Awareness, Implementation and Degree of Satisfaction of the Disaster

Preparedness Program of San Vicente Integrated School

A Quantitative Research
Presented to the Faculty of
Senior High School Department
San Vicente Integrated School
Poblacion, San Vicente, Ilocos Sur

In Partial Fulfillment
of the Requirements
for the course
Practical Research 2

Althea Cazandra R. Rialubin

Jermine R. Ribucan

Mary Lyanna R. Taal

Tom Kurt Engelvert S. Rivada

Richard B. Rojo

Nick Ivan G. Rimalos

Cliff C. Sarilan

January 2023
i

CERTIFICATION

This study entitled “Awareness, Implementation and Degree of Satisfaction

of the Disaster Preparedness Program of San Vicente Integrated School”,

prepared and submitted by Althea Cazandra R. Rialubin, Jermine R. Ribucan, Mary

Lyanna R. Taal ,Tom Kurt Engelvert S. Rivada ,Richard B. Rojo, Nick Ivan G.

Rimalos and Cliff C. Sarilan in partial fulfillment of the requirements for the subject

practical research 2 has been examined and is recommended for acceptance and

approval by the researchers study panel for the oral defense.

MRS. GLADYS BAZARTE SOLOMON, MBA

Adviser

ii

APPROVAL SHEET
This study entitled “Awareness, Implementation and Degree of Satisfaction

of the Disaster Preparedness Program of San Vicente Integrated School”,

prepared and submitted by Althea Cazandra R. Rialubin, Jermine R. Ribucan, Mary

Lyanna R. Taal ,Tom Kurt Engelvert S. Rivada ,Richard B. Rojo, Nick Ivan G.

Rimalos and Cliff C. Sarilan in partial fulfillment of the requirements for the subject

practical research 2 has been examined and is recommended for acceptance and

approval by the researchers study panel for the oral defense.

 MRS. GLADYS BAZARTE SOLOMON, MBA
Research Adviser

Approved by the tribunal at the oral examination with the grade of __________%.

MRS. MEI ROXANNE D. RAGASA, MAN

Chairman

JEREMY C. RETUTA, MIHM SHANTEL MAE ALQUIZA, MBA

Member Member

Accepted in partial fulfilment of the course requirements in the Practical Research 2.

MS. BEATRIZ R. RIOTOC

Principal II iii
i
ACKNOWLEDGEMENT
The researchers wants to express their heartfelt gratitude to the following

people who became the source of, motivation, loved, support and. wisdom

First, they would like to thank ALMIGHTY GOD for giving them strength,

ability, knowledge, and opportunity to undertake this research study, and to persevere

and complete it satisfactorily. Without his grace, this achievement would not have

been possible. Praise be to him, until the end of ages.

MS. BEATRIZ R. RIOTOC, their dearest principal for the continuous support and

guidance.
 MRS. GLADYS B. SOLOMON, MBA, their Research and Class Adviser,

for helping the researchers, for sharing her knowledge during the development of this

research study, for guiding and for providing suggestions in our quest of knowledge.

THE RESPONDENTS, for their participation during the conduct of this

study.

To their PARENTS, FAMILY, AND FRIENDS, for the never ending love and

moral support, and for the financial support to make the research output done.

CHAPTER I

INTRODUCTION

Disasters are emergencies that cannot be handled by those affected without

outside assistance. They are caused by natural or manmade events wherein

communities experience severe danger and incur loss of lives and properties causing

disruption to their social structure and to all or some of the affected communities

essential functions. Disasters are inevitable. They are caused by unsustainable

development that has not taken account of possible hazard impacts in that location.

They can be less damaging if the population has better understanding of locally-

experienced hazards and implements preventive or mitigating measures against them.

The impact of these disasters is aggravated by global warming, environmental

degradation and population explosion, considering the fact that our country’s location

is in the Pacific Ring of Fire meaning it is vulnerable to any disasters. It is important

that everyone is aware about risk management, risk reduction and mitigation to reduce

the risk of certain disasters. Risk Reduction simply defines that vulnerability and
hazards are not dangerous if taken separately they only become risk and disaster

factors when they unite, therefore, risks can be reduced or managed, and measures can

be employed to ensure that hazards will not result in disasters if people reduce the

weaknesses and vulnerabilities to existing hazards in the location, wherein, risk

management is needed for disaster prevention to safeguard sustainable development

so that people can lead a good, healthy, and happy life without creating damage to the

environment. So, it is then a time to recognize the need to adopt amore comprehensive

policy, the government formulated R.A. 10121, also called the “Philippine Disaster

Risk Reduction and Management Act of 2010.” It was signed into law last May 27,

2010 a management approach that is holistic, comprehensive, integrated, and

proactive in lessening the socio-economic and environmental impacts of disasters

including climate change, and promote the involvement and participation of all

sectors and all stakeholders concerned at all levels, especially the local community.

The level of awareness on disaster risk reduction is extremely significant in

order to escape or reduce the risk driven by any disasters. According to Samiullah

(2015) (cited in Padernal & Borja 2016) pointed out that impacts of natural disasters

vary from male to female. Women are said to be more vulnerable than men. However,

according to Bradshaw (2015) cited in Padernal & Borja 2016) vulnerability to a

disaster is not based on sex or biological differences between men and women but

rather due to the societal role they play and how they should behave. Wackinger

(2012) cited in Padernal & Borja 2016) mentioned that household location is often

regarded as an important factor contributing to the level of awareness on disaster

risks. Municipality of Maddela, a place near the Sierra Madre mountain has

unpredictable weather condition, it is also visited by typhoon, people of the locality

also experience floods, despite of its mountains and rock formations as its strong
foundation. It was then also recorded that earthquake which magnitude is ranging

from 4-5, was experienced in this area/place and it is alarming, this makes

Municipality of Maddela vulnerable to any disaster (MDRRMO Maddela), it is timely

that disaster risk reduction must be inculcated to each person, according to Leoni

(2011) awareness on the components of Disaster Risks Reduction (DRR) can help

lessen the impacts of incoming disasters.

