PINAGBAYANAN INTEGRATED

NATIONAL HIGH SCHOOL

Senior High School
CHAPTER 1

THE PROBLEM

BACKGROUND OF THE STUDY

School as a place where almost all students gather to enjoy the opportunity

to learn, can be the best place to prepare them for disasters. The required

knowledge and skill can be provided to the students in various ways in schools,

one of which is practical training and skills development

Some of the students are not really that prepared for the disaster. While

most are familiar with the disruptions caused by disasters, many are not aware of

the negative impacts that they have on students. Disasters affect the students by

disrupting campus activities, interrupting I damaging school buildings.

According to Republic Act No. 10121 Section 3 that the "Disaster Preparedness"

can be measured with its capacity to cope using available resources and its knowledge

to foresee, react appropriately and overcome from the impact of imminent dangers or

hazards. The reduction of disaster risk as well as the proper management of disasters

can lead to a lesser impact if there is an advance preparation and proper training.

Preparedness actions are designed to properly handle the possible responses that could

be done in any type of emergencies by capacitating individuals to efficiently manage the

situations in order to recover. Preparedness action can be best achieved through proper

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channeling of communication and coordination with proper authorities for public

information. Further, there should be supplies and equipment for emergencies, plans

for contingencies as the needs arise. The preparedness action can be most effective

through actual engagement using drills to determine the capacity to respond and to

provide more trainings for improvement. The assessment on the preparedness of school

is link to the presence of its safety facilities, the disaster preparedness plans of the

school and the trainings of its personnel and students on the eventuality or

emergencies. Preparedness also design measures to help communities at risk to

safeguard their lives and properties by taking proper actions during threat or actual

disaster. This can be better achieve through formulation of institutional structures,

policies, strategies, warning and forecasting of plans.Over the past 20 years disasters

have affected 4.4 billion people, caused $2 trillion of damage and killed 1.3 million

people.These losses have outstripped the total value of official development assistance

in the same period. Natural disasters disproportionately affect people living in

developing countries and the most vulnerable communities within those countries. Over

95 per cent of people killed by natural disasters are from developing countries (Extreme

Weather and Natural Disasters, 2013).

Based on the listed deadliest natural disaster that struck in the country. Mindanao

reap the greatest number of fatalities as evident of being number one on the history on
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August 16,1976 because of tsunami and earthquake. On October 15, 2013, Visayas was

struck by a 7.2 magnitude earthquake and known as the deadliest earthquake for the

past 23 years in the Philippines. (Inquirer.Net 2013). Just 3 weeks after the quake, the

Typhoon Haiyan "Yolanda" made its catastrophic destruction again on November 7,

2013 in the Visayas killing almost 6300 people (Sun Star, 2013).

According to the DepEd Order No. 48, s.2012, the Department of Education (DepEd)

in coordination with partner agencies encouraged that schools to conduct quarterly fire

and earthquake drill. This activity is designed to enhance the level of awareness of the

students towards disaster risk reduction and adaptation of climate change by assessing

their capacity to response during emergencies. All types of school, public and private

must formulate a committee that would manage the Disaster Plans in their schools in

order that the high risk areas must be properly labelled and the schools' emergency

preparedness will be evaluated. There is a proper coordination and good

communication plan with the local government units and the local disaster risk

reduction management office in order to have a guide on the right actions to be

undertaken during emergency situations.

Safety should always be the first thing to consider in any places especially

schools that provide knowledge and skills to students on the safety practices. School

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refers to an educational institution where students gain their knowledge and skills

students of Pinagbayanan Integrated National High School are the respondents of the

study.

This study tries to assess the school's disaster preparedness to natural calamities

that unpredictably occur anytime and the level of awareness towards the

implementation of the programs. The researchers can help the student to strengthen

their preparedness and awareness when it comes to disaster to upgrade or provide the

necessary equipment and tools that can be used in times of emergencies and to give

training for the personnel on disaster preparedness.

RATIONALE OF THE STUDY

The study will deal with the disaster preparedness of the student in

Pinagbayanan Integrated National High School.

The main beneficiary of this study are the students because they are the

main client of the school and they stayed in the place almost 9 hours a day for

five days thus, the school provides them with what is lacking in their school in

terms of safety facilities to be used in time of emergencies called by calamities

and necessary trainings for appropriate response to an emergency situation;

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The parents have an assurance that their children are safe in the school

where they are studying and they know that their students have proper

knowledge on how to respond in times of emergency situation called by natural

calamities. Also, they can help in implementing the safety programs through the

parents and teachers' association (PTA).

The school personnel not just the old but specially the newly hired that they

may be able to recognized different safety facilities in school for specific

purposes and they are provided with trainings and field experience to be

equipped and knowledgeable in responding emergency situations.

The school management can benefit after the assessment of the disaster

preparedness of their school. The school is provided with a copy of the

assessment so they have a reference on what is lacking in their school to be

improved and filled by the government with the necessary assistance in terms of

supplies in facilities and necessary trainings to be equipped during calamities.

The community can help in the evaluation of the safety programs of the

schools by participating or witnessing in the school safety drills conducted and

submits their evaluation report to the school authorities for reference of the

school management for further improvement on its safety programs. Also the

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community learns to value the importance of preparation to safety because

calamities may occur anytime.

The researchers are able to help the schools in the assessment for its

disaster preparedness and able to inform the concerned agencies to provide

what is lacking in the school environment in terms of safety. Also it guides the

researcher to make an action plan to be undertaken to address the needs of the

school for safety. And lastly, the future researcher can benefit this study through

using the data provided herein. The result of the assessment provides significant

information as to the status of the disaster preparedness of schools in

Pinagbayanan Integrated National High School.

SCOPE, LIMITATION AND DELIMITATION

This study focuses on increasing the level of preparedness of the

student when it comes in disater, to prepare for/reduce the effects of disasters,

motivate students to take action and provide solutions in order to build disaster

preparedness.

The researchers will conducted survey questionaire used by means of

answering questions, the respondents is composed of 80 students that came

from different level, section and strand of Pinagbayanan Integrated National High

School.

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The study will be conducted in Pinagbayanan Integrated National High

School. The respondents will be selected Junior to Senior high school students

from the said school.This study aims to primarily Strengthening Student Disaster

Preparedness in Pinagbayanan Integrated National High School.

STATEMENT OF THE PROBLEM

This study aims to primarily strengthen student disaster preparedness in

Pinagbayanan Integrated National High School.

Specially, it seeks to answer the following questions:

1.What is the level of disaster preparedness of the respondens terms of the

following disaster

1.1 Typhoon

1.2 Earthquake

1.3 Fire

1.4 Landslide and Flood

2.What are the problems encountered of student's preparedness on Disasters?

2.1 Typhoon

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2.2 Earthquake

2.3 Fire

2.4 Landslide and Flood

3.Based on the findings, what activity can be proposed in Strengthen students

preparedness on disasters?

