Awareness Edited

Running head: LEARNERS’ AND TEACHERS’ DISASTER AWARENESS
AN ASSESSMENT ON DISASTER AWARENESS OF LEARNERS AND TEACHERS

OF SELECTED PUBLIC ELEMENTARY SCHOOLS
A Thesis Presented to the

Institute of Professional Teachers Education
In Partial Fulfillment of the Requirements for the Degree

Bachelor of Elementary Education
Karla E. Bansil
Marneil L. Caladiao
Marimar D. Carlon
Joseph Rey D. Garcia
October 2017
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LEARNERS’ AND TEACHERS’ DISASTER AWARENESS
APPROVAL SHEET
This thesis entitled, An Assessment on Disaster Awareness of Learners and

Teachers of Selected Public Elementary Schools prepared and submitted by Karla E.
Bansil, Marneil L. Caladiao, Marimar D. Carlon and Joseph Rey D. Garcia in partial
fulfillment of the requirements for the degree Bachelor of Elementary Education Major in
General Education has been examined and is recommended for acceptance and approval
for Oral Examination.
Jovelyn P. Cantrell, MAEd

Adviser
Committee on Oral Examination
Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Elementary Education.
Dr. Leticia D. Flores

Chairman
Engr. Fernando B. Canlas Maribel E. Flores, DBM, LPT

Panel Member Panel Member
Approved by:
Leticia D. Flores, Ph. D.

Vice President for Academic Affairs
Dean, Institute of Professional Teachers Education
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ACKNOWLEDGMENT
The researchers would like to extend their deepest gratitude to the following
people who gave their support and also guidance upon finishing this research:
To their supervising instructor, Engr. Fernando B. Canlas who gave his guidance
and shared his knowledge unto them while doing this research.
To their thesis adviser, Ms. Jovelyn P. Cantrell, who motivated them, gave them
suggestions, thoughts and words of encouragement and the reason why they didn’t have a
hard time in creating this study.
To Ms. Rosalie P. Cayabyab who wholeheartedly shared her ideas and for giving
some recommendations.
To Mr. Kennet Rey Bansil who also shared his time and knowledge to the
researchers.
To their Dean, Leticia D. Flores who brought out the best in them and for
reminding them that they can pass all of the challenges that they will encounter, a
genuine thanks.
To the principals, teachers and pupils who did not hesitate to give their time for
this study to be possible.
To their family, especially their parents who are always at their side loving and
supporting them.
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To their friends, who served as one of their inspirations and gave them exhaustive
motivation.
And most of all to God, the foundation of all, the one who gave them infinite
guidance, unconditional love and of course enough wisdom to finish this study.
Karla
Marneil
Marimar
Joseph Rey
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DEDICATION
The researchers would like to dedicate this work wholeheartedly first and
foremost to God, the Father Almighty and the Guardian of all. To their family who gave
them everlasting support, encouragement, love and inspiration all throughout this study.
To all of the people who served as their motivations and help them to finish this research.
And lastly, to the learners and teachers whom the researchers know will be given an
opportunity to enhance their knowledge about disaster preparedness.
- The Researchers
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TABLE OF CONTENTS
Content Page
Title Page …………………………………………… i
Approval Sheet …………………………………………… ii
Acknowledgement …………………………………………… iii
Dedication …………………………………………… v
Table of Contents …………………………………………… vi
List of Tables …………………………………………… viii
List of Figures …………………………………………… x
Abstract …………………………………………… xi
Introduction …………………………………………… 1
Method …………………………………………… 14
Results …………………………………………… 19
Discussion …………………………………………… 50
Disaster Risk …………………………………………… 55

