College Chemistry Laboratory Waste Management at the

University of Nueva Caceres

A Research Paper

Presented to

The Faculty of the College of Education

University of Nueva Caceres

City of Naga

_________________________________

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Secondary Education Major in Physical Science

________________________________

JADE B. BELTRANO

PEARL KATHRINE S. BELANO

TECHIE JANE F. AROJADO

October 2017
 CERTIFICATION

This research entitled “College Chemistry Laboratory

Waste Management at the University of Nueva Caceres”,
prepared and submitted by Beltrano, Jade B., Belano, Pearl
Kathrine S., Arojado, Techie Jane F., in partial
fulfillment for the degree of Bachelor of Secondary
Education and is recommended for acceptance and approval
for Oral Examination.

JOHNNY T. SAMINO
Adviser
RESEARCH COMMITTTEE

_________________

Chairman

______________ ______________

Member Member

APPROVAL SHEET

Approved by the Panel of Examiner on Oral Examination with

a grade of ___%

_________________

Chairman

______________ ______________

Member Member

ACCEPTED and APPROVED in partial fulfillment of the

requirements for the Degree of Bachelor of Secondary
Education

Comprehensive Examination __________.

LILLY A. VIDAL, Ph.d

Dean, College of Education.

 Certification

This is to certify that the suggestions given by the

Panel of Examiners with the Oral Examination of Jade B.
Beltrano, Pearl Kathrine S. Belano, Techie Jane F. Arojado,
in defense of their research entitled “Chemistry Laboratory
Waste Management at the University of Nueva Caceres” were
complied with.

___________________
Secretary
Oral Examination Committee

APPROVED

LILLY A. VIDAL, Ph.D.

Dean
College of Education
 DEDICATION

We dedicate this research paper to God Almighty our

creator, our strong pillar, our source of inspiration,

wisdom, knowledge and understanding. He has been the source

of our strength throughout this project and on His wings

only have we soared. We also dedicate this work to our

families who has encouraged us all the way and whose

encouragement has made sure that we give it all it takes to

finish that which we have started.

Thank you. Our love for you all can never be quantified.

God bless you.

 ACKNOWLEDGMENT

This research could not have been realized if not for

the brainpower and collaboration of the following; hence

the researchers extend their thanks and much appreciation

to:

Mr. Johnny T. Samino, their adviser, consultant,

manuscript editor and for the guidance, expertise and

patience;

Dr. Magno S. Conag, Jr., their professor in Research

Discipline, the man behind who guided, encouraged and

supported the researchers with all means.

Mr. Erwin Oliver, Environmental officer, for his

continued support, encouragement and thoughtful reactions

and comments.

Dr. Armin A. Fullante, AVP for student affairs and

services, for her kindness in suggesting helpful online

resources.
 Mrs. Rhea SB. Samino, their professor in Analytical

Chemistry for her scholarly concern and her insightful

comments and suggestions.

Ms. Ime Amor Mortel, Assistant director of libraries,

for extending her knowledge about survey instrument for the

study.

Their friends, Nelskie, Jessel Ann, Mark Leimuelle,

Leslie, Melody Kate, Ray Roland, Lester, Grant, James,

Mylene, and Lenard who did a lot more than moral support.

Their families, sisters and classmates for the support

and inspirations.

Most of all, the writers owe to the Supreme Being for

His continuous blessing and guidance.

 ABSTRACT

Beltrano, Jade B., Belano, Pearl Kathrine S., Arojado,

Techie F. (University of Nueva Caceres City of Naga,
September 2017). College Chemistry Laboratory Waste
Management: University of Nueva Caceres-Bicol Region.

Adviser: Mr. Johnny T. Samino

The study determined the college chemistry laboratory

waste management in the University of Nueva Caceres Bicol

Region, Naga City, Cam. Sur, S/Y 2017. Specifically, it

answered the following problems: 1) What are the classes

that use the College Chemistry Laboratory (SC-301 & SC-

303)? 2) What are the chemicals/reagents used by the

students in the College Chemistry Laboratory (SC-301 & SC-

303)? 3) What are the waste management practices at the UNC

chemistry laboratory in terms of; storage, collection and

disposal? 4) What are the contributions of chemical waste

management to the school community welfare?

This study used the descriptive-evaluative method to

determine the chemical waste management of the UNC-Naga

City where frequency and ranking where utilized in

determining the chemical waste management practices along

storage, collection and disposal. Qualitative method was

used in characterizing the strategies in promoting a

healthy community environment.

