DISASTER RISK AWARENESS AND PREPAREDNESS OF

GRADE 12 LICEO HUMSS STUDENTS

________________________________________________________________________

A Research Proposal

Presented to

The Faculty of Liceo de La Salle - Bacolod

________________________________________________________________________

In Fulfillment

of the Final Requirements for

Inquiries, Investigation, and Immersion

________________________________________________________________________

GALERO, JUSTIN L.

GARCIA, UE C.

GUBUAN, GABRIEL B.

LEONOR, HEDDA MAY VICTORIA H.

LOPEZ, ZANDRA CLAIRE A.

MORALES, JOSE GABRIEL L.

OMOLON, JOAQUIN GABRIEL P.

DECEMBER 2023
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●​ APPROVAL SHEET

The research paper entitled “DISASTER RISK REDUCTION AWARENESS AND

PREPAREDNESS OF GRADE 12 LICEO HUMSS STUDENTS” presented by

JUSTIN L. GALERO, UE C. GARCIA, GABRIEL B. GUBUAN, HEDDA MAY

VICTORIA H. LEONOR, ZANDRA CLAIRE A. LOPEZ, JOSE GABRIEL L.

MORALES, and JOAQUIN GABRIEL P. OMOLON in partial fulfillment of the

requirements in Inquiries, Investigation, and Immersion Performance Task of Liceo De

La Salle Senior High School has been evaluated and approved by the panel of evaluators.

PANEL OF EVALUATORS

JOSHUA EUSEBIO JR., MA​ ​ HONNEY JANE LAURENIA, LPT

​ Member​ ​ ​ ​ ​ ​ Member

ELOISA MARIE SALVADOR

Inquiries, Investigation, and Immersion Adviser

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ACKNOWLEDGEMENTS

To everyone who helped to finish this study article, the researchers would like to

extend their heartfelt gratitude. A special thank you to Ms. Dharcee Pelagio and Ms.

Eloisa Marie Salvador, the research advisers, for their important advice, steadfast support,

and perceptive criticism during the whole investigation.

The researchers would also extend their gratitude to its research validators, Ms.

Honney Jane Laurenia, Mr. Joshua Eusebio, and Ms. Dharcee Pelagio, for their insights

and use of expertise to validate our research, as well as to the study's data statistician, Ms.

Judith Tonic. The group would like to express its gratitude to its members for their

assistance and knowledge that enhanced the paper's substance. The University of La

Salle-Liceo de La Salle Senior High School is also acknowledged by the organization for

providing the facilities and resources that were required.

Sincere thanks are also given to all of the participants for voluntarily giving their

time and insights for the study, as well as to the group's connections for facilitating

communication between the participants and the researchers. The group would also like

to express their gratitude to God Almighty for giving them the courage and discernment

they have needed to complete this academic endeavor. Finally, we would like to express

our gratitude to our friends and family for their support and comprehension during this

academic endeavor.

-The Researchers
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TABLE OF CONTENTS

Preliminaries

Approval Sheet…………………………………………………………...i

Acknowledgements………………………………………………………ii

​ Table of Contents ………………………………………………………..iii

​ Abstract…………………………………………………………………..iv

Introduction………………………………………………………………………..1

Background of the Study…………………………………………………...1

Statement of the Problem…………………………………………………..5

​ Hypothesis………………………………………………………………….6

Conceptual Framework…………………………………………………….7

​ Theoretical Framework…………………………………………………….9

Scope and Limitations……………………………………………………..11

Significance of the Study………………………………………………….12

Definition of Terms………………………………………………………..14

Review of Related Literature……………………………………………………..17

​ Disasters in the Philippines…………………………………………………17

​ Disaster Preparedness in the Philippines……………………..…………….18

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Disaster Risk Reduction in the School Curriculum..…………………….…20

Perceptions of Disaster Preparedness and Resilience​………….…………..22

​ Disaster Risk Reduction Awareness of Students …………………………..23

​ Synthesis……………………………………………………………………25

Methods…………………………………………………………………………….30

Research Design ……………………………………………………………30

Participants of the Study…………………………………………………….31

Research Instrument………………………………………………………...32

Validity of the Instrument…………………………………………………...33

​ Reliability of the Instrument………………………………………………...33

Data Gathering Procedure..………………………………………………….33

​ Statistical Tool ………………………………………………………………35

Ethical Consideration ​……………………………………………………….37

Results and Discussions ………………………………………………..…………..39

Conclusion.………………………………………………………………………….60

Recommendations……………………………………………………………..……63

References ………………………………………………………………………..…67

Appendices………………………………………………………………………..…73
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List of Tables

Table 1. Distribution of respondents per section

Table 2. Profile of Grade 12 Liceo HUMSS students according to section

Table 3. Disaster Risk Reduction (DRR) awareness level of the Grade 12

Liceo HUMSS students in times of typhoons per section

Table 4. Disaster Risk Reduction (DRR) awareness level of the Grade 12

Liceo HUMSS students in times of earthquakes per section

​ Table 5. Disaster Risk Reduction (DRR) awareness level of the Grade 12

Liceo HUMSS students in times of volcanic eruptions per section

​ Table 6. Disaster Risk Reduction (DRR) awareness level of the Grade 12

Liceo HUMSS students in times of pandemics per section

​ Table 7. Disaster Risk Reduction (DRR) awareness level of the Grade 12

Liceo HUMSS Students as a whole

​ Table 8. Disaster Risk Reduction (DRR) preparedness level of the Grade 12

Liceo HUMSS students in times of typhoons per section

​ Table 9. Disaster Risk Reduction (DRR) preparedness level of the Grade 12

Liceo HUMSS students in times of earthquakes per section

​ Table 10. Disaster Risk Reduction (DRR) preparedness level of the Grade

12 Liceo HUMSS students in times of volcanic eruption per section

​ Table 11. Disaster Risk Reduction (DRR) preparedness level of the Grade

12 Liceo HUMSS students in times of pandemic per section

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​ Table 12. Disaster Risk Reduction (DRR) preparedness level of the Grade

12 Liceo HUMSS students as a whole

Table 13. The significant difference in the level of disaster risk reduction

(DRR) awareness of the Grade 12 Liceo HUMSS students when taken as a whole

​ Table 14. The significant difference in the disaster risk reduction (DRR)

preparedness level of the Grade 12 Liceo HUMSS students

List of Figures

​ Figure 1. Input-Process-Output (IPO) Model

Figure 2. Proposed Improvement Plan on the Implementation of Disaster

Risk Reduction Program

List of Appendices

​ Appendix A. Research Instrument

​ Appendix B. Survey Instrument Validation Sheet

​ Appendix C. Raw Data

​ Appendix D. Data Results

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ABSTRACT

Natural disasters are among the most catastrophic events on the planet. The most
affected countries are located on or near the Pacific Ring of Fire—the most disaster-prone
of all the regions of the world. With the Philippines directly located within the ring's
perimeter, natural disasters are and will always occur in the country. The purpose of this
study is to assess the level of awareness and preparedness for disasters of Grade 12 Liceo
de La Salle HUMSS students (S.Y. 2023-2024). In this research paper, a descriptive
quantitative research design was used, involving one hundred and seven (107) students
identified using a stratified random sampling method. A modified questionnaire was used
by the researchers. The questionnaire used the Likert Scale and was divided into three
sections. To answer problem statements one and two, the mean and standard deviation are
utilized. The one-way ANOVA is the parametric test to be used in statement problem 3.
The results of the study showed that students, regardless of sections, received high levels
of awareness and preparedness. Using the Kruskal-Wallis test, all p-values resulted in an
interpretation of >.05, which means there is no significant difference. Therefore, the null
hypothesis is accepted. Because of this, the authors of this study contend that it is crucial
to raise students' awareness of and readiness for disasters. The researchers listed actions
and policies that develop a comprehensive and team-based strategy to test the
community’s resilience and preparedness for disasters.
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INTRODUCTION

Background of the Study

Natural disasters are among the most destructive catastrophes on the planet. It is

primarily caused by natural occurrences and can result in fatalities, property damage, and

an economic downturn. Hazards that accompany these calamities include strong winds,

tornadoes, typhoons, tsunamis, volcanic activity, landslides, lightning, heat waves,

tropical cyclones, droughts, and coastal flooding. Nations around the world, especially in

Asia and the Pacific region, suffer billions of dollars worth of damage each year. The

most affected are the countries located on or near the Pacific Ring of Fire—the most

disaster-prone of all the regions of the world. With the Philippines directly located within

the ring's perimeter, the occurrence of natural calamities is and will always be present and

inevitable. The country may be a veteran when it comes to disasters, yet many of its

citizens still suffer and become casualties when a calamity takes its toll. Disasters can

happen at any time, anywhere, and to anyone. Thus, the only thing humans can do to

combat this enemy is to be alert and ready for it when it occurs.

​ The University of St. Lasalle is an example of a community where many

vulnerable students are subject to the negative effects of disasters if not taught general

knowledge of disaster risk reduction. This is why the primary participants in this paper

are the Grade 12 Liceo Humanities and Social Sciences (HUMSS) students. A study by

Lapada (2022) revealed that there is a notable distinction between the students’ academic

strands and all of the disaster risk reduction categories. It suggested that this is because
 2
some of the strands, such as Accountancy, Business, and Management (ABM),

Technical-Vocational Livelihood (TVL), and Humanities and Social Sciences (HUMSS),

do not include Disaster Risk Reduction Management (DRRM) as a specialized subject.

As a result, the students in the aforementioned strands—when compared to students in

Science, Technology, Engineering, and Mathematics (STEM), who take more science

courses and have a dedicated DRRM subject—need better awareness of disaster risk

management.

Consequently, due to the terrible effects of many disasters around the world, every

country has made "Disaster Risk Reduction Management'' a top priority. A total of 168

nations attended the "World Conference on Disaster Reduction'' in Japan in January 2005

to establish the "Hyogo Framework for Action (HFA),” which intends to include disaster

preparedness, vulnerability reduction, and prevention mitigation into applicable

programs, plans, and guidelines, as well as policies on sustainable development. One of

the countries that decided to adopt the HFA and commit to using DRRM measures is the

Philippines, which is known to be a high-risk country in the world for being prone to

natural disasters like typhoons, eruptions of volcanoes, floods, earthquakes, and

landslides. An average of 20 typhoons enter the area per year, and about eight (8) or nine

(9) of them are expected to land in the Philippines (PAGASA, 2022). In 2017, the

Philippines placed third in the World Risk Index, which measures a country's exposure

and vulnerability to natural hazards based on some factors, such as lack of DRRM
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capacities, susceptibility, and lack of preparedness and readiness during disaster

occurrence.

