EFFECTS OF TRAINING ON ORGANIC RECYCLING AND THE USE OF COMPOST BIN ON WASTE MANAGEMENT PRACTICES IN TWO SECONDARY SCHOOLS IN IBADAN, NIGERIA

Abstract

Management of solid wastes is one of the most crucial environmental problems faced by many schools in developing nations and recycling is an option for averting this problem. Information on segregation and characterization of wastes for recycling in secondary schools is limited in Nigeria. The study was aimed at assessing the effect of training on organic waste recycling and use of compost bin on waste management practices in selected secondary schools in Ibadan. A quasi-experimental study design was adopted. Two schools were purposively selected with International School Ibadan serving as the Experimental Group (EG) while Walbrook College Ibadan was the Control Group (CG). The EG and CO comprised 196 students each selected from each school using systematic sampling technique. A validated questionnaire with a 14-point knowledge scale and a 16-item observation checklist were used to collect data from participants before and after intervention. Wastes generated over one month in the two schools were characterized and weighed while their physico-chemical characteristics were determined using recommended standard methods. During a month intervention period, a subset of the EG (50 students) were trained on organic waste recycling and provided with a fabricated two-compartment 0.91 by 0.91 metre compost bin for use while the CG continued with the use of the conventional waste bin. At post intervention, the same questionnaire used at baseline was used to re-assess the two groups. Data were compared with the Ontario compost guideline limits. Descriptive statistics, t-test and Chi square test were used for data analysis. The mean age of respondents for EG and CO were 1.4.8±1.3 and 14.8±1.4 years respectively. The mean knowledge scores before and after intervention among EG were 3.5±1.7 and 5.5±1.6 (P<0.05) while CG had 3.8±1.7 and 4.1±1.8 respectively. Mean organic wastes generated were intervention in EG (156.9±22.6kg) was higher than in CG (56.3±15.9kg) (p<0.05). Organic recycling was adopted in EG because of high quantity of organic wastes generated at baseline. Post intervention organic waste generated in EG and CG were 45.2±7.4kg and 51.2±9.3kg respectively (p<0.05). A comparison of the raw organic waste versus compost produced in EG (156.9 ±22.6kg versus 45.2± 7.4kg) showed that both differed significantly while there was no difference in CG (56.3±15.9kg versus 51.2± 9.3kg). The chemical constituents of organic waste before and after intervention in the 130 were: Carbon (62.0±0.04% versus 24.0% ± 0.01%), Nitrogen (2.4±0.00% versus 1.9 ± 0.01%), Phosphorus (9.6± 0.3% versus 7.5 ± 0.01%) and Potassium (3.0 ±0.04% versus 1.6 ± 0.04%), while that of CG were Carbon (49.0± 0.01% versus 47.2±0.02%), Nitrogen (2.3 ± 0.01% versus 2.2%± 0.01%), Phosphorus (10.1± 0.01% versus 9.9± 0.01%) and Potassium (1.8± 0.01% versus 1.7± 0.01%). Mean NPK concentration in compost (1.9%, 7.5% and 1.6%) were high compared to Ontario compost guideline limits (0.6%, 0.3% and 0.2%). All the 50 participants used the compost bin and reported continued use after intervention. Training and provision of compost bin resulted in increased knowledge and the practice of organic waste recycling as well as reduction in organic waste generation in the Experimental Group. Training and provision of compost bin should, therefore, be promoted for adoption of organic waste recycling in boarding schools in Nigeria.