Reduction
Management Program
vii
References …………………………………………… 59
Appendices …………………………………………… 63
Curriculum Vitae …………………………………………… 104

viii
LIST OF TABLES
Table 1 Disaster Awareness of Learners …………………… 20

and Teachers at School A
Table 2 Disaster Awareness of Learners ………………….... 21

and Teachers at School B

and Teachers at School C

and Teachers at School D

and Teachers at School E
Table 6 Disaster Awareness of Learners ………………….... 26

and School F
Table 7 Disaster Preparedness Practices …………………… 28

of Selected Schools
Table 8 Evacuation Indicators …………………… 29

During Disaster
Table 9 Themes on the Different …………………… 30

Drills/Practices Being Conducted
of the Six Public Elementary
Schools for Disaster Preparedness
Table 10 Themes on the Level of Awareness …………………… 33

of Teacher and Pupil Participants to
their School’s Disaster Preparedness
Program
Table 11 Teachers who are a member and …………………… 35

not of their School’s Disaster Risk
Reduction Team
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Table 12 Themes on the Level of Awareness …………………… 38

of Teacher and Pupil Participants to
their School’s Contingency Plan
Table 13 Teacher’s and pupil’s point of view …………………… 44

on how they can contribute to the
enhancement of their school’s
contingency plan and disaster
preparedness program.
Table 14 Themes on what the Teacher and …………………… 47

Pupil Participants’ said about the
Resources Issues of their School
regarding Disaster Preparedness
Table 15 Themes on the Teacher and Pupil …………………… 50

Participants’ Insights about
Adding of Disaster Education
and Training to the Curriculum
x
LIST OF FIGURES
Figure 1 Conceptual Framework……………………………... 13

xi
Abstract
Disaster is a hazard-induced catastrophe which can threaten, damage or destroy the
physical safety and psychological well-being of men and communities. To eliminate the
hazards of disaster, careful attention and awareness are required. This study aimed to assess
the awareness of both teachers and learners regarding their preparedness when disasters
strike. It employed a mixed method involving survey and qualitative narrative strategies.
Results reveal that all six school participants conduct earthquake drills, but only two school
participants conduct fire drills. All teacher and pupil participants also stated that they are
being given clear instructions on what to do when disasters occur. However, it was noted
that most participants do not bring first aid kits and most of them are not aware of the
accommodation capacity of their evacuation area. Moreover, most schools do not conduct
a yearly evaluation of their disaster program. Teacher participants also stated that they need
more seminars and trainings and an allotted funding for the enhancement of their disaster
oriented programs.
Keywords: Disaster awareness, contingency plan, disaster preparedness program,

practices, learners, teachers
1
An Assessment on Disaster Awareness of Learners and Teachers