The study employs four primary terms: disaster, disaster preparedness, disaster

awareness, and disaster risk reduction. As per the definition provided by the United

Nations Disaster Risk Reduction (UNDRR) Office, a disaster is any significant

disturbance that arises from hazardous events interacting with exposure, vulnerability,

and capacity conditions, resulting in human, material, economic, and environmental

losses and impacts, among other consequences. Disaster preparedness and awareness are

defined as "the knowledge and capacities developed by the government, professional

response and recovery organizations, communities, and individuals to effectively

anticipate, respond to, and recover from the effects of likely, imminent, or current hazard

events or conditions" (Law Insider, 2020). Lastly, disaster risk reduction (DRR) is the

concept and practice of lowering catastrophe risks by systematically analyzing and

managing disaster-causing elements, such as reduced exposure to hazards, reduced

vulnerability of people and property, sensible land and environmental management, and

enhanced disaster preparedness (Humanitarian Global, 2022). Furthermore, the

Philippines has multiple laws specifically addressing Disaster Risk Reduction

Management (DRRM). One of which is the Philippine Disaster Risk Reduction and

Management Act of 2010, also known as the "Republic Act 10121," which was enacted

to strengthen the country’s DRRM system and provide a proactive approach to disaster

response (Gabriel et al., 2021). It aims to provide a comprehensive, all-hazard,

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multi-sectoral, inter-agency, and community-based approach to disaster risk management

by formulating the National Disaster Risk Management Framework. It provides local

LGUs with a greater role in building disaster resilience in their communities. Similarly, it

institutionalized measures for reducing disaster risk as well as helping smaller

communities be more prepared in the event of a disaster by providing the resources for

local government units (LGUs) to take action (Republic Act No. 10121, 2010).

​ Bollettino and Associates (2018) studied the preparedness of Filipinos in times of

disaster, and they found that 64% of the respondents were unprepared or somewhat

prepared to respond to a calamity. It was also found that 80% of the respondents did not

have an emergency go bag or survival kits, and only 27% of the population was confident

that they could adapt to changes resulting from a disaster. For a country that is currently

ranked as one of the most vulnerable to natural disasters, the aforementioned figures are

not precisely good. A study of its prevalence among students is also rare and has not

received much attention. Thus, the issue is not usually looked into by researchers, and

only a few studies—some were even made years ago and are already outdated—have

been conducted to determine the disaster risk awareness and preparedness of Filipino

students.

​ The entirety of this study will focus on determining the awareness and

preparedness of Liceo HUMSS students regarding disaster risk reduction (DRR). This is

to measure what is already known and what could be improved in the current university
 5
disaster-related protocols and government campaign for disaster risk awareness and

preparedness. This will form the basis for future policies as well as the Disaster Risk

Management Action Plan of the University of St. La Salle. It can be used to reinforce,

expand, and improve the efficacy of Liceo students' knowledge regarding disaster risk

awareness, preparation, and resilience.

Statement of the Problem​

​ This study aims to determine the level of awareness and preparedness for disasters

of Grade 12 Liceo de La Salle HUMSS students (AY 2023-2024).

Specifically, this study seeks to answer the following questions:

1.​ What is the level of awareness of Liceo HUMSS students regarding disaster risk

reduction in times of:

a.​ Typhoon

b.​ Earthquake

c.​ Volcanic Eruption

d.​ Pandemic

when taken as a whole and when grouped according to section?

2.​ What is the level of preparedness of Liceo HUMSS students regarding disaster

risk reduction in times of:

a.​ Typhoon

b.​ Earthquake
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c.​ Volcanic Eruption

d.​ Pandemic

when taken as a whole and when grouped according to section?

3.​ Is there a significant difference in the level of awareness and the level of

preparedness of the respondents regarding disaster risk reduction in times of:

a.​ Typhoon

b.​ Earthquake

c.​ Volcanic Eruption

d.​ Pandemic

when grouped according to section?

Hypothesis

There is no significant difference in the level of awareness and the level of

preparedness of the respondents regarding disaster risk reduction in times of:

a.​ Typhoon

b.​ Earthquake

c.​ Volcanic Eruption

d.​ Pandemic

when grouped according to section.

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Conceptual Framework

Figure 1. Input-Process-Output (IPO) Model

Disaster risk reduction (DRR) is a concept and a method for lowering the risks

associated with disasters by systematically analyzing and mitigating the triggers of a

certain calamity. It helps people minimize the harm caused by typhoons, floods,

earthquakes, and droughts by demonstrating knowledge and readiness about the topic.

According to an open journal, children are known to be the most adversely impacted by
 8
natural disasters, experiencing both physical and mental trauma (Gupta, 2020).

Additionally, it has been stated in the same article that many studies have revealed a

decline in attendance, a decrease in educational objectives, and poorer academic

performance among students when calamities strike. And so, education plays a vital role

in preparing vulnerable communities to learn how to cope and cultivate resilience when

scenarios like these occur. With this, disaster risk reduction in the curriculum must be

promoted and prioritized.

With the Philippines earning a staggering World Risk Index score of 46.82 in the

World Risk Report 2022, the country now has the highest disaster risk worldwide. Not

only that, but it was also stated in the same report that the Philippines earned a

classification of very high in terms of exposure, vulnerability, susceptibility, and lack of

coping capabilities (World Risk Report, 2022). With these findings and the catastrophic

calamities that hit the country, it is only viable that we assess the disaster risk reduction

awareness and preparedness of Liceo HUMSS students.

The figure above shows the input-process-output (IPO) model, where the input

consists of the Grade 12 Liceo HUMSS students’ profiles and section that have relevance

with both the independent and dependent variables of the study.

The process involves the entire data-gathering procedure by means of a survey

questionnaire used to assess the existing knowledge the respondents have on disaster risk
 9
reduction and natural disasters frequent in the Philippines, such as typhoons, earthquakes,

volcanic eruptions, and pandemics. Included in the process are the analyses and

interpretations of the collected data.

The output is the conclusion from which the results of the study are derived. Thus,

the output would be the level of awareness and preparedness of the Liceo HUMSS

students with regard to disaster risk reduction and the improved and more effective DRR

action plan for Liceo HUMSS students.

Theoretical Framework

​ A cornerstone of disaster risk reduction is strengthening individuals’ capacity to

anticipate, prepare for, and recover from disasters. Given the Philippines’ geographical

location, situated at the intersection of two major tectonic plates and in the middle of a

typhoon belt, it is no stranger to the occurrence of natural calamities. Because of this,

research by Paton (2020) contends that psychological theories and hazard traits both

affect people's capacity for anticipating uncertain circumstances. Afterward, it examines

how psychological theories might help us understand how to be ready for upcoming and

ongoing perilous situations.

The Theory of Planned Behavior (TPB) was developed in 1980 to determine a

person's purpose for engaging in an activity at a particular point in time. Any behaviors

that humans have the capacity to control may be explained by the theory. The most
 10
important part of this concept is behavioral intent, which is impacted by attitudes about

the likelihood that a behavior will have the desired result and by a subjective assessment

of the dangers and advantages of that result. TPB asserts that both motivation (intention)

and ability (behavioral control) are necessary for behavioral performance. The TPB has

become increasingly useful in terms of public health, but it continues to be constrained by

its inability to take into account environmental and economic factors. Throughout the

past few years, researchers have taken certain TPB features and incorporated additional

behavioral theory elements to create a more comprehensive model. This was done in

response to the TPB's inability to fully address various public health issues.

Another theory relevant to the study is Roger's (1983) Protection Motivation

Theory. Although it was later applied to predict health-protective behavior, it was first

created as a framework for studying the efficacy of health-related persuasive

communication. It describes the mental reactions brought on by fear appeals and is

interested in the circumstances that may affect attitudes and conduct. Similar to Lazarus

and Launier's primary appraisal in 1978, threat appraisal concentrates on the threat's

origin and the variables that may raise or lessen the likelihood of a maladaptive reaction.

Maladaptive reactions are thought to be inhibited by both the threat's perceived

seriousness and the person's assessed susceptibility to it. Nonetheless, a number of

internal (like pleasure) and external (like social acceptability) motivations might work to

raise the probability of adverse reactions. Meanwhile, coping appraisal concentrates on

the subject's capacity to deal with danger and the variables that may boost or lower the
 11
likelihood of an adaptive mechanism. Both the belief that the recommended action will

be successful in lowering the threat (also known as response efficacy) and the assurance

that the action can be carried out (also known as self-efficacy) are likely to have an

impact on the likelihood of an adaptive response.

Scope and Limitations

The entirety of the study is focused on determining the level of awareness and

preparedness of Liceo HUMSS students regarding disaster risk reduction (DRR). The

Humanities and Social Sciences (HUMSS) students under the institution of Liceo de La

Salle are the researchers’ chosen respondents. This is to assess the Disaster Risk

Reduction Awareness and Preparedness of HUMSS Students and serve as a basis for

future policy formulation, specifically the inclusion of DRARR course in the HUMSS

Strand. Considering the study's important objectives, there are several limitations to

consider. For instance, the study is restricted to Liceo students and may not be indicative

of the general population or other educational institutions. As a result, the study's

conclusions may not be applicable to other areas or populations. Secondly, the study may

not account for differences in disaster risk and preparedness measures between regions or

communities. As a result, the findings may not provide an overall understanding of

disaster risk reduction efforts in various areas or populations.

Additionally, the study may fail to take into account the potential impact of

cultural or socio-economic factors on disaster risk reduction measures. Various cultures

 12
and socio-economic backgrounds may have varied attitudes toward disaster risk

reduction, which may have an impact on the success of disaster risk reduction initiatives.

