LEVEL OF AWARENESS TO EARTHQUAKE RISK REDUCTION

OF FIRST YEAR COED STUDENTS OF

CAMARINES NORTE STATE COLLEGE- ABAÑO CAMPUS

Submitted in partial fulfillment in GEC 3

Mathematics in the Modern World 

ANDAYA, LORENA

BORJA, DIANNA JOY

CUEVAS, CHRISTINE

DIAZ, SHERLYN

OGA, AZIEL JOY

MRS. LEAH N. BARBADO

Associate Professor III

November 2022
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Due to its geographical location in Southeast Asia, the Philippines is very

vulnerable to natural disasters. The nation is affected by natural calamities such
typhoons, earthquakes, floods, volcanic eruptions, landslides, and fires. According to
the World Risk Report 2018, in terms of disaster risk the Philippines ranked third among
all of the countries with the highest risks worldwide.

Disaster are calamities that cannot be handled, you face the danger of death or
physical injury. You may also lose home, possessions and community. That is why the
government, through the Philippine Disaster Risk Reduction Management Act 2010
requires the integration of disaster risk reduction in school curriculum to strengthen
awareness and practice personnel and students on disaster preparedness during and
after the disaster.

In line with this, UNESCO also provides tools for integrating Disaster Risk
Reduction into schools and provides training for teachers and educators on how to
educate children and youth to prepare for disasters. Education for disaster
preparedness can provide life-saving and life-sustaining information and skills that
protect in particular children and young people during and after emergencies.

Natural disasters and other emergencies can happen at any time, and when they
happen at school, everyone should be prepared to handle them safely and effectively.
Administrators, teachers, staff, parents and students can work together to promote and
maintain school-wide safety and minimize the effects of emergencies and other
dangerous situations. Thoughtful planning and preparation can help ensure the safety of
students and staff when earthquakes occur during school hours.

According to Guy Ellena, the Director of the Health and Education Department of
the International Finance Corporation (IFC) planning for natural disasters and
emergencies is something every educational institution must consider, regardless of its
size or location. It is not possible to plan for every eventuality that might occur; however,
preparation is key to saving lives if a disaster strikes. Since schools are our universal
institution for sharing knowledge and skills, the expectations for schools to be role
models in disaster prevention is high.
 Thus, the aim of this study is to assess the level of Awareness to Earthquake
Risk Reduction of First Year College of Education students in Camarines Norte State
College to take drastic steps to address and reduce the impacts of these inevitable
calamities as well as to determine the extent of their knowledge concerning tragedies,
such as earthquake.

Statement of the problem

This study aims to determine the level of awareness to earthquake disaster risk
reduction of first year COED students of Camarines Norte State College- Abaño
Campus. Specifically, this seeks to answer to the following questions:

1. What are the profile of respondents in terms of;

a. Age

b. Sex

2. What is the level of awareness to earthquake risk reduction of first year

COED students?

Basic Assumptions

This study will provide the following assumptions.

1. The profile of the respondents will vary.

2. The level of earthquake risk reduction awareness among the students in the
COED Department might range from high to poor.
3. The knowledge of each student when it comes to disaster management is not the
same.
4. There are measures that can be proposed which will respond to the level of
awareness to earthquake risk reduction of students.
5. This research will serve as future references on another related topic.

Hypothesis

Null (HO): There is a significant difference between the level of awareness of students
in terms of earthquake risk management.

Alternative (HA): There is no significant difference between the level of awareness of

students in terms of earthquake risk management.
Significance of the study

 The study will be significant to the following groups or agencies: 

School Administrators - The findings of this will help the school administrator in
mapping out essential steps needed to address or improve the level of disaster risk
awareness of students.

Students - The findings of this study will benefit the students since they are the prime
benefactors. It will help them to assess their level of awareness when it comes to
disaster risk management.

Teacher/Instructors- They can educate and teach students about fundamental survival
skills and the things that need to be done in case there's a disaster.

Parents - This will benefit the parents in terms of knowing the safety measures to
ensure the safety of their children.

Community- This study will help the community to prepare for disasters, and to adopt
measures to reduce the vulnerability.

Researcher - The study will also help the researchers themselves in

developing  physical and psychological preparedness as well disseminate information
about disaster risk management.

Future Researchers- This will serve as future references for another related topic
about disaster risk management.

Scope and Delimitation

This study encompasses the level of awareness of students under the COED
department. The study was conducted among 25 students of Camarines Norte State
College- Abaño Campus that varied according to their age and gender. This study was
conducted only on the school premises and the target respondent should be a first-year
student.