Natural disasters and other emergencies can happen at any time, and when

they happen at school, everyone should be prepared to handle them safely and

effectively. Disasters are emergencies that cannot be handled by those affected

without outside assistance. Disasters are inevitable. They are caused by unsustainable

development that has not taken account of possible hazard impacts in that location. It

is important that everyone is aware about risk management, risk reduction and

mitigation to reduce the risk of certain disasters. Some natural disasters can be

predicted, giving schools enough warning to evacuate or take other safety precautions,

but others can happen unexpectedly or go through rapid changes that suddenly put a

school in danger. The first step schools should take in preparing for these types of

emergencies is to assess the natural disaster risks in their areas. This guide covers

different ways everyone in the school community can prepare for various natural

disasters and other emergencies to stay safe. This guide helps students feel

empowered, capable, and confident in their abilities to respond quickly and

appropriately in the event of an emergency. We take a look at the emergencies most

likely to happen while on campus, how students can take basic preparations for those

emergencies, and what to expect from their schools. We also spoke to an expert on

some key points to remember, and offer a wealth of resources to help make the job of

preparing easier. Students are part of community that has the highest vulnerability to
natural disasters. It causes of the lack of experience in dealing with disaster becomes

the major factor. Disaster knowledge is important basic to prepare student and should

be given as early as possible, because the varieties and characteristics of regions will

affect the potential and threat level in the region. Therefore, the process of sustainable

education becomes very important to prepare students for disaster.

BACKGROUND OF THE STUDY

The purpose of this study is to assess the disaster preparedness of the schools

in terms of profile of the school, level of awareness, extent of implementation and

degree of satisfaction on the implementation of the disaster programs. Based on the

findings of the study, the safety facilities in schools are not sufficient and complete.

The insufficiency of safety facilities can lead to vulnerability of the schools towards

disasters thus it makes the school an unsafe place for all the learners and teachers.

Executing preparedness is considered as an activity developed by concerned

stakeholders to preempt or respond to and making immediate recovery from an

emergent calamity and hazards. These disaster preparedness practices are being

exercise regularly and equally because both disasters are life and property damaging.

Disasters cause deaths and serious disruptions in society, which call for the

global community to take drastic steps to address and reduce the impacts of these

inevitable calamities. That is why the government, through the Philippine Disaster

Risk Reduction Management Act of 2010, requires the integration of disaster risk

reduction in the school curriculum to strengthen the awareness and practice of

personnel and students on calamity preparedness. Hence, the paper assessed the
awareness and extent of practice on disaster preparedness before, during and after the

disaster of Students in San Vicente.

STATEMENT OF THE PROBLEM

1. What is the level of awareness of teachers and students in terms of existing disaster

preparedness programs implemented by the school in terms of:

a. Conduct of fire drill ,

b. Conduct of earthquake drill,

c. Conduct of safety seminar,

d. Conduct of first aid training, and

e. Conduct of orientation on disaster?

2.What is the extent of implementation of the school disaster preparedness in terms

of :

A. Term of Orientation

a. Quarterly,

b. Semi- annual and

c. Annual?

B. Preparedness of Risk Management Plan

a. Fire Drill,

b. First Aid Training,

 c. Earthquake Drill and

d. Safety Seminar?

3. What is the degree of satisfaction of the teachers and students on the

implementation of the existing school preparedness programs in terms of:

a. Conduct of fire drill,

b. Conduct of earthquake drill,

c. Conduct of first aid training,

d. Conduct of safety seminar ,and

f. Conduct of school orientation on disaster?

4. Is there a significant difference in the perception on the level of awareness of the

disaster preparedness program between and among the two groups of respondents?

5. Is there a significant difference in the perception on the extent of implementation of

the disaster preparedness program between and among the two groups of

respondents?

6. Is there a significant difference in the perception on the degree of satisfaction of the

disaster preparedness program between and among the two groups of respondents?

Hypothesis

1. There is no significant difference in the perception on the level of awareness of the

disaster preparedness program between and among the two groups of respondents.
2. There is no significant difference in the perception on the extent of implementation

of the disaster preparedness program between and among the two groups of

respondents.

3. There is no significant difference in the perception on the degree of satisfaction of

the disaster preparedness program between and among the two groups of respondents.

SCOPE AND DELIMITATION

This study will cover the awareness, implementation and degree of satisfaction

of the students and teachers in disaster preparedness program in San Vicente

Integrated School. This study will be conducted in barangay Poblacion, San Vicente,

Ilocos Sur specifically at San Vicente Integrated School.

This study is only intended to measure the level of awareness, extent of

implementation and degree of satisfaction in terms of the orientation about disaster,

safety training/seminar, orientation on disaster preparedness, conduct of fire drill,

conduct of earthquake drill, and conduct of first aid training.

Significance of the Study

This study aimed to benefit the following: The Students, the teachers and the

future researchers.

The Students. This study can help them from the danger. And it can give them more

knowledge to be prepared in times of calamity.

Teachers. This study can help the teachers to know what to implement to their

students in school about disaster preparedness.

Future Researcher. This study will serve as reference material and guide for the future

researchers who wish to conduct the same topic.

Definition of Terms

Awareness. This pertains to the level of how the teachers and students are aware of

the existence of the disaster preparedness program of San Vicente Integrated School.

Implementation. This pertains to the perceive level of implementing the activities

that are included in the disaster preparedness program of San Vicente Integrated

School.

Degree of Satisfaction. This pertains to the degree of satisfaction of the teachers and

students of the disaster preparedness program of San Vicente Integrated School.

Disaster Preparedness Program. The program that is implemented of the San

Vicente School for the teachers and students on how to be aware and ready incase of a

disaster.

Orientation about disaster. This pertains to the orientation of San Vicente Integrated

School about disaster on the students and teachers.

Safety training/seminar. This pertains to the trainings/ seminars of San Vicente

Integrated School that are conducted about disaster on the students and teachers.