The study may not take into account the perspectives of other stakeholders involved in

disaster risk reduction, such as local governments, non-governmental organizations, or

emergency responders. As a result, the study may not provide a detailed overview of

disaster risk reduction methods and their efficacy.

Significance of the Study

The findings and research done in this study are essential and can be vital to its

contribution to the body of knowledge pertaining to disaster risk reduction (DRR)

awareness and preparedness.

Liceo HUMSS Students. We can never be too sure about our own safety and

awareness, especially in times when this awareness and preparedness can lead to the

safety of ourselves and others. The contribution of this study can add to the greater

compendium of knowledge on this topic. Especially to this specific group of people that

we are targeting in this research, which are the Liceo HUMSS students. That, if need be,

can add to the already available knowledge on Disaster Risk Reduction and preparedness

that the school provides. The students are one of the biggest stakeholders in a study like

this. In our study, we are looking into the great need for Disaster Risk Reduction, seeing

as we are focusing on the students and their awareness of disaster risk reduction. We can

most definitely say that this large group of students can benefit from the insights this

study would provide. Secondly, this study can be utilized for the community as a whole.
 13
The findings in this research can be modified to encompass the entirety of the school, not

just Liceo HUMSS students. As for the LDRRMS, we can provide statistics when it

comes to what HUMSS students think they should do in times of calamity, emergency,

and pandemic. Through this, we can hone in on the specific places and people we can

focus on during times of calamity or emergency. Additionally, this study will provide the

Liceo Disaster Risk Reduction and Management Service with the necessary data on the

population of HUMSS students with prior knowledge of Disaster Risk Reduction and

preparedness. By determining the number of people, the Liceo Disaster Risk Reduction

and Management Service can have the necessary programs to improve awareness on the

topic for HUMSS students with little to no idea of the topic.

Basic Education Unit (BEU) and Liceo Faculty and Staff. The BEU can use

our findings in our research as a guide or reference point for the different things to

implement or change in our school in terms of Disaster Risk Reduction and Awareness.

Likewise, to enact plans that can ensure the safety of our fellow students in the school

and improve upon already-structured plans in terms of disaster risk management.

Future Researchers. Adding to this, future researchers with similar topics as ours

can use this research as a foundation for their work. The study can assist in identifying

knowledge gaps. The research might indicate areas where students may need to improve

their knowledge and preparedness by examining their knowledge and preparedness for

disasters. This can influence future research on addressing these gaps and devising

interventions to improve disaster awareness and preparedness among students. The study

can contribute to a wider body of knowledge on disaster risk reduction. The findings of
 14
the study can provide new insights into the knowledge, attitudes, and practices of Liceo

students regarding disasters. This can be useful in advancing our understanding of

disaster risk reduction and preparedness at the community and individual levels.

Definition of Terms

​ Awareness. Awareness is the knowledge of something's existence or current

comprehension of a situation or topic based on knowledge or experience (Cambridge

Dictionary, 2023).

​ In this study, awareness refers to the knowledge of the respondents regarding

disasters and disaster risk reduction.

Disaster. Disasters are significant setbacks to a community's ability to function

beyond what it can handle on its own. Natural, man-made, and technological hazards, as

well as a number of other variables that affect a community's exposure and vulnerability,

can all result in disaster (International Federation of Red Cross and Red Crescent

Societies, 2023)

​ In context with the study, we refer to disasters that are common to the country and

currently occurring. These are typhoons, earthquakes, volcanic eruptions, and pandemics.

We will survey the awareness and preparedness of the respondents for these phenomena.

​ Disaster Risk Reduction. Disaster risk reduction is the idea and practice of

lowering the risks associated with disasters through methodical efforts to identify and

lessen the causes of disasters (United Nations Educational, Scientific and Cultural

Organization, 2021)
 15
​ Operationally, disaster risk reduction is the ability of the respondents to assess and

lower the risks of disaster-related effects.

​ Disaster risk reduction and preparedness. This consists of a series of steps

taken in advance by organizations, communities, and/or individuals to better respond to

and cope with the aftermath of a disaster, whether it was caused by natural disasters or

was human-induced (European Civil Protection and Humanitarian Aid Operations, nd)

Meanwhile, on the operational side, disaster risk reduction preparedness refers to

the ability of the respondents to prepare disaster risk reduction measures before, during,

and after a disaster has occurred.

HUMSS. Humanities and Social Sciences, or HUMSS, is an academic strand in

senior high school. Conceptually, students who want to pursue a liberal education degree

in college are prepared for this strand. HUMSS courses cover a range of topics and

present a variety of perspectives on the world and its inhabitants. The educational

exercises are designed to foster critical thinking. In addition to honing your reading and

writing abilities to a professional level, HUMSS focuses on developing your oral

communication, media, and informational skills. The HUMSS strand will require a lot of

research and presentation because it is designed for students who want to learn more

about careers in the social sciences. This strand is a great way to get ready for careers as

journalists, lawyers, teachers, politicians, writers, and psychologists. (AMA University

Online Education, 2021).

 16
​ Operationally, the respondents that will be surveyed are from this academic

strand.

Liceo de Lasalle. The Philippine Basic Education System is improved by RA

10533 by strengthening the curriculum and lengthening the basic education program.

Although Liceo is a distinct organization from Integrated Schools, it is still part of basic

education. It is also a highly effective educational organization that shares and combines

the best practices of IS and College Units in terms of systems, processes, procedures, and

other operational details like timetables, uniforms, discipline, teachers, laboratories,

classrooms, extracurricular activities, and the like.

​ With regards to this study, this would be the community wherein the study would

be conducted and the origin of the selected participants.

​ Students. For this study, students are specifically from the HUMSS strand of

Liceo de La Salle A.Y. 2022–2023 that the researchers have chosen as respondents.

Risk. Risk is the chance or probability that a person will be harmed or experience

an adverse health effect if exposed to a hazard. It may also apply to situations with

property or equipment loss, or harmful effects on the environment. (Canada Centre for

Occupational Health and Safety, 2023).

In the context of this study, risk refers to the probability of a person being harmed

in times of disaster. Mainly, Typhoon, Earthquake, Volcanic Eruption, and Pandemic.

 17
Review of Related Literature

Disasters in the Philippines

Based on the findings of the Climate Knowledge Portal of the World Bank, the

Philippines is highly susceptible to calamities brought on by natural disasters. Some

estimates place 60% of its geographical area and 74% of its population as subject to

multiple dangers, including floods, cyclones, droughts, earthquakes, tsunamis, and

landslides. The nation has experienced 565 similar catastrophes since 1990, which have

resulted in 70,000 fatalities and $23 billion in damage. Climate change is expected to

exacerbate the numerous natural hazards that the Philippines must contend with, with the

exception of earthquakes and volcanic eruptions. The country experiences an average of

20 cyclones per year within its area of responsibility, with about eight of those making

landfall. The reason for this is that the nation is situated in the most active tropical

cyclone basin in the world, the Northwestern Pacific Basin. The Philippines often

experiences high maximum temperatures, with an average monthly maximum of about

30°C and an average May maximum of 32°C.

The current median likelihood of a heat wave, which is defined as a period of

three or more days during which the daily temperature is higher than the long-term 95th

percentile of the daily mean temperature, is about 2%. As of 2010, assuming protection

for a 1-in-25-year event, the population of the Philippines affected by flooding annually

is projected at 176,000, and the expected annual damages are $625 million.
 18
Nine years ago, the Philippines was struck by one of the strongest tropical

cyclones ever recorded, according to Low (2019). Buildings fell, boats were pushed

inland by six-meter storm surges, and debris washed out to sea. Numerous areas of the

country were devastated by Typhoon Haiyan, which also claimed thousands of lives. The

devastating typhoon irrevocably demonstrated how crucial disaster response and recovery

are to the nation's government. The Philippines has improved its resilience today by

developing a centralized database to forecast natural disasters.

Disaster Preparedness in the Philippines

The Asian Disaster Reduction Center (ADRC) stated that a wide range of topics

are covered by the Philippine disaster management program, including public

information, research and development, organization and training, building infrastructure

for disaster mitigation, responding to disasters, and rehabilitation. Disaster preparedness

tasks, which are carried out by numerous disaster coordination councils, are being

continued by organizations and training. Various disaster-related emergency services have

been developed over the past few years in every region and province. Local chief

executives, particularly those elected to their posts for the first time, have received

training on disaster management to enable them to effectively lead their local disaster

coordinating councils. Designated organizations have been trained in their various roles

in disaster management. Specialized training in first aid, vulnerability analysis, disaster

medicine, evacuation, search and rescue, and damage assessment has been widely used.
 19
In 1995, 159 training sessions on various disaster management topics were held across

the nation.

In 1998 alone, the Philippines hosted 103 drills. Other disaster preparedness

measures have also been implemented, including the creation of disaster management

operations centers and disaster drills and exercises. With the ability to provide a wide

range of emergency services, such as rescue, evacuation, emergency housing, and relief

services, disaster management operations centers have been built. Along with

non-structural measures like warning systems for typhoons, floods, tsunamis, volcanic

eruptions, and lahar flows, the Philippines has invested a significant amount of resources

in the construction and provision of disaster reduction infrastructure, such as river dikes

and seawalls. Along with the larger reforestation effort, flood control and watershed

management projects are all intended to lessen the worst effects of natural disasters.

In the Philippines, disaster response is a true multi-sectoral and broad-based

effort. Civic organizations, non-governmental organizations, people's organizations, and

all varieties of religious and social volunteer groupings make up a significant portion of

the disaster management structure. The public participation of the Filipino people in

disaster response is extremely broad, sustained, keen, organized, and ultimately decisive.

This is partially due to their democratic political experience, the high public awareness of

the destructiveness of disasters, and the institutional framework for disaster management,

which has encouraged it.

 20

Disaster Risk Reduction in the School Curriculum

​ Torani et al. (2019) revealed the importance of education in disasters and

emergencies, and based on the results they garnered, the education of vulnerable

populations about disasters needs special consideration. In this regard, it is important to

identify disaster-prone groups and provide them with special training. It is important to

note that some disasters can be avoided or have less of an impact with effective training.

People with training are better able to defend themselves and others. It was suggested that

vulnerable individuals should be designed and implemented by well-known professional

training teams and adopt comprehensive and standard training programs for these people.

