ASSESSING THE AWARENESS AND APPLICATION OF THE SCLAYGO

POLICY AMONG GRADE 10 STUDENTS OF MSSI S.Y. 2025-2026

A Quantitative Research
presented to the Faculty of Marcelo Spinola School, Inc
Don Andres, Ipil, Zamboanga Sibugay

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Azuelo, Reyzyle Mariz M.

Balabis, Krzdale Ton R.
Bayaron, Dian Harmony I.
Carriedo, Isandro Paolo S.
Mercado, Dawnmaree S.
Palwa, Marc Kevin V.

Grade 12- STEM

Juliear P. Lalas
Research Adviser

August 15, 2025

 TABLE OF CONTENTS

Chapter 1 : The Problem and Its Background

1. Introduction---------------------------------------------------------------------------------------------1

2. Background of the Study------------------------------------------------------------------------------1

3.Significance of the Study------------------------------------------------------------------------------3

4. Statement of the Problem-----------------------------------------------------------------------------3

5. Research Questions------------------------------------------------------------------------------------4

6. Conceptual Framework--------------------------------------------------------------------------------4

7. Scope and Delimitation--------------------------------------------------------------------------------5

8. Definition of Terms------------------------------------------------------------------------------------5

Chapter 2 : Review of Related Literature and Studies

1. Introduction---------------------------------------------------------------------------------------------7

2. Review of Related Literature (Foreign/Local)-----------------------------------------------------7

3. Review of Related Studies (Foreign/Local)-------------------------------------------------------11

4. Synthesis-----------------------------------------------------------------------------------------------17

5. Reference----------------------------------------------------------------------------------------------19

Chapter 3 : Methodology

1. Research Design--------------------------------------------------------------------------------------22

2. The Sample--------------------------------------------------------------------------------------------22

3. The Instrument(s)-------------------------------------------------------------------------------------23

4. Data Collection Procedure---------------------------------------------------------------------------23

5. Plan for Data Analysis-------------------------------------------------------------------------------24

6. Ethical Consideration--------------------------------------------------------------------------------24
 Chapter I

The Problem and Its Background

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, significance of the study, and scope

and delimitation of the study.

INTRODUCTION

1.1 Background of the Study

SCLAYGO (Segregate and Clean As You Go) is a policy that encourages individuals

to properly segregate and dispose of their waste immediately after use. It has been widely

implemented in schools, canteens, public spaces, and through local ordinances to promote

hygiene, instill discipline, and reduce the workload of custodial staff. When consistently

practiced, SCLAYGO helps maintain cleanliness in shared environments and fosters

responsibility among individuals.

Despite its simplicity, maintaining cleanliness in schools remains a challenge, as

students often fail to consistently observe the practice. To address this issue, many

institutions implement SCLAYGO not only as a practical waste management strategy but

also as a behavioral guideline that encourages accountability, discipline, and care for the

environment.

At Marcelo Spinola School, Inc. (MSSI), a Catholic institution rooted in the values of

Laudato Si’, environmental care is regarded not only as an ethical responsibility but also as a

spiritual one. Thus, the SCLAYGO policy has been integrated into school practices to
strengthen both ecological awareness and moral formation among students. However, the

consistency with which learners abide by this policy remains a concern.

Previous studies highlight the importance of solid waste management in schools.

Universities implement the "Clean As You Go" (CLAYGO) policy to reinforce

environmental consciousness and student discipline, as noted by Madrigal and Oracion

(2017). Similarly, Molina (2021) stated that poor waste management results in serious health,

environmental, and socio-economic problems. Solid waste management campaigns aim not

only to inform people about the consequences of waste but also to develop positive attitudes

and habits toward proper disposal (Madrigal & Oracion, 2017). These findings affirm that

waste management is a crucial skill that schools must cultivate in students.

While CLAYGO policies are widely adopted, many institutions fail to emphasize

segregation, which is central to SCLAYGO. This overlooked aspect often weakens the

overall effectiveness of the policy. Furthermore, there is a lack of statistical data on students’

actual awareness, attitudes, and practices regarding CLAYGO and SCLAYGO in school

settings.