Orientation on disaster preparedness. This pertains to the orientation of San

Vicente Integrated School about disaster preparedness on the students and teachers.

Conduct of fire drill. This pertains to the method of practicing what to do in case of

a fire.
 Conduct of earthquake drill. This pertains to the method of practicing what to do in

case of an earthquake.

Conduct of first aid training. This pertains to the method of practicing how to use

the first aid kit.

CONCEPTUAL FRAMEWORK

This conceptual framework shows the guide of the researchers in conducting

the whole research.

The input includes the level of awareness of students and teachers in terms of

existing preparedness programs implemented by the school, the extent of

implementation of the disaster preparedness, and the degree of satisfaction of the

teachers and students on the implementation of the existing school preparedness

programs.

The process includes the questionnaire preparation, floating of questionnaire,

retrieval of questionnaire, analysis and interpretation of data of the teachers and

students response in the level of preparedness, extent of implementation and degree of

satisfaction in terms of the existing disaster preparedness program.

The Output includes the awareness, implementation and degree of satisfaction

of disaster preparedness program of San Vicente Integrated School.

Input Process Output

1. What is the level of awareness of teachers
and students in terms of existing disaster
preparedness programs implemented by the
school in terms of:
a. Conduct of fire drill ,
b. Conduct of earthquake drill,
c. Conduct of safety seminar,
d. Conduct of first aid training, and
e. Conduct of orientation on disaster?
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature will help the researcher to push through the

research and gives information about the present study. This chapter contains studies

and researches of other experts which are related to our topic. This chapter provides

the information taken from internet source, books and magazines to be used as a

baseline or reference of the researcher in the discussion of the result of this study. The

information provided here in is related to the variables to be measured hence, it will

also provide support for the results being gathered.

REVIEW RELATED LITERATURE

Natural disasters pose a serious threat to the Philippines. The Philippines was

ranked third among 173 nations in terms of its vulnerability to disaster risks,

according to a global study. This ranking was based on the likelihood that a natural

hazard would result in significant human casualties, damage to properties and

infrastructures, and a decline in human welfare, including health and livelihoods. In

addition to disaster risks, the Philippines is also susceptible to the effects of climate

change .

The Philippines' location in the Pacific Ring of Fire makes it vulnerable to

geological natural disasters like volcanic eruptions and earthquakes. The archipelago

is also highly susceptible to a variety of meteorological hazards. The nation is in the

path of tropical cyclones that can be classified as tropical depressions, tropical storms,

severe tropical storms, and hurricanes. An average of 20 tropical cyclones visit the

Philippine area of responsibility each year, according to the Philippine Atmospheric,

Geophysical, and Astronomical Services Administration. The Philippines' 36,289 km

of coastline also contributes to the high sensitivity to flooding, storm surges, and

severe winds that the nation experiences due to its geographic location.

Countries and nations have made disaster risk reduction a priority due to the

huge and devastating effects of natural calamities (DRR). The Hyogo Framework for

Action (HFA) was approved by 168 nations in January 2005 at the Kobe, Hyogo

Prefecture, Japan, World Conference on Disaster Reduction. This action-oriented

response aims to effectively integrate disaster prevention, mitigation, preparedness,

and vulnerability reduction into the policies, plans, and programs of sustainable

development. Governments all over the world implement DRR, which is an organized

and step-by-step approach to identify, assess, and reduce the risks inflicted by

disasters.

The Philippine government is devoted to advancing and putting DRR policies

and procedures into action. The Philippine DRRM Act, also known as the DRRM

Act, was passed by the Fourteenth Philippine Congress in order to firmly enforce this

international standard of DRR. President Obama formally signed this Republic Act.

On May 27, 2010, Gloria Macapagal Arroyo. The National Disaster Risk Reduction

and Management Council is required by the DRRM Act to create a National Disaster

Risk Reduction and Management Framework, which acts as the main road map for

DRRM efforts across the nation. This law strengthens the Philippine DRRM system

by institutionalizing the National DRRM Plan.

The people are made currently prepared for the risks and threats of natural

disasters under the provisions of this law, which also offers a proactive approach to

addressing disaster risks. The DRRM Act also mandates the integration of DRR

Education into the school curricula at both the basic and tertiary levels. The K-12
Basic Education Curriculum, which follows the rules, regulations, and guidelines of

Republic Act 10533, also known as the Enhanced Basic Education Act of 2013, was

recently implemented by the Philippine Department of Education (DepEd), making it

the ideal time to incorporate DRR education. , This educational program added two

more years to the 10 years of basic education in the Philippines.

With the help of the DRRM Act's provisions, the K–12 Education Program's

comprehensive and integrated disaster education is being strengthened among

students. The young are given the tools they need to take an active role in DRR and

sustainable development in their community. In order to make sure that the senior

high school education of the K–12 curriculum focuses substantially on the culture of

safety and resilience against catastrophe risks, it is relevant and crucial to measure the

capacity of students on DRR. A key report on the effects of disaster education at the

senior high school level in the Philippines will also include an evaluation of senior

high school students' knowledge of DRR. In order to ascertain the DRR understanding

of Grade 11 students in the Philippines, this study was conceived. Its specific goal

was to evaluate senior high school students' understanding, readiness for and ability to

respond to disasters, as well as their awareness of danger and ability to perceive it.

According to Catedral Mamon MA, Vargas Suba RA, cited 2023 Feb 14.

In terms of disaster readiness and response, students are one of the most susceptible

subsets of the general population; nonetheless, many colleges still lack policies and

planning for disaster preparedness, mitigation, and response. Based on their ethnicity

and where they resided (on or off campus), the students in this study were divided into

two groups to better understand how they perceived disaster knowledge and readiness.