Definition of terms

Awareness – the state or ability to perceive, to feel, or to be conscious of events,

objects, or sensory patterns.

Earthquake- is the shaking of the surface of the Earth resulting from a sudden release
of energy in the Earth's lithosphere that creates seismic waves.
Management- The act, manner, or practice of managing; handling, supervision, or
control.

Risk – a situation involving exposure to danger.

Safety - the condition of being safe from undergoing or causing hurt, injury, or loss.

Students- a person who is studying at a school or college.

Teacher- person who teaches, especially in a school.

ENDNOTES

⮚ https://www.unesco.org/archives/multimedia/document2795#:~:text=Education%20f
or%20disaster%20preparedness%20can,people%20during%20and%20after%20em
ergencies.

⮚ https://www.preventionweb.net/files/13989_ifcdisasteremergencyhandbook63010.pd

⮚ https://files.eric.ed.gov/fulltext/ED545374.pdf

⮚ https://www.loyola.edu/department/emergency-preparedness/hazard
information/earthquakes

⮚ https://www.thefreedictionary.com/management

⮚ https://injuryprevention.bmj.com/content/10/2/7
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Literature

Earthquake can occur at any moment or location. Colleges and universities are
as vulnerable to earthquakes as any other location. Each student must be aware and
well informed about the safety features in order to know what they will do and where
they will go in the case of an earthquake. According to Sanchez et al. (2019), most of
the students are aware of the different safety features of the University. However,
despite the signages, seminars and drills conducted every year, it showed that there is
not enough understanding and knowledge on the safety features of the university in
response to earthquakes, specifically the evacuation exits and evacuation areas.

According to the study of Hosseini and Izadkhah, it was shown that the
earthquake drills and community-based disaster risk management programs in the
context of “Safe Schools – Resilient Communities” are highly beneficial for
strengthening preparedness and can be duplicated in other disaster prone countries. 

While Subedi, et al. stated that educational activities implemented at schools are
effective in raising the awareness levels of children, promoting broader social learning in
the community, thus improving the adaptive capacities and preparedness for future
earthquakes. However, perceptions of risk did not change very much. The high and
positive impact of the program on the students and the community is encouraging for
the continuation and expansion of the program.

On the other hand, according to Rahman, M.L. (2020), it shows that female
respondents have a much better risk perception of and are better prepared for
earthquakes than male respondents; younger people have a higher knowledge about
earthquake preparedness than older people and less-educated people are at a higher
risk of unpreparedness than more-educated people.

In addition, in the study conducted by Vásquez et al. (2018) the more

participation of children in the local planning of the school evacuation plan was seen as
necessary in order to strengthen their preparedness in case of disaster, integrating their
school evacuation plan and their family ones.
Studies

According to the study conducted by Kamil et al. (2020), there was an increase
of knowledge and understanding of students by 91.6% through geographic literacy
given in student learning on the material of disaster-related themes. Therefore, teachers
are expected to use teaching materials based on geographical perspective to support
learning of disaster risk reduction. So that students have good disaster response skills
and find the solution for natural damage and reduce its negative side effects.

Integrating Disaster Risk Reduction (DRR) into formal education and curricular
has been suggested as one strategy to help increase knowledge and understanding of
disaster risks. Improving disaster management knowledge and skills through integration
of DRR and CCA into school curricular may save many more lives and equip younger
generations with the ability to respond to natural disasters and significantly reduce
losses of lives and property during a disaster.

On the other hand, according to Tsai et. al, traditional educational methods are
not sufficient for passing on past experience and triggering learner interest. Therefore,
serious game-based learning, a more engaging educational method, is a promising
direction for disaster prevention education. The results showed that the Battle of
Flooding Protection learning package had significant effects on students' disaster
prevention skills, interest in learning, self-awareness, and sense of civic responsibility. 

In the study conducted by Pascapurnama, D. N. (2018), they  emphasize the

importance of integrated health education in schools and community-based disaster risk
reduction (DRR) plans, including information dissemination, to create resilient
communities. . Health education and promotion can be integrated into curriculum-based
or training-based DRR programs as modules, short courses, drills, and printed and
visual media.