of Selected Public Elementary Schools
“It is better to act one day early than to express regret one day too late”
- Anonymous
Over the years, Philippines had experienced several different kinds of disasters.
These circumstances had lead the authorities from the private and public sectors to
formulate precautionary measures to ease the consequences brought about by these
disasters.
Disasters not only cost life. It also has a severe psychological, emotional, and socio-
economic impact on the country. To eliminate such effects, there should be knowledge and
awareness on the preventive measures for known risks.
“Prevention is better than cure”. In lieu with this famous quote, the government
agencies especially DepEd who is in-charge in education, prepares every private and public
schools in the Philippines to disaster preparedness through different types of drills such as
earthquake drills, fire drills etc. It has been proven time and again that during disasters,
schools and school children are the most affected because schools are densely populated
places, with many small children, who are one of the most vulnerable groups in the society.
It is very well known that disasters are one of the most devastating event that is happening
in the world. It encompasses economics loss, destroys properties and even lives of every
individual. We are at a time where every people needs to be properly equipped when a
certain disaster occurs. Yes, it’s true that we can't stop every disaster
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but by means of being prepared, we can prevent all of the aforementioned things that may
possibly happen. The best time to address the issues of disaster risk reduction is now, no
other best time but today! In other words, “plan for the worst, hope for the best”.
According to Anderson (2010), disaster is a hazard-induced climate change which
can damage or destroy buildings, houses, and other properties threatening the physical
safety and psychological well-being of people in the communities and interrupting daily
activities of everyone involved. A hazardous and inevitable event which does not only
destroy people’s safety but also facilities that when destroyed and vanished, it will surely
affect everyone most specially the young. These hazardous and inevitable events which
commonly known as disasters can be classified into two: the natural and man-made
disasters. As indicated by Adelman & Gray (2009), natural disasters often strikes without
warning though most areas know what is “normal” for their areas and prepare for such
occurrences. These natural disasters can be earthquakes, tsunamis, fire, flood and
thunderstorm. On the other hand, man-made occurrence disasters may include accidents,
fires or setting of fires, food poisoning, environmental pollution and nuclear bomb/ weapon
disasters. In the Philippines, the most common disasters being experienced by the country
is earthquake, fire and flood.
In the study of the United States Geological Survey (USGS, 2009), they defined
earthquake as a term used to describe both sudden ship on fault and the resulting ground
shaking and radiated seismic energy caused by ship or by volcanic or magmatic activity,
or sudden stress changes in the earth. In other words, earthquakes happens due to the
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cracks in the earth’s surface. These are called fault lines and these can damage larges areas
even it only last less than one minute.
As indicated by the Department of Interior and Local Government (DILG, 2012),
the Philippines is a country which is situated along a highly seismic area reason why the
country experienced number of earthquakes. Recently, the Philippines have been warned
for the coming of “The Big One”. The Big One is a magnitude 7.2 earthquake to be
generated by the West Valley Fault, which is ripe for movement. Salcedo of the Philippine
Institute of Volcanology and Seismology (PHILVOCS, 2017) pointed out that we cannot
predict when The Big One will happen and all Filipinos can do is to equip ourselves with
the right knowledge through a scenario or visualization to save lives. Salcedo also added
that the government strengthened its disaster risk reduction measures through the
formulation of “Oplan Yakal Plus”, the contingency plan of Metro Manila Disaster Risk
Reduction Management Council (MDRRMC) for Mega Disasters.
Additionally, as reported by the Central Luzon Television 36 (CLTV36, 2017), in
terms of earthquake, there was held a multi-hazard disaster summit in the province
(Pampanga) as a preparation for the movement of the West Valley Fault which was said as
the 7.2 magnitude earthquake or The Big One. But as revealed by the Philippine Institute
of Volcanology and Seismology (PHILVOCS, 2017), it is not only the West Valley Fault
that the province must be prepared of but also the fault line which is situated just near the
province. Flora (2016) indicated in his blog that Pampanga Disaster Risk Reduction
Management Council (PDRRMC) officer Angelina Blanco said that the

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PDRRMC conducted a three-day seminar workshop as a study of the Philippine Institute
of Volcanology and Seismology (PHILVOCS) showed that Pampanga is also at high risk
of the effects of the said 7.2 magnitude earthquake and should prepare for the worst before
it strikes. Pampanga does not sit on a fault line but the fault lines in Bulacan and Zambales
are expected to affect the province. When cracks happen on Angat Dam on Norzagaray in
Bulacan, coastal Pampanga will likely be a catchment of water, Salcedo added. Pampanga
Disaster Risk Reduction Management Council (PDRRMC, 2016) Angelina Blanco also
said that PDRRMC boosted its early warning system where a systematic and efficient
dissemination of information and important advisories from the national to barangay levels
is practiced. All barangays have been equipped with hand-held radios and each
municipality and the city in Pampanga was also provided with a base radio for wider
coverage.
Furthermore, fire is also one of the unpredictable natural/man-made disaster being
experienced by the country which may cause injuries, death and psychological effect like
traumatic experience. Some says that fire couldn’t be considered as a natural disaster for
most cases of it is because of the carelessness of people. But it is not. There are some cases
of fire which reason is because of the lightning which struck to some parts of the forest
(this is the most common) especially during summer season. The said season is when
everything is drought due to so much heat. On the other hand, a study conducted by Xin
and Huan (2016) shows that human factors also includes too average of fire risk
management involves process on understanding fire related hazards. In Velasco (2013)