A thorough examination of the disaster education literature was done in order to

undertake this study. After completing the studies, it was discovered that on-campus
students' attitudes on disaster risk reduction (DRR) education differed noticeably from

those of off-campus students. Their geographic locations and racial origins

contributed to similar but distinct differences. It was also discovered that students'

opinions on how their friends, parents, and the institution can keep them safe during a

disaster vary greatly depending on both their geographic region and ethnic

background. The results of this study will assist policymakers in evaluating current

disaster preparedness programs and will assist academic staff and faculty in creating

and implementing efficient disaster preparedness lessons and exercises at the

institution depending on the needs of the students. According to Skibniewski &

Hajdu, 2020.

Disaster management training is designed to improve the preparedness and

response times at all levels before and after catastrophes by enhancing the skills of

volunteers and disaster relief personnel. In addition to enhancing the technical

abilities of volunteers and disaster relief workers, this study focuses on disaster

management training for team and personnel management. Additionally, it aims to

enhance disaster preparedness coordination, as well as the skills and accessibility of

tools for catastrophe management. Consequently, a training needs analysis (TNA) is

needed in order to synchronize all different units. TNA is a methodical procedure

used when establishing a training program that entails defining the organizational,

operational, or individual training needs, determining the type of training required,

and ultimately identifying the people who need to be trained or retrained. In order to

undertake disaster preparedness training specifically in the Malaysian context, it is

necessary to determine individual and organizational needs. This research also aims to

make recommendations for future development. According to by Elsevier Ltd., 2014.

According to Ronan, K.R., Alisic, E., Towers, B., 2015. There is a general lack of

preparedness for disasters; children and families are particularly susceptible

populations. Against this context, research on disaster preparedness for children and

families is examined, with a focus on disaster preparedness and preventative

education initiatives. The definitions and theory/rationale are followed by a critical

analysis of the research. Despite data that show a huge increase in research over the

previous 15 years and generally encouraging results, there are still big obstacles to

overcome. These difficulties include problems with implementation, long-term

effectiveness, and methodological rigor. Review of recent research that addresses

these significant issues. However, other recent study shows that these programs have

a lot of potential. For example, it found that giving theory- and evidence-supported

components more attention can improve results. Therefore, research to date indicates

potential for these programs in lowering risk and boosting resilience to disasters for

children, families, and the homes and communities in which they reside, despite some

significant limitations and hurdles.

Disaster Risk Reduction Begins at School is a campaign that the International

Strategy for Disaster Reduction (ISDR) launched in 2006 to promote the inclusion of

disaster risk education in school curricula in disaster-prone nations. A study was

started to find out how curriculum creation and instruction, in particular, affect South

African students' understanding of hazards and preparedness for disasters. Data

collection was carried out using a mixed method research approach, which included

surveys, interviews, and document reviews. Questionnaires were filled out by 150

educators from Gauteng, the Western Cape, KwaZulu-Natal, North West, and the

Eastern Cape. To get their viewpoints, interviews were conducted with five

curriculum coordinators, three catastrophe specialists, and two disaster lecturers. The
majority of educators, disaster specialists, and curriculum coordinators named floods,

fires, droughts, epidemics, traffic accidents, and storms as the most frequent

catastrophes in the nation, according to the study's initial finding. The second

conclusion from the literature and empirical data collecting was that communities in

South Africa, especially those living in slums and other impoverished places, are

more susceptible to disasters than those living in more prosperous areas. The third

study conclusion was the importance of expanding the teaching of dangers and

disasters to students. According to Rambau, T. S., Beukes, L. D., and Fraser, W.

(2012).

Informed decision-making and coordinated action are

necessary for disaster risk reduction policy and practice. The

processes of producing knowledge and putting it into practice are

essential for reducing disaster risk, yet disaster studies and policy

programs rarely systematically explore these topics in-depth. While

there have been efforts and advancements made in the areas of

data and information, only a small amount of resources are

devoted to enhancing knowledge management structures and

integrating knowledge systems at various spatial scales.

Knowledge-related concerns are addressed in the newly

established Sendai Framework for Disaster Risk Reduction 2015–

2030, which presents an opportunity to emphasize the crucial role

that knowledge plays in disaster risk reduction. According to

Weichselgartner & Pigeon p.107–116 (2015).

According to Kohn, Eaton, Feroz, Bainbridge, Hoolachan and Barnett (April

2013). For at least the first 72 hours after a disaster, experts generally concur that
people will need to be partially or entirely self-sufficient. Personal readiness is

essential in light of persistent environmental and meteorological risks, new biological

dangers, and rising urban population concentrations. However, in order to make real

improvements to this area of catastrophe preparedness, disaster planners and

policymakers need more data. To ascertain the current status of the evidence

regarding individual catastrophe preparedness, a thorough study of the literature was

carried out. This integrated review's goal is to define and evaluate the professional

literature as a foundation for developing disaster management practice and research.

36 studies that matched the established inclusion criteria were included in the review.

According to the available data, a variety of complicated and varied factors, such as

demographics, trust in government efforts, exposure to disasters in the past, and the

number of dependents in a family, influence preparedness attitudes and behaviors.

Furthermore, specific demographic groups, households, and individuals have varied

disaster preparedness needs and vulnerabilities. Significant ramifications flow from

this constellation of findings for disaster planning and policymaking at the local,

state, and federal levels.

Disasters harm students emotionally and physically, severely disrupting

campus life.Physically, one of the most disregarded sub-groups in the community

after a disaster is college students. Therefore, disaster risk reduction (DRR)

implementation in universities is essential where systems and strategies for disaster

preparedness, response, and mitigation are still lacking. Despite a rise in catastrophe

awareness. This project will look into disaster preparedness and university students'

readiness and create a framework to gauge their degree of preparedness preparation

for tragedy. A thorough literature research was conducted in order to accomplish the

study's goal conducted to gauge the level of knowledge and catastrophe readiness
among students. In the review gave rise to the creation of a thorough survey that was

circulated through an online platform. 111 survey responses from two follow-ups

were gathered and subjected to qualitative and quantitative analysis. Quantitatively. A

framework relating the traits of students was created in light of the investigation with

various DRR training levels. The viewpoints of the pupils on the obligation of during

a disaster, they can rely on their friends, parents, school, and/or government

organizations for protection are influenced by individual traits (e.g., gender, age,

education level, and so forth),lacking knowledge of emergency planning, etc.).

