Implementing a Mini Waste Bank Education Program through Participatory Action Research to Foster Early Waste-Sorting Awareness among Grade 1–3 Elementary Students

Abstract

Background: Environmental education in early elementary grades is
essential for shaping sustainable habits, yet waste management
learning often remains theoretical and lacks structured participatory
practice. As a result, students understand environmental concepts but
struggle to apply them in daily routines.
Aims: This study aims to describe the implementation of a mini waste
bank education program using a Participatory Action Research
approach to foster early waste-sorting awareness among Grade 1–3
students.
Methods: A qualitative Participatory Action Research design was
employed through iterative cycles of planning, action, observation,
and reflection. Data were collected from classroom observations,
participation logs, teacher reflective journals, and informal interviews.
Activities included guided waste sorting, recyclable material
identification, and mini waste bank simulations integrated into daily
classroom routines.
Results: The findings reveal progressive improvements in students’
recognition of waste categories, accuracy in waste placement, and
initiative in reminding peers. Repeated, routine-based practices
strengthened engagement, discipline, and environmental
responsibility, while teachers reported enhanced classroom
cleanliness and sustained student participation.
Conclusion: The study demonstrates that a participatory, routineintegrated mini waste bank program is a feasible and pedagogically
appropriate model for early-grade environmental character
education. By emphasizing habit formation through experiential
learning, the program provides a transferable framework for
sustainability-oriented elementary education, particularly in contexts
where practical waste literacy remains limited.