 TABLE OF CONTENTS

Title Page

Acknowledgment

Dedication

Abstract

List of Tables

List of Figures

List of Appendices

CHAPTER 1- THE PROBLEM

Introduction

Statement of the Problem

Significance of the Study

Scope and Delimitation

Theoretical Framework

Conceptual Framework

Locale of the Study

 Definition of Terms

CHAPTER II- REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Related Studies

State-of-the-Art

Gap Bridged

CHAPTER III – METHODS AND PROCEDURES

Research Method

Research Respondents

Research Instruments

Validity of the Instruments

Reliability of the Instrument

Release and Retrieval of Questionnaire Checklist

Statistical Tools
CHAPTER IV – PRESENTATION, ANALYSIS, and

INTERPRETATION OF DATA

CHAPTER V – SUMMARY, FINDINGS, AND RECOMMENDATION

Summary

Findings

Conclusions

Recommendation
 CHAPTER 1

THE PROBLEM

The University of Nueva Caceres – City of Naga, a

private non-sectarian institution, is Bicol’s first

university. The university’s mission is,

The University of Nueva Caceres shall be a leading

exponent of academic excellence, research, extension and

innovative technology for sustainable development.

Guided by its motto, “Non Scholae Sed Vitae” (Not of

school but of life), and attuned to the demands of a highly

dynamic global environment, it has for its vision – To

commit itself to quality and excellent education for all to

transform the youth into entrepreneurial, productive,

morally upright, socially responsible professionals for a

just, humane and progressive society.

 Man’s various activities no doubt greatly produced

chemical wastes that created environmental problems

everywhere, and the Philippines is not an exception to

this. The problems posed by hazardous/chemical wastes are

beginning to be a priority concern of the new Philippine

government, possibly due to the increasing number of

transnational companies like the semiconductor industry, as

well as local firms, which are generating wastes considered

hazardous to health and the environment. The Philippines,

like any Third World country is not properly equipped in

terms of equipment and technical expertise to deal with

these wastes, although steps are being done to define the

regulatory and enforcement responsibilities of various

government agencies.

Nearly every activity leaves behind some kind of waste

in the environment. Households create ordinary garbage.

Cars, trucks, and buses emit exhaust gases while in

operation. Industrial and manufacturing processes create

solid and hazardous/chemical waste. Some wastes contain

chemicals that are hazardous to people and the environment.

Once these hazardous chemicals are present in the

environment, people can become exposed to them. Exposure

occurs when people have contact with a chemical, either

directly or through another substance contaminated with a

chemical.

“When it rains, it pours; when it pours, it flood.”

This is a popular phrase used by the students when it

times of rain. Flooding in and around schools is a constant

hazard in the Philippines and the University of Nueva

Caceres is not an exception. The University of Nueva

Caceres- Bicol Region is located in the most flood-prone

area in District 2 and is used to getting flooded

periodically during a year. School buildings were built on

top of elevated floors so that flood waters would not reach

the classrooms. Despite the buildings’ elevation, there are

still times when flood waters would reach the rooms. When

floodwaters take time to recede, students have to wade

through muddy water. Standing water becomes breeding

grounds for mosquitoes. Surface where students walk became

slippery but other dangerous environmental disaster can

happen could be on their way, including the leakage of

chemical wastes that were stored in several septic tanks of

the school. The heavy flooding could spill chemicals from

these septic tanks into the floodwater and deposit them in

and out of the school. It could even contaminate well water

that students drink.

Since school operate in a community which requires social

processes where common life of individuals are organized

and progressive betterment of life is the ultimate aim, any

dissatisfaction or dis-equilibrium in the physical

environment tends to affect the school’s operation, most

particularly along nature of learning and teaching, as well

as the institution’s performance in general (Ryans, 2001).

Basically, one of the fundamental requirements for a

wholesome environment in a school is the presence of a

hygienic physical surrounding for the safety and well-being

of the students where protection against danger provides a

positive influence for improving health and physical

welfare of the school’s clientele. Furthermore, school

environment should also provide a coordinated and

harmonious place where there is maximum ease and

satisfaction for all concerned, while a pleasing appearance

and simplicity should surround the school.

 It is essential therefore; that the University of

Nueva Caceres – City of Naga, a private non-sectarian

institution, is Bicol’s first university should commit

itself to managing its chemical waste by implementing a

scientific chemical waste management system.

Statement of the Problem

This study assessed the waste collection and disposal

management in the college chemistry laboratory at the

University of Nueva Caceres from June-September 2017.