Furthermore, it was noted that graduate and undergraduate the university's first aid

kits attracted a wide range of reactions from students, including: and students who

have previously received training in disaster preparedness feel that it is crucial for

local communities to support DRR course implementation in educational systems. the

views of pupils who have experienced calamity. Those who have received readiness

training differ greatly from those who have not. if DRR education ought to be

required. The results of this research will benefit the US system will aid policymakers

in their development and implementation of DRR courses and evaluation of the

emergency planning procedures at the universities. According to Patel ,

Kermanshachi and Nipa: Sustainable Construction, Health and Safety 76

Establishment of a Framework to Measure Disaster Preparedness: Development of

Strategies to Enhance Disaster Preparedness Activities.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the different methods that is used by the researcher such

as the research methods being employed, the population and sampling, the data

gathering tool, the data gathering procedure and the statistical treatment of the data.

RESEARCH DESIGN

This study used the descriptive-correlational design because it aimed to

measure the awareness, implementation and degree of satisfaction of the students and

teachers on the disaster preparedness program.

POPULATION AND SAMPLING

The population of this study are the students of the grades 10,11,12 and the

teachers of San Vicente Integrated School.

The study utilized quota sampling technique. It included thirty (30) selected

students from the grades 10,11,12 and ten (10) selected teachers of the High school

Department of San Vicente Integrated School.

DATA GATHERING TOOLS

For the data gathering instrument used in this study, the researchers adopt the

questionnaire checklist by Marilou J. Tan in the research entitled Disaster

Preparedness of National High Schools: An Assessment. It is comprised of three parts

namely, assessment of the awareness, implementation and the degree of satisfaction.

DATA GATHERING PROCEDURE

The researchers adopt the questionnaire checklist as used by Marilou J. Tan in

the research entitled Disaster Preparedness of National High Schools: An

Assessment .The researchers forwarded a letter to the principal of the school to permit

the researchers to gather data from the set of Junior High School, Senior High School

Students and Teachers in San Vicente Integrated School. After that approval, the letter

to the respondents was prepared by the researchers and was signed by their adviser

before the questionnaire checklist was floated to the respondents. The researchers

approached the respondents to distribute and collect the questionnaire. After the

collection of data, the researchers analyzed and interpreted the data for better

understanding.

STATISTICAL TREATMENT OF DATA

The following statistical tools were used in the treatment of the data gathered.

Mean were used to measure the respondents’ response on the level of

awareness, extent of implementation and degree of satisfaction of the disaster

preparedness program. It utilized the 5 point Likert scale to further describe the mean

rating as follows:

Scale Average Descriptive Meaning

Weighted Mean

5 4.21 – 5.00 Very Much Aware / Highly Implemented/Strongly Satisfied

4 3.41 – 4.20 Aware/Implemented/Satisfied

 3 2.61 – 3.40 Moderately Aware/Moderately Implemented/Moderately
Satisfied

2 1.81 – 2.60 Unaware/ Unimplemented/Unsatisfied

1 1.00 – 1.80 Very Much Unaware/Highly Unimplemented/Strongly

Unsatisfied

T- test is also used to the study to compare the means of the teachers and

students to determine whether a process or treatment actually has an effect on the

population of interest or whether two groups are different from one another.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis and interpretation of data collected for

the study.

Table 1

Mean Distribution on Evaluation of the Respondent Response on Level of

Awareness of the existing School Disaster Preparedness Program

Teachers Respondents Students Respondents

Level of Awareness Mean Descriptive Mean Descriptive

Meaning Meaning

A. Conduct of Fire Drill 4.06 A 4.02 A

B. Conduct of Earthquake Drill 4.09 A 4.42 VMA

C. Conduct of First Aid Training 4.00 A 3.66 A

 D. Conduct of Safety Seminar 4.02 A 3.67 A

E. Conduct of School orientation on 4.07 A 3.08 MA

disaster

Overall Weighted Mean 4.09 A 3.91 A

Legend:
4.21-5.00 – Very Much Aware (VMA)
3.41- 4.20 – Aware (A)
2.61-3.40 – Moderately Aware (MA)
1.81-2.60 – Unaware (U)
1.00- 1.80 – Very Much Unaware (VMU)

This table shows the level of awareness of the teachers and students of San

Vicente Integrated School in terms of existing disaster preparedness program.

The level of awareness of teachers in terms of existing disaster preparedness

like conduct of fire drill, earthquake drill, first aid training, safety seminar, and school

orientation on disaster has a mean of 4.9 and a descriptive meaning of aware and the

level of students in terms of the existing disaster preparedness program has a mean of

3.91 and a descriptive mean of aware.

Table 2

Mean Distribution on Evaluation of the Respondents’ Response on Extent of

Implementation of the School Disaster Preparedness Program

Extent of Implementation Teachers Respondents Students Respondents

A. Term of Orientation Mean Descriptive Mean Descriptive

Meaning Meaning

1. Quarterly 4.06 I 3.51 I

2. Semi- Annual 2.03 U 3.26 MI

 3. Annual 2.03 U 3.17 MI

B. Preparedness of Risk Management

Plan

1. Fire Drill 4.04 I 4.16 I

2. First Aid Training 3.90 I 3.84 I

3. Earthquake Drill 4.08 I 4.04 I

4. Safety Seminar 4.03 I 3.58 I

Legend:
4.21-5.00 – Highly Implemented (HI)
3.41- 4.20 – Implemented (I)
2.61-3.40 – Moderately Implemented (MI)
1.81-2.60 – Unimplemented (U)
1.00- 1.80 – Highly Unimplemented (HU)

This table shows the extent of implementation of the disaster preparedness

program of the school as perceived by both the teachers and the students.

The extent of implementation in the existing disaster preparedness program of

the teachers has a mean of 3.45 and has a descriptive meaning of implemented and the

students has a mean of 3.65 and a descriptive meaning of implemented.