Although it has been less emphasized, training can reduce human and financial losses due

to disasters, which is regarded as a more important issue for vulnerable people. In order

to determine these programs' strengths and weaknesses, it is necessary to evaluate their

impact.

​ In schools, textbooks play an integral role in instilling knowledge in students and

influencing—even perhaps changing—their behavior. Likewise, it has been revealed in

the same study that a framework for infusing DRR into education has been created by

UNICEF and the United Nations Educational, Scientific, and Cultural Organization

(UNESCO). They introduced three pillars for integrating DRR into a framework

promoting school safety: risk reduction and resilience education, safe learning
 21
environments, and school disaster management. In terms of disaster risk education,

including DRR within the formal curricula of schools appears to be a critical step.

Based on a study by Seddighi et al. (2021), children are among the most

vulnerable groups during natural disasters, which affect various aspects of their

well-being, such as mental, physical, and social health. Thus, learning about natural

disasters and minimizing the risk of calamities in schools is a method for decreasing

children's vulnerability.

Consequently, another study suggests that creating a disaster-prevention

infrastructure alone may not be enough to achieve DRR objectives among students. It is

also crucial to develop effective policy interventions to improve individuals' disaster

preparedness, such as attitudes toward, knowledge of, and behavior for disaster

preparation, just like disaster response behavior, especially in school settings (Harada et

al., 2022).

A study by Issa et al. (2019) tested the effectiveness of an educational program on

Disaster Risk Reduction in causing a long-lasting improvement in children's knowledge,

risk perception, awareness, and attitudes toward readiness. It was discovered that, when

compared to the untrained public and private school control groups, students who had

completed the Disaster Risk Reduction program had statistically significant

 22
improvements in their understanding of earthquakes, risk perception, and awareness, as

well as improved attitudes toward preparedness behavior.

Perceptions of Disaster Preparedness and Resilience

Paton (2020) wrote that a key part of the United Nations International Strategy for

Disaster Reduction (UNISDR) approach to disaster risk reduction includes assisting

people in anticipating, preparing for, and recovering from disasters. This study initially

addresses how hazard features and psychological constructs influence people's capacity to

foresee uncertain future events, which follows a discussion of the functional

characteristics of readiness. It discusses how psychological theories like the Protection

Motivation Theory and the Theory of Planned Behavior can help us understand how to be

ready for hazardous events that are likely to happen in the near future and those that are

already happening.

A study conducted by Bollettino et al. (2020), titled “Public perception of climate

change and disaster preparedness: Evidence from the Philippines”, investigates how

Filipinos view and understand climate change, as well as how they prepare for typhoons

and other natural disasters with a short warning period. The article discusses the fact that

Filipinos self-report having relatively low levels of knowledge of natural disasters. Just

one-third of Filipinos take action to prepare for catastrophes, despite the majority

believing that natural disasters pose a risk to their homes. It is also debated that Filipinos

who believe that climatic changes will directly affect their homes report doing more to
 23
prepare for catastrophes, such as home modifications, to be ready for calamities.

Bollettino et al. (2020) suggest that catastrophe preparedness and climate change

adaptation are essentially linked and may be mutually reinforcing, although Filipinos

confront different difficulties and necessitate different approaches.

Another study titled Disaster Risk Reduction Knowledge among Local People in a

Selected Community in the Philippines by Soriano (2020) evaluated the locals' knowledge

of disaster-related topics such as disaster preparedness and readiness, catastrophe

adaptation, disaster awareness, and disaster risk perception in a chosen village. The study

revealed that the local people in the selected community have good knowledge of disaster

preparedness and readiness, disaster adaptation, disaster awareness, and fair knowledge

of disaster-related knowledge and disaster risk perception. In conclusion, the initiatives

for disaster education in the Philippines are sufficient, as evidenced by the good level of

disaster risk reduction knowledge among the local people in the selected community.

Disaster Risk Reduction Awareness of Students

According to Philippine Republic Act 10121, local disaster risk reduction and

management bodies must encourage community participation in DRRM activities,

particularly among youth. Examples of such activities include forming quick response

groups, particularly in areas that have been identified as disaster-prone, and incorporating

DRRM initiatives into youth projects and programs. Toyado (2022) attempts to determine

how prepared Catanduanes State University students are for disaster. The researcher
 24
prepared and distributed the disaster-based questionnaire to 636 students chosen at

random from various Colleges and Laboratory Schools. Results from the study suggest

that the students had some understanding of concepts and ideas related to disasters, but

they were unsure about issues with readiness, adaptation, and awareness of the risks

posed by these natural hazards. Students' perceptions of the risks of disasters are clearly

low.

Another study regarding this topic was made by Mamon et al. (2018). It aimed to

assess the Grade 11 students in Las Piñas their understanding of, readiness for, ability to

adapt to, awareness of, and perception of risk in relation to disasters. It was found that

students in Grade 11 are prepared, adapted, and aware of the risks posed by these natural

hazards. They also understand some disaster-related concepts and ideas. However, they

clearly have a low perception of the risks of disasters. Both of the studies stated that the

responses from the respondents may be based on the effectiveness and results of

including DRR education in the curriculum for senior high school.

In the study of Pasion (2020), the respondents were students of Balligui High

School in Quirino Province, where the results differed from the previous two studies. The

findings showed that grade 7 students, who made up the majority of the respondents, are

the most knowledgeable about risk reduction for earthquakes, typhoons, floods, and

landslides. The conclusion that there are significant differences in the respondents' levels

of knowledge about the aforementioned natural disasters as they affect the community
 25
can also be drawn from the results. The outcome suggests that the group of respondents

has different levels of awareness; therefore, additional information and dissemination

about DRR awareness will be taken into consideration, irrespective of their grade level.

Synthesis

All the aforementioned literature proves the necessity of the research. It includes

several variables that are linked with the main variables of this study, including Disaster

Risk Reduction Awareness among the students. Reiterating the inclusion of disaster risk

reduction courses in the school curriculum and the perceptions of disaster preparedness

and resilience, which have extensive relevance in the making of the second chapter of

the study. Most of the literature found was conducted during the COVID-19 pandemic, so

the data collection methods were likewise a combination of in-person and online data

gathering. On the Disaster Risk Reduction Awareness of students, two out of the three

studies have stated that students' perceptions of the risks of disasters are clearly low.

Meanwhile, another study has found that certain student populations are very

knowledgeable about risk reduction. Related literature regarding the inclusion of disaster

risk reduction in the school curriculum revealed that a program centered around

educating students about natural disasters effectively shifted their attitudes, behaviors,

and perceptions regarding reducing the risks caused by these catastrophes; however, this

same group was less likely to adopt proper emergency response measures, an outcome

seemingly contradictory to initial goals. Regarding perceptions of disaster preparedness

and resilience, the findings varied. One reported that Filipinos have relatively low levels
 26
of knowledge of natural disasters, while another suggests that there is a good level of

disaster risk reduction knowledge in the Philippines among the locals in the selected

community.

Additionally, a published work titled "Disaster Risk Reduction in Mountain

Areas: An Initial Overview on Seeking Pathways to Sustainability'' emphasizes the need

for community participation and efficient communication between stakeholders. The

article also highlights the significance of early warning systems in disaster risk reduction

initiatives. This publication is applicable to Liceo HUMSS research concerning students'

familiarity with natural disaster alert mechanisms. Furthermore, Toyado's (2022)

investigation into DRR awareness among Catanduanes State University scholars

underscores how reducing risks associated with disasters strengthens preparedness and

resilience against these events—an objective shared by Liceo HUMSS researchers

working towards improving student DRR knowledge and readiness levels.

The article examines the impact of school-based disaster education on

intergenerational spillover effects in Indonesia. Results showed that the program had a

significantly positive effect on children's learning and knowledge sharing, as well as

parents' outcomes such as knowledge exchange and learning behavior. However, there

were no significant differences among groups in risk perception, attitude toward learning

and sharing of knowledge, or disaster preparation behavior. The article underscores the

importance of diverse knowledge of disaster preparedness in a school environment and

 27
the positive effects on participants' perceptions, attitudes, and behaviors toward disaster

risk reduction. The study also highlights the importance of communication among

students and family members in creating a harmonious plan during times of disaster. This

article is essential for understanding how students perceive, react, and behave after

learning about disaster risk reduction systems. Thus, it is essential that students know

about disaster preparedness, especially in a school setting. This study may serve as a

basis for strategies for honing specific groups of students' awareness of disaster, which is

correlated to the first article in terms of disaster preparedness knowledge.

The article by Seddighi et al. (2021) focuses on the content of Iranian primary and

secondary school textbooks with regard to disaster risk reduction. The authors conducted

a content analysis to examine the extent to which disaster risk reduction concepts are

covered in these textbooks. They find that although some disaster-related concepts are

mentioned, there is a lack of emphasis on disaster risk reduction strategies and

preparedness measures in the textbooks. The authors suggest that incorporating more

disaster risk reduction education into school curricula could help promote a culture of

preparedness among Iranian students. This is very similar to the first study regarding a

specific group of students and their body of knowledge on disaster risk reduction.

Moreover, its relation to the main study is the knowledge of students on disaster-related

concepts attained from textbooks, further emphasizing the importance of disaster

education in schools.
 28
In contrast, Shrestha et al. (2021) provide an overview of disaster risk reduction in

mountain areas with a focus on seeking pathways to sustainable development goals. The

authors highlight the unique challenges that mountain communities face in terms of

disaster risk reduction due to their geographic location and socioeconomic circumstances.

They suggest that effective disaster risk reduction in mountain areas requires a holistic

approach that integrates both top-down and bottom-up strategies, as well as stakeholder

engagement and community participation. The authors argue that promoting sustainable

development goals can be a step toward achieving effective disaster risk reduction in

mountainous areas. This study delves into a far more limited scope of research as it only

focuses on the application of sustainable development goals and their applicability to the

mountainous community. Although this study is restricted to a geographical location, the

application of the ideas and concepts can be used and adapted, emphasizing the point of

seeking pathways to sustainable development goals within the context of disaster risk

reduction.