Given this gap, there is a need to generate quantitative data on students’ awareness

and application of SCLAYGO. By measuring the levels of awareness and actual practice

among Grade 10 students of Marcelo Spinola School, Inc., this study seeks to provide

numerical evidence that can guide improvements in policy implementation. The findings will

not only help promote environmental discipline among learners but also support the school’s
mission of ecological stewardship and serve as a reference for future researchers exploring

waste management in educational institutions.

1.2 Significance of the Study

The significance of this study lies in its potential to enhance the implementation and

application of the SCLAYGO Policy in the school setting of Marcelo Spinola School, Inc.

This study will benefit the following:

ENVIRONMENT — This study helps the environment by encouraging proper waste

segregation and cleanliness, thereby promoting sustainability and contributing to a healthier

and safer environment.

STUDENTS AND TEACHERS — The proper implementation and application of the

SCLAYGO policy will help students develop discipline, a sense of responsibility, and

environmental stewardship, while teachers can reinforce these values within the school

campus.

FUTURE RESEARCHERS — This study may serve as a reference for future research related

to environmental practices, especially those concerning the SCLAYGO policy, providing

insights that may be expanded through new discoveries.

1.3 Statement of the Problem

This quantitative research aims to understand the application of the SCLAYGO policy

and the level of awareness among Grade 10 students of MSSI. Specifically, it seeks to answer

the following questions:

1.4 Research Questions

1. To what extent is the SCLAYGO policy applied to help maintain overall cleanliness at

Marcelo Spinola School, Inc.?

2. What is the level of students’ compliance with the SCLAYGO policy implemented in the

school?

3. To what extent does the practice of SCLAYGO differ between students who have received

formal orientation and those who have not?

4. What percentage of students consistently follow the SCLAYGO policy in common areas

such as the cafeteria and classrooms?

5. How frequently do students of Marcelo Spinola School, Inc. follow the SCLAYGO policy

during class hours?

1.5 Conceptual Framework

Student-Related
Factors
Awareness of Application of
( knowledge,
SCLAYGO Policy SCLAYGO
attitude, school
environment)

Figure 1. Conceptual Framework of the Study

The framework shows the relationship between students’ awareness and application

of the SCLAYGO policy. It illustrates that student-related factors such as knowledge,

attitude, and school environment may affect both awareness and application among Grade 10

students of MSSI for the school year 2025-2026.

1.6 Scope and Delimitation

This study focuses on the Segregation and Clean as You Go policy, or "SCLAYGO.”

It aims to determine the effectiveness of the "SCLAYGO" policy in maintaining the overall

cleanliness of the school community. The research was conducted within Marcelo Spinola

School Inc. and covers the period from July 2025 to March 2026. The respondents include 45

students from 3 sections, specifically Grade 10 students. The study examines the students’

level of awareness and application of the SCLAYGO policy.

The study is limited to testing the effectiveness of the SCLAYGO policy. It does not

include any faculty members and students above or below the specified grade level. Other

factors, such as participants from other schools or grade levels, are not covered. These

delimitations are set to maintain the study’s focus and feasibility.

1.7 Definition of Terms

Accountability - this is measured by conducting regular observations to determine the

consistency of individuals in abiding by the SCLAYGO policy.

Feasibility - this is measured by conducting a test or trial of the suggested action to ensure

that it can be done or it is possible.

Awareness - this is measured by conducting a 10-item questionnaire to determine

individuals’ level of understanding of the SCLAYGO policy.

Application - this is measured by conducting regular observations to determine individuals’

execution of the SCLAYGO policy.

Statistics - this is assessed by combining the results of the questionnaire rated on an ordinal

scale.
Stewardship - refers to the responsible care and management of the environment through

consistent practice of discipline, accountability, and cleanliness.

Reinforce - this is an act of strengthening, backing up, or supporting something.

Frequency - this is the measurement of how often or consistent the occurrence is.

Intensify - this means to increase the intensity or the level of difficulty of something.

Environment - this refers to the area in which biology exists.

 CHAPTER 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presents the review of related literature and studies that the

researcher considered in strengthening the importance of the present study. It also presents

the synthesis of the art to fully understand the research for better comprehension of the study.