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Epidemiological Assessment Fire in the Philippines, it indicates that there is a greater
problem in fire during the period of 2010-2012. A lot of incidents caused by fire was
recorded in the span of only two years. It shows that there was a total of 883 fire incident
that happened and majority of it was located in Metro Manila. Fire may also start when
people are careless of their doings. The best example for this is when some smokers tend
to throw their cigarette butts anywhere specially those places where fire can easily be
formed. Particularly in Metro Manila where there are a lot of squatters’ area and most of
the houses are contiguous. As a result, the local government is doing fire safety inspection
that will be done annually for public assembly and quarterly for other buildings. The
Bureau of Fire Protection of San Simon Pampanga (2011) conducted seminars to some
establishments and schools which aims to suppress destructive fires and to impart
knowledge to people about fire safety practices. Also, the Department of Education
(DepEd, 2012) issues the enclosed guidelines on strengthening the fire safety and
awareness program (FSAP) which aims to establish specific roles, responsibilities,
monitoring and evaluation mechanisms for the fire safety and awareness program of
schools which was launched through DepEd Order Nos. 72, s-2012 and 13, s-2013. Also,
Cristobal et.al, (2016) recommended the dissemination of the fire safety that includes
conducting of seminars and drills to school. Having knowledge on how to manage hazard
is a great thing. Human has the ability to process and understand the hazard caused by fire
and other disasters.
Moreover, flood is also an annual problem in major cities in Southeast Asia
particularly in the country (Philippines) and in the province (Pampanga) and it affect
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more and more people but they affect people differently. Specifically, flood tend to
compound the everyday problems of impoverished people. Flooding in Metro Manila has
become a perennial problem that all the city dwellers rich and poor much ordure. Flood
indiscriminately brings havoc to the lives of the people. Unfortunately, the efforts being
made with regards to its resolution remains inadequate if not furtive. A flood risk
assessment study for the entire Metro Manila and surrounding basin area was undertaken
from February 2011 to February 2012, to prepare a comprehensive flood risk management
plan and to determine a set of priority structural measures, which will still undergo
individual feasibility studies and detailed design prior to implementation, including
nonstructural measures that will provide sustainable flood management up to a designated
safety level and serve as the roadmap/vision of the government (Ganiron Jr., 2014). In the
province, according to the Municipal Disaster Risk Reduction Management of San Simon
Pampanga (2011), in terms of flooding, they have their council members who must perform
different roles and responsibilities when disaster occur. One of their role is to have a vivid
foresight and close coordination among its member on any eventuality that may occur in
the flood prone areas. These preparations must be practiced by the whole country not just
Metro Manila nor our province because every places in the country has the chance to
experience flooding which can also destroy people’s lives if this will become a serious one.
In relation with the above statements, Afedzie and McEntire (2010) indicated that
the state of knowledge regarding preparedness response and recovery issues should be
inculcated especially to the young ones. Children must be knowledgeable regarding