THEORETICAL FRAMEWORK

Disaster preparedness is defined as actions that ensure resources necessary to

carry out an effective response are available before a disaster. Disaster preparedness

requires a thorough understanding of the factors that influence performance or

nonperformance of disaster preparedness behaviors (DPB). The major aim of this

research was to further our understanding of DPB based on the theory of planned

behavior (TPB).

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Disaster preparedness are preparations and adjustments such as storing food

and water, preparing a household emergency plan, preparing an emergency kit, and

other activities that reduce risk or injury and damage. Actually, disaster preparedness is

a health protective behavior, so the behavioral approaches have taken center stage as a

means of it. Even though hundreds of thousands of lives were affected without warning

by disasters yearly, most people do not concern themselves by preparing until disaster

strikes.

Therefore, it has become obvious that a more broad-based effort of behavioral

change is required. Effective interventions to promote disaster preparedness require a

thorough understanding of the factors that influence performance or nonperformance

of disaster preparedness behaviors (DPB).

There has been no study of people using the TPB to explain variability in DPB. The

application of a model that explained a significant amount of variance in intentions and

behavior would assist in helping develop interventions to disaster risk reduction.

Acording to the study of Ajzen (2015), a central factor in the TPB is the

individual's intention to perform a given behavior. Intentions are assumed to capture

the motivational factors that influence a behavior.Intentions are determined by three

preceding motivational factors.The first is the attitude toward the behavior and refers to

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the degree to which the individual has a favorable or an unfavorable evaluation of the

behavior in questions. The second predictor is a social factor termed subjective norm; it

refers to the perceived social pressure to do or not to do the behavior. The third

predictor of intention is the degree of perceived behavioral control which refers to the

perceived ease or difficulty of performing the behavior. As a general rule, the more

favorable the attitude and subjective norm toward a behavior, and the greater the

perceived behavioral control, the stronger should be a person's intention to perform the

behavior under consideration. Intention, in turn, is viewed as one direct antecedent of

actual behavior. However, the level of success will depend not only on one's intention,

but also on such partly non-motvational factors as availability of requisite opportunities

and resources that represent people's actual control over the behavior.

The theory of planned behavior can be directly applied in the domain of disaster

risk reduction. The behavior of interest for present purposes is DPB. According to Ajzen

(2015), considering DPB as a category of behaviors, not a single action was studied.

The aim of this study was to examine the theory of planned behavior and

investigate its utility in explaining and predicting the factors associated with DPB.

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CONCEPTUAL FRAMEWORK

The conceptual framework illustrates the main thrust of the study. It consists of

the researcher stance on the problem after being exposed to various theories that have

bearing on the problem. This study is guided by the input-process-output (IPO) model.

This model shows the general structure for the path of this study.

INPUT

PROCESS
1.What is the level of
disaster preparedness of
the respondents in terms
of Disasters? OUTPUT
Statistical tools
Infographic
Data gathering techniques
2.What are the problem
encountered of student's
Survey questionnaire
preparedness on
Disasters?

Figure 1

Conceptual Paradigm on Strengthening Student Disaster Preparedness

in Pinagbayanan Integrated National High School

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It was shown in Figure 1 it is composed of three boxes. The first box, pertaining to the

input contains the disaster preparedness, the level of the respondents preparedness

when it comes for disaster and the problems encountered by the respondents in

disaster preparedness. A directional arrow pointing to the next box which is the process

contains the statistical tools, data gathering and survey questionnaire. Lastly, another

directional arrow pointing to the last box referring to the output contains the disaster

preparedness activity for students in Pinagbayanan Integrated National High School.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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Disaster Education and Awareness

The awareness and education on disaster preparedness is designed to develop

and distribute posters, booklets, and guidebook on drills that includes earthquake

disaster preparedness to equip the teachers and students on proper response to handle

emergencies during calamities. Consistent trainings and mock drill can help to improve

and update the guidebook on disaster preparedness. It serves as an interactive

educational tool for raising the level of awareness on proper actions and decisions

during disasters and also serves as a guide in assessing the building structures for

resiliency to calamities. According to United Nations Center for Regional Development

(UNCRD), the initiative of making the school safe from any disasters can serve as an

access points of the communities exposed to risk to participate the implementation of

training and capacity-building for mitigating earthquake disasters to ensure that the

children are safe in school against the harsh impact of the subsequent earthquakes. It

can be done through demonstration on how the school is being used as an appropriate

venue for getting knowledge on how to prevent and mitigate earthquake disasters

(Pandey and Okazaki, 2013).

Typhoon

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Based on the report of the Inquirer.Net (2013), the country suffers the ten

deadliest natural disasters of which includes (1) the tsunami in Moro Gulf in Mindanao

last August 16, 1976 killing almost 8,000 people, (2) the tropical storm Thelma locally

known as "Uring" last November 15, 1991 that causes flash floods and kill more than

5,100 people in Ormoc, Leyte, (3) the typhoon Bopha locally known as typhoon "Pablo"

last December 3, 2012 that kills many individuals and destructs many properties in

Mindanao, (4) the earthquake on July 16, 1990 that have killed almost 1621 people due

to its high magnitude of 7.8 that happened in Baguio City. (5) the Typhoon Ike locally

known as typhoon "Nitang" happen last August 31, 1984 killing almost 1363 people in

the central islands of Mindanao, (6) the eruption of Taal volcano on January 30, 1911

that kills 1.300 villagers living nearby, (7) the eruption of Mayon volcano last February 1,

1814 that have buried 1.200 individuals in the nearby towns of Cagsawa. (8) the

mountainside in Guinsaugon collapsed last February 17, 2006 killing 1.126 individuals

mostly are buried in the area, (9) the Typhoon Washi locally known as "Sendong" last

December 16, 2011 in the norther part of Mindanao that kills 1,080 individuals, (10) the

Typhoon Trix last October 16, 1952 in Bicol region killing 995 individuals due to flash

floods and landslide.

According to the Central Weather Bureau, a tropical cyclone or typhoon is a kind

of weather phenomenon that appears as large low-pressure at the center that accompa-
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nies multiple thunderstorms leading to strong winds and wide rain showers. On the

other hand, “Tropical” refersthe origin of air masses that later will form a storm. The

”Cyclone” further is the cyclonic nature of the storm that rotates in counterclockwise

direction in the Northern Hemisphere and clockwise direction going to Southern

Hemisphere. The tropical cyclone, depending on the location is formed and the strength

it exhibits are named as tropical storm, cyclonic storm, hurricane, tropical depression,

typhoon, or simply cyclone. In the Philippines, this tropical cyclone is being named

locally as “bagyo”. The Philippine Atmospheric Geophysical & Astronomical Services

Administration (PAGASA) in the Philippines is the agency that monitors the weather

conditions daily and provides early warnings for possible occurrence of typhoon that

hits the country. This agency is also responsible for naming all the tropical cyclones that

strikes in the Philippines. As stated by Tayo, et al (2014), storms are more frequent

worldwide because of the climate change brought by the global warming.