In summary, every piece of literature studied by the researchers underlines the

value of students being aware of and prepared for disaster risk reduction, particularly in a

school setting. The insistence on including disaster risk awareness and preparedness in

the school curriculum is a common theme among the majority of the studies discovered,

elaborating on the value of establishing school-based knowledge. Additionally, the

literature analyzed provides a synopsis of insights with regard to how different

populations and demographics perceive disaster preparedness and awareness. This also

emphasizes the potential difficulties and areas that require more research. In addition, the
 29
investigation highlights the significance of schools having a satisfactory disaster

management scheme. It is essential to have regular drills and simulations to inform

students and staff about the appropriate actions to be taken for possible disasters. The

study generally indicates that engaging parents and the community in disaster

preparedness activities can enhance the effectiveness of disaster management. Lastly, it

was found that technology must be given more regard as it also plays a salient role in

disaster readiness, specifically in how it can be used to communicate pivotal information

to students and the community.

 30
METHODS

Research Design

This study aims to determine the level of awareness and preparedness of Grade 12

HUMSS students at Liceo de La Salle on Disaster Risk Reduction. Thus, the researchers

utilized the descriptive quantitative research design since this enabled them to delve into

the specifics of the perceptions and beliefs of the sample population.

​ In a study by Siedlecki (2020), it is stated that a descriptive quantitative research

design gathers data to characterize a phenomenon, situation, or population methodically.

According to a research guide published by the University of South California (USC),

quantitative methods emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls, questionnaires, and

surveys, or by manipulating pre-existing statistical data using computational techniques.

The referenced research methodology, emphasizing quantitative methods such as survey

questionnaires for statistical analysis, significantly aligns with the exploration of this

study.

Utilizing objective measurements and numerical data collection techniques allows

for the assessment of the students' comprehension regarding disaster risk management.

Moreover, employing these quantitative tools becomes integral to the study's core

objective, which is to gauge the level of awareness and preparedness among this specific
 31
demographic, ensuring a comprehensive understanding of their perceptions and

knowledge concerning disaster risk reduction.

Participants of the Study

The participants in this study from whom the researchers obtained the preceding

data consist of one hundred and seven (107) Grade 12 Humanities and Social Sciences

(HUMSS) students from Liceo de La Salle for the School Year (S.Y.) 2023-2024 in

Bacolod City. In this research paper, the stratified random sampling method is utilized.

This type of sampling method can be defined as “a method of sampling that involves the

division of a population into smaller subgroups known as strata '' according to Hayes

(2023). With this sampling method, the researchers have a clear vision of their sample

size from the overall population, allowing them to not only have a concrete guide to the

survey of their sample size but also lay out the results of said survey more clearly.

Furthermore, stratified random sampling enables the researchers to obtain a sample size

that best represents the entire population being studied (Hayes, 2023).

The table below shows the distribution of respondents according to their section.

Table 1

Distribution of respondents by section

Section Population No. of Respondents Percentage (%)

HUMSS A 43 31 29%
 32
HUMSS B 35 26 24%

HUMSS C 46 33 31%

HUMSS D 23 17 16%

Total 147 107 100%

Research Instrument

​ The researchers utilized a modified questionnaire, patterned after another

questionnaire used in a study titled Assessment on the Level of Disaster Awareness and

Preparedness of Senior High School and College Students in STI College, Las Piňas City.

The questionnaire adapted the general format of the questionnaire mentioned above, such

as dividing it into three parts; the first part consisted of the socio-demographics of the

participants', while the second and third parts consisted of the questions that would

identify the awareness and preparedness of the students for specific disasters, such as

typhoons, earthquakes, volcanic eruptions, and pandemics. There will be a total of

twenty-four (24) researcher-made questions pertaining to disaster risk reduction

awareness and preparedness, and the answers should satisfy the statement of the

problems. The survey used the Likert Scale, wherein the respondents indicated their level

of agreement or disagreement by ticking the boxes of the corresponding numbers within

every indicator. This gives the researchers a comprehensive understanding of the opinions

of the respondents and the degree to which they agree or disagree with their viewpoints.
 33
The levels of measurement in the questionnaire are denoted by numbers: 1-No

Knowledge, 2-Strongly Disagree, 3-Disagree, 4-Agree, and 5-Strongly Agree.

Validity of the Instrument

The validity of a research study refers to how well the results among the study

participants represent true findings among similar individuals outside the study (PubMed

Central, 2019). Thus, to prove the validity of the instrument, the researchers need the aid

of the validators. This three-member panel serves as the validators for the instrument.

The Good and Scates criteria is used as a tool for validating the research instrument.

Reliability of the Instrument

Reliability pertains to the consistency of a method for measuring a particular

phenomenon. When the same outcome is obtained repeatedly using the same procedures

and conditions, the measurement is deemed reliable (BioMed Central, 2021). To assess

the reliability of the research instrument, a reliability test using Cronbach's Alpha is

administered to thirty (30) participants in the study.

Data Gathering Procedure

​ To ensure the successful conduct of the study, the following procedures were

followed:

First, the researchers asked for a permission letter from the Liceo office in order to

conduct the study. The contents of the permission letter included the purpose of the study,
 34
the target population, and the dates for conducting the surveys. The researchers would or

must wait for the approval of the said office before conducting any study.

​ After receiving approval to conduct the study, the researchers identified and

gathered the respondents from the Liceo de Lasalle Grade 12 HUMSS students for the

School Year (S.Y.) 2023-2024. The researchers then sent a letter informing the class

adviser of the respondents about the schedule of the test. After the letters were sent, the

researchers provided an Informed Consent Form for the participants.

The test was personally administered by the researchers, and the instructions,

participant’s confidentiality rights, and questionnaire were provided to the respondents.

After the test was conducted, the researchers gathered all the questionnaires and secured

the data from being accessed by unauthorized individuals.

Finally, the information was sorted and tallied based on the different subgroups.

Following the arrangement of the data, a meticulous analysis was carried out, leading to

the interpretation of the results and the derivation of the conclusion. The questionnaires

were destroyed once the study was completed.

Statistical Tool

​ In the analysis of the collected data, the following statistical tool will be used:
 35
According to Taylor (2023), the mean is the average, or the most common value,

in a collection of numbers. Meanwhile, the standard deviation is a measure of how

dispersed the data is in relation to the mean (University of Carolina, 2006). Thus, the

mean and the standard deviation will be utilized to answer problem statements one and

two, which aim to identify the level of awareness and preparedness of Grade 12 Liceo

HUMSS students.

1.​ To answer problem statement number one (1), which seeks to assess the level of

awareness of Liceo HUMSS students regarding disaster risk reduction in times of

natural disasters (Typhoon, Earthquake, Volcanic Eruption, and Pandemic), when

grouped according to section, mean and standard deviation will be used.

2.​ To answer problem statement number two (2), which seeks to assess the level of

preparedness of Liceo HUMSS students regarding disaster risk reduction in times

of natural disasters (Typhoons, Earthquakes, Volcanic Eruptions, and Pandemics),

when grouped according to section, mean and standard deviation will be used.

On the levels of disaster risk reduction (DRR) awareness and preparedness of Grade

12 Liceo HUMSS students per disaster when grouped according to their section.

To determine the interpretation of the mean, the rating scale below was utilized:
 36
Mean Range Interpretation

4.50 - 5.00 Very High Awareness/Preparedness

3.50 - 4.49 High Awareness/Preparedness

2.50 - 3.49 Average Awareness/Preparedness

1.50 - 2.49 Low Awareness/Preparedness

1.00 - 1.49 Very Low Awareness/Preparedness

​ As stated in an article on statistics solutions, the Kruskal-Wallis test is one of the

non parametric tests that is used to determine if there are statistically significant

differences between two or more groups of an independent variable on a continuous or

ordinal dependent variable. Thus, Kruskal-Wallis otherwise known as “one-way ANOVA

on ranks,” is used in statement problem 3, which aims to determine the significant

difference in the level of awareness and the level of preparedness of Liceo HUMSS

students.

3.​ To answer problem statement number three (3), which seeks to determine if there

is a significant difference between the level of awareness and the level of

preparedness of Liceo HUMSS students regarding disaster risk reduction in times

of natural disasters (Typhoon, Earthquake, Volcanic Eruption, and Pandemic)

when grouped according to section, the Kruskal-Wallis test will be used.

 37
On the significant difference in the level of disaster risk reduction (DRR) awareness

of Grade 12 Liceo HUMSS students for the School Year (S.Y..) 2023–2024 in times of

typhoon, earthquake, volcanic eruption, and pandemic when grouped according to

section.

To determine the interpretation of the significant difference, the rating scale below

was utilized:

P-Value Interpretation

P ≤ .05 There is a significant difference.

P > .05 There is no significant difference.

Ethical Consideration

​ Ethical considerations are one of the most important parts of any research.

Dissertations may even be doomed to failure if this part is missing (Business Research

Methodology, 2020). This is to ensure that participants' rights are maintained and kept

from being harmed while partaking in the data gathering process of the research. Any

study involving human subjects must observe certain ethical standards to make sure that

the subjects’ rights are not violated.

The researchers first took into consideration the confidentiality of the sample size.

It is important for the researchers to uphold the respondents’ personal data, as doing
 38
otherwise would have breached the respondents' trust. Further, the researchers considered

the anonymity of the respondents. If the researchers failed to maintain the respondents

personal information, this would be a violation of their privacy. In other words, the

researchers in the study will take into account the participants’ anonymity, freedom to

participate, and overall privacy when practicing ethical behavior in doing research. The

researchers first made the participants aware of the content and purpose of the study

through an informed consent form, as well as presented options on whether or not they

would like to be a part of the research. The data gathering process is done through a

survey questionnaire, which includes questions about the participant’s personal data, such

as their age, section, and name. To further ensure the privacy and comfort of the

participants, the researchers included in the consent form that all of the information they

provided was strictly for research purposes only and that they had the right to withdraw if

they changed their mind along the way. The participants' data was compiled through a

printed portfolio. The portfolio, or compilation of responses from the participants, was

only made accessible to the researchers and will be destroyed once the interpretation and

analysis of the results are derived. These measures ensured the confidentiality and

security of the information provided by the respondents.

 39
RESULTS AND DISCUSSION

This section is composed of the study's key findings related to the topics covered.

Included herewith are the data gathered by the researchers from the chosen respondents.