Table 3

Mean Distribution on Evaluation of the Respondent Response on Degree of

Satisfaction of the School Disaster Preparedness Program

Teachers Students

Respondents
Respondents

A). Degree of Satisfaction on the Mean Descriptive Mean Descriptive

existing Disaster Preparedness

 Program Meaning Meaning

A. Conduct of Fire Drill 4.00 S 4.10 S

B. Conduct of Earthquake Drill 4.08 S 4.31 SS

C. Conduct of First Aid Training 3.07 MS 3.85 S

D. Conduct of Safety Seminar 4.02 S 3.92 S

E. Conduct of School orientation on 4.07 S 4.05 S

disaster

Overall Weighted Mean 4.03 S 4.04 S

4.21-5.00 – Strongly Satisfied (SS)

3.41- 4.20 – Satisfied (S)
2.61-3.40 – Moderately Satisfied (MS)
1.81-2.60 –Unsatisfied (U)
1.00- 1.80 – Strongly Unsatisfied (SU)

This table shows the degree of satisfaction of the disaster preparedness program of

the school as perceived by the teachers and students.

The degree of satisfaction of the teachers in terms of existing disaster

preparedness program like conduct of fire drill, earthquake drill, first aid training,

safety seminar, and school orientation on disaster has a mean of 4.3 and a descriptive

meaning of moderately satisfied and the degree of satisfaction of the students in

terms of existing disaster preparedness program like conduct of fire drill, earthquake

drill, first aid training, safety seminar, and school orientation on disaster has a mean

of 4.04 and a descriptive meaning of moderately satisfied.

Table 4

T- test on the response of the Teachers and Students on the Level of Awareness

in terms of existing Disaster Preparedness Program

 Variable 1 Variable 2

Mean 4.48 3.95

Variance 0.137 0.11567

Observations 5 5

Hypothesize Mean 0 0

Difference

Df 8

t Stat 2.3487786171964

t Critical two-tail 2.3060

The researchers used the t- test in two sample assuming unequal variances.

The table shows that the mean in the teacher’s group of respondents is 4.48 while in

the students group of respondents is 3.95.

Using the significance level of 0.05 the researchers got a t- critical two tail

value 2.3060 where it says that the null hypothesis is rejected because the t computed

value is larger than the t- critical value.

Therefore, there is a significant difference in the level of awareness in the

existing disaster preparedness program of San Vicente Integrated School between the

two groups.

Table 5
 T- test on the response of the Teachers and Students on the Extent of

Implementation in terms of existing Disaster Preparedness Program

Variable 1 Variable 2

Mean 3.8 3.7

Variance 1.12667 0.20769

Observations 7 7

Hypothesize Mean 0 0

Difference

Df 8

t Stat 0.2225

t Critical two-tail 2.306

The researchers used the t- test in two sample assuming unequal variances.

The table shows that the mean in the teacher’s group of respondents is 3.8 while in the

students group of respondents is 3.7

Using the significance level of 0.05 the researchers got a t- critical two tail

value 2.306 where it says that do not reject the null hypothesis because the t

computed value is smaller than the t- critical value.

Therefore, there is no significant difference in the extent of implementation of

existing disaster preparedness program in San Vicente Integrated School between the

two groups.

Table 6
 T- test on the response of the Teachers and Students on the Degree of

Satisfaction in terms of existing Disaster Preparedness Program

Variable 1 Variable 2

Mean 4.28 4.14

Variance 0.217 0.07313

Observations 5 5

Hypothesize Mean 0 0

Difference

Df 6

t Stat 0.59779348176529

t Critical two-tail 2.4469

The researchers used the t- test in two sample assuming unequal variances.

The table shows that the mean in the teacher’s group of respondents is 4.28 while in

the students group of respondents is 4.14

Using the significance level of 0.05 the researchers got a t- critical two tail

value 2.4469 where it says that do not reject the null hypothesis because the t

computed value is smaller than the t- critical value.

Therefore, there no significant difference in the degree of satisfaction in terms

of existing disaster preparedness program in San Vicente Integrated School between

the two groups.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Based on the analysis of the data gathered, the researchers have arrived at the

following findings.

1. The level of awareness of teachers in terms of existing disaster preparedness

like conduct of fire drill, earthquake drill, first aid training, safety seminar, and

school orientation on disaster has a mean of 4.9 and a descriptive meaning of

aware and the level of students in terms of the existing disaster preparedness

program has a mean of 3.91 and a descriptive mean of aware.

2. The extent of implementation in the existing disaster preparedness program of

the teachers has a mean of 3.45 and has a descriptive meaning of implemented

and the students has a mean of 3.65 and a descriptive meaning of

implemented.

3. The degree of satisfaction of the teachers in terms of existing disaster

preparedness program like conduct of fire drill, earthquake drill, first aid

training, safety seminar, and school orientation on disaster has a mean of 4.3

and a descriptive meaning of moderately satisfied and the degree of

satisfaction of the students in terms of existing disaster preparedness program

like conduct of fire drill, earthquake drill, first aid training, safety seminar, and

school orientation on disaster has a mean of 4.04 and a descriptive meaning of

moderately satisfied.
 4. The respondents level of preparedness in terms of existing disaster

preparedness program got a t- critical two tail value 2.3060 where it says it is

rejected because the t computed value is larger than the t- critical value.

5. The respondents extent of implementation on the existing disaster

preparedness program got a t- critical two tail value 2.306 where it says that

do reject the null hypothesis because t computed value is smaller than the t-

critical value.

6. The respondents degree of satisfaction got a t- critical two tail value 2.4469

where it says that do not reject the null hypothesis because the t computed

value is smaller than the t- critical value.

CONCLUSIONS

Based on the findings of the data gathered, the researchers have arrived at the

following conclusions:

1. The level of awareness about the disaster preparedness program of the school

of the teachers are higher than the students of the San Vicente Integrated

School.