Earthquake and Schools

According to Braganza (2014) the most seismic region is located in a belt around the

Pacific Ocean known as the circum-Pacific belt and one of the regions included in it is

the Philippines. According to Shaw, et al (2016), earthquakes are considered as one of

the most destructive natural disasters and can produce many types of losses, including

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physical, socio-economic and cultural losses. Although physical losses such as lives,

buildings and social infrastructures directly affects the victims, other types of losses

might trigger the social unrest and aggravate poverty level. To live in a safer

environment is a basic human need. To make the development process sustainable, it is

important to emphasize on the prevention and pre-disaster mitigation aspects through

proper education training to strengthen the awareness of the public. Schools have been

found as the key element for the community involvement worldwide. School not only

provides education to the children, but a strong school also helps as emergency shelters

immediately after the earthquake.

According to the survey of 1065 high schools’ students in Japan, the experience on

earthquake is not the reason to improve the level of awareness. The acquisition of

knowledge on earthquake can be best gained if it is being taught to them in school. It is

further found out that self-education is also important for realizing and intense

evaluation during disasters but the decisions and actions still relies on the family and the

community. Actual engagement, conversation on disaster education with the help of

visual aids in schools are found to be more effective. The proper education on disaster

preparedness is taught in school in order for the students to involve themselves and

internalize the purpose of the program. The education of the families and the

communities can also help the students to develop a “culture of disaster preparedness”
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which they can use as reference to take appropriate actions and right decisions when

the need arises (Shaw et.al 2016).

North Cotabato also have felt several earthquakes that shake several nearby

municipalities including Kidapawan City. One of the towns shaken is Makilala which

happened last September 20, 2014 that damages several houses including the chapel

inthe area. According to report of Unson(2014) on Philippine Star that there are 74

houses and one chapel who are damaged by the intensity 4 earthquake that hit the

place. The earthquake is tectonic in origin according to the assistant chief of the

Philippine Institute of Volcanology and Seismology in Central Mindanao Engineer Milo

Tabique. There are reported prior shakings before the damaging earthquake hit Makilala

particularly in Barangay Luayon. The epicenter is found at 15 kilometers southeast of

Makilala town.Another earthquake is also felt still in North Cotabato at another

municipality, Carmen on March 23, 2014. According to the report of Andrade(2014) in

the Inquirer News that 4.5 magnitude shake that place and that its epicenter is six

kilometers northwest of Carmen town in North Cotabato. The earthquake is also felt in

Midsayap, Pikit, Kabacan and Kidapawan at intensity 1. According to Angelo Lanuza,

Phivolcs Supervising Science Research Specialist says that there is an unnamed fault in

the area that causes that ground movement. According to NDRRMC(2013) that there is

also a strong earthquake that shakes Carmen with a magnitude of 5.7 on June 1, 2013. It
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is tectonic in origin and is also felt in Kidapawan City with an intensity of 3. The NDRRMC

is directing the chairpersons of RDRRMC, PDRRMC and other concerned authorities to

undertake precautionary measures and appropriate actions to the said phenomena.

They want to emphasize the evacuation rather than rescue thus the public is informed

through radio stations and press briefing to disseminate the information on evacuation.

In the report of the Humanitarian Bulletin(2013) from the National Disaster Risk

reduction and Management Council that there are 484 families affected and 360

infrastructures damaged including the 52 school buildings in the area.

School Earthquake Safety Initiative

As stated by Pandey and Okazaki (2013), the project “Reducing Vulnerability of

School Children to Earthquakes” which was jointly promoted by UN Department of

Economic and Social Affairs (UNDESA) and United Nations Center for Regional

Development (UNCRD) in Asia-Pacific region to ensure the safety of the children in

school. The safety of the schools against earthquakes and the building of disaster-

resilient communities through education, self-help and cooperation is the main goal of

the project. In order for the school to be safe, apply proper construction of school

buildings and follow the standards to become calamity resilient, proper education of

children on disasters, participation of the local communities including the local

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government and other resource agencies. These activities are demonstrated and

disseminated in the entire Fiji Islands, Indonesia, India, and Uzbekistan.

Fire

According to the Fire Code of the Philippines (2015) in the IRR of Republic Act

9514, a high rise building contains smoke control, sprinkler system protection, fire

command center, fire alarm system in every floor level, availability of telephone for fire

department, automatic fire detection system, exit sign illumination and stairway doors.

Some school buildings are high rise and therefore is kept safe by providing the necessary

safety measures to ensure the safety of the people. On exit routes, according to Rizos

(2013) that the number of exit and escape routes in the building depends on the

number of occupants living in it. Normally, there is at least two escape routes but with

the exception that the distance to be travelled is short and the number of occupants are

low. On the fire codes in the USA according to Whirlwind Team (2014), high occupancy

building meets the fire code particularly schools because they are housing children.

Common public fire code includes evacuation which everyone is familiar where to go

and the classroom decorations are limited to not more than 20% of the wall to reduce

the combustible materials to maintain safety from ignition of fire. Safety policies and

procedures as well as practice through drills is maintained to familiarize the escape

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route. On the Deped Education Facilities Manual (2016) as cited from Section 601-604 of

the National Building Code of the Philippines (2015) that construction of school

buildings follows the standard materials in order to become fire resistant. The disaster

risk reduction measure is also being taught in school to develop awareness and better

understanding on their immediate environment. It is further stated in the manual that

teaching and learning activities happens inside the buildings particularly in the

classrooms and so it has to be safe.

According to the GMA News Online (2014) from BFP Press Release that fire

incidents in school can be prevented by conducting regular fire drill to be participated by

whole school community. There is also regular inspection of school buildings including

its electrical connections, availability of fire extinguishers and formation of school-

based fire brigade.

Landslide

According to Keller and Blodgett (2017), landslides are an important hazard

around he world and they are often connected with other hazards such as volcanic

activity or earthquakes. The majority of landslides are small and slow but some are fast

and big with catastrophic consequences (Keller and Blodgett, 2017).

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Turner and Schuster (2015) define five types of movement in landslides; fall,

topple, slide, spread and flow.

Fall is a vertical movement extremely or very rapid and can be in rocks or debris. This

type has low moisture (Summerfield, 2013).Topple is a rotation out of a mass of soil or

rock about a point or axis below the center or gravity of the displaced mass. Slide is a

downslope movement of soil or rock mass where there is a rupture of the surface. There

are two types of slides, rotational or translational and the moisture is low or moderate

(Summerfield, 2013). Spread is a movement of cohesive soil or rock mass over a

material unstable. The moisture is moderate to high and this movement is very complex

due to the different materials and the water interaction. Finally, Flow is a movement of

no consolidate materials and this movement can be fast or slow depends of the

materials and the moisture (Summerfield, 2013).

In line with Keller and Blodgett (2017), there are five factors in the landslides;

materials, slope, climate, weather, vegetation and water. These factors may act

together or separately and they have different consequences in the landslides.