2.1 Review of Related Literature

Local

1) CLAYGO (Clean as You Go) workplace policy is a simple yet effective way to

maintain cleanliness and order in the office. It requires employees to clean their work area as

soon as it is needed, regardless of their tenure or rank. This approach can lead to a healthier,

happier workplace, as bacteria and disease-carrying organisms are not able to thrive.

CLAYGO can also help prevent accidents and injuries, as simple things like closing cabinet

doors and picking up clutter can minimize the risk of accidents. It can also identify potential

risks that may not have been noticed otherwise, saving money and preventing further issues.

Productivity can be boosted by a clean and clutter-free environment, allowing

employees to focus on their tasks and allocate more time for more meaningful tasks. Even the

simplest outcomes of CLAYGO can result in greater productivity, as it takes up less time

than leaving tasks for later.

CLAYGO can also help employers comply with New Zealand's laws and regulations,

such as the Health and Safety Act 2015, which requires employers to ensure the health and

safety of all employees (CrewCare, n.d.).

 2) The study assessed the awareness, attitude, and practice of high school students in a

Philippine Catholic school on solid waste management. Results showed high awareness,

positive attitude, and practice regardless of sex and academic level. A significant relationship

was found between awareness and practice and sex and academic level, while no relationship

was found between attitude and sex and academic level. This information can help design a

comprehensive and effective solid waste management program (Reyes & Madrigal, 2020).

3) Dela Cruz (2020) revealed that in a certain community, the solid waste

management program is moderately implemented. Thus, section 55 of R.A. No. 9003

mandated the Department of Education (DepEd), the Commission on Higher Education

(CHED), and other national agencies to carry out continuing education and information

dissemination programs on solid waste management. The education and information

dissemination should focus on a.) developing public awareness on the ill effects and

community-based solutions to the solid waste problem; b.) providing feasible activities that

will have the greatest impact on the solid waste problem; and c.) encouraging the public to

patronize environmentally friendly products. Furthermore, R.A. No. 9512 (Environmental

Awareness and Education Act of 2008) requires the mentioned agencies to integrate

environmental education in the school curricula at all levels, whether public or private

schools. Moreover, it encourages tertiary education through the National Service Training

Program to conduct activities including but not limited to tree planting; waste minimization,

segregation, recycling, and composting; freshwater and marine conservation; forest

management and conservation; relevant livelihood opportunities and economic benefits; and

other such programs and undertakings to aid the implementation of different environmental

protection laws (Dela Cruz, 2020).

 4) During the 78th meeting of the PNU Board of Regents held last November 7, 2018,

the University Policy on Plastic Reduction and Clean-As-You-Go (CLAYGO) and its

corresponding Implementing Rules and Regulations (IRR) were approved with BOR

Resolution No. U-2883, s. 2018.

This policy serves as a significant commitment of the Philippine Normal University in

charting the path towards environmental sustainability. Highlights include the total ban on the

distribution, utilization, and bringing in of single-use plastics (straws, plastic bags for food

items, plastic cups, spoons and forks, etc.) and polystyrene materials; faculty, staffs, and

students are required to bring their personal food and liquid containers, eco-bags, utensils,

and tumblers; and everyone is encouraged to practice the 3Rs (Reduce, Reuse, Recycle).

The entire PNU system is also expected to practice CLAYGO in different facilities

and spaces within the university campuses. Everyone is encouraged to keep all workstations,

offices, classrooms, study areas, and other spaces clean. Similarly, throwing waste in

appropriate trash bins is included in the scope of the guidelines.

The Implementing Rules and Regulations of the Plastic Reduction and CLAYGO

policy shall take effect fully beginning Term 3 of Academic Year 2018-2019 (Philippine

Normal University, 2018).

5) Clean As You Go (CLAYGO), a policy in some countries where people are

expected to return food trays at the counter and dispose of waste in the garbage bin.

CLAYGO is a way for Filipinos to show their care for the environment and not rely solely on

street sweepers or city cleaners. The author believes that CLAYGO is not just about
cleanliness but also about table manners and discipline, starting at home. The author

emphasizes that CLAYGO is rooted in Filipino cultural values and virtues, such as

"konsiderasyon," which is a traditional virtue rooted in respect for others. The author believes

that if someone else is expected to clean up their mess, it is disrespectful and ignores what the

other person has done. The author believes that CLAYGO should be embraced in everyday

life to show respect and responsibility for the environment (Ibalon, 2023).