Tables were used to present the results derived from the collected data. The researchers

distributed survey questionnaires among 107 Grade 12 Liceo HUMSS students to assess

their levels of awareness and preparedness for disaster risk reduction (DRR) in times of

disaster such as typhoons, earthquakes, volcanic eruptions, and pandemics. Moreover,

this section provided inferences and demonstrated the relevance of the body of

knowledge, either supporting or contradicting, which is linked to the current study.

On the profile of the Grade 12 Liceo HUMSS respondents.

Table 2

Profile of Grade 12 Liceo HUMSS Students according to section

Frequency (f) Percentage (%)

A 31 28.97%

B 26 24.30%

C 33 30.84%

D 17 15.89%

Total 107 100.00%

​ Presented in Table 2 are the profiles of the Grade 12 Liceo Humanities and Social

Sciences (HUMSS) students according to section. The data indicated that the study is
 40
focused on the following sections: HUMSS 12-A , HUMSS 12-B, HUMSS 12-C , and

HUMSS 12-D. Correspondingly, the data showed the number of respondents from each

section in the Grade 12 Liceo HUMSS strand.

On the Disaster Risk Reduction (DRR) awareness level of Grade 12 Liceo HUMSS

respondents.

Table 3

Disaster Risk Reduction (DRR) awareness level of the Grade 12 Liceo HUMSS students

in times of typhoons per section

Section N Mean SD Interpretation

Typhoon A 31 4.02 0.898 High Awareness

B 26 3.90 0.747 High Awareness

C 33 4.08 0.741 High Awareness

D 17 4.02 1.127 High Awareness

Total 107 4.005 0.87825 High Awareness

​ Table 3 presented data on the disaster risk reduction (DRR) awareness

levels of the Grade 12 Liceo HUMSS students in the event of a typhoon when grouped

according to section. The table indicated that all sections from HUMSS 12-A, HUMSS
 41
12-B, HUMSS 12-C, and HUMSS 12-D had high awareness levels of DRR in times of

typhoons. Despite the results indicating high levels of awareness for every section, it is

evident that HUMSS 12-C has the higher awareness level, while HUMSS12-B received

the lower mean. However, it is still indicated that the respondents, regardless of sections,

are capable of being sufficiently aware of measures to observe when a typhoon occurs in

school and their respective homes.

Table 4

Disaster Risk Reduction (DRR) awareness level of the Grade 12 Liceo HUMSS students

in times of earthquakes per section

Section N Mean SD Interpretation

Earthquake A 31 4.42 0.784 High Awareness

B 26 4.64 0.516 Very High

Awareness

C 33 4.55 0.532 Very High

Awareness

D 17 4.69 0.381 Very High

Awareness

Total 107 4.575 0.55325 Very High

Awareness

​ Table 4 presented data on the disaster risk reduction (DRR) awareness levels of

the Grade 12 Liceo HUMSS students in the event of an earthquake when grouped

according to section. The table indicated that section HUMSS 12-A had a high level of
 42
DRR awareness for earthquakes, whereas sections HUMSS 12-B, HUMSS 12-C, and

HUMSS 12-D had very high levels of DRR awareness of earthquakes. This implied that

the students are very aware of the precautions and protocols to follow when an

earthquake occurs in school, mainly because earthquake drills and simulations are done

regularly to increase the students and other members' knowledge about earthquake

evacuation and preparedness.

Table 5

Disaster Risk Reduction (DRR) awareness level of the Grade 12 Liceo HUMSS students

in times of volcanic eruptions per section

Section N Mean SD Interpretation

Volcanic Eruption A 31 4.03 0.804 High Awareness

B 26 4.06 0.667 High Awareness

C 33 4.17 0.607 High Awareness

D 17 3.94 0.775 High Awareness

Total 107 4.05 0.71325 High Awareness

Table 5 presented data on the disaster risk reduction (DRR) awareness levels of

the Grade 12 Liceo HUMSS students in the event of a volcanic eruption when grouped

according to section. The data indicates that all sections from HUMSS 12-A, HUMSS
 43
12-B, HUMSS 12-C, and HUMSS 12-D had high levels of awareness of DRR in times

when threats of volcanic eruptions occur. While every section's findings showed high

awareness, it is clear that HUMSS 12-C received the highest and HUMSS 12-D with the

lowest. But despite the differences in number, this indicated that the respondents are

fairly aware of what to do when volcanic activities are shown, especially by Mount

Kanlaon—Negros Island’s highest peak and active volcano.

Table 6

Disaster Risk Reduction (DRR) awareness level of the Grade 12 Liceo HUMSS students

in times of pandemics per section

Section N Mean SD Interpretation

Pandemic A 31 4.37 0.854 High Awareness

B 26 4.41 0.669 High Awareness

C 33 4.38 0.487 High Awareness

D 17 4.35 0.768 High Awareness

Total 107 4.3775 0.6945 High Awareness

​ Table 6 presented data on the disaster risk reduction (DRR) awareness levels of

the Grade 12 Liceo HUMSS students in the event of a pandemic when grouped according

to section. The data indicates that all sections from HUMSS 12-A, HUMSS 12-B,
 44
HUMSS 12-C, and HUMSS 12-D had high levels of awareness of DRR in the event of a

pandemic such as the COVID-19 pandemic. This indicated that the respondents were

fairly aware of the precautions taken to minimize the health risks a pandemic, such as

COVID-19, may cause.

Table 7

Disaster Risk Reduction (DRR) awareness level of the Grade 12 Liceo HUMSS Students

as a whole

Mean SD Interpretation

Typhoon 4.01 0.850 High Awareness

Earthquake 4.55 0.595 High Awareness

Volcanic Eruption 4.07 0.704 High Awareness

Pandemic 4.38 0.689 High Awareness

Total 4.2525 0.7095 High Awareness

​ Table 7 presented data on the disaster risk reduction (DRR) awareness levels of

the Grade 12 Liceo HUMSS students in the event of a typhoon, earthquake, volcanic

eruption, and pandemic. The results derived from 107 respondents indicated that the

Grade 12 Liceo HUMSS students, when taken as a whole, had high levels of awareness

for the following disasters: Typhoon, Earthquake, Volcanic Eruption, and Pandemic.
 45
Given the figures, it is evident that most of the respondents had higher awareness levels

for earthquakes, followed by pandemics, then volcanic eruptions, with typhoons lagging

behind.

​ Subsequently, the respondents may have been highly aware of DRR measures for

earthquakes, as evacuation drills are frequently done and practiced to equip students with

the knowledge and skills needed to respond effectively during earthquakes in the

Philippines. According to a study by Kurata and Ngo (2023), earthquake drills are the

most effective way to teach students what to do during an earthquake. These drills help

students develop the necessary knowledge and skills to protect themselves from the

potential harm earthquakes pose. Additionally, integrating earthquake preparedness into

the education curriculum has been found to improve earthquake awareness and

preparedness among students.

​ Relating to this, the results presented indicated that the students have high levels

of awareness for pandemics after earthquakes. It is safe to assume that the COVID-19

virus is here to stay, and with how massive its impacts were in all possible aspects, it is

understandable how students are highly aware of the DRR precautions related to

pandemics. Additionally, a study by Yakout, Kahled, and Hashem (2022) has shown the

importance of students adopting preventive measures for protecting themselves and

preventing transmission to other people, as well as their perceived sense of responsibility

toward their own health and the fact that COVID-19 can be a fatal disease. With this, it
 46
can be interpreted that the Grade 12 Liceo HUMSS students felt positive towards the

prevention of the disease, which translated to their high levels of awareness.

​ In the event of volcanic eruptions, the results indicated that the Grade 12 Liceo

HUMSS students’ awareness levels ranked lower when compared to the two preceding

disasters. With the Philippines being located within the Pacific Ring of Fire, taking into

account the awareness and preparedness of a vulnerable group such as students in the

country is important. Considering the respondent's location, which is in Bacolod City,

Negros Occidental, the province is near one of the most active volcanoes in the

Philippines—Mount Kanlaon. It is an active volcano located in the north-central portion

of the island of Negros, situated about 20 miles southeast of Bacolod. On the contrary, the

students’ lackluster awareness, when compared to the preceding disasters, may have

stemmed from their perceptions that the hazards posed by volcanic eruptions may not

affect them directly and significantly due to the distance, making them less vulnerable.

Nonetheless, sufficient awareness is still vital because even cities miles away can

experience ash, lahars, and flooding that can harm crops, transportation networks,

electrical grids, and even the health of people (USGS, 2020). Thus, taking this

information into account and assessing the students’ awareness is highly essential, as this

can ensure that they are safe and aware of the appropriate DRR precautions to take in

case a volcano eruption from Mount Kanlaon ensues.

