BUGALLON INTEGRATED SCHOOL

Espino Street, Poblacion, Bugallon, Pangasinan

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Implementation Of Disaster Risk Reduction And Management At Bugallon

Integrated School: A Qualitative Study

A Research Paper
Submitted to
The Faculty of Senior High School Department
Bugallon Integrated School
Bugallon, Pangasinan

In Partial Fulfillment
of the Requirements for the Subject
Practical Research 1

Kristine Mae V. Dalisay

Irish Joy V. Abella
Arjay P. Camposano
Jerick S. Corpuz
Roque A. Dela Cruz
Aira P. Estrada
Lalyn A. Ferrer
Justine Gian B. Malicdem
John Herbert L. Palisoc
Athena Sybylle C. Peralta

June 2023

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 BUGALLON INTEGRATED SCHOOL
Espino Street, Poblacion, Bugallon, Pangasinan
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APPROVAL SHEET

This research paper attached here to entitled “Implementing Of Disaster Risk

Reduction And Management At Bugallon Integrated School: A Qualitative Study”
prepared and submitted by Kristine Mae V. Dalisay, Irish Joy V. Abella, Arjay P.
Camposano, Jerick S. Corpuz, Roque A. Dela Cruz, Aira P. Estrada, Lalyn A.
Ferrer, Justine Gian B. Malicdem, John Herbert L. Palisoc, Athena Sybylle C.
Peralta
in partial fulfillment of the requirements for the subject Practical Research 1, is hereby
recommended for acceptance and approval.

Andrea M. Castro
Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with the grade of ______.

JASMIN H. SORIANO
Chairman

JASMIN H. SORIANO JASMIN H. SORIANO JASMIN H. SORIANO

Member Member Member

Accepted in partial fulfillment of the requirements for the subject Practical

Research 1 at Bugallon Integrated School-Senior High School Department.

Fernando P. Espinosa, EdD

Principal II

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ACKNOWLEDGMENT

First and foremost, the researchers would like to give thanks to Almighty God for
providing everything they need to accomplish their tasks through His grace and blessings.
With Him everything is possible.

They would like to express their deepest discernment and sincerest gratitude to the
following people for their valued assistance, guidance, moral support, and encouragement
for the completion of this study:

Dr. Fernando P. Espinosa, Principal II of Bugallon Integrated School, for his full
support towards the researchers’ conduct of the study.

Dr. Arlene A. Rosario, chairman of the panel of examination and panel members for
their outstanding leadership, valuable suggestions, and constructive comments.

Andrea M. Castro, their adviser, for making this research possible, for the support,
guidance, and advice throughout the research project.

Carlo Giorgio DC. Cerezo, for the encouragement, compassion, and for the pain-staking
effort in proofreading the drafts and enhancing the researcher’s English proficiency.

Family and friends for the untiring moral, social. and spiritual supports.

The Researchers

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TABLE OF CONTENTS

TITLE PAGE........................................................................................................ i
APPROVAL SHEET............................................................................................ ii
ACKNOWLEDGMENT....................................................................................... iii
TABLE OF CONTENTS...................................................................................... iv
LIST OF TABLES................................................................................................ vi
LIST OF FIGURES.............................................................................................. vii
ABSTRACT.......................................................................................................... viii

CHAPTER
INTRODUCTION
Background of the Study............................................................................ 2
Statement of the Problem........................................................................... 5
Significance of the Study........................................................................... 6
Scope and Delimitation.............................................................................. 7
Definition of Terms.................................................................................... 8

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature....................................................................................... 10
Related Studies........................................................................................... 15
Synthesis…………………………………………………………………. 15
Conceptual Framework.............................................................................. 16

METHODOLOGY
Research Design......................................................................................... 19
Respondents of the Study........................................................................... 19
Research Instrument................................................................................... 20
Data Gathering Procedure.......................................................................... 21
Statistical Treatment of Data...................................................................... 21