2. Teachers and students have the same perception in the implementation of the

disaster preparedness program of the school.

3. Both the teachers and students are satisfied about the disaster preparedness of

the San Vicente Integrated School.

4. There is a significant difference in the level of awareness in the existing

disaster preparedness program of San Vicente Integrated School between the

teachers and students.

 5. There is no significant difference in the extent of implementation of existing t

disaster preparedness program in San Vicente Integrated School between the

teachers and students.

6. There is no significant difference in the degree of satisfaction in terms of

existing disaster preparedness program in San Vicente Integrated School

between the teachers and students.

RECOMMENDATION

1. The school personnel (administrators and teachers) should implement

project /policies that aims to educate its students about the disaster

preparedness program of the school to help students be more aware about the

DRRM program.

2. The disaster management team of the school should enter into memorandum

of agreement to other agencies of the government (DOH, BFP, DRRM,

RHUand PNP) for possible conduct of first-aid trainings and safety seminars

to fully equip both the teachers and students with skills that are necessary in

cases of disasters and emergencies.

3. The conduct of disaster drills should be continuously conducted in the school

to prepare all teachers and students about calamities and disasters.

4. Future researchers should conduct similar studies that may include other

variables and more respondents to include parents and non-teaching personnel.

WEBLIOGRAPHY
https://l.messenger.com/l.php?u=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.researchgate.net
%2Fpublication
%2F340435417_DISASTER_PREPAREDNESS_OF_NATIONAL_HIGH_SCHOO
LS_AN_ASSESSMENT_PANEL_OF_EVALUATORS_Approved_by_the_Committ
ee_on_Oral_Examination_with_a_grade_of_PASSED&h=AT0zq9X2TZMeuRfHZu
C0k5aTV7lSe-
_95r7DBuM_ujPQUKj1LdBm3ENBoHVDnyBCesDBk2ftSD79fJ03bSt9R7I0hrjVtU
pWc83f8_VhHZCdYAmKdB8-ccHti8HmyawiwUzq1khsZW00Em8
https://climate.emb.gov.ph/?page_id=68
https://ijip.in/wp-content/uploads/2019/02/18.01.066-20160303.pdf
https://www.researchgate.net/publication/
344748413_Disaster_Risk_Reduction_Awareness_Among_Students_of_Balligui_Hig
h_School_a_Basis_for_Policy_Making
https://www.researchgate.net/publication/
344748413_Disaster_Risk_Reduction_Awareness_Among_Students_of_Balligui_Hig
h_School_a_Basis_for_Policy_Making
https://www.researchgate.net/publication/
340435417_DISASTER_PREPAREDNESS_OF_NATIONAL_HIGH_SCHOOLS_A
N_ASSESSMENT_PANEL_OF_EVALUATORS_Approved_by_the_Committee_on
_Oral_Examination_with_a_grade_of_PASSED
 APPENDEX A
LETTER OF RESPONDENY
Dear Respondents,
We are Grade 12 students of San Vicente Integrated School under the
Humanities and Social Sciences Strand. This semester we are taking up Practical
Research II – Quantitative Research. As a requirement of the subject, we are
conducting a research entitled “Awareness, Implementation and Degree of
Satisfaction of Disaster Preparedness Program of San Vicente Integrated
School.”
In connection with this we would like to ask you to answer the attached questionnaire
for our study.
We would like to assure you that the information obtained therein, shall be
treated with utmost confidentiality and will be used for research purposes only.
Thankyou!
Respectfully Yours,
Althea Cazandra R. Rialubin
Jermine R. Ribucan
Mary Lyanna R. Taal
Tom Kurt Engelvert Rivada
Richard B. Rojo
Cliff C. Sarilan
Nick Ivan Rimalos
(Researchers)

Noted by:

Mrs. Gladys B. Solomon

Research Adviser
 APPENDEX B
BEATRIZ R. RIOTOC
PRINCIPAL II
SAN VICENTE INTEGRATED SCHOOL
Dear Ma’am,
We are Grade 12 students of San Vicente Integrated School under the
Humanities and Social Sciences Strand. This semester we are taking up Practical
Research II – Quantitative Research. As a requirement of the subject, we are
conducting a research entitled “Awareness, Implementation and Degree of
Satisfaction of Disaster Preparedness Program of San Vicente Integrated
School.”
In connection with this we would like to ask permission from your good office
to allow us conduct our survey to the selected teachers and students from Grades
10,11 and 12.
We would like to assure you that the information obtained therein, shall be
treated with utmost confidentiality and will be used for research purposes only.
Your approval to this request will be highly appreciated. God bless and more power to
your administration!
Respectfully yours,
(The Researchers)
Althea Cazandra R. Rialubin Mary Lyanna R. Taal Tom Kurt Engelvert S.
Rivada
Jermine R. Ribucan Richard B. Rojo Nick Ivan G. Rimalos
Cliff C. Sarilan
Noted by:

Gladys B. Solomon
Research Adviser
Recommending Approval:
Mrs. Mei Roxanne D. Ragasa
MT II/SHS Coordinator
Approved by:
Ms. Beatriz R. Riotoc
Principal II

APPENDIX B
 QUESTIONNAIRE
1. Level of awareness in terms of existing preparedness programs implemented.
Directions: Please put check mark (/) in the box in scale of 1-5 identify the level of
awareness in terms of existing preparedness programs implemented. :
5- Very Much Aware
4- Aware
3- Moderately Aware
2- Unaware
1- Very Much Unaware
5 4 3 2 1
Conducting fire drill
Conducting earthquake drill.
Conducting safety seminar.
Conducting first aid training.
Conducting orientation on
disaster.

2. Extent on the implementation of the disaster preparedness program.

Directions: Please put check mark (/) in the box in scale of 1-5 identify the Extent of
Implementation in terms of existing preparedness programs implemented:
5 - Highly Implemented
4 - Implemented
3 -Moderately Implemented
2 -Unimplemented
Highly Unimplemented

Extent of Implementation
A. Term of Orientation 5 4 3 2 1
Quarterly
Semi-Annual
Annual
B. Preparedness of Risk Management Plan
 5 4 3 2 1
Fire drill
First Aid Training
Earthquake
Drill
Safety
Seminar

Degree of satisfaction on the implementation of the preparedness program.