 47
​ Furthermore, as presented in the table above, the Grade 12 Liceo HUMSS

students indicated lower DRR awareness levels about typhoons, despite their frequency

each year, compared to the three other disasters that happen occasionally. This can be

interpreted as students having grown complacent about typhoons and their negative

effects. With much familiarity with the circumstances, students showed complacency

under repeated emergency threat warnings. Typhoons are among the most violent weather

events, causing high costs and losses in any area, and the Philippines is one of the most

typhoon-impacted countries globally, with about 20 tropical cyclones traversing the

country’s area of responsibility each year (Climate Adaptation Platform, 2022). This is

why it is crucial that students are equipped with adequate DRR awareness for typhoons to

ensure their safety and mitigate their hazards. The severity of impact and the damages

procured by typhoons each year should not be overlooked just because Filipinos have

demonstrated the ability to adapt, recover, and be resilient. Additionally, a study by Patel,

Pamidimukkala, Kermanshachi, and Etminani-Ghasrodashti (2023) titled “Disaster

Preparedness and Awareness among University Students: A Structural Equation

Analysis” suggested that while most are familiar with the disruptions caused by disasters,

many are not aware of the negative impacts that they have on students.
 48
Table 8

Disaster Risk Reduction (DRR) preparedness level of the Grade 12 Liceo HUMSS

students in times of typhoons per section

Section N Mean SD Interpretation

Typhoon A 31 4.44 0.641 High Preparedness

B 26 4.19 0.747 High Preparedness

C 33 4.35 0.595 High Preparedness

D 17 4.45 0.526 High Preparedness

Total 107 4.3575 0.62725 High Preparedness

Table 8 presented data on the disaster risk reduction (DRR) preparedness levels of

the Grade 12 Liceo HUMSS students in the event of a typhoon when grouped according

to section. The table indicated that all sections of HUMSS 12-A, HUMSS 12-B, HUMSS

12-C, and HUMSS 12-D had high preparedness levels of DRR in times of typhoons. This

indicated that the respondents, regardless of sections, are prepared for what to do before,

during, and after a typhoon occurs in school and their respective homes.
 49
Table 9

Disaster Risk Reduction (DRR) preparedness level of the Grade 12 Liceo HUMSS

students in times of earthquakes per section

Section N Mean SD Interpretation

Earthquake A 31 3.56 0.818 High Preparedness

B 26 3.47 1.013 Average

Preparedness

C 33 3.84 0.825 High Preparedness

D 17 3.75 1.077 High Preparedness

Total 107 3.655 0.93325 High Preparedness

​ Table 9 presented data on the disaster risk reduction (DRR) preparedness levels of

the Grade 12 Liceo HUMSS students in the event of an earthquake when grouped

according to section. The table indicated that sections HUMSS 12-A, HUMSS 12-C, and

HUMSS 12-D had high levels of DRR preparedness for earthquakes, whereas sections

HUMSS 12-B had an average level of DRR preparedness for earthquakes. This implied

that the students are mainly prepared for what precautions to take and protocols to follow

when an earthquake occurs in school and their respective homes.

 50
Table 10

Disaster Risk Reduction (DRR) preparedness level of the Grade 12 Liceo HUMSS

students in times of volcanic eruption per section

Section N Mean SD Interpretation

Volcanic Eruption A 31 3.77 0.932 High Preparedness

B 26 3.70 0.819 High Preparedness

C 33 3.91 0.733 High Preparedness

D 17 3.67 0.935 High Preparedness

Total 107 3.7625 0.85475 High Preparedness

Table 10 presented data on the disaster risk reduction (DRR) preparedness levels

of the Grade 12 Liceo HUMSS students in the event of a volcanic eruption when grouped

according to section. The data indicates that all sections from HUMSS 12-A, HUMSS

12-B, HUMSS 12-C, and HUMSS 12-D had high levels of preparedness for DRR in

times when threats of volcanic eruptions occur. This indicated that the respondents are

prepared for what to do when volcanic activities are shown, especially by Mount

Kanlaon—Negros Island’s highest peak and active volcano.

 51

Table 11

Disaster Risk Reduction (DRR) preparedness level of the Grade 12 Liceo HUMSS

students in times of pandemic per section

Section N Mean SD Interpretation

Pandemic A 31 4.46 0.697 High Preparedness

B 26 4.55 0.611 Very High Preparedness

C 33 4.48 0.584 High Preparedness

D 17 4.51 0.567 Very High Preparedness

Total 107 4.5 0.61475 Very High

Preparedness

Table 11 presented data on the disaster risk reduction (DRR) preparedness levels

of the Grade 12 Liceo HUMSS students in the event of a pandemic when grouped

according to section. The table indicated that sections HUMSS 12-A and HUMSS 12-C,

had high levels of DRR preparedness for a pandemic, whereas sections HUMSS 12-B

and HUMSS 12-D, had very high levels of DRR preparedness in the event of a pandemic

such as the COVID-19 pandemic. This indicated that the respondents were fairly

prepared to take precautions to minimize the health risks of COVID-19.

 52

Table 12

Disaster Risk Reduction (DRR) preparedness level of the Grade 12 Liceo HUMSS

Students as a whole

Mean SD Interpretation

Typhoon 4.35 0.638 High Preparedness

Earthquake 3.65 0.914 High Preparedness

Volcanic Eruption 3.78 0.841 High Preparedness

Pandemic 4.50 0.615 Very High Preparedness

Total 4.07 0.752 High Preparedness

​ Table 12 presented data on the disaster risk reduction (DRR) preparedness levels

of the Grade 12 Liceo HUMSS students in the event of a typhoon, earthquake, volcanic

eruption, and pandemic. The results derived from 107 respondents indicated that the

Grade 12 Liceo HUMSS students, when taken as a whole, had high levels of

preparedness for the following disasters: Typhoon, Earthquake, Volcanic Eruption, and

Pandemic. But despite having high levels across all disasters, the Pandemic has the

highest mean at 4.50, while Earthquake has the lowest at 3.65. Still, this implied that a

majority of the Grade 12 students in the HUMSS strand are prepared and equipped with
 53
the knowledge and skills necessary to decrease their vulnerability to the hazards posed

and mitigate the negative impacts of disasters.

Of the four calamities, the pandemic was the only one for which the respondents

had a very high level of preparedness. This is because the crisis happened so recently;

students are most prepared to deal with it because they have recently learned and applied

the safety measures and protocols that government authorities have taught to slow the

virus's spread, as well as the strict integration into the educational institution. They are

more likely to adhere to these precautions out of caution and fear since they are aware of

the serious and terrible effects the pandemic is having on our society. According to Paton

(2020), helping people predict, prepare for, and recover from catastrophes is a crucial

component of the United Nations International Strategy for Disaster Reduction

(UNISDR) approach to disaster risk reduction. After discussing the functional aspects of

preparedness, this study looks at how hazard factors and psychological notions affect

people's ability to predict uncertain future events. It talks about how psychological

theories like the Theory of Planned Behaviour and Protection Motivation Theory might

help us understand how to prepare for potentially dangerous events that are presently

occurring as well as those that are anticipated to occur in the near future. The Protection

Motivation Theory provides the best explanation for why students are the most prepared

against the pandemic, which is largely due to psychological factors like fear and caution.

Since students are aware of their vulnerability to the virus, they are highly motivated to

take preventative measures and be ready to protect themselves.

 54

Similarly, Typhoon was ranked second in receiving a high level of preparedness

because of its regularity in the Philippines. Since students are already accustomed to the

disaster because of its frequency, they have become highly prepared for what dangers

might come to them, and their actions can be understood through the context of the

Theory of Planned Behavior. With their prior knowledge and experiences of typhoons,

students have a foundation for creating a new plan to further lessen the effects of the

disaster. Having already experienced numerous disasters, students have already planned

their next course of action or behavior to be ready and prepared for the negative effects of

the calamity. Additionally, because the Philippines receives an average of 20 typhoons a

year, of which eight to nine are predicted to make landfall, authorities, including the

government and organizations, devise strategies and measures to guarantee the protection

of all citizens. Consequently, government authorities plan instructional campaigns, such

as posters and commercials, to teach everyone what to do before, during, and after a

disaster. This is particularly relevant if a typhoon is approaching. In addition to the

government, students can also stay in touch with and be ready for impending emergencies

with their friends and family. In an article by Maidl et al. (2020) reveals that assuming

responsibility for preventing natural hazards is significantly impacted by social forms of

communication and integration, in addition to personal experience and projected

likelihood of hazard events. Thus, they conclude that to make integrated risk management

techniques successful, social capacity building must take these aspects into account. This

is also supported by the findings of a study by Mamon et al. (2018), stating that a sizable
 55
percentage of students demonstrated that they understood concepts and ideas related to

catastrophes. The results of the study demonstrated that the Grade 11 participants are

aware of the risks connected to disasters and are ready, prepared, and adaptive due to the

influence of various communication channels, including conversation and information

dissemination, from their families, the government, and experts on Disaster Risk

Reduction.

The results indicate that the Grade 12 Liceo HUMSS students' preparedness for

volcanic eruptions is ranked lower than that of typhoons and pandemics. Although there

are active volcanoes in the Philippines, the frequency of significant volcanic eruptions

may be lower than that of natural disasters. Volcanic eruptions, in contrast to sudden

occurrences like earthquakes, may initiate more gradually, giving people the perception

that they have more time to react. Students may underestimate the possible threats

connected to volcanic activity if there hasn't been a recent, widely known volcanic

activity. According to German et al. (2022), perceived severity and vulnerability led to

very high preparedness, followed by the intention to evacuate. In addition, proximity,

subjective norms, and hazard knowledge for volcanic eruption significantly affected

people’s preparedness. Control over individual behavior and positive attitude led to a

significant effect on preparedness.

Furthermore, among the disasters listed above, earthquakes rank last in the

preparedness levels of the Grade 12 HUMSS Liceo Students. Earthquakes may not
 56
always have obvious and immediate effects, in contrast to typhoons, pandemics, and

volcanic eruptions, such as widespread destruction or the rapid spread of diseases. These

immediate impacts may make them appear more urgent and tangible, influencing

preparedness priorities. Students may underestimate the likelihood and possible impact of

earthquakes if they haven't witnessed any recent seismic occurrences. In the context of

the Theory of Planned Behavior (TPB), attitude refers to an individual's positive or

negative evaluation of performing a behavior. If students perceive earthquakes as less

frequent or severe, they may be less inclined to engage in earthquake preparedness.

Within the framework of Rogers’ Protection Motivation Theory (PMT), if students

perceive earthquakes as less severe compared to other disasters, it may influence their

motivation to engage in protective behaviors. According to Davarani et al. (2023),

preparedness is affected by various demographic, behavioral, environmental, social,

cognitive, economic, physical, and cultural factors. Behavioral and social science theories

provide a platform to understand why people engage in high-risk or protective behaviors.

Behavior change theories and models have also been used in research on disaster risk

management.

Harada et al. (2022) suggest that creating a disaster-prevention infrastructure

alone may not be enough to achieve DRR objectives among students. It is also crucial to

develop effective policy interventions to improve individuals' disaster preparedness, such

as attitudes toward, knowledge of, and behavior for disaster preparation, just like disaster

response behavior, especially in school settings.

 57
Additionally, another study by Lapada (2022) revealed that senior high school

students are prepared, aware, adaptive, and equipped to meet the risks posed by

catastrophes, despite the school's remote location. One of the classifications to determine

if there is a significant difference between the respondents is Strand. The paper found that

there is a notable distinction between the respondents' academic strands and all of the

catastrophe risk reduction categories. The study concluded that this is because some of

the strands, such as Accountancy, Business, and Management (ABM),

Technical-Vocational Livelihood (TVL), and Humanities and Social Sciences (HUMSS),

do not include Disaster Risk Reduction Management (DRRM) as a specialized subject.