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of the Respondents......................................................................... 21
Home Garden Management Practices of Plant Owners…………………. 26
Factors That Affect the Productivity of Home Gardens…………………. 33

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Sources of Information on Home Garden Management Practices………. 34

Trainings on Home Garden Management……………………………….. 35

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary of Findings................................................................................. 39
Conclusion.................................................................................................. 41
Recommendation........................................................................................ 42

BIBLIOGRAPHY................................................................................................. 43

APPENDICES
A. Letter of Request to the Barangay Captain................................................. 46
B. Letter of Request to the Respondents......................................................... 47
C. Survey on Home Garden Management Practices of Plant Owners
in Barangay Umanday, Bugallon............................................................... 48

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LIST OF TABLES

Table
1 Likert Scale on Home Garden Management Practices
of Plant Owners………………………………………………………….. 19
2 Likert Scale on Factors that Affect the Productivity of Home Gardens…. 20
3 Weighted Mean Distribution of Home Garden Management Practices
of Plant Owners in Terms of Site Selection............................................... 28
4 Weighted Mean Distribution of Home Garden Management Practices
of Plant Owners in Terms of Plant Selection............................................. 29
5 Weighted Mean Distribution of Home Garden Management Practices
of Plant Owners in Terms of Propagation.................................................. 30
6 Weighted Mean Distribution of Home Garden Management Practices
of Plant Owners in Terms of Nutrients and Soil Management.................. 31
7 Weighted Mean Distribution of Home Garden Management Practices
of Plant Owners in Terms of Pests and Disease Management .................. 32
8 Weighted Mean Distribution of Home Garden Management Practices
of Plant Owners in Terms of Weeding Control.......................................... 33
9 Weighted Mean Distribution of Home Garden Management Practices
of Plant Owners in Terms of Water Management...................................... 35
10 Weighted Mean Distribution of Factors that Affect the Productivity
of Home Gardens of Plant Owners............................................................ 36
11 Distribution of Sources of Information on Home Garden Management
Practices by the Plant Owners.................................................................... 37
12 Frequency and Percentage Distribution of Trainings on Home Garden
Management that Plant Owners Wanted to Receive.................................. 38

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LIST OF FIGURES

Figure
1 Conceptual Framework…………………………………………………... 3
2 Distribution of Respondents According to Sex.......................................... 24
3 Distribution of Respondents According to Age......................................... 24
4 Distribution of Respondents According to Civil Status............................. 25
5 Distribution of Respondents According to Educational Attainment.......... 25
6 Distribution of Respondents According to Employment Status................. 26
7 Distribution of Respondents According to Monthly Income...................... 26
8 Distribution of Respondents According to Number of Years Being a
Gardener...................................................................................................... 27
9 Distribution of Respondents According to Types of Plant Being
Planted........................................................................................................ 27

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ABSTRACT

Title : Implemention Of Disaster Risk Reduction

And Management At Bugallon Integrated
School: A Qualitative Study

Researchers : Kristine Mae V. Dalisay

Irish Joy V. Abella
Arjay P. Camposano
Jerick S. Corpuz
Roque A. Dela Cruz
Aira P. Estrada
Lalyn A. Ferrer
Justine Gian B. Malicdem
John Herbert L. Palisoc
Athena Sybylle C. Peralta
Name of Institution : Bugallon Integrated School

Research Adviser : Andrea M. Castro

Year Written : 2023

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CHAPTER I

INTRODUCTION

Background of the Study

Disasters have become an increasing concern worldwide, posing significant

threats to human lives, infrastructure, and the environment. As such, effective disaster

risk reduction and management (DRRM) strategies are crucial for minimizing the adverse

impacts of disasters and promoting resilience within communities. In the context of

educational institutions, the integration of DRRM measures is vital to ensure the safety

and well-being of students, faculty, and staff during emergency situations.

