IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO.

1, MARCH 2021

VALIDATION AND UTILIZATION OF THE CONTEXTUALIZED DISASTER

READINESS AND RISK REDUCTION (DRRR) MODULES

JEAN T. LOQUILLANO1, JOEL D. POTANE2, LAVERNE L. MERCADO3

joel.potane@deped.gov.ph
https://orcid.org/0000-0003-0210-8149
123
Department of Education Basic Education Researchers
123
Division of Cagayan de Oro, Cagayan de Oro City, Philippines

ABSTRACT

The Philippines suffers from a multitude of deadly natural disasters because it is located along the Pacific
Ring of Fire. Basic education advocates environmental awareness at all levels which cover learners'
understanding and sensitivity to the environment and environmental challenges. The study focused on
how DRRR modules were validated by experts and how teachers were able to successfully implement
them in their classrooms. The research was descriptive involving both qualitative and quantitative
analyses. The triangulation technique was employed which utilized the evaluation tool for the modules,
interview, and observations. Quantitative data were analyzed with descriptive statistics and qualitative data
were coded. This involved five (5) panel experts and 47 secondary school teacher-users. Results revealed
that: (1) the contextualized DRRR modules provided very adequately for content and content accuracy,
clarity, and appropriateness as evaluated by the experts. The teacher-users evaluated it as very much
acceptable, applicable, and useful; (2) the major themes in terms of clarity, activities and content accuracy
of the modules included comprehensible vocabulary; contextualized topics/indigenized materials;
informative and student-centered activities. Moreover, in terms of its usefulness, the major themes
encompassed disaster preparedness; learning insights/values integration and maximizes students’
participation; (3) the predominant themes to improve the modules included the visual considerations;
accessibility of materials and enhancement of the concepts and topics. Hence, this investigation explains
that the contextualized DRR modules are valid, reliable, acceptable, applicable, accurate and useful as
revealed from the data and major themes. Thus, there is a need for all the teachers to utilize the modules
across all levels for the learners to become aware and ready during disasters thereby reducing the risk
and severe impact of disasters.