1. What are the classes that use the College Chemistry

Laboratory (SC-301 & SC-303)?

a. Department

b. Date and Time

c. Professors

d. Subjects

-Laboratory

2. What are the chemicals/reagents used by the students

in the College Chemistry Laboratory (SC-301 & SC-303)?

 3. What are the waste management practices at the UNC

chemistry laboratory in terms of; storage, collection

and disposal?

4. What are the contributions of chemical waste

management to the school community welfare?

Scope and Delimitation

This study focused on the chemical waste management of

the college chemistry laboratory at the University of Nueva

Caceres, Naga City. It was conducted from June-September

2017. This study looked into the school’s management and

ultimate storage, collection and disposal of laboratory

waste that may present chemical hazards, as well as those

multihazardous wastes that contain some combination of

chemical, radioactive, and biological hazards. It also

tried to investigate its contributions to school community

welfare and healthy environment. Because this study

concentrated mainly on the bacteriological, chemical,

hazardous or even toxic aspects of wastes, it did not take

into account the solid waste management of the university.

Theoretical Framework

Ruskin’s (2001) stated that growth and development of

the students in a school are affected not only by the

nature of the curriculum and the quality of the instruction

but also the physical environment where the students and

the particular school are found. Basically, a school is

literally surrounded by the physical environment such as

trees and the soil from which all living things inhabit.

The school environment, regardless of the kind of the

students enrolled should be conducive to learning; free

from noxious elements, disagreeable odors, etc. This means

that the school’s physical environment should make students

comfortable, for learning to take place.

He further stated that although facilities and

equipment may be provided by the school for its students,

yet this may be seem inadequate when the school’s

environment is not conducive to good learning. It is true

that a wide variation exists in the level of educational

facilities among schools in the Philippines and this might

be due to the resources of the community and their

willingness to support the school’s program. All these

cannot make a difference when the environment does not

create an interesting place for learning. Even the richest

school in the country, the best in terms of achievement,

becomes useless when the environment is not healthy.

Conceptual Framework

The conceptual model illustrates the variables used

that answered the specific objectives in this study.

The waste management practices at the University of

Nueva Caceres chemistry laboratory were identified as the

waste storage, collection and disposal. Strategies were

formulated in relation to the waste management practices to

attain a healthy community environment. The effectiveness

of the strategies in terms of its contribution to the

school community welfare served as the output of this

study.

Definition of Terms

This section includes the conceptual and operational

definitions of terms used in this study.

 Chemical spill. This refers to the inadvertent release

of either solid, liquid or gas chemical regarded as

hazardous to human health, irrespective of the volume or

place of release—indoors or environmental— which, in a

workplace, is identified with hazardous materials labels.

Chemical waste. This refers to the waste that is used

by the students in dealing with laboratory experiments.

Contribution. This refers to the inputs of the waste

management practices of the school that established an

environment that is free from environmental hazards,

disease-causing germs, as well, as the promotion of good

health.

Hazardous waste. This refers to the substance that

poses a hazard to human health or the environment when

improperly managed.

Health. In this study, this refers to the well-being

acquired by the school community through proper waste

management practices at the UNC-chemistry laboratory.

School environment. This refers to the surroundings of

the UNC, both physical and biological in nature that

contributes to the learning process of the students.

 Waste management/practices. This refers to the waste

storage, collection and disposal identified in this study.

These management/practices are specific only to the UNC-

chem. lab and maybe affecting the environment of the school

campus.

Waste management strategies. This refers to the

activities undertaken by the school administration to

combat the effects of the identified waste practices in the

campus.

Waste collection. This refers to the practice of

gathering the chemical wastes from where they are stored

daily.

Waste disposal. This refers to the method utilized by

the school in eliminating its waste at the chemistry

laboratory, science building.

Waste storage. This refers to the school’s provision

of properly covered and labeled chemical/reagents.

Figure1. An integrated theoretical model of the ways in which the
‘school environment’ influences at multiple inter-acting levels: (1)
student–school commitment; (2) students–peer commitment; (3) student
cognitions; and (4) students’ behaviours. Key theoretical concepts
addressing upstream, medial and proximal pathways are identified in
italics. The ‘feedback’ loops in the diagram illustrate how both the
school environment influences health, but also the enactment of health
behaviours influences the school environment and each preceding pathway.

Figure2. Conceptual Framework Illustrating Waste

Mgt. Practices Which Contributes to
School Community Environment
 NOTES

Clark A. Ryans Creating Hygienic School Environment,

New York: The MacMillan Company, 2000, pp. 88-96.