Geological materials may affect the type and frequency of the landslides. The

composition and consolidation of the materials are two factors very important in the

stability of the soil mass and rocks. Slides should be controlled by the geological

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materials (Keller and Blodgett, 2017). Inclination of the slope is important as well

because in general, when the slope is bigger the driving force is higher. If there is a high

slope, fall is the more usual type and when the slope is low flows are the most frequent

(Keller and Blodgett, 2017). Climate is different around the world and it has an

important role in superficial landslides mainly. In arid climates where vegetation is

sparse, landslides are frequent fall, debris flow and superficial landslides because soil

mass and rocks are exposed to high erosion however, humid and sub humid areas have

abundant vegetation and soil mass cover the most part of the slopes and the landslides

are more complex (Keller and Blodgett, 2017). Weather can be a complex problem in

the different types of landslides. Extreme weather events such as high intensity rainfall

or long periods of rain may produce landslides dangerous (Keller and Blodgett, 2017).

Landslides cannot be explained without the water role because the most landslides are

linked with this element directly or indirectly with a relevant role in landslides. Water

can affect landslides in many ways: rain events, infiltration in the slopes or erosion in

the slope especially in the base (Keller and Blodgett, 2017).

The role of vegetation has two opposite effects in landsliding. On the one hand,

the vegetation covers the soil and produces less erosion with the roots providing

stability and cohesion in the materials of the soil mass but, on the other hand,

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vegetation adds weight in the slope and may result in loss of stability and produce a

landslide (Keller and Blodgett, 2017)

The factors above are crucial and the main cause of the landslides but other

hazards play an important role over the landslides. Storms, forest fires, earthquakes or

volcanos are the cause of dangerous landslides around the world (Keller and Blodgett,

2004), in fact in some places such as Hawaii and the Canary Islands the landslides

related to volcanic activity and earthquakes have produced mega-landslides1 or

submarine mass movements (Whelan and Kelletat, 2014).Also, the mega-landslides may

produce tsunamis, which can affect areas away from the landslide area. Güímar

landslide in Tenerife (Spain) produced a big tsunami which affected to Gran Canaria

Island (Giachetti et al., 2013).

Landslides have an impact over the landscape of the islands affecting to human

population distribution, vegetation or stream network (Villalba, 2016) although the

human activity may produce landslides caused by deforestation or urban expansion

(Keller and Blodgett, 2017). Also, there is a relation between the evolution of the

landscape and the landslides caused by the erosion of human activity and natural

factors (Korup, 2019).

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Cendrero and Dramis (2020) explain that in Europe the contribution of the

landslides in the landscape has been important in the actual relief. In the Alps different

types of landslides such as rock and debris falls and avalanches, debris and earth flow

and slides have created important slopes and a singular mountain relief. Landslide

triggering factors have been affecting this area (climate, rain events, erosion…). In

Calabria (Italy); slope, extreme meteorology and geological materials on the one hand,

and type and size of the landslides in the other hand, have created a singular relief as

well.

Landslides occur around the world in a variety of geologic settings, representing a

significant hazard to human lives . Either as soil mass movement , debris flow, rockfall

or combinations of these, landslides naturally occur because of a number of factors,

which can act alone or in combination, including saturation by rain water infiltration and

snow melting both leading to groundwater changes and seepage erosion ;increase in

hydrostatic pressure in cracks and fractures; topography ground shaking caused by

earthquakes and even physical and chemical weathering. Similarly, rock and soil

properties strongly affect the likelihood of slope collapse, with chances increasing with

certain soil textures, e.g, and geological origin, e.g., among other factors. The factors

above can determine, for example, how far a landslide will travel from its

origin ,influencing how likely a populated area is to be affected by such a phenomenon.

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Landslides can also be triggered by human activities with numerous cases around

the world documented in the literature, including mass movements initiated by

excavations, piping of soil, terracing deforestation, and urbanization among others.

Moreover, agricultural irrigation can also lead to slope instability, a topic that has been

studied for decades (e.g.,) simply because of its effects on percolation and aquifer

recharge decreasing effective soil cohesion in certain portions of the slope profile due

to saturation. Irrigation effects are even stronger when combined with other previously

mentioned factors. While climate change continues to increase the likelihood of

landslides occurring due to the presence of storms with higher intensities and rainfall

depths,new agricultural projects are established every year, e.g., affecting the water

cycle not only by shortening the availability of the resource,but also by increasing the

amount of water that percolates through the soil profile, increasing water table levels

and exacerbating the other adverse effects on slope stability.

Flood

In the past four decades, economic losses due to natural hazards such as, floods

disasters have increased in folds and have also resulted in major loss of human lives and

livelihoods, the destruction of economic and social infrastructure, as well as

environmental damages during this period. (Munich Re, 2018). Recurring floods and

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other disasters have been identified as a serious threat to sustainable development.

Floods cause about one third of all deaths, one third of all injuries and one third of all

damage from natural disasters (Askew, 2016). Significantly, flood disasters result from

human-created vulnerability which is an outcome of our interacting with the

environment by some human activities such as designing and locating our infrastructure,

exploiting natural resources, concentrating our population and so on (Hualou, 2015).

The quality of the urban space is vital to sustainable livelihood; therefore, it is important

to understand the relationship between sustainable development and disaster

preparedness and management. Sustainable development is importance and it has

come to have an associated meaning (and sub-discipline, ‘sustainability science’

(Mollinga, 2016) which focuses on the nature of communication and relationships

surrounding development and the way in which development can be self-sustaining.

The trend in the frequency and intensity of disasters nationally and internationally is

due to unpredictable climatic changes, severe flooding, fire, drought, terrorism,

epidemics and urbanization especially in developing countries.

According to Nott (2016), the causes of floods can be broadly divided into

physical, climatological forces and human influences such as vegetation clearing and

urban development. The most common causes of floods are climate related, most

notably rainfall. Prolonged rainfall events are the most common cause of flooding
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worldwide. These events are usually associated with several days, weeks or months of

continuous rainfall. Human impacts on river catchments influence flood behaviour. Land

use changes in particular have a direct impact on the magnitude and behaviour of

floods. Deforestation results in increased runoff and often a decrease in channel

capacity due to increased sedimentation rates According to Doreen (2013), human

activities like deforestation also lead to decreased stability of hill tops as compared with

geological factors. She further states that combinations of topographical, geological and

climatological factors such as heavy rains are responsible for the occurrence of floods.

Antonio (2016) on the other hand argue that flood catastrophes is directly related to

human activities resulting from population pressure and urbanization, environmental

degradational use change making areas more vulnerable to natural hazards. The tendency to

occupy the flood plains has been a serious concern over the years. According to Theodore and

Simon (2015), the areas where metrological events for instance hurricanes, typhoons and

cyclones are recurrent, the occurrence of floods is more frequent with a more devastating

impact and inadequate capacity of the rivers to contain within their banks the high flows

brought down from the upper catchment areas following heavy rains leads to flooding.

Crossman, et al. (2016) suggests that in the face of such increases in risk, the provision of

reliable information and public awareness is essential. There is a clear need for a continental

and deepening partnership between the public and private sectors in managing flood risk and

the potential to extend to it to other areas.