Keywords: validation, utilization, DRRR, modules

INTRODUCTION
According to the Annual Disaster Statistical
Today, there is a great need for Review (2016), the number of natural disasters
environmental literacy among learners as it serves worldwide in 2015 was 376, with 330 being natural
as a meaningful and relevant at all levels to disasters in 2014. These natural disasters resulted
become engaged in real-world issues. Viewing in 22,765 deaths and 110.3 million casualties
environmental issues to the world and that teenage worldwide with estimated economic losses at US$
people who are interested in exploring the area 70.3 billion. Over the past decade, China, the USA,
can acquire the skills they would need to be India, the Philippines, and Indonesia have
creative problem solvers and powerful advocates accounted for the top five greatest concentrations
of saving the environment. of natural disasters in nations.
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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In the Philippines, there is an average of aligned with the K-12 Basic Education
100 to 200 earthquakes per year due to its position Curriculum Senior High School-Core Subject
on two large tectonic plates. The country is (Disaster Readiness and Risk Reduction.
vulnerable to frequent hazards such as typhoons, The modules were designed in
storm surges, earthquakes, volcanic eruptions, consonance to Republic Act No. 9729 (Climate
floods, and landslides. Typhoon flooding happens Change Act of 2009), Republic Act No.10121
regularly in the country's 7000 islands. Large-scale (Philippine Disaster Risk Reduction and
disasters like Typhoon Ondoy in 2009 and Management Act of 2012), and Republic Act 9512
Typhoon Sendong in 2011 have their impacts (Promote Environmental Awareness and
magnified by the rapid growth and unsustainable Education Act of 2008) that seek to avoid or
construction practices (Montejo, 2015). minimize the ill impacts of man-made, natural
According to the National Disaster Risk disasters and calamities.
Reduction and Management Council (NDRRMC), In coordination with the City Disaster Risk
the death toll due to Yolanda has reached 6,300 Reduction Management Council (CDRRMC),
and the number of injured stood at 28,689, and DepEd Cagayan de Oro City R and D experts and
1,061 people are still unaccounted for. NDRRMC DepEd Scholar-writers developed the
reports that the cumulative losses will total 39.8 contextualized DRRR modules. These modules
billion pesos, with 20 billion pesos in infrastructure were designed to bridge the gap between
and 20.2 billion pesos in agriculture. theoretical science and everyday life. These
With pressing problems, there is a need to modules were utilized in senior high school as one
create scientific-based and contextualized of their core subjects. This led also to promote and
interventions to reduce and minimize the effect of integrate environmental education across grade
disasters. The United Nations report (2015) levels.
claimed that coping with risks, whether natural or The K-12 Basic Education Senior High
due to human behavior, is one of the biggest School Curriculum- Core Subject (DRRR) Guide
challenges of our times. Earthquakes and (CG) served as the ultimate foundation for module
typhoons cannot be avoided. But scientific contents, content requirements, performance
experience and technological know-how can standards, and learning competencies. The
mitigate human misery and losses to natural and modules were localized considering that most of
built environments. Disasters can be both avoided the situations cited depict Cagayan de Oro City.
and minimized if the appropriate technologies are Some of the unique features of the modules are
used. It is on the above premise that this study is the following: (1) it can be self-learning modules;
conceptualized to create, provide an evidence- (2) self-regulated activities where students can
based tool, utilize and gauge the effectiveness of a follow even without the presence of the teacher; (3)
crafted scientific knowledge intervention known as each module can stand by itself if what is desired
Disaster Readiness and Risk Reduction (DRRR) by the readers; (4) addresses the problems
modules. encountered by the teachers in integrating DRRR
Through a participatory process of working in their classes because of the lack of skills,
with the Local Government Unit (LGU), the competence, and training; (5) structure of the
Division of Cagayan de Oro City has studied the module allows flexibility in undertaking future
current state of awareness in disaster danger, how training opportunities since each module contains
to minimize (if not prevent) human and economic its supporting information with the appropriate
casualties, and the possible socio-economic assessment.
impacts of natural hazards. The development of The contents of the contextualized
the DRRR module advocated the inclusion of modules are the following: (1) basic concept of
environmental education across all levels by disaster and disaster risk; (2) exposure and
incorporating scientific expertise and the solution vulnerability; (3) concept of hazards; (4)
of practical problems. Moreover, the contents and earthquake hazards; (5) volcano hazards; (6) other
learning competencies of these modules were related geological hazards, rain-induced landslide,
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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and sinkholes; (7) hydro-meteorological hazards; signed consent document for the subjects.
(8) fire hazards; (9) Disaster Risk Reduction; and The consent form consists of two parts. Part One
(10) Laws and Policies of Disaster Risk Reduction is a one-page paper that includes the title of the
Management Council. research, author's name, author's classification, a
The modules were created by DepEd scholars brief introduction to the project, goals of the study,
whose expertise is in research and development. participant selection and voluntary participation.
The writers were directed by R & D experts and On the other hand, Part 2 covers a certificate of
officials. Expert-based evaluations have tested the agreement where conditions agreed upon are
modules. They reviewed numerous R & D studies reflected and the participants placed their initials
about DRRM, scholars both local and abroad, and on a certain clause.
officials in CDRRM. The modules were also All qualitative data – including the focus
analyzed for plagiarism. group conversations – were analyzed by coding
and visualization. On the other hand, all
OBJECTIVES OF THE STUDY quantitative data were analyzed using appropriate
descriptive statistics such as mean and standard
The study validated and utilized the deviation. Results obtained from in-depth
contextualized Disaster Readiness and Risk interviews were thematically analyzed to uncover
Reduction Modules (DRRR) in the Division of trends and patterns that support the quantitative
Cagayan de Oro City. Specifically, this study data.
determined the following: 1) evaluation ratings The responses from the evaluation
from the panel of experts and teacher-users; 2) conducted by the panel of experts and teacher-
insights and experiences of teacher-users when users were used to decide whether revisions would
they utilize the modules; and 3) comments and be made to the modules. The module is acceptable
suggestions of the panel of experts and teacher- if the means value falls above 2.50. The
users to improve the modules. interpretation scale for responses are as follows:
(1) Experts-1:00-1:75- Strongly Disagree (the
METHODOLOGY provision is not satisfied); 1.76-2.50-Disagree (the
provision is slightly satisfied); 2.51-3.25 Agree
The main aspects of the development (provision is satisfied adequately); 3.26-4:00
process were anchored on Merril (1937) and Strongly Agree (the provision is satisfied very
Glaser (1976), and the concepts of the R&D model adequately; and (2) teacher-raters- 1:00-1:75- Not
of Alberto (2002) which follows four stages: at all (not acceptable/applicable/difficult to use) ;
designing, writing, validating, and revising. The 1.76-2.50-Little (slightly adequate
headings and subheadings were patterned of the acceptable/applicable/slightly useful); 2.51-3.25
PROJECT EASE of the department. Much (adequate acceptable/applicable/useful); &
The participants of the study were the 5- 3.26-4:00 Very Much (highly
panel experts who evaluated the materials and acceptable/applicable/ useful).
purposely selected 47 secondary school teacher-
users of the contextualized DRRM materials. The RESULTS AND DISCUSSIONS
researchers used focus group discussions (FGDs)
to evaluate the learning experiences of the This section presents the results and analysis of
teacher-users. the data with corresponding interpretations.
Triangulation technique was employed in
this study. Evaluation tools for the modules, 1. Evaluation ratings of the contextualized
document analysis, interview, and observations Disaster Readiness and Risk Reduction
were the main sources of data. The researchers (DRRR) modules from the panel of experts
discussed the ethical parameters surrounding the and teacher-users
analysis. Both data have been handled with the
utmost confidentiality. The researchers used a
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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The developed contextualized DRRM accurately concerning a) presentation of