Alfred T. Ruskin School and the Physical Environment,

New York: Howell and Bell Company, 2001, pp. 147-156.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Chemical waste is any type of waste that is composed

of noxious, potentially hazardous chemicals. Harmful

chemicals and solvents that are the byproducts of large

scale laboratories and manufacturing plants serve as the

most common examples of industrial chemical waste. However,

certain household refrigerants, batteries and cleaning

products qualify as chemical waste, too. Depending on the

potency of certain chemicals and solvents, as well as the

potential safety hazards they present, they may fall under

the category of hazardous waste (DoItYourself.com 1995-

2017).

An unknown is defined as a chemical in an unlabeled

container for which the identity is unknown. Federal, state

and local regulations specifically prohibit the

transportation, storage, or disposal of wastes of unknown

identity. In addition, hazardous waste disposal companies

will not accept unknowns without proper analysis. Unknown

or unlabeled chemicals require analysis prior to disposal

Unknown chemicals present serious legal and safety problems

for the university. Unknown chemicals must be properly

identified according to hazard class before proper

disposal. The hazards that should be noted include:

corrosive, ignitable, oxidizer, reactive, toxic and

radioactive. (Unknown Chemical Waste Disposal – Louisiana

State University)

Tolentino, Brabante, and David (1990), stated that the

Philippines, like any Third World country is not properly

equipped in terms of equipment and technical expertise to

deal with these wastes, although steps are being done to

define the regulatory and enforcement responsibilities of

various government agencies. The Environmental Management

Bureau (EMB), a policy making body of the Department of

Environment and Natural Resources (DENR) is seeing that

hazardous waste management is made an integral part of the

industrial planning process. In the case of new industrial

projects, environmental impact assessments are used to

balance economic growth with ecological protection. Other

activities of the EMB are geared towards providing baseline

information that would eventually lead into the development

of standards for hazardous waste management, environmental

monitoring and the regulation of hazardous waste disposal.

Guzman & Guzman (2000), stated that The Department of

Environment and Natural Resources (DENR) through its field

offices and its Environment Bureau performs regulatory as

well as monitoring and enforcement functions with regard to

environmental and anti-pollution laws. It also promulgates

rules and regulations necessary for environmental

protection.

Republic Act 6969 regulates, restrict or prohibit the

importation, manufacture, processing, sale, distribution,

use and disposal of chemical substances and mixtures that

present unreasonable risk and/or injury to health or the

environment; to prohibit the entry, even in transit, of

hazardous and nuclear wastes and their disposal into the

Philippine territorial limits for whatever purpose; and to

provide advancement and facilitate research and studies on

toxic chemicals.

Teachers have an obligation to instruct their students

in the basic safety practices required in science

laboratories. They also have an obligation to instruct them

in the basic principles of health hazards that are found in

science laboratories. Instructors must provide safety

information and training to the students for every stage of

experiment planning and be there to observe, supervise,

instruct, and correct during the experimentation. Teachers

play the most important role in insuring a safe and

healthful learning environment for the students. The ideal

time to impress on students’ minds the need for caution and

preparation is before and while they are working with

chemicals in science laboratories (U.S. Consumer Safety

Product Commission, 2006)

Tiu (2012), emphasized that the toxic waste should not

be poured down the drain, toxic waste which are poured down

the drain will eventually find their way in the general

supply water. When poured on the ground, it can seep into

the soil which can cause environmental damage. Waste thrown

into the trash will end up at the dumpsite where it will be

exposed to the environment.

Nascimento & Filho (2010) stated that the

environmental impact caused by teaching and research with

regard to chemical waste is of increasing concern, and

attempts to solve the issue are being made. Education and

research-related institutions, in most laboratory and non-

laboratory activities, contribute to the generation of

small quantities of waste, many of them highly toxic. Of

this waste, some is listed by government agencies who are

concerned about environmental pollution: disposal of acids,

metals, solvents, chemicals and toxicity of selected

products of synthesis, whose toxicity is often unknown.

Related Studies

Hofstein (2004) concluded that school laboratory

activities have special potential as media for learning

that can promote important science learning outcomes for

students; teachers need knowledge, skills, and resources

that enable them to teach effectively in practical learning

environments. They need to be able to enable students to

interact intellectually as well as physically, involving

hands-on investigation and minds-on reflection; Students’

perceptions and behaviors in the science laboratory are

greatly influenced by teachers’ expectations and assessment

practices and by the orientation of the associated

laboratory guide, worksheets, and electronic media;

Teachers need ways to find out what their students are

thinking and learning in the science laboratory and

classroom.