Foreign

1) The Clean As You Go (CLAYGO) policy is a continuous cleaning approach that

encourages individuals to maintain cleanliness and order by cleaning up immediately after

completing any task. The policy emphasizes shared responsibility, where all individuals—not

only cleaning staff—are accountable for keeping their environment organized and hazard-

free. It is commonly applied in workplaces such as food service, hospitality, and offices to

promote hygiene, safety, and efficiency. CLAYGO involves both urgent cleaning, such as

wiping spills or removing breakages immediately, and non-urgent cleaning, like tidying

surfaces, returning tools, and emptying bins regularly. Implementing a formal CLAYGO

policy typically includes providing clear cleaning schedules, accessible cleaning materials,

and proper staff training. The practice offers several benefits, including preventing accidents

and contamination, enhancing productivity, and ensuring compliance with health and safety

standards. Overall, CLAYGO fosters a culture of discipline, accountability, and teamwork,

creating a safer and more organized environment in both workplace and household settings

(Hridoy, 2025).

2) Clean as you go (CLAYGO) is a cleaning strategy that encourages continuous

cleaning throughout the working day, reducing the risk of cross-contamination and pests. It
encourages staff to clean up after themselves as they complete tasks, reducing dirt

accumulation. CLAYGO includes two types of cleaning: urgent and non-urgent. Urgent

cleaning involves immediate risks to health, hygiene, or safety, while non-urgent cleaning

involves daily processes like wiping surfaces and disposing of waste.

To manage a CLAYGO policy effectively, it is essential to include clear expectations

and embody it in daily processes. This can include daily checks of high-traffic areas or a

stringent opening and closing cleaning schedule. Staff must be familiar with the policy from

the start, setting expectations from the start and modeling expected behavior. It is crucial to

avoid setting the expectation that only new or junior staff should adhere to the policy, as

cleanliness in the kitchen is everyone's responsibility (Gordon, 2025).

2.2 Review of Related Studies

Local

1) The Clean as You Go (CLAYGO) policy, implemented by John B. Lacson

Colleges Foundation - Bacolod in 2015, promotes proper waste segregation and disposal. The

Supreme Student Government and Administration are responsible for implementing this

policy, which is crucial for maintaining cleanliness, orderliness, and safety. The study aims to

assess the implementation of the CLAYGO policy by the non-teaching staff of the institution.

The policy aims to prevent hazardous waste that could affect students and staff and to teach

students responsibility in cleaning up after eating at the school canteen or campus. The study

also explores the impact of social capital on environmental cleanliness management, with

research showing that community social capital positively affects environmental cleanliness

management. Overall, the CLAYGO policy is a significant step towards promoting

cleanliness and a healthier environment for students and staff (Petate, n.d.).
 2) A study conducted at San Pablo Colleges revealed a positive attitude towards Clean

As You Go (CLAYGO) policies, with students and teachers showing a strong correlation

between policy implementation and cleanliness. The study also highlighted the importance of

teacher role models and student responsibility. However, challenges such as student

forgetfulness were identified. To address these issues, a comprehensive action plan was

proposed, including policy enhancement, teacher training, student engagement, disciplinary

measures, continuous monitoring, and curriculum integration. This plan aims to improve

cleanliness standards and ensure the sustainability of CLAYGO initiatives (Lunar et al.,

2025).

3) The study aims to evaluate the success of the Clean as You Go (CLAYGO) school

policy in Cotabato State University Canteen, focusing on proper segregation of garbage and

waste disposal. The policy promotes cleanliness, healthy living, discipline, and social

responsibility among students and employees. The research results show that community

social capital positively affects environmental cleanliness management, while cooperation

and social norms elements positively but not significantly affect it. The study also examines

students' attitudes towards the CLAYGO policy and its impact on trash management and

littering (Lauban, n.d.).