modules were scrutinized by the panel of experts subject matter, b) utilization of factual information,
and City Disaster Risk Reduction Office Officers. c) presentation of topics and information in
The materials were validated based on their practical lives, d) development of inquiry skills and
content and content accuracy, clarity, and values of students in DRRM, e) utilization of
appropriateness. The rating of the experts was the teachers’ prior knowledge concerning the content
basis for revising and finalizing the whole content of the material, and f) help the teachers to integrate
of the materials. The development of DRRM DRRM concepts in their classes.
modules was supported by DepEd issuances
which emphasized the need to develop DRRM 1.2 Clarity of the modules. As shown in
modules that are appropriate for specific contexts. Table 2, the developed DRRM modules are clear
This is to increase interactive quality learning in the concerning: a) organization and sequencing of
K-12 classroom. Teachers should enhance their learning activities, b) target time frame, c)
skills in managing change in classroom instruction. development of questions, c) use of standard-
sized print, d) using clear and simple language
1.1 Content and Content Accuracy. In Table directions, e) consistency of activities with
1, most of the panel of experts strongly agreed that educational theories and principles, f) writing of
content and content accuracy were satisfied very text which is suitable to the users’ comprehension
adequately provided in the developed DRRM level.
modules. Expert ratings were closely clustered.
Table 2
The Mean and Standard Deviation of the Assessment of Experts
on the Clarity of DRRR Modules
Table 1
Assessment of Experts on the Content and Content Accuracy of the Criteria x̅ s.d. VI
Contextualized DRRR Modules
B. Clarity
Criteria x̅ s.d. VI
A. Content and Content 1. Provide learning activities that 3.00 0.00 PSA
Accuracy are well organized and well-
1. Present subject matter content 3.60 0.58 PSVA sequenced
accurately 2. Have DRRM activities that are 3.00 0.00 PSA
attainable within its time frame
2. Utilize factual information in the 4.00 0.58 PSVA
text 3. Pose well-developed questions 3.60 0.55 PSA
3. Present topics and information 4.00 0.58 PSVA
applicable to real-life 4. Use clear and standard –sized 4.00 0.00 PSA
situation print
4. Guide the teachers in the 3.60 0.58 PSVA
development of students DRRR 5. Provide directions that are 4.00 0.00 PSA
skills and values complete and written in clear and
simple language
5. Enable the teachers to use prior 4.00 0.58 PSVA 6. Provide directions that are clear 4.00 0.00 PSA
knowledge on the content of the and easy to follow
material
7. Provide activities that are 3.60 0.55 PSA
6. Help the teachers to integrate 4.00 0.58 PSVA consistent with DRRM theories
Science Investigatory Project and principles
(SIP) in their science classes
7. Help the teachers to integrate 4.00 0.58 PSVA 8. Provide text which is suitable to 4.00 0.00 PSA
DRRM simulation in their the users’ comprehension level
classes Overall 3.60 0.47 PSA
3.83 0.38 PSVA
Overall
The responses of experts on the clarity of the
The provisions for content and content constructed materials suggested that the material
accuracy were very well met.This means that the was highly acceptable tool for learning. The panel
content topics in the modules are presented was firmly in favor of the efficacy of the module.
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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This implies that with this material, the DRRR Table 4