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disaster preparedness and awareness. It should be taught repeatedly to them because
disasters are unpredictable and it may happen anytime. As reported by Save the Children
(2016), yearly, children suffer more from disasters. As a matter of fact, according to the
said report, 200 million children in the coming years will be distributed in the disaster prone
areas of Asia Pacific. In a research by the United Nations Office for Disaster Risk
Reduction (UNISDR, 2012), when children take action, even a small act can make a big
impact. Since young learners do not have an idea on what to do if disaster occurs, their
single action might increase the tension and also the problem. However, if they will be
trained and be will informed on what to do in a specific scenario, their action will be helpful
not just for themselves but also for others.
As mentioned by Austin (2011), disaster preparedness includes actions undertaken
before a disaster that enables social units to respond effectively when disaster strikes.
Awareness before, not during nor after a disaster. How can a person say that he/she is safe
during disaster when he/she didn’t practice his/her knowledge about it? Everybody must
not only be contented on what they know about disaster awareness. They must also practice
it more often for their assurance of safety when disaster strikes. That is why the Department
of Education (DepEd, 2011) had implemented programs regarding disaster awareness. One
of those is the Republic Act no. 10121 entitled “Philippine Disaster Risk Reduction and
Management (DRRM) Act of 2010” which mandates all national government agencies to
institutionalize policies, structures, coordination mechanisms and programs with
continuing budget appropriation on disaster risk reduction and management from national
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to local levels. Using this RA as the legal framework, the Department of Education
(DepEd) has constituted the DepEd Disaster Risk Reduction Management Core Group
composed of the Central Office Key Officials to provide a venue to discuss issues on
DRRM and Education in Emergencies (EiE), to recommend policy actions, and propose
programs/projects, which will mitigate and reduce the impact of disasters to DepEd
teaching and non-teaching personnel/staff, learners and properties. Moreover, as a
recommendatory body, the DepEd Disaster Risk Reduction Management Core Group shall
define clear structures, coordinate mechanisms and recommend policies on Disaster Risk
Reduction Management. Also, lots of individual skills and protocols are able to be taught
and practice separately and as a part of more complete simulation drills: students release
procedures (safe family reunification), drop, cover and hold (for earthquake), putting life
jackets and practicing water safety (for flood and tsunami). However, Palatino (2017) said
that lacking of funds and resources is one of the reason why many schools administrators
has not been focused in implementing different preventive drills so it is necessary for
integrating disaster management education in the curricula of a school especially now that
disaster preparedness is in the current trends.
Jayasuriya and McCawley (2010) stated in their study that disaster preparedness
requires more attention and actions especially at an early stage to eliminate hazard of
disaster. Most children need to be conscious on what is happening to their surroundings
while they are still young because these scenarios may affect their lives. They are the most
fragile that’s why teachers must be more sensitive to handle situations involving young
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children. The Global Assessment Report (GAR, 2011) stated that disasters have a
disproportionate impact on the poor in developing countries, especially affecting those
segments of population that are more vulnerable. Children and especially young children
are less equipped to deal with deprivation and stress due to their particular physical and
psychological characteristics. Disasters cannot be prevented but at least communities can
plan for them through disaster management involving disaster preparedness and mitigation,
measures as mentioned by the United Nation Education, Scientific and Cultural
Organization (UNESCO, 2010). Which is why the United Nations Children’s Fund
(UNICEF, 2013) had twenty (20) examples of good practices for disasters. One of those
practices is the Local Risk Management in Earthquake Zones of Kazakhstan which
prioritize child’s survival in case of disaster which may be the most precious part of the
said practice. Additionally, De Vera (2017) indicated that disaster preparedness entails
much preparation and effort to educated and increase the knowledge of every people
towards it and all the foundation of knowledge begins at home. Because some people most
especially children think that practices about disaster awareness are just more like playing.
They don’t take it seriously for some believe that being aware about disasters are not so
relevant unto them. Parents of these young people must also be knowledgeable about this
because if parents are children’s first teacher before entering the four corners of the
classroom, parents are also the first one to ensure their child’s safety and protection against
any problem which may affect their child’s life. These inevitable disasters must be
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understood well by concerned people in a specific community so that they will be able to
educate others regarding disaster preparedness and awareness.
In line with above statements, contingency plan and disaster preparedness program
must exist to every institutions; particularly to schools. Just as what the Ministry of
Environment in Africa (2015) pointed out, contingency plan means a detailed program of
action to control and/or minimize the effects of an emergency requiring prompt corrective
measures beyond normal procedures to protect human life, to minimize injury, to optimize
less control, and to reduce the exposure of physical assets and environment risks resulting
from an incidents. Its purpose is to develop a state of readiness which will allow for a
prompt and orderly response to an emergency, the Ministry of Environment added. Pineda
(2017) also said that contingency plan is deemed vital to ensure that we are prepared and
organized to efficiently and effectively respond when a disaster strikes. These plans and
programs for disaster awareness aren’t just plans and programs. Because the National
Institute of Standards and Technology (NIST, 2009) stated that contingency plan and
disaster preparedness programs should be tested to confirm accuracy of individual recovery
procedures and the overall effectiveness of the plan and program. Ellena (2010)
emphasized that planning for disasters and emergencies is something every educational
institution must consider, regardless of its size or location. It is not possible to plan for
every eventuality that might occur, however, preparation is key to saving lives if a disaster
strikes. More effective prevention strategies would not only save ten billion dollars, but
hundreds and thousands of lives as well (Annan, 2009).