In addition, according to Ramadhan et al, their study revealed that students still
need to improve knowledge about the environment and disaster mitigation to be able to
design language learning with environmental education and disaster mitigation. 
ENDNOTES

1
View of Student’s Awareness on the Safety Features of the university in
Response to Earthquake | Malaysian Journal of Medical Research (MJMR). (n.d.).
Retrieved from https://ejournal.lucp.net/index.php/mjmr/article/view/students/30
2
Amini Hosseini, K., & Izadkhah, Y. O. (2020). From “Earthquake and safety”
school drills to “safe school-resilient communities”: A continuous attempt for promoting
community-based disaster risk management in Iran. International Journal of Disaster
Risk Reduction, 45, 101512. https://doi.org/10.1016/j.ijdrr.2020.101512
3
Subedi, S., Hetényi, G., and Shackleton, R.: Impact of an educational program
on earthquake awareness and preparedness in Nepal, Geosci. Commun., 3, 279–290,
https://doi.org/10.5194/gc-3-279-2020, 2020.
4
Rahman, M.L. (2020), "Risk perception and awareness of earthquake: the case
of Dhaka", International Journal of Disaster Resilience in the Built Environment, Vol. 10
No. 1, pp. 65-82. Retrieved from https://doi.org/10.1108/IJDRBE-04-2018-0020.
5
Vásquez, A., Marinkovic, K., Bernales, M., León, J., González, J., & Castro, S.
(2018). Children’s views on evacuation drills and school preparedness: Mapping
experiences and unfolding perspectives. International Journal of Disaster Risk
Reduction, 28, 165–175. https://doi.org/10.1016/j.ijdrr.2018.03.001
6
Kamil, P. A., Utaya, S., Sumarmi, & Utomo, D. H. (2020). Improving
disasterknowledge within high school students through geographic literacy.
InternationalJournal of Disaster Risk Reduction, 43,
101411.https://doi.org/10.1016/j.ijdrr.2019.101411
7
Nurdin, N., Rafliana, I., Hidayati, S., Oktari, R. S., & Djalante, R. (2017).
Integrating Disaster Risk Reduction and Climate Change Adaptation into School
Curricula: From National Policy to Local Implementation. Disaster Risk Reduction in
Indonesia, 213–234. https://doi.org/10.1007/978-3-319-54466-3_8
8
Tsai, M. H., Chang, Y. L., Shiau, J. S., & Wang, S. M. (2020). Exploring the
effects of a serious game-based learning package for disaster prevention education:
The case of Battle of Flooding Protection. International Journal of Disaster Risk
Reduction, 43, 101393. https://doi.org/10.1016/j.ijdrr.2019.101393
9
Pascapurnama, D. N., Murakami, A., Chagan-Yasutan, H., Hattori, T., Sasaki,
H., & Egawa, S. (2018). Integrated health education in disaster risk reduction: Lesson
learned from disease outbreak following natural disasters in Indonesia. International
Journal of Disaster Risk Reduction, 29, 94-102.
https://doi.org/10.1016/j.ijdrr.2017.07.013
10
Ramadhan, S., Sukma, E., & Indriyani, V. (2019, August). Environmental
education and disaster mitigation through language learning. In IOP conference series:
Earth and environmental science (Vol. 314, No. 1, p. 012054). IOP Publishing.
https://iopscience.iop.org/article/10.1088/1755-1315/314/1/012054/meta
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design, population of the study, sampling technique,
research instruments, data gathering procedures, and statistical treatment of data.

Research Design

This study used a descriptive survey method used to assess socio- demographic
profile such as sex, age and year level of students as well as their level of awareness to
earthquake risk reduction. Descriptive research is a purposive process of data
gathering, analyzing, classifying and tabulating data about prevailing conditions,
practices, beliefs, processes, trends, and cause-effect relationships and then adequate
and accurate interpretation about such data with or without aid of statistical treatment.
Descriptive Survey Design involves questions relevant to the subject of the research.
The survey questions are then distributed to the audience in hopes of receiving their
honest response.

Respondents

The respondents were first year students at Camarines Norte State College-
Abaño Campus. In order to collect the data needed for this study, give higher clarity on
certain demographic features, and avoid favorable choices or biases during the
research process. The target respondents of this research were 25 first year students
under the COED Department.

Sampling Technique

Through random sampling techniques, the proponents of the study will answer
the questionnaire given by the researchers including the coverage and data needed for
the study.

Research Instrument

The instrument used was a researcher-made questionnaire checklist to gather

the needed data for the student’s profile. The draft of the questionnaire was drawn out
based on the researcher’s readings, previous studies, professional literature, published
and unpublished thesis relevant to the study.

Data Gathering Procedure

In administering the questionnaire, the student responses were given enough

time to answer the questions. After data gathering, the researcher now collected it for
tallying the scores and to apply the statistical treatment to be used with the study.
Researchers also observed minimum health protocol before and after conducting the
survey.