Kandel, Neupane and Giri (2017) assessed the safety

policy and equipment, protocols and procedures followed,

and waste disposal in chemistry teaching labs. Significant

population of the respondents believed that there is no

monitoring of the lab safety in their lab. Even though many

laboratories do not allow food and beverages inside lab and

have first aid kits, they lack some basic safety equipment.

There is no institutional mechanism to dispose lab waste

and chemical waste is disposed haphazardly. Majority of the

respondents believed that the safety training should be a

part of educational training and they would benefit from

short course and/or workshop on lab safety.

Pharm (2010) studied that the waste generated by

academic institutions such as universities, institutes and

high schools can be classified into four main categories:

household, biological and chemical waste, and radiation.

The last three may or may not be considered dangerous.

Those considered hazardous should be discarded as such and

not as common garbage, seeking to minimize environmental

impact and to adhere to specific waste management laws

enforced by European, American, and Brazilian legislations.

He recommended that another important way to minimize waste

generation is to consider the use of less toxic chemicals,

both in research laboratories and in the classroom. Avoid

the use of unnecessary ingredients, such as emulsifiers in

solvents to be used or discarded, and separate the

different types of solvents for reuse or recycling. The

university laboratories tend to generate a considerable

amount of chemical waste as they often use outdated

techniques and a large volume of solvents. Other

suggestions designed to minimize the generation of waste

are: replace the use of mercury thermometers for digital

thermometers; replace sulfochromic solution or alcoholic

solution of potassium hydroxide or potassium hydroxide for

sonication, when possible for the cleaning laboratory

glassware; replace tests with acids and strong bases,

therefore more toxic, for vinegar and ammonia; replace

carbon tetrachloride by cyclohexane. He also said that the

implementation of constant training of university teachers

and students with regard to safety in the use, storage and

disposal of dangerous products, is key for all procedures

of health and management quality to become a reality.

 According to the National Academies Press (1995),

waste generators often use several disposal options because

each has its own advantages for specific wastes. Disposal

in the sanitary sewer, through appropriate in some cases,

is becoming an unacceptable option in many communities. At

the same time the options for landfill disposal are also

disappearing rapidly. Incineration is becoming the most

common disposal method. However, the long-term outlook for

this method may be limited by increasing environmental

concerns as well as the difficulty in obtaining permits for

commercial incineration facilities. Waste minimization is

the management strategy of the future.

Synthesis of the State-of-the-Art

A. Literature

Chemical waste is any type of waste that is composed

of noxious, potentially hazardous chemicals

(DoItYourself.com 1995-2017). An unknown is defined as a

chemical in an unlabeled container for which the identity

is unknown (Unknown Chemical Waste Disposal – Louisiana

State University). Tolentino, Brabante, and David (1990),

stated that the Philippines, like any Third World country

is not properly equipped in terms of equipment and

technical expertise to deal with these wastes, although

steps are being done to define the regulatory and

enforcement responsibilities of various government

agencies. Guzman & Guzman (2000) stated that The Department

of Environment and Natural Resources (DENR) through its

field offices and its Environment Bureau perform regulatory

as well as monitoring and enforcement functions with regard

to environmental and anti-pollution laws. The Republic Act

6969 regulates, restrict or prohibit the importation,

manufacture, processing, sale, distribution, use and

disposal of chemical substances and mixtures that present

unreasonable risk and/or injury to health or the

environment. The U.S. Consumer Safety Product Commission

(2006) emphasized that the teachers have an obligation to

instruct their students in the basic safety practices

required in science laboratories and they also have an

obligation to instruct them in the basic principles of

health hazards that are found in science laboratories. Tiu

(2012) emphasized the proper disposal of the toxic wastes.

Nascimento & Filho (2010) noted that education and

research-related institutions, in most laboratory and non-

laboratory activities, contribute to the generation of

small quantities of waste, many of them highly toxic.

 A. Studies

Kandel, Neupane and Giri (2017) assessed the safety

policy and equipment, protocols and procedures followed,

and waste disposal in chemistry teaching labs. Pharm (2010)

studied that the waste generated by academic institutions

such as universities, institutes and high schools can be

classified into four main categories: household, biological

and chemical waste, and radiation. According to the

National Academies Press (1995), waste generators often use

several disposal options because each has its own

advantages for specific wastes and incineration is becoming

the most common disposal method.