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If population has a better understanding of locally experienced hazards and apply
preventive measurable measures against them, they can be less damaging.
Moreover, this study wants to know the different practices which can be inculcated
not just to the teachers but most especially to the learners which could determine their
awareness towards disasters. Also, it wants to find out some ways on how the disaster
preparedness program and contingency plan of the selected public elementary schools be
enhanced so that risk during disasters can be lessened. Additionally, this study will be of
great significance to the following:
School Administrators. They will be able to acquire knowledge about disaster
awareness and preparedness which will not just be practiced by them in different situations
like unnecessary disasters but they can also apply these knowledge in constructing a more
enhanced plan and program about disaster preparedness.
Teachers. Through this study, their knowledge about disaster awareness will be
widened. They may also adopt and teach practices which they will learn from this study to
their students and co-teachers.
Students. Their awareness about disaster risk reduction will be broadened in which
this awareness can help them in terms of their safety during unexpected disaster.
Parents. On the part of the parents, since they are into the safety of their children,
learning about disaster awareness from this study will help them educate their children
even if they are just at home. They may also contribute to the community by suggesting
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some ideas of what practices should be conducted in reducing the risk of possible effects
of unexpected disaster.
The Community. They may benefit from this study by means of knowing what
must be plan and develop for their disaster readiness as well as what should they will
prepare as precautionary measure to prevent serious problems.
Future Researchers. They will be aware about unanticipated disasters and
emergencies and most especially, they will gain a lot of information that they can apply in
real life and to their study.
More than that, there is a need for the learners, teachers and specially the school to
understand and teach ways on how to handle specific disaster. Teachers and learners must
be involved in trainings related on how to manage disasters. These trainings about hazards
must also be taught in school to learners to promote risk awareness or action on the part of
children. Implementing programs on primary schools about disaster risk reduction must be
one of the priorities of the Department of Education (DepEd) for the prevention of some
serious problems when disaster occurs. Also, schools must be required to have and develop
contingency plan and disaster preparedness program for them to be systematically prepared
in times of disaster and to ensure safety of everyone specially the young ones. This study
sought to answer the following: (1) How may the disaster awareness of leaners and teachers
be determined? (2) What are the different drills/practices being conducted in different
public elementary schools? (3) How may the contingency plan and disaster preparedness
program of the selected public elementary schools be enhanced?

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On the given figure below, is shows the conceptual framework of this study wherein
the input is consisting of the assessment of learners and teachers in terms of their drills,
resources issues, their school’s evacuation area and their knowledge about the existing
disaster preparedness program and contingency plan of their school. These are all
undergone into process by means of survey questionnaires and interview guide questions.
All data gathered in the quantitative method were tallied statistically and by the thematic
analysis in the qualitative method. That is why the researchers come up with an output
which is recommending a program for disaster risk reduction management of the selected
public elementary schools.
INPUT PROCESS OUTPUT