Bugallon Integrated School, located in Espino Street, Poblacion, Bugallon,

Pangasinan, is no exception to the risks posed by natural disasters. The school

community must be adequately prepared to respond to potential hazards such as floods,

earthquakes, typhoons, and other calamities. This study aims to explore the

implementation of DRRM measures at Bugallon Integrated School, focusing on the

strategies, challenges, and outcomes associated with its DRRM initiatives.

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Statement of the Problem

This study aims to address the following research questons:

1. Respondents’ profile:

a. Age

b. Gender

c. Educational attainment

2. What are the perceptions of school administrations, teachers, students, and parents

regarding the effectiveness of current DRRM measures at Bugallon Integrated

School?

a. Preparedness

b. Awareness

c. Disaster response

d. Disaster prevention

3. What are the existing challenges to the successful implementation of DRRM

protocols at Bugallon Integrated School?

a. Lack of equipments

b. Lack of training seminars

c. Lack of motivation to invest time

d. Lack of funds

4. How specific recommendations and strategies can enhance the DRRM practices

at Bugallon Integrated School, considering the unique context and needs of the

institution?

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Significance of the Study

By investigating the implementation of DRRM at Bugallon Integrated

School, this study will contribute to strengthening disaster resilience within educational

settings. The findings will inform policy and decision-making processes, leading to more

effective DRRM strategies and better preparation for potential disasters. Ultimately, this

research aims to promote a safe and secure learning environment for the entire Bugallon

Integrated School community.

Scope and Delimitation

This research study mainly focused on the Implementing Of Disaster Risk

Reduction And Management At Bugallon Integrated School. The respondents of this

study were limited to the Coordinator of Disaster Risk Reduction and Management

(DRRM) and Local Government Units (LGU) there were 5 surveyed. The survey was

conducted on May 23, 2023. In the questionnaire, the perceptions of school

administrations, teachers, students, and parents regarding the effectiveness of current

DRRM measures at Bugallon Integrated School was assessed in terms of preparedness,

awareness, disaster response and disaster prevention. The existing challenges to the

successful implementation of DRRM protocols at Bugallon Integrated School was

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assessed in terms of lack of equipments, lack of training seminars, lack of motivation to

invest time and lack of fund. The recommendations and strategies can enhance the

DRRM practices at Bugallon Integrated School, considering the unique context and needs

of the institution.

Definition of Terms

To facilitate the understanding of this study, different are defined herein.

Calamities- a state of deep distress or misery caused by major misfortune or loss.

Challenges- something that needs great mental or physical effort in order to be done

successfully and therefore tests a person's ability

Decision-making- the process of making choices by identifying a decision, gathering

information, and assessing alternative resolutions

Disaster- a sudden event, such as an accident or a natural catastrophe, that causes great

damage or loss of life

DRRM- disaster risk reduction management

Earthquake- a sudden and violent shaking of the ground, sometimes causing great

destruction, as a result of movements within the earth's crust or volcanic action

Flood- an overflowing of a large amount of water beyond its normal confines, especially

over what is normally dry land.

Hazards- is any source of potential damage, harm or adverse health effects on something

or someone.

Implementation- the process of putting a decision or plan into effect; execution.

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Initiatives- the ability to assess and initiate things independently

Protocol- the official procedure or system of rules governing affairs of state or

diplomatic occasions.

Resilience- the capacity to withstand or to recover quickly from difficulties; toughness.

Strategies- a plan of action or policy designed to achieve a major or overall aim.

Typhoons- a severe weather disturbance characterized by strong winds and heavy rains

which. revolve around a central low-pressure area

Vulnerability- the quality or state of being exposed to the possibility of being attacked or

harmed, either physically or emotionally.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related readings from various research studies

and online resources to support this research. The ideas gained from these references

helped the researchers to build the study on implementation of disaster risk reduction and

management.