Directions: Please put check mark (/) in the box in scale of 1-5 identify the Degree of
Satisfaction in terms of existing preparedness programs implemented.:

5 - Strongly Satisfied
4 - Satisfied
3 – Moderately Satisfied
2 - Unsatisfied
1 - Strongly Unsatisfied

5 4 3 2 1
Conduct of fire drill
Conduct of earthquake drill.
Conduct of first aid training.
Conduct of safety seminar.
Conduct of school orientation on
disasters.
 APPENDIX C
CURRICULUM VITAEPersonal Data
Full name : Althea Cazandra R. Rialubin
Permanent Address : Tamorong, Sta. Catalina, Ilocos Sur
Birth Date : August 31, 2005
Birth Place : Tamorong, Sta. Catalina, Ilocos Sur
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Height : 151 cm
Father’s Name : Scott Bonn Pacis Rialubin
Occupation : Farmer / Construction Worker
Mother’s Name : Clarita Rapisura Rabino
Occupation : Teacher
Contact Number : 09919046454
Educational Attainment
2020-2023 Senior High School San Vicente Integrated
School
2017-2020 Junior High School University of Northern
Philippines
2011-2017 Elementary San Vicente Integrated
School
OFFICERSHIP AND MEMBERSHIP IN ORGANIZATION
DATE ORGANIZATION POSITION
2022-Present NDEP (Barkada Kontra Droga) President
2022- Present YES- O Club Vice President
2022-Present Classroom Officer Secretary
Personal Data
Full name : Jermine R. Ribucan
Permanent Address : Bantaoay, San Vicente, Ilocos Sur
Birth Date : November 04, 2004
Birth Place :
Gender : Female
Civil Status : Single
Religion : Born Again Christian
Height : 158 cm
Father’s Name : Jesie Ricotoso Ribucan
Occupation : Farmer
Mother’s Name : Myrna Betonio Ramilo
Occupation : Teacher
Contact Number : 09669942922
Educational Attainment
2020-2023 Senior High School San Vicente Integrated
School
2017-2020 Junior High School San Vicente Integrated
School
2013-2017 Grade 3-6 Pudoc Elementary
School
2011-2013 Grade 1-2 Anastrophe Christian
School
OFFICERSHIP AND MEMBERSHIP IN ORGANIZATION
DATE ORGANIZATION POSITION
2022-Present Classroom Officer Business Manager

Personal Data
Full name : Richard B. Rojo
Permanent Address : Bayubay Sur San Vicente Ilocos Sur
Birth Date : July 14 2004
Birth Place : Bayubay Sur San Vicente Ilocos Sur
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Height : 5’6
Father’s Name : Redemptor Serna Rojo
Occupation :Carpenter
Mother’s Name : Connie Balanquit
Occupation : Housewife
Contact Number : 09318381512
Educational Attainment
2020-2023 Senior High School San Vicente Integrated
School
2017-2020 Junior High School San Vicente Integrated
School
2011-1017 Elementary San Vicente Integrated School
OFFICERSHIP AND MEMBERSHIP IN ORGANIZATION
DATE ORGANIZATION POSITION
2022- Present Classroom Officer P.I.O

Personal Data
Full name : Cliff C. Sarilan
Permanent Address : Pudoc Norte San Vicente Ilocos Sur
Birth Date : September 15 2005
Birth Place : Pudoc Norte San Vicente Ilocos Sur
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Height : 5’7
Father’s Name : Dante Sarilan
Occupation :Carpinter
Mother’s Name : Catherine Divino Caisino
Occupation : OFW
Contact Number : 09366867101
Educational Attainment
2020-2023 Senior High School San Vicente Integrated
School
2017-2020 Junior High School San Vicente
Integrated School
2011-1017 Elementary Pudoc Elementay School

Personal Data
Full name : Marry Lyanna Taal
Permanent Address : Baliw Bantaoay San Vicente Ilocos Sur
Birth Date : August 28 2005
Birth Place : Gabriela Silang General Hospital
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Height : 5’0
Father’s Name : Ernesto Taal Jr.
Occupation :Security Guard
Mother’s Name : Glenda Benzon Rentiquiano
Occupation : Housewife
Contact Number : 09155974364
Educational Attainment
2020-2023 Senior High School San Vicente Integrated
School
2017-2020 Junior High School Ilocos Sur National High
School
2011-1017 Elementary Pudoc Elementary School
OFFICERSHIP AND MEMBERSHIP IN ORGANIZATION
DATE ORGANIZATION POSITION
2022- Present Classroom Officer Business Manager

Personal Data
Full name : Tom Kurt Engelvert Rivada
Permanent Address : Bantaoay San Vicente Ilocos Sur
Birth Date : July 1 2005
Birth Place : Gabriela Silang General Hospital
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Height : 5’7
Father’s Name : Joseph Alejandro Rivada
Occupation : Farmer
Mother’s Name : Elizabeth Naval Siababa
Occupation : Housewife
Contact Number : 09552736163
Educational Attainment
2020-2023 Senior High School San Vicente Integrated
School
2017-2020 Junior High School San Vicente Integrated
School
2011-1017 Elementary San Vicente Integrated School

Personal Data
Full name : Nick Ivan Rimalos
Permanent Address : Lubong San Vicente Ilocos Sur
Birth Date : January 16 2005
Birth Place : Gabriela Silang General Hospital
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Height : 5’9
Father’s Name : Robert Rimalos
Occupation : Teacher
Mother’s Name : Teresita Rimalos
Occupation : Housewife
Contact Number : 09976324733
Educational Attainment
2020-2023 Senior High School San Vicente Integrated
School
2017-2020 Junior High School San Vicente Integrated
School
2011-1017 Elementary San Vicente Integrated School