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For thousands of years, people have settled in flood plains attracted by the fertile soils,

the flat terrain appropriate for settlements, and they have access to safe water. They

further observed that floods are natural phenomenon that has always existed and

people have tried to use them for their advantage to the extent possible. However,

increased population density, urbanization and agricultural expansion in flood prone

areas have steadily increased society's.

On the study of Ozmen (2016) in Turkey on the aspects of the principals of the

schools regarding the issue on the schools’ level of preparedness, it reveals that the

schools are not ready since their level of preparedness is not good. This means that the

high level of preparedness of the schools towards disaster is not attained by the school

principals.

Disasters cannot be predicted and it occurs anytime like earthquake, fire, and flash

floods. School and other concerned government agencies are responsible in ensuring

the safety of the students. Disaster preparedness is very important and it is constantly

practiced to sustain the programs. It is taught in school and included in the curriculum

so that utmost preparation is achieved. The disaster preparedness includes the

sustainable preparedness plan, field trainings, stockpiling of supplies and safety facilities

and evacuation area. Studies found out some lacking in the disaster preparedness of the

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schools like lack of preparedness plans while others lack more trainings and safety

facilities.

This study is made by the researcher for the purpose of assessing the

Junior/Senior High Schools in Pinagbayanan in terms of its disaster preparedness. This

idea came out when the researcher observed that most of the time, safety is taken for

granted even personal safety. The researcher looks into the well-beings of the main

client of the school, the student, as well as its manpower to safeguard their lives in

times of calamities brought by climate change. The researcher believes that any danger

can happen anytime in any place, so it is better to be prepared always and never take

the safety for granted even it is a believed a safety place.

CHAPTER III

METHODOLOGY

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This chapter presents the research design, population, and respondents. In addition, it

includes data gathering instruments, and data gathering procedures. Statistical

treatment used in analyzing data was also identified.

RESPONDENTS OF THE STUDY

The respondents of the study are the 251 all grade level students on Pinagbayan

Integrated National High School during the first semester of School Year 2023-2024.

Respondents will be chosen based on their knowledge and preparedness in terms of

disaster in aligning to all grade level of Junior and Senior High. Random sampling will

employed to this study because the researcher used the total population. The

respondents purposely choose all grade level of junior and senior high as their

respondents.

Table 1
Distribution of Respondents
Grade Level NUMBER OF RESPONDENTS

GRADE 7 40
GRADE 8 38
GRADE 9 35
GRADE 10 45
GRADE 11 48
GRADE 12 45
TOTAL 251
The table 1 show the distribution of respondent. First it can be seen in the table

that 40 of sample size number of the respondent came from Grade 7 students, 38 of the
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respondents came from Grade 8 students, 35 of the respondents came from Grade 9

students, 45 of the respondents came from Grade 10 students. Lastly 48, and 45 of the

respondents came from Senior High School Students. The respondents have total

population size of 251.

RESEARCH DESIGN

Descriptive research design was used by the researcher in this study because it

described the two variables on the level of disaster awareness and extent of disaster

preparedness. According to John Dudovskiy (2016) in his e- book entitled "The Ultimate

Guide to Writing a Dissertation in Business Studies: a step by step assistance"

descriptive research can be explained as a statement of affairs as they are at present

with the researcher having no control over variable. Moreover, descriptive research may

be characterized as simply the attempt to determine, describe or identify what

is. It aimed at casting light on current issues or problems through a process of data

collection that enables them to describe the situation more completely. In its essence,

descriptive research is used to describe characteristics and/or behavior of sample

population.

By employing this research design, the study aims to provide valuable insights into

the current state of student disaster preparedness, identify areas for improvement,and
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inform the development of effective strategies to strengthen their preparedness levels

and overall resilience.

STATISTICAL TREATMENT OF DATA

The following statistical measures will be used to assess the responses of

the respondents.

Frequency. This will be used to determine the number of responses of the

respondents from each question or item about the level of preparedness of the

student in facing disaster and the problems encountered of student's

preparedness on Disaster.

Percentage. This statistical tool was used to show the part of the number of

respondents from the whole based on their responses for each category item.

Weighted mean. This was used to determine the mean preference of the

respondents regarding the researcher-made questionnaire.

Likers Scale. This was used to be able to determine the level of students

disaster preparedness of the respondents. The answer on the scale below will be

utilized on this study.

Option Scale Interpretation

4 3.50 – 4.00 Highly Prepared

3 2.50 – 3.49 Prepared

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2 1.50 – 2.49 Less Prepared

1 1.00 – 1.49 Not prepared

Data Gathering Instrument

Researcher made survey questionnaire

DATA GATHERING PROCEDURE

After the approval of the topic, the researchers will start to gather some needed

information regarding the topic. Then, the researcher will submit a letter of request and

approval for the questionnaire that will be used to gather the needed information for

the research. And lastly, researchers will secure permission to process the next steps.

The survey questionnaire was made by the researchers and will be approved by the

adviser. The research questions that the researchers made will help them to gather the

information that is suitable for their study. The researchers will start to distribute the

questionnaire to their chosen respondents All level of the students in Pinagbayanan

Integrated National High School. After getting the information from the respondents,

the researchers will review, validate, and analyze the information they gathered.
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Chapter IV

RESULTS AND DISCUSSION

Below are the formulated questions that the researchers sought to answer as

well as the analysis of results and its discussions.

Table 2

Level of preparedness of the student in facing Typhoon

Typhoon WM INTERPRETATION

1. I have information on how to respond to a typhoon, such as 3.33 Prepared

knowing when to evacuate or how to seek help.

2. I recognize the importance of making conversations about 3.22 Prepared

Typhoon with family members, neighbors, relatives, friends, and
colleagues.

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3.I am familiar with the different typhoon warning signals issued by 3.18 Prepared
the local weather bureau.

4.I know the importance of staying informed through reliable 3.18 Prepared
resources like local news and government advisories during a
typhoon.

5..I know how to secure books, learning materials, record, 3.10 Prepared
documents, equipment at a safe and dry elevated place to ensure
protection from floods.

Composite Mean 3.20 Prepared

The table 2 above shows the level of preparedness of the respondents in terms of the

existing disaster preparedness like typhoon. The table reveals that respondents

prepared to have information on how to respond to a typhoon, such as knowing when

to evacuate or how to seek help, with an obtained weighted mean of 3.33. Meanwhile,

respondents prepared to recognize the importance of making conversations about

Typhoon with family members, neighbors, relatives, friends, and colleagues with an

obtained weighted mean of 3.22. Also, respondents familiar with the different typhoon

warning signals issued by the local weather bureau with an obtained weighted mean of

3.18 which interpreted as prepared. As shown on the weighted mean of 3.18 which

interpreted prepared, respondents know the importance of staying informed through

reliable resources like local news and government advisories during a typhoon. Lastly

with an obtained weighted mean of 3.10 which interpreted prepared, respondents

know how to secure books, learning materials, record, documents, equipment at a safe

and dry elevated place to ensure protection from floods. Generally all of these is very

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important to have a deeper knowledge and responses from students with composite

mean of 3.20 and has a verbal interpretation of "prepared". It was supported by the

statement of The Philippine Atmospheric Geophysical & Astronomical Services

Administration (PAGASA) in the Philippines is the agency that monitors the weather

conditions daily and provides early warnings for possible occurrence of typhoon that

hits the country. This agency is also responsible for naming all the tropical cyclones that

strikes in the Philippines.