The Assessment of Teacher-users on the Acceptability of the
teachers are guided in the teaching-learning Contextualized DRRM modules
process. Criteria x̅ s.d. VI
D. On the material’s acceptability
1.3 Appropriateness of the modules. Based 1. I find the modules interesting 3.11 0.99 M
on responses from experts, the modules allow
2. I am motivated to teach and 3.43 0.68 VM
teachers to understand and apply the concepts integrate with my classes with
and principles of disaster science in their the help of contextualized
classrooms. modules

Table 3 3. I am willing to teach concepts 3.51 0.65 VM

Mean and Standard Deviation of the Assessment of Experts on the with the help of the
Appropriateness of the Contextualized DRRR modules contextualized module
4. I appreciate teaching and 3.43 0.74 VM
Criteria x̅ s.d. VI integrating concepts through
the use of the modules
C. Appropriateness
1. Are well designed and suited 3.60 0.55 PSVA Overall 3.37 0.79 VM
for teachers’ learning in
DRRM simulation The teachers decided that the material was
2. Can motivate teachers to 3.60 0.55 PSVA
guide students to learn about important and could be implemented in real-life
DRRM simulation circumstances. Materials sparked the teachers to
3. State directions at
appropriate level of difficulty
an 3.40 0.55 PSVA transform from “dispensers of knowledge” to
“facilitators of learning.”
4. Promote active involvement 4.00 0.00 PSVA
and interaction 1.5 Applicability of the modules. It is noted
5. Help in enhancing conceptual 3.40 0.55 PSVA
that teachers concluded that the materials were
understanding about DRRM useful, inspiring, and enjoyable. The teacher's
concepts materials enhanced the growth of students'
6. Help in developing /enhancing 4.00 0.00 PSVA
teachers’ skills in teaching abilities, skills, or process skills and thought skills.
DRRM The developed material drew teachers to
7. Lead the teachers to integrate 3.60 0.55 PSVA incorporate skills and values in their lessons.
DRRM simulation (SIP) in their
classes
Table 5
The Assessment of Teacher-users on the Applicability of
Overall 3.66 0.48 PSVA The Contextualized DRRM modules

The method was used to assess the Criteria x̅ s.d. VI

acceptability, applicability, and usefulness of the E. On the material’s applicability
modules. It was found that teachers had positive 1. The contextualized modules are 3.09 0.85 M
responses to the modules that integrated DRRM attainable
skills and values. Teacher-users found the 2. The learning activities in the 3.30 0.71 VM
modules can facilitate
modules useful and relevant, most particularly in meaningful learning
promoting and improving disaster science
3. The modules can be applied to 3.55 0.65 VM
education. real-life situations
Overall 3.31 0.77 VM
1.4 Acceptability of the Modules. Table 4
shows that most of the DRRM teacher-users like
the content. The materials were helpful, and 1.6 Usefulness of the modules. The rating
teachers found the module exciting. The teachers means that the material is useful to teachers and
consider the materials useful and important. The students. Participants thought the contextualized
survey indicates that teachers agree that some modules would help students develop their DRRM
material they teach is essential to their teaching. skills and critical thinking skills, and that they would
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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inspire interest in students to study a subject for sufficient proportion of the words in the text,
themselves, and that the activities would be hands- comprehension is impossible which inhibits them
on, and students would be able to work together to to actively engage in the learning process (Sedita
solve the problems. 2005). Students, therefore, should be introduced to
simple words to avoid difficulty in comprehending
Table 6
The Assessment of Teacher-users on the Usefulness of text and for them to actively perform and
Contextualized DRRM modules participate in every activity.
Criteria x̅ s.d. VI
F. On the material’s usefulness One of the participants stated that: “…. the
1. The contextualized modules can 4.00 0.00 VM words used in the module are simple and it can
enhance the development of easily be understood by the learners… that is why
students’ skills and critical thinking
skills. they can easily relate with the activities being
2. The modules can bring out 3.80 0.41 VM discussed/ presented.” (p.7)
students’ prior knowledge
3. The learning activities in the 3.55 0.51 VM
modules encourage active Other participants stressed that: “…. because
participation among students the words being used are understandable, the
learners were very participative and courageous to
4. The activities in the modules can be 3.40 0.50 VM
carried out by students with little do the activities… (p. 1,2,3).
teacher supervision.

