

the policy

2. Proper labelling of trash bins should be also observe to avoid confusion in

segregating of garbage.

3. Every classroom should have trash bins inside to tell student and employees to

properly segregate their wastes.

4. The School should also other organizations outside the school such as YES-O to

promote cleanliness and proper waste segregation.

 27

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APPENDICES