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 students 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 students 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 peoples 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 &
Demares (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

To what extent do you

worry about waste around
your school premises?
How interested would you
say you are in wastes around
your school premise?

Score1

Score 2

Score 3

Score 4

Not Sure

Not
Worried
15
(25%)

Worried

Very
Worried
11
(18.33%)

8
(13.33%)
Not Sure
7
(11.66%)
Not Sure

How important do you

regard the way students do
away with wastes?

4
(6.66%)

26
(43.33%)

Not
Interested
14
(23.33%)

Interested

Not
Important
9
(15%)

Important

25
(41.66%)

34
(56.67%)

Very
Dissatisfied
Are you satisfied with the Dissatisfied
way students dispose of
3
38
their waste?
(5%)
(63.66%)

Satisfied

How satisfied are you with

Very
Dissatisfied
the way the wastes are Dissatisfied
handled by your School
0
32
management?
(0%)
(53.33%)

Satisfied

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15
(25%)

22
(36.66%)

Very
Interested
14
(23.33%)
Very
Important
13
(21.67%)

Very
Satisfied
4
(6.67%)

Mean

SD

2.66

0.93

2.76

0.94

2.93

0.79

2.33

0.68

2.55

0.67

Very
Satisfied
6
(10%)

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 colleagues 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
Open burning of waste
Landfill site
Composting waste
Incinerator
Recycling
Don't know

Frequency
(F)
27
8
10
1
3
11

Percentage %
45%
13.33%
16.67%
1.67%
5%
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
Dont 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)

24
16
7
11
2

40%
26.66%
11.66%
18.33%
3.33%

Burying wastes in landfill sites

Burning/incinerating wastes
Composting
Recycling
Open dumping

Table 4. Common environmental problems on school compound

Not
Often

Sometime

Often

Very
Often

Mean

SD

Rank

8
(13.33)
8
(13.33)
12
(20)

9
(15)
20
(33.33)
20
(33.33)

15
(25)
24
(40)
28
(46.66)

28
(46.67)
8
(13.33)

3.05*

1.08

1st

2.53

0.89

3rd

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
Burst pipe of
water

10
(16.66)

24
(40)

16
(26.67)

10

2.43

0.96

5th

27
(45)

11
(18.33)

13
(21.67)

9
(15)

2.06

1.14

7th

*************
Indiscriminate
littering
Solid waste
Public
urination

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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

24
(40)

12
(20)

24
(40)

2.16

1.46

20
(33.33)

15
(25)

25
(41.67)

2.41

2.71

10
(16.67)

16
(26.67)

34
(56.67)

2.4

0.76

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?
Reduced water consumption for
environmental reasons.
Attended a meeting or signed a
letter/petition
to
protect
environment.
Contributed to an organization that
works to protect the environment.

12
(20)

10
16.67)

38
(63.33)

2.43

0.81

20
(33.33)
25
(41.67)

20
(33.33)
5
(8.33)

20
(33.33)
30
(50)

0.82

2.08

0.96

22
(33.66)

10
(16.67)

28
(46.67)

2.1

0.91

Change your ways in order to

reduce the amount of waste
generated in school?
Participate in waste and waste
management activities in your
school?
Support the development of
Environmental policy for your
school?
Attended any training, seminar, or
workshop
on
environmental
education/ management?

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Reported a burst pipe to authority.

Participated in a monthly
sanitation program.
Discouraged burning of refuse.
Cleared a refuse site around your
school and home.
Total

18
(30)
50
(84.33)

8
(13)
10
(16.67)

34
(56.67)
0
(0)

2.24

0.90

2.16

0.90

16
(26.67)
24
(40)
242
30.63

8
(13)
6
(10)
163
20.63

36
(60)
30
(50)
385
48.73

2.33

0.87

2.1

0.95

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 itemby-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.
Knowledge

Awareness
Sex
Male

Mean
17.33

SD
2.33

Mean
14.79

SD
3.70

2.91
Female

15.73

3.14

Class
JSS

16.19

2.03

Practice

Mean
19.21

SD
2.81

.501
15.07

3.89

14.57

3.81

1.01

2.15
23.58

3.10

19.77

4.13

1.07

4.81

SSS

17.01

2.89

14.95

3.76

22.38

3.06

Age
11-14 years

16.47

2.51

15.23

3.08

19.45

4.37

.927
15+

16.01

2.13

3.12
14.60

3.71

2.76
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

Sex

Age

0.29

Class

.89

.392

Awareness

-213

.020

.027

Knowledge

0.20

.201

-0.67

.53

Practices

.233

.189

.207

-.073

-.103

Practices

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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