5. I am challenged to develop my 3.75 0.44 VM

One obstacle to why students struggle to
lessons integrating skills and perform a task is comprehension. That is why it is
values a challenge for all teachers to simplify and
Overall 3.70 0.46 VM
classroom activities and use clear words for the
students to comprehend. It is through this method
The main themes were revealed from FGs that the students can understand the concepts and
conducted. Thematic analysis of Braun and Clarke be an integral part of the learning process.
(2006) was employed in this study in which each
major theme was identified through a 5-stage 2.2 Contextualized topics/indigenized
process, namely: (1) becoming familiar with the materials. Most of the teachers found the module
data; (2) generating initial codes; (3) searching for useful because it dealt with related
themes; (4) reviewing themes, and (5) defining and topics/scenarios in Cagayan de Oro. Like Tropical
naming themes. Considering the process, all Storm Sendong last December 2011; Typhoon
critical elements from the experiences of senior Pablo last December 2012 and Typhoon Yolanda
high school teachers concerning the use of DRR which hit the Philippines in November 2013.
modules were captured.
As commented by the participants: “….
2. Summary of participants’ insights about the topics are localized; materials can be found within
module in terms of clarity, usefulness, the surroundings and can easily be discussed with
activities and content accuracy families, neighbors, and communities.”

DepEd Order 35 s. 2016 highlighted the

2.1 Comprehensible Vocabulary. Most of matching of curriculum content and instructional
the participants find the vocabulary and usage of strategies relevant to learners. Teachers should
words easy to understand. This encouraged the look for ways to relate teaching and learning to the
students to get more involved. Findings revealed needs, desires, and aspirations of learners. By
that reading comprehension and vocabulary were relating the new lesson to the local experiences
related simultaneously to students’ achievement. that are familiar to students, learning will become
Thus, if a student does not know the meaning of a more effective and relevant. Diversifying the
curriculum by contextualizing it through
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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indigenization is necessary. The integration of learners-centered and performance-based

diverse cultures in the K-12 curriculum is a crucial output that is considered as an authentic
strategy for student inclusion and ensuring the assessment for all learners.
relevance of education processes for all. The
Enhanced Basic Education Act of 2013 (RA 10533 3. Summary of the participants’ insights on the
sect. 5-h) also requires curricula to be adaptable usefulness of modules in understanding the
and versatile enough to allow the school to adapt basic concept of DRRRM.
to local needs. The cited mandates reinforce the
argument that module-based instruction is more 3.1 Disaster Preparedness. The capacity to
efficient and more substantive than conventional deal with unexpected incidents is dependent on an
instruction. individual's preparedness, experience, and
understanding. Determining students'
2.3 Informative. Republic Act 10121 and understanding of disasters and designing activities
DepEd Order No. 21 s. 2015 established the to enhance knowledge of disasters would
framework of communication and information contribute to disaster management. Parallel to this
management and guided DepEd offices and concept, several participants in FGs reported that
DRRM coordinators. The goals include providing the contextualized modules are useful.
feedback to regions and schools division about
how to respond to emergencies and promoting Three of the participants revealed that: “….
immediate and effective information flow during the module guides us what to do during a disaster
emergencies. The contextualized module offers (p.4) … it is flexible and it provides future
enough knowledge to avoid or minimize the ill information (p.7) and it has a self-regulating activity
impacts of man-made, natural disasters and that made us prepare some mitigating factors
calamities. (p.11).