Table 3

Level of preparedness of the student in facing Earthquake

2.Earthquake WM INTERPRETATION

1. I practice how to drop to my hands and knees, cover my head and 3.40 Prepared
neck with my arms, and hold on to any sturdy furniture until the
shaking stops.

2. I am aware of the importance of staying away from 3.29 Prepared

windows, glass and tall structures during an earthquake.

3. I participated in any earthquake preparedness drill or 3.33 Prepared

training.

4. In an event of an earthquake, I will stay far away glass windows, 3.19 Prepared
outside doors and walls

5. I know how to turn off utilities such as gas, electricity, and 3.18 Prepared
water after an earthquake to prevent further dangers.

Composite Mean 3.27 Prepared

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As shown in Table 3, the level of preparedness when it comes to earthquake disaster

the respondents prepared to practice how to drop hands and knees, cover head and

neck with arms, and hold on to any sturdy furniture until the shaking stops with an

obtained weighted mean of 3.40. The respondents aware of the importance of staying

away from windows, glass and tall structures during an earthquake with an obtained

weighted mean of 3.29. Also respondents participated in any earthquake preparedness

drill or training with an obtained weighted mean of 3.33 which interpreted as prepared.

As shown of weighted mean of 3.19 which interpreted of prepared. In an event of an

earthquake, students stay far away glass windows, outside doors and walls. Lastly with

an obtained weighted mean of 3.18 respondents prepared to know how to turn off

utilities such as gas, electricity, and water after an earthquake to prevent further

dangers. Generally, all of these is the level of preparedness of the student in facing

disaster very important to have deeper knowledge and responses from students with

composite mean of 3.27 and has a verbal interpretation of “prepared”. It was supported

by the statement of Shaw, et al (2016), earthquakes are considered as one of the most

destructive natural disasters and can produce many types of losses, including physical,

socio-economic and cultural losses. Although physical losses such as lives, buildings and

social infrastructures directly affects the victims, other types of losses might trigger the

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social unrest and aggravate poverty level. To live in a safer environment is a basic

human need. To make the development process sustainable, it is important to

emphasize on the prevention and pre-disaster mitigation aspects through proper

education training to strengthen the awareness of the public. Schools have been found

as the key element for the community involvement worldwide. School not only provides

education to the children, but a strong school also helps as emergency shelters

immediately after the earthquake.

Table 4

Level of preparedness of the student in facing Fire

3.Fire: WM INTERPRETATION

1. I have the emergency numbers and contact details of the qualified 3.03 Prepared
personnel such as the local fire department, police, hospitals, and
barangay officials.

2. I attend seminars about being prepared for fire hosted by my 3.00 Prepared
school.

3. I seek additional knowledge on electrical fire prevention through 3.21 Prepared

the research and readings.

4. I participate in school-hosted mass simulation drills in preparation 3.21 Prepared

for future disastrous events.

5. I send text messages to reach out to family and friends. 3.17 Prepared

Composite Mean 3.12 Prepared

However, with an obtained weighted mean of 3.03, respondents prepared for fire

disaster to have the emergency numbers and contact details of the qualified personnel
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such as the local fire department, police, hospitals, and barangay officials. Meanwhile,

respondents prepared to attend seminars about being prepared for fire hosted by

school with an obtained weighted mean of 3.00. Also, respondents seek additional

knowledge on electrical fire prevention through the research and readings with an

obtained weighted mean of 3.21 which interpreted as prepared. As shown of the

weighted mean of 3.21 which interpreted prepared, respondents participate in school-

hosted mass simulation drills in preparation for future disastrous events. Lastly with an

obtained weighted mean of 3.17 respondents prepared to send text messages to reach

out family and friends. Generally, all of these is the level of preparedness of the student

in facing disaster very important to have deeper knowledge and responses from

students with composite mean of 3.12 and has a verbal interpretation of “prepared”. It

was supported by the statement of the National Building Code of the Philippines (2015)

that construction of school buildings follows the standard materials in order to become

fire resistant. The disaster risk reduction measure is also being taught in school to

develop awareness and better understanding on their immediate environment. It is

further stated in the manual that teaching and learning activities happens inside the

buildings particularly in the classrooms and so it has to be safe.

Table 5

Level of preparedness of the student in facing Landslide and Flood

4.Landslide and Flood:

1. I stay away from large body of waters, especially when I hear 3.26 Prepared
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about disaster may happen.

2. I know what to do if there are people who are trapped and injured 3.01 Prepared
by the landslide and I know how to use fans, air conditioning units,
and dehumidifiers for drying when it comes for flood.

3. I am prepared with the content of emergency supply kit (flash light, 3.33 Prepared
batteries, water, fruits and vegetables).

4. I have knowledge about movement to higher ground as main 3.16 Prepared

safety precaution during floods.

5. I am aware about heavy rainfall or land misuse as most common 3.19 Prepared
cause of landslides and flood.

Composite Mean 3.19 Prepared

Result (Table 5) above shows the level of landslide and flood disaster preparedness, the

respondents prepared to stay away from large body of waters, especially when they

hear about disaster may happen with an obtained weighted mean of 3.26. Respondents

prepared to know what to do if there are people who are trapped and injured by the

landslide and know how to use fans, air conditioning units, and dehumidifiers for

drying when it comes for flood with an obtained weighted mean of 3.01. Also,

respondents prepared with the content of emergency supply kit (flash light, batteries,

water, fruits and vegetables) with an obtained weighted mean of 3.33. As shown of the

weighted mean of 3.16 which interpreted as prepared, respondents have knowledge

about movement to higher ground as main safety precaution during floods. Lastly with

an obtained weighted mean of 3.19 respondents aware about heavy rainfall or land

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misuse as most common cause of landslides and flood which interpreted as prepared.

Generally, all of these is the level of preparedness of the student in facing disaster very

important to have deeper knowledge and responses from students with composite

mean of 3.19 and has a verbal interpretation of “prepared”. This implies that the

intensity of their preparation is equal in every possible disaster that may occur because

the schools are prepared for the disaster that might happen. According to UNCRD, the

initiative of making the school safe from any disasters can serve as an access points of

the communities exposed to risk to participate the implementation of disaster training

and capacity building for disaster preparation to ensure that the children are safe in

school against subsequent disaster. It can be done through demonstration on how the

school is being used venue for gaining knowledge on disaster prevention and mitigation

(Pandey and Okazaki,2013). They further say that schools have great functions in the

community, and are important elements of the values and culture of the society. A

proper education through the schools not only teaches the children, but also reaches

deep into the community through the parents and teachers, they added. According to

the Deped Education Facilities Manual(2017) that the community plays a great role for

the safety of schools by understanding the seismic hazard in the area, vulnerability of

existing school buildings or knowing the consequences of improper construction of

school buildings. The community’s preparedness to disaster and natural hazards lead

them to disseminate knowledge to explain the seismic risk.