As a result, the students in the aforementioned strands—when compared to students in

Science, Technology, Engineering, and Mathematics (STEM), who take more science

courses and have a dedicated DRRM subject—need better awareness of disaster risk

management.

On the significant difference in the level of disaster risk reduction (DRR) awareness

and preparedness of Grade 12 Liceo HUMSS students for the School Year (S.Y.)

2023–2024 in times of typhoon when grouped according to section.

Table 13

The significant difference in the level of disaster risk reduction (DRR) awareness of the

Grade 12 Liceo HUMSS students when grouped according to section

x² p-value (p) Interpretation

 58
Awareness

Typhoon 1.458 0.692 There is no significant

difference.

Earthquake 1.96 0.580 There is no significant

difference.

Volcanic Eruption 0.721 0.868 There is no significant

difference.

Pandemic 0.874 0.832 There is no significant

difference.

Table 14

The significant difference in the disaster risk reduction (DRR) preparedness level of the

Grade 12 Liceo HUMSS students when grouped according to section

x² p Interpretation

Typhoon 0.914 0.822 There is no significant

difference.

Earthquake 3.27 0.352 There is no significant

difference.

Volcanic Eruption 0.914 0.822 There is no significant

difference.

Pandemic 0.678 0.878 There is no significant

difference.

​ Tables 13 and 14 presented data, which analyzes the significant difference in the

level of disaster risk reduction (DRR) awareness and the level of disaster risk reduction

(DRR) preparedness of the Grade 12 Liceo HUMSS students in times of typhoon,

 59
earthquake, volcanic eruption, and pandemic when grouped according to section. The

Kruskal-Wallis test was used to determine if there are statistically significant differences

between two or more groups of an independent variable on a continuous or ordinal

dependent variable. The results derived all translate to p > 0.05, which means there is no

significant difference in the level of awareness and level of preparedness of the

respondents across the specified disasters when grouped according to section. Therefore,

the null hypothesis is accepted.

 60
CONCLUSION

​ In summary, the respondents had high levels of both awareness and preparedness

regarding disaster risk reduction (DRR) across all disasters—typhoon, earthquake,

volcanic eruption, and pandemic. Despite not taking specialized courses like Disaster

Readiness and Risk Reduction (DRRAR), the majority of students in the Humanities and

Social Sciences (HUMSS) strand demonstrated that they are aware of the aforementioned

disasters, are prepared for them, and understand the steps that must be taken to lessen

their negative effects, especially with the Philippines averaging 20 typhoon visits per year

and experiencing frequent earthquakes and volcanic eruptions. These frequencies in

disasters pushed drills, informational campaigns, and other measures that help students be

aware of and prepare for when they occur. For example, earthquake drills are

occasionally done in schools, which may explain why students have such a high level of

awareness and preparedness for earthquakes as they are consistently taught what to do,

such as the act of “Drop, Cover, and Hold.” Frequent typhoons in the country also

contribute to the student’s high level of awareness and preparedness. Unlike earthquakes,

even if there are no drills done to minimize the effects of the disaster, people in the

country are accustomed to the calamities that they learn about through experience. In

some way, this has helped the public by providing guidance on safety measures to take

prior to, during, and following the disaster. As for the pandemic, the disaster is not caused

by the location of the country but rather by an airborne virus. With its recency, it is not a

question that students have a high level of awareness and preparedness because the

knowledge of the health protocols is still fresh in their minds and the precautions, such as
 61
wearing masks and using rubbing alcohol, are still observed by people so as not to catch

the virus.

The high levels of awareness and preparedness regarding disaster risk reduction

displayed by Grade 12 Liceo HUMSS students can be understood through the context of

the Theory of Planned Behavior (TPB) and Rogers' Protection Motivation Theory (PMT)

shown in the study's theoretical framework. The theory of planned behavior (TPB)

showcases the positive attitudes of the students toward disaster risk reduction. The

students view this as an essential component of their safety and well-being in the face of

potential disasters. Furthermore, the perceived severity and vulnerability of students are

highlighted by Rogers' Protection Motivation Theory (PMT). Students are motivated to

take these precautions because they recognize the potential repercussions of not being

prepared for disasters, including the loss of life and property.

With this, the findings of the study have contributed to the understanding of the

level of awareness and preparedness of Grade 12 Liceo HUMSS students regarding

disaster risk reduction (DRR), which showed a positive outcome for the current DRR

curriculum. The students, as key stakeholders, emphasize the substantial benefits

stemming from heightened awareness and preparedness. By focusing on this particular

population, the study provides new and important information that can augment current

understanding of DRR awareness and preparedness in schools and lay the groundwork

for specialized treatments. The administration may use these findings as proof of the

success of the ongoing initiatives, which would motivate more funding and advancement
 62
in DRR education. Thus, the high levels of awareness and preparedness among the

majority suggest a strong foundation for community involvement and resilience.

 63
RECOMMENDATIONS

Key Results Area Proposed People Involved Success

Strategies/Activities Indicator

Formulate plans and Partner and coordinate with Partnered Disaster A

policies in partnership Disaster Relief and Relief and Response well-formulated
with Disaster Relief Response Agencies, and Agencies, LGU School and
and Response Local Government (e.g City officials Community
Agencies and the Governments, Barangay DRRM Coordinator, Disaster
Local Government Government Armed Forces School head, Readiness and
specifically based on of the Philippines, Teachers, Risk Resilience
the geographical Philippine National Police, Student Leaders Framework and
features of the area. Philippine Coast Guard, Implementation
Amity Volunteer Brigade, Plan.
etc.) to have a roundtable
discussion on what can be
done for the school and the
surrounding community for
disaster readiness and
resilience.
To raise their level of Formulate plans for Partnered Disaster A great rating for
disaster readiness, spontaneous drills and Relief and Response drill executions
students and other activities regarding disaster Agencies, LGU and disaster
community members readiness and risk resilience. officials response
will receive an DRRM Coordinator, execution.
advocacy program, an School head,
enhanced DRR Teachers,
simulation program, Student Leaders
and an exercise.

Intensify wide Expand the training to the Partnered Disaster A community

information, community. Relief and Response Trained in
communication and Agencies, LGU Disaster Risk
dissemination of officials Response, Policy
disaster risk reduction DRRM Coordinator, Formulation, and
practices School head, Relief
Teachers, Operations.
Student Leaders
Expand the reach of If successful, this Partnered Disaster
the program framework and Relief and Response
recommended actions shall Agencies, LGU
be repeated and applied not officials
 64
only to the Senior High DRRM Coordinator,
School Department but to School head,
the entire institution. Teachers,
Student Leaders

Figure 2. Proposed Practical Assessment Plan on Student and Community Disaster Risk
Reduction Awareness and Preparedness

Based on suggestions from Pasion (2020) and Cabuga Jr. and Cañete (2023), the

policies listed above are suggested ones to put the HUMSS students' awareness and

preparedness of disaster risk reduction to the test. According to Manesh (2017), although

crises and disasters cannot be prevented, preparation, planning, and practice can lessen

their effects. Major events have an impact on the entire society, but they are most

noticeable to vulnerable groups. This group includes children and youth who require

extra planning and instruction. Several research studies have demonstrated the

significance of early youth involvement in disaster planning and preparation initiatives.

Young people must not only comprehend how society responds to terrorist attacks and

natural disasters but also how to take preventative measures to lessen the likelihood of a

catastrophic incident. The HUMSS students have shown “Very High Disaster Risk

Reduction Awareness and Preparedness Level”. However, according to this viewpoint,

academic knowledge alone is insufficient and should be combined with a practical

approach.

The study's recommendations would focus based on the figure 2 on the table

above. The first key point is to formulate plans, and school policies in partnership with

Disaster Relief and Response Agencies and Local Government Units(LGU) depending on
 65
the features, specifically geographical, to align with their needed and appropriate actions.

This can be done by partnering and coordinating with Disaster Relief and Response

Agencies and Local Government Units(e.g. City Governments, Barangay Governments,

Armed Forces of the Philippines, Philippine National Police, Philippine Coast Guard,

Amity Volunteer Brigade, etc.) to have a roundtable discussion on what can be done for

the school and the community for its Disaster Readiness and Resilience. This roundtable

discussion will be attended by the Local Government Officials, Disaster Response

Agency partners, school administration, key teachers, and Student leaders. The discussion

shall involve a deliberation on the formulation of a School and Community Disaster

Readiness and Risk Resilience Framework. The Disaster Response Agency shall act as

the advisory council of the roundtable discussion. The framework should involve the role

of the LGU, School Administration, Key Teachers, and Student Leaders in the

Implementation and execution of this framework and how should the School Disaster

Readiness and Risk Resilience System work. The output should be A well-formulated

School and Community Disaster Readiness and Risk Resilience Framework and

Implementation Plan with the inputs of the LGU, disasters response agency, school

administration, teachers, and student leaders

Next point is to raise the level of Students and other community members(e.g.

teachers, school staff, off-campus community members) on disaster readiness, theywill

receive an advocacy program, an enhanced DRR simulation program, and an exercise. To

achieve it, one must formulate plans for spontaneous drills and activities regarding
 66
Disaster Readiness and Risk Resilience. The drills must not only involve going to the

evacuation or safe area but also include simulations and scenarios that will assess

students’ capability to respond in practical and actual disaster scenarios. During this

activity, the partnered Disaster Response Agency and LGU shall be monitoring each class

or community groups and shall grade them according to the standards of the unit.

Then, intensify wide information, communication and dissemination of disaster

risk reduction practices. This can be done by expanding the training to the school

community. Alongside the partnered Disaster Response Agency and LGU, the school

administration and the shall create projects that involve Disaster Readiness and Risk

Resilience talks, Response Trainings, community policy formulations seminars, etc.

Lastly, expand the reach of the program. If successful, this framework and recommended

actions may be repeated and be improved.

 67
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APPENDICES

Appendix A - Research Instrument

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Appendix B - Survey Instrument Validation Sheet
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Appendix C - Raw Data
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Appendix D - Data Results
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