Gap Bridged

Studies conducted in the chemistry laboratory waste

management were not in-depth ones. The gap bridged by the

present study is not examining the chemical waste in terms

of soil, water and air contamination.

 NOTES

http://www.doityourself.com/stry/what-is-chemical-

waste

“Unknown Chemical Waste Disposal – Louisiana State

University”. https://www.lsu.edu/_ehs/files/Unknown-

Chemical-Waste-Disposal.pdf

A.S. Tolentino, A.T. Brabante, M.V. David, “Toxic

Chemicals and Hazardous Waste in the Philippines”, Sage

Journals Volume: 8 issue 1 pp. 123-127. January 1, 1990.

Ruth S. Guzman and Roger Z. Guzman, “Environmental

Education for Sustainable Development”, Wisdom Advocates

Publishing, Quezon City, Phil., 91-104, 2000.

"Toxic Substances and Hazardous and Nuclear Wastes

Control Act of 1990”,

www.lawphil.net/statuses/repacts/ra1990.html

U.S. Consumer Product Safety Commission 2006 School

Chemistry Laboratory Safety Guide, pp.1-2.

 Ryan Aaron Tiu, “Ways of Minimizing or Reducing the

Use of Toxic Waste Materials”, Uncategorized Material,

February 19, 2012.

Elizabeth de Souza Nascimento and Alfredo Tenuta

Filho, “Chemical waste risk reduction and environmental

impact generated by laboratory activities in research and

teaching institutions”, Brazilian Journal.

Sci. vol.46 no.2 São Paulo Apr./June 2010

Avi Hofstein, “The Laboratory in Chemistry Education:

Thirty years of Experience with Developments,

Implementation, and Research” Chemistry Education: Research

and Practice 2004, Vol. 5, No. 3, pp. 247-264.

Krishna Prasad Kandel, Bhanu Bhakta Neuopane, Basant

Giri “Status of chemistry lab safety in Nepal,” Journal

Plos. June 23, 2017

“Prudent Practices in the Laboratory: Handling and

Disposal of Chemicals” The National Academies Press, pp.

139. 1995
 CHAPTER III

RESEARCH DESIGN

This chapter presents the methods and procedures in

the conduction of the study. It includes the number of

respondents, the methods in gathering the data, and the

statistical tools used.

Research Method

The descriptive-evaluative method was used to

determine the chemical waste management of the University

of Nueva Caceres – City of Naga. The descriptive part was

utilized to evaluate the chemical waste management

practices of the UNC-City of Naga along chemical storage

facilities, collection methods and disposal methods. The

contributions of the chemical waste management practices to

the school community welfare were also determined. The

evaluative method was to used to characterize the

strategies adapted to promote a healthy school community

environment where strategies were rated very much, much,

little, very little or not at all.

Research Respondents

Table 1 shows the population of the study. There were

forty seven (47) students involved in this research, 14 or

29.79% are Education students. The Criminology students

totaled 25 or 53.19% and the Arts and Science students of

the study are 8 or 17.02%.

Table 1

Population of the Study

N = 47

RESPONDENTS TOTAL POPULATION %

Education 14 29.79

Criminology 25 53.19

Arts and Science 8 17.02

TOTAL 47 100
Research Instruments

To gather the necessary data for this investigation, a

questionnaire was employed as its main data gathering

instrument. This questionnaire (Appendix A) was used to all

the 47 respondents in assessing the chemical waste

management practices of the University of Nueva Caceres –

City of Naga. Part I elicited information on the

university’s practices along chemical storage facilities,

collection and disposal methods. Part II of the

questionnaire, elicited the strategies adapted by the

school to promote a healthy school community environment,

where very much (VM) means the strategy benefited 81% to

100% of the population, and is equivalent to an average of

4.20 to 5.0; much means the strategy benefited between 61%

to 80% or a mean of 3.40 to 4.19; little means the strategy

benefited between 41% to 60% or a mean of 2.60 to 3.39;

very little means that the strategy benefited 21% to 40% or

a mean of 1.80 to 2.59 and not at all means that the

strategy benefited 1% to 20% or a mean of 1.0 to 1.79.

Release and Retrieval of the Questionnaire-Checklist

Administration of questionnaire. The final copy of the

questionnaire was administered to the respondents after the

adviser gave his approval. The questionnaire was

administered to all respondents within the period of one

(1) week.

Retrieval of questionnaire. The retrieval of the

questionnaire was done one week after the distribution.