Related Literature

Philippine Disaster Risk Reduction and Management Act (RA 10121)

The Philippines is one of the most disaster-prone nations in the world, due to its

location within the Pacific Typhoon Belt and between two significant tectonic plates,.The

Act (RA 10121) changed the country's response to disasters from one of reaction to one

of preparation. RA 10121 provides a comprehensive, all-hazard, multi-sectoral,

interagency, and community-based approach to disaster risk management through the

creation of the National Disaster Risk Management Framework. Republic Act 10121 is a

law that improves the DRRM system in the Philippines.

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One of the objectives of this law is to uphold the people’s constitutional rights to

life and property by addressing the root causes of vulnerabilities to disasters,

strengthening the country’s institutional capacity for DRRM and building the resilience

of local communities to disasters including climate change impacts. It provides for the

development of policies and plans and the implementation of actions and measures

pertaining to all aspects of DRRM, including good governance, risk assessment and early

warning, knowledge building and awareness raising, reducing underlying risk factors,

and preparedness for effective response and early recovery.

This also mandates the Department of Education (DepEd), the Commission on

Higher Education, the Technical Education and Skills Development Authority, in

coordination with the Office of Civil Defense (OCD), the National Youth Commission,

the Department of Science and Technology, the Department of Environment and Natural

Resources, the Department of Interior and Local Government-Bureau of Fire Protection,

the Department of Health, the Department of Social Welfare and Development and other

relevant agencies, to integrate DRRM education in the school curricula of secondary and

tertiary level of education, including the National Service Training Program, whether

private or public, including formal and nonformal, technical-vocational, indigenous

learning, and out-of-school youth courses and programs.

Disaster Response

Disaster response, as defined in DRRM Law, is the provision of emergency

services and public assistance during or immediately after a disaster to save lives, reduces

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health impacts, ensure public safety, and meet the basic subsistence needs of the people

affected. It is predominantly focused on immediate and short-term needs and is

sometimes called disaster relief. Disaster response gives importance to activities during

the actual disaster response operations from needs assessment to search and rescue to

relief operations to early recovery activities are emphasized. The success and realization

of this priority area rely heavily on the completion of the activities under both the

prevention and mitigation and preparedness aspects, including among others the

coordination and communication mechanism to be developed. On-the-ground partnership

and the vertical and horizontal coordination work between and among key stakeholders

will contribute to successful disaster response operation and its smooth transition towards

early and long-term recovery work (NDRRM Plan, 2011).

Disaster Readiness and Risk Reduction (DRRR) Subject

DepEd implements one of the provisions of the Philippine DRRM Act of 2010 to

integrate DRRM in the school curriculum and other educational programs, and to

heighten the level of resiliency of students toward natural disasters. Section 14 of the

Philippine DRRM Law states that DRRM education should be a required subject in all

courses whether academic or technical vocational. In line with this, the DepEd included

the Disaster Readiness and Risk Reduction (DRRR) subject in the K-12 Senior High

School curriculum after launching the K-12 program in 2013.

However, after reviewing the curricula of two selected schools from the

Philippines, it was discovered that the DRRR subject was only offered in the Science,

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Technology, Engineering, and Math (STEM) strand as a required subject while it is

offered in the General Academic (GAS) strand as either a required subject or an elective.

Furthermore, DepEd itself prescribed DRRR as a core subject only for STEM, with the

other strands not required to take this subject. Therefore, it is recommended for DepEd to

revisit the Senior High School (SHS) curricula and try to include DRRR as a required

subject in all SHS strands to prepare the next generation in dealing with various hazards

in the Philippines (R. Manalo & M. Manalo, 2020).

Related Studies

International

Kanyasan et al. (2018) conducted a study entitled “Implementation of

Disaster Risk Reduction and Management Policies in a School Setting in Lao PDR”

aimed to clarify the present situation to inform better implementation strategies on

disaster risk reduction and management in a school setting focused on fire disasters in

Lao PDR. There are 52 policy implementers from the Disaster Management Committee

(DMC) and 869 grade 7 students participated in this study. A case study was conducted

in Vientiane and five provinces in 2017. The results, which included facilitating factors

and barriers, were summarized into three themes, namely, (1) policy content and

dissemination, (2) factors which affect policy implementation, and (3) impacts of policy

implementation. Based on the findings of the study, the implementers had difficulty in

implementing the policy because of unclear provisions in the national legislation, unclear

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mandates, poor monitoring system, insufficient human resources, and lack of public-

private partnerships.