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Table 6

The problem encountered of student's preparedness on Disaster

The problem encountered of student's preparedness on Disaster WM INTERPRETATION

1. Ineffective communication between the member of the 3.19 Agree

response team, school coordinators, teachers and students

2. Absence of concrete guidelines for developing disaster 3.00 Agree

preparedness plans

3. Insufficient data and information regarding disaster risk reduction 3.06 Agree
management

4. Lack of training among the students 3.03 Agree

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5. Lack of interest and knowledge about disaster preparedness 3.07 Agree

6. Lack of technical knowledge and understanding 2.98 Agree

7.Inconsistency in DRR interventions 3.02 Agree

8.Lack of standardized approach 3.00 Agree

9. Difficulty in understanding the risks associated with disasters 2.95 Agree

10. Lack of access to information about disaster preparedness 2.94 Agree

Composite Mean 3.02 Agree

It can be seen from the above table with measurement of 3.19, majority of the

respondents agreed that ineffective communication between the member of the

response team, school coordinator, teachers and students has major factor affecting

preparedness on disaster. With the obtained weighted mean of 3.06 respondents

agreed Insufficient data and information regarding disaster risk reduction management.

Also respondents agreed to lack of interest and knowledge about disaster preparedness

with the obtained weighted mean of 3.07. It was supported by the statement of t he

acquisition of knowledge on disaster can be best gained if it is being taught to the

children in school through actual engagement, conversation on disaster education with

the help of visual aids to become more effective. The proper education on disaster

preparedness is taught in school in order for the students to involve themselves and

internalize the purpose of the program. The education of the families and the

communities can also help the students to develop a “culture of disaster preparedness”

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which they can use as reference to take appropriate actions and decisions when the

need arises (Shaw et.al,2016)

On the other hand, the respondents agreed for the problems encountered of the

student's preparedness on disaster with lack of technical knowledge and understanding

with the obtained weighted mean of 2.98. The table reveals that respondents

Inconsistency in DRR interventions with the obtained weighted mean of 3.02 which

interpreted as agree. Lastly with an obtained weighted mean of 3.00, respondents

lack of standardized approach has major factor affecting preparedness in disaster.

Generally, all of these is the problem encountered of student's preparedness on disaster

is very important to have deeper knowledge and responses from students with

composite mean of 3.02 and has a verbal interpretation of “agreed”. It was supported

by the statement of the damages caused by disasters can be minimized through the

combined assistance and efforts of the local and national government as well as the

international communities and donor agencies. Despite of this, there are times that the

program on disaster management fails to be sustainable at the local level. The

participation of the local community is the most important aspect in order for a disaster

management to be sustainable. This can be realized through partnerships and

empowerment of the local people. The local communities and its people focus on

disaster management programs. The involvement of people during the planning stage

by actual participation leads to a sustainable and successful program. The frequent field

exercise and religious commitment of the people to disaster preparedness leads to a

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sustainable and efficient preventive measures, effective response and successful

recovery in the eventuality of hazard events. In the absence of sustainability, the efforts

exerted by the disaster management fail and impossible to be preserve (Pandey and

Okazaki, 2013).

Proposed activities to strengthen student disaster preparedness

The proposed activity is entitled "Disaster Preparedness". The activity

aims to 1) to develop skills and provisions for disaster and emergency

preparedness, response, and rapid recovery; 2) to support schools in developing

disaster and emergency plans specific to their

local needs and reflecting good practices internationally and nationally, 3) protect

students and the staff from physical harm. The beneficiary of this activity are the

students and teachers of Pinagbayanan Integrated National High School.

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CHAPTER V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents summary, findings, conclusion, and

recommendations after the date has been collected, summarized and interpreted

the following came out.

Summary

The purpose of this study is to Strengthening Student Disaster

Preparedness in Pinagbayanan Integrated National High School (PINHS) in

academic year 2023-2024.

Specifically, this study sought to answer the following question below:

1.What is the level of disaster preparedness of the respondens terms of the

following disaster

1.1 Typhoon

1.2 Earthquake

1.3 Fire

1.4 Landslide and Flood

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2.What are the problems encountered of student's preparedness on Disasters?

2.1 Typhoon

2.2 Earthquake

2.3 Fire

2.4 Landslide and Flood

3.Based on the findings, what activity can be proposed in Strengthen students

preparedness on disasters?

Findings

After the data were tabulated, statistically treated, analyzed, and

interpreted, this study revealed the following findings:

Level of preparedness of the student's in facing Disaster

In terms of the highest level of preparedness of the respondent's in facing disaster,

it is supported by the weighted mean of 3.27 with verbal interpretation of prepared.

However, fire is the least level of preparedness of the respondents, it is supported by

the weighted mean of 3.12 with verbal interpretation of agree.

Problem encountered of student's preparedness on Disaster

In terms of the problems encountered of the student's preparedness on

disaster the highest problem of the respondents, it is supported by the weighted

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mean of 3.19 with verbal interpretation of agree. On the other hand, lack of access

to information about disaster preparedness is the least problem of the respondents, it is

supported by the weighted mean of 2.94 with verbal interpretation of agree.

Conclusion

From the findings, following conclusions were drawn:

1. Fire is the least level of preparedness of the respondents

2. Most of the respondents agreed that lack of access to information about disaster

preparedness is the least problem of the respondents.

Recommendations

The following recommendations were made based on the findings and

conclusion of this study.

1. Develop a comprehensive emergency plan: Every school should have a well-thought-

out emergency plan that outlines procedures for various types of disasters, including

natural disasters, fires, and active shooter situations.

2.Have emergency supplies on hand: Schools should have a stockpile of emergency

supplies, including food, water, first aid kits, and flashlights. These supplies should be

stored in a secure location that is easily accessible during an emergency.

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3.Educate students and staff: It is important to educate all members of the school

community about emergency procedures and how to respond in a crisis. This can be

done through classroom instruction, assemblies, and other educational programs.

APPENDICES
BIBLIOGRAPHY

Andrade, J.(2014).Earthquakes Hit North Cotabato. Retrieved November 5, 2015 from

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http://newsinfo.inquirer.net/588231/magnitude-4-5-earthquake-jolts nnorthcotabato

Braganza, M.C.(2005).Earth Science for the Tertiary Level.Rex Book Store, Inc.

British Geological Survey.(2015).Earthquake. Retrieved November 5, 2015 from

http://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/home.html

Central Weather Bureau.(n.d)Typhoon. Retrieved November 18, 2015 from

http://www.cwb.gov.tw/V7e/knowledge/encyclopedia/me024.htm

Deped Education Facilities Manual.(2007).Disaster Risk Reduction Measures. Retrieved

November 18,2015fromhttp://www.deped.gov.ph/sites/default/files/2010%20
Educational%20Facilites%20Manual.pdf

Deped Education Facilities Manual.(2007).Hazard Specific Reduction Measures.