One of the participants revealed that: Hence, the above statements support the
“….information about disaster preparation and risk argument that the modules contain activities that
mitigation is in the modules, which I consider very are useful to disaster preparedness.
insightful. Science plays a significant role in disaster
risk management by offering comprehensive,
The module provides valuable knowledge on evidence-based mechanisms and a range of
disaster preparedness. information systems. It is vital to all individuals to
have a basic understanding of disaster risk
2.4 Student-centered activities/aligned to reduction management for them to be prepared
K to 12 skills. Most participants thought that DRR and resilient in times of disaster. Hence, the
modules are learners-centered and provide an participants' responses indicated that the use of
opportunity for learners to become self-regulated the modules strengthened their awareness of
and innovative in all learning endeavors. Hence, disaster preparedness.
this motivates the students to learn because it
allows them to learn the content by doing. Thus, 3.2 Learning Insights/Values Integration.
one of the participants revealed that: “the activities Participants noted that the modules provided
were student-centered which led to self-discovery learning insights and value integration is evident.
and teacher acts as a facilitator.’’
The aforesaid claim is consistent with Two of the participants revealed that: “….it
DepEd’s vision which aims to create a learner- provides sharing of lessons learned especially
centered public institution. In adherence to its those who were victims of disaster (p.6) …it
vision, the division of Cagayan de Oro City created provides value integration- the desire to finish
an innovative project known as Learners-Centered one’s study to change one’s way of living (p.8) and
Learning Classroom(LC2) which emphasizes a
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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emphasizes the value of cooperation to save lives the students to understand why such places
(p.12). are always shaking.

Thus, learning occurs through a values The theory of Learning Styles by Dunn &
education mechanism that is reinforced in the Dunn acknowledges that there are visual learners
home, school, and environment. Therefore, the who learn best in images. Hence, teachers are
skills and expertise students learn in school are required to consider different learning styles in
now being extended to their personal lives. planning and developing events that support all
learners. Some learn better when teachers use
3.3 Maximizes students’ participation. Most visual representation to optimize the teaching-
of the teacher-participants articulated that the learning process. Thus, anchored on the
contextualized modules maximize students’ arguments strengthened the need to consider the
participation. All activities ignited their interest to visual aspects in improving the modules to address
become more focused and more participative in the multiple learning styles of the students.
the teaching-learning process.
4.2 Accessibility of materials/links. The
Two of the teachers- participants mentioned overarching theme that likewise repeatedly
that: … “the said modules are very useful since the emerged in the focus groups was the accessibility
students were very interested and participative in of materials and links.
the teaching-learning process (p.10,14) …” it was
helpful because the examples that were given Most of the participants stated that:” the links
guided the students on what to do in every activity,” that were provided should be accessible; provision
(p.4). of teacher’s manual should be considered; ….and
Student-centered instruction includes that all videos in the links should be grouped in 1
constructive learning and an inquiry approach. CD (downloaded videos) (p.3,7,11).
This approach emphasizes the individual's
characteristics in assessing the role of the student The need for teaching materials is dictated by
as an active participant (Acikgoz, 2002). In this the emergence of new information technology and
direction, students can directly engage with the the cultural environment. Therefore, all teaching
learning experience by living within the focus of the materials should be open to teachers and learners.
teaching process. Class tasks include activating
prior knowledge and organizing new information 4.3 Enhancement of DRRR
into a logical structure Thus, activities need to be concepts/topics. Another predominant theme
applied correctly. that was unveiled to improve the modules was the
enhancement of concepts and topics.
4. Summary of the participants’ suggestions to
improve the DRRR modules Some of the participants articulated that:
“…learners should have a deep understanding of
4.1 Visual Considerations. One of the the concepts and the first aid measures should be
dominating themes that repeatedly emerged in incorporated in the module (p. 1, 7,8). Indeed,
FGs was the visual considerations to enhance the input from teachers and learners at every stage
DRRR modules. would be helpful to enhance the quality of the
modules.
Three of the participants articulated that: …”
the pictures should be colored since most students CONCLUSIONS
are visual…concepts are best captured when it is
espoused with a colorful illustration (p.2,6,12). Based on the findings of the study, the
Other participants added that …” maps should
following conclusions were drawn.
be bigger especially places that have fault line for
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
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1. The contextualized modules were Department of Education Project Ease Modules.