Amri et al. (2017) conducted a study entitled ”Disaster Risk Reduction

Education in Indonesia: Challenges and Recommendations for Scaling up” to investigates

the implementation of disaster risk reduction education for children in Indonesia. The

article uses a case study in Jakarta. The results explain that the majority of teachers are

confident in their abilities to involve children in the disaster preparedness (86%), believe

that children should learn DRR education in schools (68 %), and consider children to

have an important role in disaster preparedness (89 %).

Local

Poblete, D.S. (2015) conducted a research entitled “The Implementation of

Disaster Risk Management Program in the Municipality of Bugallon” to assessed the

implementation and problems encountered by stakeholders in implementing MDRRMP

in Bugallon, Pangasinan. The research was conducted in a cross-sectional manner in

Bugallon, Pangasinan. The respondents were 30 MDRRMC officers coming from LGU

(7), National Government Agencies (3), and Non-government Organizations (4).

According to the findings, there were 32 areas of concern not carried out by the

MDRRMC. The MDRRMC is young and on its initial implementation of the DRRMP

resulting in areas of concern not implemented by MDRRMC. The performance of

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MDRRMC was not yet pronounced, and wanting for the improvement and internalization

of their tasks/duties/responsibilities.

Dela Cruz, R.D. and Ormilla, R.G. (2022) conducted a research entitled

“Disaster Risk Reduction Management Implementation in the Public Elementary Schools

of the Department of Education, Philippines” to evaluate the implementation of the

DRRM program in terms of disaster planning awareness and preparedness to respond

during hazards to prevent disasters in public elementary schools in the Alfonso Lista

District, Schools Division of Ifugao. A total of thirty-six (36) public elementary school

heads and school disaster risk reduction management (SDRRM) coordinators served as

respondents. According to the findings of the study,  the district implemented safe

learning facilities and environments; formed and managed a school-based DRRM; and

that the DRRM program was integrated into the curriculum for the benefit of the pupils,

personnel, parents, and stakeholders visiting the schools.

Synthesis

According to the reviewed studies, the implementers had difficulty in

implementing the policy because of unclear provisions in the national legislation, unclear

mandates, poor monitoring system, insufficient human resources, and lack of public-

private partnerships (Poblete, D.S., 2015). But the majority of teachers are confident in

their abilities to involve children in the disaster preparedness, believe that children should

learn DRR education in schools, and consider children to have an important role in

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disaster preparedness (Amri et al., 2017). There are areas of concern that is not carried

out by the implementers, so they want a improvement and internalization in their

performance (Poblete, D.S., 2015). Building a safe learning facilities and environments;

formed and managed a school-based DRRM will benefit the pupils, personnel, parents,

and stakeholders visiting the schools (Dela Cruz, R.D. and Ormilla, R.G., 2022).

Conceptual Framework

Output

This study wants to

know about what is
the impact of
implementing of
Disaster Risk
Reduction and
Management at
Bugallon Integrated
School. And how they
will cope with their
dificulties, challenges,
adjustments,
strategies and
realization.

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Input
 Respondents’ profile:

 What are the

perceptions of school Process
administrations,
teachers, students, and
parents regarding the The researcher
effectiveness of current prepared an interview
DRRM measures at questionnaire for
Bugallon Integrated some School Disaster
School? Risk Reduction and
Management
 What are the existing (DRRR) Coordinator
challenges to the and LGU that will
successful serve as our
implementation of respondents’. We
DRRM protocols at also use Snowball
Bugallon Integrated sampling as a process
School of our study.

 How specific
recommendations and
strategies can enhance
the DRRM practices at
Bugallon Integrated
School, considering the
unique context and
needsof the institution?