4) Solid waste management is one of the challenges faced by many countries. Poor

solid waste management will lead to various problems in health, environment, and socio-

economic aspects. Since educational institutions are agent of change and through R.A. No.

9003, solid waste management concepts are being integrated into science education. Solid

waste management pertains to the control of generation, storage, collection, transfer and
transport, processing, and disposal of solid wastes in a manner that is in accordance with the

best principles of public health (Molina & Catan, 2021).

5) Solid waste management is a crucial discipline that involves controlling the

generation, storage, collection, transport, transfer, processing, and disposal of solid waste

materials. It aims to reduce and eliminate adverse impacts on human health and the

environment to support economic development and superior quality of life. Modern waste

management systems focus on reduction, reuse, and recovery before disposal (Razvy, 2022).

In the Philippines, waste generation continues to grow rapidly, putting pressure on

society's ability to process and dispose of this material. Improper waste handling can cause

pollution, attract rodents and insects, increase floods due to blockage in drains, and contribute

to climate change. Republic Act 9003, also known as the "Ecological Solid Waste

Management Act of 2000," was enacted to address these problems. The program provides for

an ecological solid waste management program spearheaded by the Department of

Environment and Natural Resources in collaboration with Local Government Units and Non-

Government Organizations.

Public secondary schools in Zone II (Palauig, Iba, and Botolan) of the Division of

Zambales have adopted environmental programs to address specific issues such as pollution,

sanitation, health, tree planting activities, and nursery establishment. The researchers

attempted to determine solid waste management practices in these high schools to better

understand their waste management practices and contribute to a greener Philippines.

Foreign

1) The findings reveal that although most households recognize the importance of

waste segregation and proper disposal, their actual practices are often limited by poverty,

inadequate infrastructure, and lack of government support. Many rely on informal waste

collectors or resort to open dumping and burning due to the absence of regular waste

collection services. The study highlights the need for comprehensive, community-based

interventions that combine education, infrastructure development, and policy enforcement to

improve SWM in low-income urban areas and promote environmental sustainability.

Within the context of the study, CLAYGO is viewed as part of the community’s

efforts to maintain cleanliness and proper waste disposal, especially in areas where formal

waste collection services are limited or inconsistent. The practice emphasizes individual

discipline and community cooperation, urging residents to properly dispose of their own

waste instead of leaving it for others to manage. Lasco and colleagues note that while

awareness of practices like CLAYGO exists among residents, actual implementation is often

inconsistent due to constraints such as lack of waste bins, inadequate segregation facilities,

and limited enforcement of environmental policies. Thus, CLAYGO represents both a

personal and cultural strategy for promoting cleanliness, but its success depends on

supportive infrastructure and sustained community engagement (Lasco et al., 2019).

2) The study found that while waste generation rates varied among institutions, the

overall recycling rates were low. For instance, an engineering faculty generated 184 kg of

waste per day, with only 27 kg being recycled. Similarly, waste generation rates per person

per day ranged from 17.6 g in primary schools to 113 g in engineering faculties.
 The authors emphasized the importance of implementing effective waste management

strategies in educational settings. They recommended that institutions adopt zero waste

practices, which include reducing waste generation, reusing materials, and recycling.

Additionally, the study highlighted the need for comprehensive planning in the

placement of waste bins and the provision of proper waste separation facilities. Educational

programs aimed at raising awareness about waste management and sustainability should be

integrated into the curriculum to foster a culture of environmental responsibility among

students (Hanedar et al., 2021).

3) Through the establishment of waste schools and the promotion of environmental

awareness, residents began to form entrepreneurial groups centered around waste

management. This collaborative approach led to a 20% daily reduction in waste,

demonstrating the effectiveness of community-driven initiatives. Additionally, recycling

efforts contributed to economic improvements, fostering a sustainable environment.

By integrating sustainable practices with community involvement, zero-waste goals

are attainable when education, awareness, and economic incentives are aligned. The

interconnectedness of waste management and renewable energy initiatives, suggesting that

holistic planning that incorporates multiple sustainability strategies can significantly enhance

environmental outcomes (Saleh et al., 2020).