Retrieved November 18, 2015 form http://www.deped.gov.ph/sites/default/files
/2010%20Educational%20Facilites%20Manual.pdf

Feather, R. and Snyder, S.L.(1999).Earth Science.McGraw-Hill Co.

GMA News Online.(2012).Bureau of Fire Protection Urges Fire Safety in Schools.

Retrieved November 18, 2015 from http://www.gmanetwork.com/news/cbb
/content/259178/bureau-of-fire-protection-urge-fire-safety-in-schools/story/

Guevarra, J.P., Ancheta, C. A., De La Pena, J.O., Ortega, A. R., and R. Lariosa, T. R.
(2007). Assessment Of Disaster Preparedness In Selected Public Schools In Luzon,
Philippines.Retrieved November 3, 2015 from http://upmcphresearchoffice.
weebly.com/assessment-of-disaster-preparedness-in-selected-public-schools inluzon-
philippines.html

Humanitarian Bulletin.(2013).Earthquakes and Aftershocks Felt in Mindanao. Retrieved

November 3, 2015 from http://reliefweb.int/sites/reliefweb.int/files/resources/
Philippines%20OCHAHumanitarianBulletin17.pdf

Inquirer.Net.(2013). 10 deadliest natural disasters in the Philippines.Retrieved

14, 2015 from http://newsinfo.inquirer.net/524569/10-deadliest-natural-disastersin-the-
philippines

Inquirer.Net.(2013). One of the World’s Strongest Typhoon Lashes Philippines. Retrieved

November 18, 2015 from http://newsinfo.inquirer.net/523635/yolanda-one-of-the

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COMMUNICATION LETTER

Dear Respondents,

We are the Grade 12 students of Humanilities and Social Science

(HUMSS)) from Pinagbayanan Integrated National High School taking Practical

Research 2 (PR2). As a requirement for our subject, we are currently conducting

a research study entitled “Strengthening Student Disaster Preparedness in

Pinagbayanan Integrated National High School”. With your related knowledge

and experience, we would like to request you to be one of our respondents in our

study. We hope that you will take time answering the questions honestly. Rest

assured that all data gathered will be treated with utmost confidentiality and will

be used for academic purposes only.

Thank you for your support and cooperation.

-The Researchers

Dec 13, 2023

Mr. Mark Dee
Teacher II

Dear Sir:
Good day!
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We, the undersigned Grade 12 Humanities and Social Science students
enrolled in Practical Research 2 (PR2) are currently conducting research entitled
“Strengthening Student Disaster Preparedness in Pinagbayanan Integrated
National High School”. In this regard, we are soliciting your evaluation,
comments, suggestions, and inputs to the attached instruments. We know that
your extensive experience in research can help us ensure the validity of our tool.
Thank You very much and God bless!

Very Truly Yours,

RAMIREZ ROBILYN B.

RAMOS MARC ANDREW B.

VILLANUEVA KENNETH, R

VALENZUELA, MELANIE E.

Noted by:
MRS. WENNIE D. MACARAIG
Subject Adviser

Approved by:
Mrs. Aiza E. Dinglasan

Research Adviser

“ STRENGTHENING STUDENTS DISASTER PREPAREDNESS IN

PINAGBAYANAN INTERGRATED NATIONAL HIGH SCHOOL”

Dear Respondents,

We, the Grade 12 HUMSS students is currently conducting research which

aims to determine the “Strengthening Student Disaster Preparedness in Pinagbayanan
Integrated National High School”.We are requesting your participation in the survey.

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NATIONAL HIGH SCHOOL
Senior High School
Rest assured that all information will be kept confidential and will be utilized only
for educational purposes. Thank you and God bless!

Respectfully,
Researchers

Name(optional):___________________________

We are conducting this survey for our research study to identify the Student Disaster
Preparedness in Pinagbayanan Integrated National High School.

Level of Disaster preparedness of the respondents.

Direction:Kindly answer all the questions honestly and sincerely. If you have second
thoughts about which response you will provide, please choose that one that appears
most appropriate. Put a check (✔ )on the box of your answer using the scale below as
your guide answering.

OPTION INTERPRETATION

4 Highly Prepared

3 Prepared

2 Less Prepared

1 Not Prepared

Level of preparedness of the student in facing Disaster 4 3 2 1

Typhoon:

1. I have information on how to respond to a typhoon, such as knowing

when to evacuate or how to seek help.

2. I recognize the importance of making conversations about Typhoon

with family members, neighbors, relatives, friends, and colleagues.

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NATIONAL HIGH SCHOOL
Senior High School
3.I am familiar with the different typhoon warning signals issued by the
local weather bureau.

4.I know the importance of staying informed through reliable

resources like local news and government advisories during a
typhoon.

5..I know how to secure books, learning materials, record, documents,

equipment at a safe and dry elevated place to ensure protection from
floods.

Earthquake

1. I practice how to drop to my hands and knees, cover my head and neck
with my arms, and hold on to any sturdy furniture until the shaking stops.

2. I am aware of the importance of staying away from windows,

glass and tall structures during an earthquake.

3. I participated in any earthquake preparedness drill or training.

4. In an event of an earthquake, I will stay far away glass windows,

outside doors and walls

5. I know how to turn off utilities such as gas, electricity, and

water after an earthquake to prevent further dangers.

Fire:

1. I have the emergency numbers and contact details of the qualified

personnel such as the local fire department, police, hospitals, and
barangay officials.

2. I attend seminars about being prepared for fire hosted by my school.

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NATIONAL HIGH SCHOOL
Senior High School
3. I seek additional knowledge on electrical fire prevention through the
research and readings.

4. I participate in school-hosted mass simulation drills in preparation for

future disastrous events.

5. I send text messages to reach out to family and friends.

Landslide and Flood:

1. I stay away from large body of waters, especially when I hear about
disaster may happen.

2. I know what to do if there are people who are trapped and injured by
the landslide and I know how to use fans, air conditioning units, and
dehumidifiers for drying when it comes for flood.

3. I am prepared with the content of emergency supply kit (flash light,

batteries, water, fruits and vegetables).

4. I have knowledge about movement to higher ground as main safety

precaution during floods.

5. I am aware about heavy rainfall or land misuse as most common cause

of landslides and flood.

II.The Problem encountered on respondents Disaster preparedness

Instructions; For each statement, On a scale of Always, Often, Sometimes or Never please rate
your level of Disaster Preparedness

OPTION INTERPRETATION

4 Strongly Agree

3 Agree

2 Disagree
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NATIONAL HIGH SCHOOL
Senior High School
1 Strongly Disagree

The problem encountered of student's preparedness on Disaster 4 3 2 1

1. Ineffective communication between the member of the

response team, school coordinators, teachers and students

2. Absence of concrete guidelines for developing disaster preparedness

plans

3. Insufficient data and information regarding disaster risk reduction

management

4. Lack of training among the students

5. Lack of interest and knowledge about disaster preparedness

6. Lack of technical knowledge and understanding

7.Inconsistency in DRR interventions

8.Lack of standardized approach

9. Difficulty in understanding the risks associated with disasters

10. Lack of access to information about disaster preparedness

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