Figure 1. Paradigm of the Study

Figure 1 shows the conceptual framework of this research entitled "Implementation of

DRRM at BIS: A Qualitative Study". The input consists of the profile of the respondents

in terms of name,age ,gender and their educational attainment. This also includes
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coordinators assessment, trainings and experiences in Implementation of DRRM at BIS.

The process consists of the research design and instrument used. The research design was

descriptive and the instrument used was Narrative Survey Method. The output of this

study is about the Implementation of DRRM at BIS.

CHAPTER III

METHODOLOGY

This chapter discusses how the researchers gathered the data in the form of words

and information used that will help the study. It also shows the number of the respondents

and the main focus of the study. It explains and states and processes of the data

collection, research, method, research purpose, and research strategy.

This study refers to the Implementation of Disaster Risk Reduction and

Management at Bugallon Integrated School. This chapter presents the procedural part of

the study. The ways, processes, tools and techniques of research were presented in this

part.

Specifically, this research will cover the following: the research ethical

standard, research method, and data collection method, research locale, research design,

research approach, sampling method, instrumentation and data collection, and data

analysis. This will be presented below.

Research Ethical Standard

The reserach sought the permission from the authorities concerned before the

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actual conduct of the study. The researcher also ask permission verbally to their

respondents and assure that their identity will be confidential.

Research Method

This study is a qualitative research that involves Implementation of Disaster

Risk Reduction and Management at Bugallon Integrated School, Collection data through

surveys that is analyzed. This type of research aims to investigate a question without

attempting to quantifiably measure variables or look to potential relationship between

variables.

Data Collection Method

We conduct a survey by asking the respondents’ for their permission and

participation, which they agreed and answer voluntarily. The respondents’ answer were

analyzed and interpreted to form the conclusion.

Research Locale

The research was conducted at Bugallon Integrated School and office of LGU

Bugallon during the 2nd semester of the school year 2022-2023. The respondents’ of the

study were the DRRM coordinator at Bugallon Integrated School and LGU officials

where their identity were concealed by the researcher.

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Research Design

The researchers used a descriptive narrative method based on the qualitative

methodologies to describe the respondents and acquire information about Implementation

of Disaster Risk Reduction and Management. Descriptive narrative method is a research

design that combines both descriptive research and narrative inquiry (Glass and Hopkins,

1984).

In this study, a survey questionnaire was used to gather data from the respondents

in terms of coordinators' assessment, trainings and experiences on the implementation of

Disaster Risk Reduction and Management (DRRM) At Bugallon Integrated School (BIS).

Research Approach

Sampling Method

Instumentation and Data Collection

This research entitled "Implementation of Disaster Risk Reduction and

Management (DRRM) at Bugallon Integrated School (BIS)": A Qualitative Study". The

Research Instrument used in this study was a survey questionnaire. The survey

questionnaire was devided into three parts. Part one is the respondents' profile that

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includes sex, age, strand/specialization, and their experiences as a LGU and DRRR

coordinator.

Part two is about the LGU's and DRRR coordinator's activities and preparations

for the upcoming disasters as well as the use of appropriate equipments for the disaster

given by the Officials, DepEd/Government.

Part three determined the LGU's and DRRR coordinator's experiences on the

implementation of Disaster Risk Reduction and Management (DRRM) at Bugallon

Integrated School (BIS). The items in this part of questionnaire were researchers-made;

and checked and validated by the researcher adviser.

Data Analysis

After the interview, the data was gathered and interpreted. According to Burns

and Grove (2009) data analysis is conducted to reduce, organize and give meaning to

data. The data was analyzed by transcribing the responses obtained from the survey.

Descriptors were used to aid the researchers in understanding the perspectives of the

respondents and in analyzing their combined experiences. Data was explored in detail for

common themes and these were then established on the tables.

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Implementation Of Disaster Risk Reduction And
Management At Bugallon Integrated
17
School: A Qualitative Study