Upon retrieval, the collected questionnaires were examined

to find out whether some questions were unanswered, with

vague answers, or lacking responses. Afterwards, the

respondents were tabulated and recorded in the table. The

computation using the simple percentage calculation

followed. The data were interpreted and recommendations

were made.

Statistical Tools

The data gathered was treated using the Simple

Percentage Calculation and Weighted Mean.

Weighted Mean. This tool was to determine the storage,

collection, and disposal of the Chemistry Laboratory

Statistical Treatment

1. Frequency and ranking were used to determine the

university’s chemical waste management along chemical

storage facilities, collection and disposal methods.

2. Weighted mean was used to measure how the different

chemical waste management strategies adapted to

promote a healthy school community environment.

3. Contributions of the different waste management to

school community welfare utilized frequency and

ranking.
 CHAPTER IV

ANALYSIS AND INTERPRETATION

This chapter presents the analysis and interpretation

in answer to the following questions raised in this study:

1) What are the classes that use the College Chemistry

Laboratory (SC-301 & SC-303)? 2) What are the

chemicals/reagents used by the students in the College

Chemistry Laboratory (SC-301 & SC-303)? 3) What are the

waste management practices at the UNC chemistry laboratory

in terms of; storage, collection and disposal? 4) What are

the contributions of chemical waste management to the

school community welfare?

Waste Management Practices

This part of the study deals with the storage,

collection, and disposal of chemicals in the Chemistry

Laboratory.

Storage. Chemistry Laboratory provides storage

containers or receptacles for storing chemicals. This

chemical storage is found in the chemical stockroom. Table

1 below presents that 93.61% or 44 of the students answered

that the chemicals has container and properly stored while

6.38% or 3 students answered not. In storing the chemicals,

95.74% or 45 students responded that the chemicals are

properly labeled while 4.26% or 2 students noticed that

there are some chemicals that does not have label. Since

the chemicals has stored in the stockroom, 61.70% or 29

students responded that those chemicals are found in the

chemical stockroom that is outside the chemistry laboratory

and 38.30% or 18 students answered that the chemicals that

are often use are always found inside the chemistry

laboratory which is placed inside the fumes. There are

times the chemical stockroom is open so that it can release

the gas and fumes outside of it. 55.02% or 26 students

answered that the chemicals are emitting foul odor and

44.68% or 21 students answered that the chemicals inside

the stockroom does not smell at all. These chemicals are

monitored by the laboratory custodian and the student

assistant assigned the chemistry laboratory periodically.

In using chemical waste Table 2 below shown the

chemicals that are often used by the students every

activity. Most of them are belong to the acids and bases.

 Table 1

Storage Facilities

PRACTICES YES NO

Storage containers provided 93.61% 6.38%

Storage containers properly covered/labeled 95.74% 4.26

Storage containers area

38.30% inside the chemistry lab.

61.70% outside the chemistry lab.

Provide extra containers 61.70% 38.30%

Emission of foul odor 55.32% 44.68%

Conduct periodic monitoring 74.47% 25.53%

 Table 2

Chemicals that are frequently used every activity

Department Chemicals
Acetic acid
Bromine
Copper
Hydrogen chloride
Nitric acid
Potassium
Education Potassium chlorate
Potassium perchlorate
Potassium permanganate
Sodium
Sulfuric acid
Unknown liquids
Acetic acid
Bromine
Chlorine
Copper
Iodine
Criminal Justice Potassium
Education Potassium chlorate
Potassium permanganate
Sodium
Sodium nitrate
Sulfuric acids
Unknown liquids
Acetic acid
Ammonium nitrate
Copper
Iodine
Arts and Sciences Nitric acid
Potassium
Sodium
 Sodium peroxide
Sulfuric acid

Collection. In terms of collection of chemical wastes

in the chemistry laboratory, 41 respondents or 87.23%

answered that the janitor collects the chemical waste while

3 students or 6.38% answered that the environmentalist are

collecting the chemical waste. In collecting chemical

waste, 33 students or 70.21% answered that the collection

of is done efficiently while 14 students or 29.79% have not

noticed about it.

Table 3

Collection Method

PRACTICES YES NO

Person in-charge of the collection

6.38% Environmentalist

87.23% School janitor

6.38% Others

Appropriate collection 70.21% 29.79%

Periodic monitoring 78.73% 21.27%

 Disposal. The Table 4 shown below (refer to page )

that other types of disposal ranked first in disposing

chemical wastes, and this is flushing. This means that all

chemicals are flush in the sink of the laboratory after the

experimentation. Meanwhile, 17 students believe that the

chemical wastes are disposed through landfill. The flow of

the chemical wastes is from the third floor of the science

building down to the septic tank underground which can be

found at the back of the science building. Since the

disposal of the chemicals are by flushing, 25 students or

53.19% responded that most of the chemical waste are mixed

with the chemicals while 22 students or 46.81% answered

that not all chemical waste are mixed with other chemicals.