acceptable, applicable, and useful for (2019). LR Portal. Deped LR Portal.
https://lrmds.deped.gov.ph/search?query=EASE&pag
the learners.
e=1
2. The use of modules could help
teachers teach the basic concepts and Department of Education. (2015, June 1). DO 21, S. 2015
principles of DRRM. – Disaster risk reduction and management
3. Learning modules offer opportunities coordination and information management protocol.
for learners to learn fundamental https://www.deped.gov.ph/2015/06/01/do-21-s-2015-
principles of disaster preparation. disaster-risk-reduction-and-management-
coordination-and-information-management-protocol/
RECOMMENDATIONS
Department of Education. (2016, June 7). DO 35, S. 2016
– The learning action cell as a K to 12 basic education
In the light of the findings and conclusions program school-based continuing professional
in the study, the researchers present the following development strategy for the improvement of teaching
recommendations. and learning.
https://www.deped.gov.ph/2016/06/07/do-35-s-2016-
1. The teachers could use the developed the-learning-action-cell-as-a-k-to-12-basic-education-
and validated modules to promote program-school-based-continuing-professional-
development-strategy-for-the-improvement-of-
optimal learning of disaster
teaching-and-learning/
preparation and risk reduction
concepts. Dunn and Dunn learning styles - Strengths and
2. Schools may use the modules weaknesses - Paving the way. (2021, February 22).
particularly for teachers who have Paving the Way.
experienced difficulties teaching https://tracyharringtonatkinson.com/dunn-and-dunn-
learning-styles-strengths-and-weaknesses/
DRRM concepts.
3. Educators could enrich the content of Glaser, R. (1976). Components of a psychology of
the modules customized to their instruction: Toward a science of design. Review of
settings. Educational Research. 46,1-24
4. There could be a further study of the
modules. Merril, M. D. (1937). Instructional Design Theory.
Educational technology publications, Inc.
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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
97
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 1, MARCH 2021

Republic Act 10121: Philippine disaster risk reduction and

management Act of 2010 | Philippine Commission on Joel D. Potane, multi-awarded JICA Filipino
women. (2020). https://pcw.gov.ph/republic-act-
Scholar, LRMDS Manager and
10121-philippine-disaster-risk-reduction-and-
management-act-of-2010/ President of the Academic
Doctors’ Circle, Inc. Driven to
Republic Act 9512: Environmental awareness and inspire instructional leaders to
Education Act of 2008. (2016, February 5). greenphils. become competent, dedicated
https://greenphils.com/2009/01/07/republic-act-9512- and optimistic. Constantly
environmental-awareness-and-education-act-of- creating a learning space of opportunities among
2008/#:~:text=The%20President%20has%20just%20
passed%20a%20very%20timely,cares%2C%20presc
professionals, learners and stakeholders for
hools%2C%20non%20formal%2C%20technical%2C continuing growth and development. Humbly
%20vocational%2C%20indigenous%20 known for meritorious record of accomplishments
in both local and international levels.
Republic Act No. 10533 | GOVPH. (2013, May 15). Official https://capitolu.academia.edu/JOELPOTANE
Gazette of the Republic of the Philippines.
https://www.officialgazette.gov.ph/2013/05/15/republi
c-act-no-10533/
Laverne L. Mercado, Administrative Officer IV of
the Department of Education
Sedita, J. (2005). Effective vocabulary instruction. Division of Cagayan de Oro City.
Semantic Scholar | AI-Powered Research Tool. She is an experienced Division
https://www.semanticscholar.org/paper/Effective- DRRM Coordinator whose mission
Vocabulary-Instruction- is to partner both local and
Sedita/24a6b44b730d9c47d65bc9acbfe908fd50f0bf7
international stakeholders on
b
initiatives and services that positively impact the
United Nations International Strategy on Risk Reduction. lives of the learners.
(2015). The Role of Science and Technology in
Disaster Reduction. https://www.undrr.org/. COPYRIGHTS
AUTHORS’ PROFILE Copyright of this article is retained by the
author/s, with first publication rights granted to
Jean T. Loquillano, Senior Education Program IIMRJ. This is an open-access article distributed
Specialist and currently under the terms and conditions of the Creative
designated as the Regional Commons Attribution – Noncommercial 4.0
Partnership and Youth Formation International License (http://creative
Coordinator in DepEd Region X, commons.org/licenses/by/4).
Cagayan de Oro City, Philippines.
She is a writer, a facilitator, a
speaker and a trainer of various regional and
division training- workshops on research,
continuous improvement, child protection,
partnerships, campus journalism and pre-service
trainings. Moreover, she was awarded as the
outstanding public secondary school teacher of
DepEd Cagayan de Oro City; first placer in DepEd
Region X SBM Research Congress; Second
placer in the 2013 call for paper for PAGE Journal
and the champion of Division Communication
Festival (News writing category).

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LOQUILLANO, J.T., POTANE, J.D., MERCADO, L.L., Validation and Utilization of the Contextualized Disaster
Readiness and Risk Reduction (DRRM) Modules, pp. 89 - 98
98