4) The results supported the hypotheses, indicating that both nature connection and

biospheric values positively influenced intentions to reduce food waste. Furthermore, gender

differences were observed, with women demonstrating a stronger relationship between these
factors and their food waste reduction intentions. A stronger connection to nature and higher

biospheric values would positively influence individuals' intentions to minimize food waste.

The findings suggest that fostering a connection to nature and promoting biospheric

values can enhance individuals' intentions to reduce food waste in restaurant settings. The

study also highlights the importance of considering gender when designing interventions

aimed at encouraging sustainable consumer behaviors (Kim et al., 2023).

5) The findings revealed that the school's waste consisted of four primary categories:

recyclable waste (48.93%), organic waste (32.21%), general solid waste (14.50%), and

hazardous waste (4.36%). Based on these findings, the researchers proposed and

implemented a waste bank system aimed at improving waste segregation, recycling, and

community engagement, with students and staff actively participating in the program. This

initiative not only reduced the volume of waste sent to disposal sites but also created

opportunities for educational outreach and environmental awareness among the school

community.

The implementation of a structured waste bank system emphasizes the importance of

sorting waste at its source, encouraging students, teachers, and staff to separate materials into

recyclables, organic waste, general waste, and hazardous waste. The waste bank serves as a

central collection point for recyclables, which can be sold or repurposed, thereby reducing the

overall volume of waste generated by the school and encouraging students, teachers, and staff

to separate materials into recyclables, organic waste, general waste, and hazardous waste. The

waste bank serves as a central collection point for recyclables, which can be sold or
repurposed, thereby reducing the overall volume of waste generated by the school (Masawat

et al., 2021).

2.3 Synthesis

The reviewed literature and studies, both local and foreign, consistently emphasize the

vital role of Clean As You Go (CLAYGO) and Solid Waste Management (SWM) practices in

promoting environmental sustainability, discipline, and public health within educational and

workplace settings.

Local studies highlight that CLAYGO not only promotes cleanliness but also instills a

sense of responsibility, discipline, and respect among individuals. Programs like those

implemented at Philippine Normal University (PNU), John B. Lacson Colleges Foundation,

and San Pablo Colleges demonstrate that CLAYGO policies, when combined with consistent

policy enforcement, proper monitoring, and integration, lead to improved waste segregation,

reduced littering, and strengthened awareness of environmental care.

According to studies, waste management practices and environmental awareness are

strongly correlated, and education on this certain matter significantly increases the

effectiveness of policies. This aligns with the mandates of Republic Act No. 9003 (Ecological

Solid Waste Management Act of 2000) and Republic Act No. 9512 (Environmental

Awareness and Education Act of 2008), which institutionalize environmental education and

community participation as key components of sustainable waste management.

Similarly, foreign studies support that CLAYGO and SWM are effective strategies in

reducing waste accumulation, promoting hygiene, and developing a sense of environmental

responsibility. Findings from various countries stress that waste reduction, segregation, and

recycling programs—when combined with behavioral and cultural change—lead to more

sustainable outcomes. However, they also reveal that effectivity is reliant on community

participation, education, and economic incentives in achieving ecological objectives.

Overall, the reviewed works affirm that environmental cleanliness and sustainability

require an integrated approach— combining policy implementation, education, behavioral

change, and institutional support. It has been established that CLAYGO and SWM promote

discipline, cleanliness, and environmental awareness. This emphasizes the need to

continuously review and improve CLAYGO and Solid Waste Management (SWM) programs

in schools and communities so that environmental responsibility becomes a lasting habit, not

just a short-term rule to follow. Thus, the present study seeks to assess and strengthen the

implementation of CLAYGO and solid waste management practices within the chosen

institution, promoting a cleaner, healthier, and more sustainable environment for all.
2.4 References

1. The benefits of a CLAYGO (Clean as you go) workplace | CrewCare. (n.d.).

Crewcare. https://crewcare.co.nz/blog/benifits-of- claygo/?

fbclid=IwY2xjawNqs8dleHRuA2FlbQIxMQBicmlkETBFaUZBTTNRenVm

RHYyNkpjAR59Rwti7ciS_eNTagvTznYQXpVUIRRK6iMr0o61ZHTH9OHl6onYV

evKJrXVdQ_aem_MKDnOFBufMlnlSuo4YJT6Q&brid=uxN0zig6fSOowdvhMCP0

7w

2. Reyes, M. J. T., & Madrigal, D. V. (2020). Assessing students’ awareness, attitude,

and practices on solid waste management in a Philippine Catholic school. Philippine