Statistical Treatment of Data

Responses to the questionnaire by first year COED students were statistically

analyzed with the data requirements of the study. Students were statistically analyzed
with the data instruments of the study. Descriptive statistics such as frequency count,
mean, percent and rank are considered.

Formula:
Weighted Mean = fXN
= summation
f = frequency
X = score
N = total number of respondents

P = FN x 100
Where as
P = Percentage N = Total population
f = frequency 100 – constant
 Chapter 4

RESULTS, INTERPRETATIONS AND DISCUSSION

This chapter represents the data gathered by researchers, which also includes analysis
of data and interpretations. Percentages are computed using the frequency and
percentage formula, and the ratings of the respondents regarding the research
questions are treated using general weighted mean.

Table 1. Percentage Distribution of the Respondents in Terms of Age

Table 1 shows the percentage distribution of the respondents in terms of age.

Out of 25 students, 3 students or 4 percent were between 21 to 24 years old, 2 students
or 8 percent were 20 years old, 9 students or 36 percent were 19 years old and 11
students or 44 percent were 18 years old. Looking at the table, we can conclude that
the number of students who take the survey are mostly 18 years old based on the
ranking of their percentage.

Table 2. Percentage Distribution of the Respondents in Terms of Sex

 Table 2 shows the percentage distribution of the respondents in terms of sex. Out
of 25 students, 15 students or 60 percent of the respondents were female, 10 students
or 40 percent of the respondents were male. The data reveals that the number of
female respondents is greater than the number of male respondents.

Table 3. Set of Inquiries in Terms of Determining the Level of Awareness to

Earthquake Risk Reduction of First Year students under COED Department

INDICATORS 5 4 3 2 1 Weighted Description

Mean

1. I have enough knowledge about 6 15 4 0 0 4.08 Aware

disaster management.

2. I will not panic when an earthquake 6 8 7 4 0 3.64 Aware

occurs.

3. I know how to execute the duck, 19 6 0 0 0 4.76 Strongly

cover and hold. aware

4. If I’m inside a building and an 17 8 0 0 0 4.68 Strongly

earthquake occurs, I find a table where I aware
can be covered.

5. When the earthquake stops, I still 19 6 0 0 0 4.76 Strongly

prepare myself for aftershocks. aware

6.I know the proper position of my hand to 20 3 2 0 0 4.72 Strongly

cover my head. aware

7. I know how to perform CPR or first 4 6 5 6 4 3.00 Moderately

aid. aware

8. I know that I should not face the wall 12 6 4 2 1 4.04 Aware

when an earthquake occurs.

9. I know the emergency telephone 7 2 5 4 7 2.92 Moderately

numbers to contact in case of emergency. aware

10. Once the shaking stops, I evacuate 22 2 1 0 0 4.84 Strongly

to a safe place. Aware

Grand Mean: 4.14

Description:

0-1.49- Strongly Unaware

1.50-2.49- Unaware

2.50-3.49- Moderately Aware

3.50-4.49- Aware

4.50-5.49- Strongly Aware

The table shows the set of inquiries in terms of determining the level of
awareness of first year students under COED Department wherein in indicator 1, 2 and
8 they are aware with 4.08, 3.64 and 4.04 weighted mean, indicator 3, 4, 5, 6 and 10
shows that the students are strongly aware with 4.76, 4.68, 4.76, 4.72 and 4.84
weighted mean, lastly both indicator 7 and 9 showed that the students level of
awareness are moderately with a weighted mean of 3.00 and 2.92. Having a grand
mean of 4.14 indicates that the first year students under COED Department are aware
when it comes to Earthquake Risk Reduction.

Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

Based on the result of the study, the following conclusions are drawn.

1. The researchers conclude that the majority of first year students under the College of
Education (COED) Department are aware when it comes to Earthquake Risk Reduction.

2. The researchers conclude that students of Camarines Norte State College in Abaño
Campus have a high level of awareness in terms of earthquake risk management thus
the alternative hypothesis is rejected.

3. The researchers discovered that age and gender have no effects on knowledge or
awareness about earthquake risk management.

4. The students of the COED Department are adequately equipped in case a disaster
occurs unexpectedly.
RECOMMENDATIONS:

This research recommends the following:

1. The researchers highly recommend that the stakeholders and school should facilitate
an immersion or training for first aid.

2. The researchers recommend keeping on conducting seminars and earthquake drills.

3. The researchers also recommend that emergency hotlines should be displayed in

every classroom for students to contact in case of emergency.

4. Create a group of on-call and trained DRRM volunteers to prepare for rescue and
other related matters.

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