Keywords
solid waste
waste segregation
students
sustainability
How to Cite
Plaudit
Abstract
This study determined the effect of an environmental education intervention on solid waste management among first-year secondary school students at the Mariano Dámaso Beraún Educational Institution in Tambillo Grande during 2024. A quantitative, applied, explanatory study was conducted using a quasi-experimental pretest-posttest design with two class groups. The analysis included 56 students: 27 from First A and 29 from First B. A Likert-type questionnaire, validated by expert judgment, assessed the cognitive, affective, and procedural components of environmental education, as well as waste generation, segregation, and storage practices. Descriptive statistics, Shapiro-Wilk tests, paired t tests or Wilcoxon tests, between-group comparisons, and Spearman correlations were used. Overall environmental education scores increased significantly in First A (t = 4.950, p < .001, d? = 0.953) and First B (t = 7.837, p < .001, d? = 1.455). Overall waste management also improved in First A (W = 25.000, p < .001, r = .838) and First B (t = 4.862, p < .001, d? = .903). The association between the two variables was positive and moderate (? = .570, p < .001). Significant changes were found in generation and segregation, whereas storage showed descriptive gains without statistically significant within-group changes. Environmental education therefore produced a substantial improvement in overall solid waste management, particularly when learning was translated into practical action.
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