Social Science Journal, 3(1), 9–20. https://doi.org/10.52006/main.v3i1.125

3. Dela Cruz, J. (2020). Local Government Unit – Academe Partnership in the

Implementation of Solid Waste Management Program in the Philippines. Asia Pacific

Journal of Multidisciplinary Research, 8(2). 150-157. Retrieved from

http://www.apjmr.com/APJMR-2020.8.2.18

4. Philippine Normal University. (2018, November 22). PNU implements plastic

reduction and CLAYGO policy. https://www.pnu.edu.ph/pnu-implements-plastic-

reduction-and-claygo-policy/?utm_source=chatgpt.com

5. Ibalon, V. a. P. B. D. (2023, October 6). “CLAYGO” (clean-as-you-go) AS A WAY

OF LIFE | NICK TAYAG. DATELINE IBALON. https://dateline-

ibalon.com/2023/09/claygo-clean-as-you-go-as-a-way-of-life-nick- tayag

6. Hridoy, M. a. M. (2025, September 😎. What is a Clean As You Go Policy? Sign,

Rules and more. One Education. https://www.oneeducation.org.uk/what-is-clean-as-

you-go/

7. Gordon, R. (2025c, April 17). What is a ‘Clean As You Go’ Policy? The Hub | High

Speed Training. https://www.highspeedtraining.co.uk/hub/clean-as-you-go/

8. Petate, J. P. M. (n.d.). CLAYGO-Policy-ENIF-PETATE-New.docx. Scribd.

https://www.scribd.com/document/445331116/CLAYGO-Policy-ENIF-PETATE-

New-docx

9. Lunar, N. L., Briñas, N. N. S., & Solis, M. R. D. (2025). Fostering the Value of

Stewardship: An Action-Oriented Approach to Enhancing CLAYGO Policy in San

Pablo Colleges. https://share.google/CizquN7tESpngWjoL

10. Lauban, D. F. (n.d.). THE-EFFECTIVENESS-OF-CLAYGO-POLICY-IN-

COTABATO-STATE-UNIVERSITY-CANTEEN. Scribd.

https://www.scribd.com/document/647448756/THE-EFFECTIVENESS-OF-

CLAYGO-POLICY-IN-COTABATO-STATE-UNIVERSITY-CANTEEN?

11. Molina, R. A., & Catan, I. (2021b). Solid Waste Management Awareness and

Practices among Senior High School Students in a State College in Zamboanga City,

Philippines. Aquademia, 5(1), ep21001. https://doi.org/10.21601/aquademia/9579

12. Razvy, M. A. (2022, November 15). Solid waste management practices of high school

students in selected secondary schools of Zambales, Philippines. International

Network for Natural Sciences | INNSpub. https://innspub.net/solid-waste-

management-practices-of-high-school-students-in-selected-secondary-schools-of-

zambales-philippines

13. Lasco, R. D., Samonte-Tan, G. P., David, C. P. C., & Sobrevinas, E. C. (2019).

Household solid waste management practices and perceptions in a Philippine urban

poor community. International Journal of Environmental Research and Public Health,

16(1), 93. https://doi.org/10.3390/ijerph16010093

14. Hanedar, A., Gül, B., Güneş, E., Kaykıoğlu, G., & Güneş, Y. (2021). Waste

management and zero waste practices in educational institutions. Environmental

Research and Technology, 4(2), 126–133. https://doi.org/10.35208/ert.887751

15. Saleh, H., Surya, B., & Hamsina, H. (2020, May 16). Implementation of sustainable

development goals to Makassar zero waste and energy source.

https://econjournals.com/index.php/ijeep/article/view/9453

16. Kim, W., Che, C., & Jeong, C. (2023). Restaurant customers’ food leftover reduction

intention derived from nature connection and biospheric values: A comparison

between men and women. Frontiers in Psychology, 13.

https://doi.org/10.3389/fpsyg.2022.976102

17. Masawat, J., Rangpan, V., Thongmak, N., & Kaewmanee, J. (2021). Solid Waste

Management in Banthreampunya School. La-ae subdistrict, Yala Province, Thailand.

