The interactive stage play “Hugaw-Juan” was created to actively engage preschool and kindergarten students in learning to identify, classify and properly segregate solid waste. The objective of the study was to determine the effect of stage play on the knowledge and practices of daycare and kindergarten students on waste segregation. This was a pre- and post- interventional study which utilized total count sampling for the selection of 148 respondents from Daniel C. Mantos Elementary School and Mahayag Central Elementary School. The stage play was written by the researcher and performed by medical students for the respondents on two separate days. A week and a month after the performance, data was gathered using a 5-item questionnaire for knowledge, and practices were evaluated using a game-based return demonstration and recess surveillance and evaluation. Paired T-Test was used to compare the total mean knowledge scores while McNemar’s test was used to compare practices before and after the intervention. The knowledge of the respondents significantly increased after the intervention, with significant increase of mean scores from pre-intervention to post-intervention I and II There was no significant improvement in the practices of the respondents post-intervention as evidenced by the number of passers for game-based return demonstration and recess surveillance. This study concludes that the interactive stage play entitled “Hugaw-Juan” has an effect on the knowledge but not on the practices of daycare and kindergarten students on proper waste segregation.

Keyword: Proper waste segregation Stage Play strategy