The disposal area of the chemical waste are found at the

back of the science building inside the septic tank that is

why 27 students or 57.45% responded about that while 20

students or 42.55% believed that the disposal area are far

enough from the science building.

 Table 4

Disposal Method

PRACTICES YES NO

Appropriate disposal

36.17% by landfill

14.89% by burying

4.26% by burning

44.68% others (flushing)

Desegregation of disposed chemical 53.19% 46.81%

Extent of Waste Management

Based from the waste management inventory, the

following were the data collected from the 47 respondents

of the students from the College of Education, Criminal

Justice Education, and Arts and Sciences. (See Appendix

___)

Storage. Table 5 shows the computation of the extent

of waste management in storage. Based on the data gathered,

the weighted mean for excess storage containers is 4.21

with a rank 1, weighted mean for Storage containers

properly labeled is 4.02 with a rank 2, weighted mean for

storage containers properly covered is 4.0 with a rank 3,

and weighted mean for conduct periodic monitoring is 3.98

with rank 4. This means that the storage of chemicals are

done properly and monitoring of these are not so extensive

that most students are not aware of it.

 Table 5

Waste Storage Strategies

STRATEGIES MEAN INTERPRETATION RANK

Storage containers properly 4.02 2

labeled

Storage containers properly 4.0 3

covered

Excess storage containers 4.21 1

Conduct periodic monitoring 3.98 4

MEAN 4.05

Legend:
 Collection. Table 6 shows the computation of

collection strategies in the chemical waste. Based on the

data gathered, the weighted mean for appropriate collection

is 4.04 with a rank 1, the weighted mean for systemized

waste collection is 3.98 with a rank 2, and the weighted

mean for periodic monitoring conducted is 3.77 with a rank

3. This means that the management is efficient in terms of

collecting chemical wastes generated from the chemistry

laboratory.

Table 6

Collection Strategies

STRATEGIES MEAN INTERPRETATION RANK

Appropriate collection 4.04 1

Systemized waste collection 3.98 2

Periodic monitoring conducted 3.77 3

MEAN 3.93
 Legend:

Disposal. Table 7 shows the disposal management of the

chemical wastes. Based on the data gathered, the weighted

mean for establishing disposal area is 4.04 with rank 1,

the weighted mean for segregation of waste disposal is 3.91

with rank 2, and the weighted mean for sanitary disposal

measures is 3.77 with rank 3. This means that the school

management has established an area for the disposal of

chemical wastes to prevent the toxic pollution and the

disposed chemical wastes are separate from the solid waste.

Table 7

Waste Disposal Strategies

STRATEGIES MEAN INTERPRETATION RANK

Established disposal area 4.04 1

Segregation of waste disposal 3.91 2

Sanitary disposal measures 3.89 3

MEAN 3.94
 Legend:

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings,

conclusions and recommendations.

Summary

The purpose of this study was to assess the Chemistry

Laboratory Waste Management at the University of Nueva

Caceres.

Specifically, this study sought answers to the

following specific inquiries:

1 What are the classes that use the College Chemistry

Laboratory (SC-301 & SC-303)?

2. What are the chemicals/reagents used by the students

in the College Chemistry Laboratory (SC-301 & SC-303)?

3. What are the waste management practices at the UNC

chemistry laboratory in terms of; storage, collection

and disposal?
 4. What are the contributions of chemical waste

management to the school community welfare?

Prior to the conduct of the study, the researcher

sought the permission of the College Dean. The approved

request was presented to the College of Education, Criminal

Justice Education, and Arts and Sciences.

The actual survey is a descriptive-evaluative method

was used to determine the chemical waste management and was

conducted after the dry run of the questionnaire checklist

at the University of Nueva Caceres, Naga City. The

researcher administered the questionnaires to all forty-

seven (47) students. Retrieval was made after one week from

date of administration of the questionnaire. The filled up

questionnaires were scrutinized and examined and made a

follow up on the questionnaires with vague response.

Thereafter, tabulation and analysis of data were made.

This study was very important because the finding

would give impetus to the students, teachers, and the

school management.

Findings
The following were the findings of the study:

1.