Journal of Physics Conference Series, 1835(1), 012103. https://doi.org/10.1088/1742-

6596/1835/1/0121032.3
 Chapter 3

METHODOLOGY

This chapter includes the research design, the sample, the instruments, the

intervention (if research is experimental), the data collection procedure, and the plan for data

analysis.

3.1 Research Design

This study is quantitative in nature since the research questions seek answers that lead

to numerical data. Specifically, the study is descriptive, as it aims to define the level of

awareness and application of the SCLAYGO policy among Grade 10 students of Marcelo

Spinola School. According to Singh (2024), descriptive research is a methodological

approach that seeks to depict the characteristics of a phenomenon or subject under

investigation.

3.2 The Sample

The target population of this study is the junior high school students, specifically the

grade 10 students. During the 2nd term of the academic year 2025-2026 at Marcelo Spinola

School Incorporated, Ipil, Zamboanga Sibugay.

With a population size of 135, the researchers will consider a sample of 101

respondents determined by the Solven's formula for computing sample size with a five

percent margin of error. These samples shall be randomly selected through stratified random

sampling.
3.3 Instruments(s)

In this study the researchers will only make use of one research instrument to provide

data on the variables being studied. A validated questionnaire will be used to measure the

students’ level of awareness and application of the SCLAYGO policy. This instrument is

further described in the next sentences.

SCLAYGO Awareness and Application Questionnaire. This questionnaire intends to

measure the students' level of awareness and application of the SCLAYGO policy. By how

frequently the students apply and spread the importance of the SCLAYGO policy. Aside

from being recent, the researchers have decided to use this instrument because it has been

constructed with how the context of Filipino students values cleanliness inside and outside of

the school campus.

The questionnaire consists of 3 parts; the first part aims to measure the demographic

profile of the students, namely age, sex, and grade level. The second part of the questionnaire

consists of a question that tackles the students’ understanding of the SCLAYGO POLICY.

Then, part three seeks to determine how frequently they apply the SCLAYGO policy and

how many times they often spread awareness about the importance of this policy by asking

them to rate their level of frequency to 10 statements. Possible responses are limited to

(5)Always, (4)Often, (3)Sometimes, (2)Seldom, (1)Never.

3.4 Data Collection Procedure

The researchers shall seek permission from the authors of the instruments that will be

adapted in this study. The researchers will secure permission from the senior high school

principal of MSSI to obtain the list of Grade 10 students from which the samples will be
selected. After gathering the lists and choosing the samples, the researchers will be visiting

each Grade 10 classroom and will be distributing questionnaires to the selected samples

during one of their classes with permission from their facilitating teacher and a note of

approval from the senior high school principal of MSSI. Questionnaires shall be retrieved the

same day they are given to ensure a high return percentage of questionnaires.

3.5 Plan for Data Analysis

To answer the questions under Statement of the Problem, the following statistical

tools will be employed:

1. Percentages will be used to present and analyze data regarding the demographic profile of

each respondent.

2. Calculate the frequency and percentage of students for each response option for awareness

and application extent of the SCLAYGO policy.

3. Calculate the mean score to represent the average level of awareness and application of the

SCLAYGO policy, then calculate the standard deviation to understand the spread and

dispersion of responses around the mean. Meaning that a smaller standard deviation indicates

more consistent responses.

3.6 Ethical Consideration

This study was conducted in adherence to established ethical standards to ensure the

protection, dignity, and rights of all participants. Participation in the study is voluntary. All

participants are not forced and are informed of the nature and purpose of the research through

word of mouth and a short letter before answering the given questionnaires. To ensure

confidentiality, all data collected were anonymous. Participants were not required to provide
any personally identifiable information, and all responses were coded and stored securely in

password-protected files where only the researchers and authorized persons can access them.

Finally, the findings of this study will be reported honestly and accurately, without

fabrication, falsification, or misrepresentation of data. Proper acknowledgment and citation of

all sources have been maintained throughout the research.