School’s awareness Collection and Proposed program for
on disaster & analysis of data Disaster Risk
emergencies based based on: Reduction and
on the assessment of Management.
learners and teachers survey
in terms of: questionnaire,
different drills being statistical tool; and

conducted,
structured interview.
resources issues (e.g.,
fire extinguisher,
alarm (siren), safe
evacuation area); and
knowledge about the

school’s contingency
plan and disaster
preparedness
program.
Figure 1. Conceptual Framework

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Method
This chapter will give readers an idea about the research design of the study, the
participants, the instruments used, the procedures, data analysis and ethical consideration
of the study.
Research Design
Mixed method approach was used for this study, where both qualitative and
quantitative methods were combined. Qualitative research is primarily an exploratory
research. It is used to gain understanding of underlying reasons, opinions and motivation.
It aims to help us understand the social world in which we live and why things are the way
they are. It includes observation, interview, documents and questionnaires (Atieno, 2009).
Also, according to Mason (2010), qualitative research is a systematic subjective approach
used to describe life experiences and give them meaning. Its main goal is to gain insight;
explore the depth, richness, and complexity inherent in the phenomenon. It examines the
individual’s lived situations and experiences beyond human awareness. Findings are from
subject’s point-of-view and from that, the researchers will be able to identify themes so
that structural explanations of findings/data will be developed. On the other hand,
quantitative research is a systematic empirical investigation of observable phenomena via
statistical, mathematical or computational techniques. It is a formal, objective, systematic
process for obtaining information about the world. It is also a method used to describe, test
relationships, and examine cause and effect relationships. Its main goal is to test
relationships, describe, examine cause and effect relations. It is an emphasis on collecting

15
and analyzing of information in the form of numbers. It is also an emphasis on procedures
of comparing groups or relating factors about individuals or groups in experiments,
correlational studies and surveys (Edmons & Kennedy, 2010). Additionally, according to
Zainal (2009), to more completely understand a research, it is better to mix the qualitative
and quantitative data gathered within a single study. Moreover, random purposeful
sampling was used to select the school participants and fish bowl method was used to select
the learner and teacher participants.
Participants
Six selected public elementary schools from the Municipality of Lubao were the
school participants of this study namely San Roque Dau Elementary School, Sta. Cruz
Elementary School, Lauc Pao Elementary School, Balantacan Elementary School, Sto.
Tomas Elementary School and Remedios Elementary School. The total population of the
grade III pupils on all of the selected public elementary schools is 837 while the grade IV
pupils are 803 and the grade V pupils are 852. Per school, there were 44 student participants
in each chosen grade level (grades 3, 4 and 5) for a total of 132 student participants per
school for the quantitative method and 5 student participants in each chosen grade level
(grades 3, 4 and 5) or a total of 15 student participants for the qualitative method which
sample size was calculated through sample size calculator and (3) teachers were also the
participants for both quantitative and qualitative method of this study and were also came
from the said grade levels in each of the selected public elementary schools in Lubao. The
participants were selected through fish bowl method. Fish bowl method is like lottery
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sampling wherein the researchers had the lists of all the learner and teacher participants
and from those lists, the researchers picked who will going to answer survey questionnaires
and interview guide questions. This method was used to avoid bias in selecting the
participants.
Instruments
Since this is a mixed research, two instruments were used. For the quantitative
aspect of this study, survey questionnaires which had been validated by a disaster risk
reduction management officer, fire marshal and a licensed engineer were distributed to the
learners and teachers coming from grades 3, 4 and 5. Survey questionnaires determined if
learners and teachers were aware and knowledgeable enough towards disaster
preparedness. For the qualitative aspect of this study, interview guide questions were asked
among the learner and teacher participants who were selected through fish bowl method
and they also came from the said grade levels. These interview guide questions obtained
information regarding the disaster preparedness program and contingency plan of the
selected public elementary schools.
Procedure
To accomplish the data needed for this research, the following were considered:
first, the researchers gathered all the lists of the Public Elementary Schools in Lubao and
used lottery sampling in selecting the six (6) public elementary schools that were
interviewed. Lottery sampling is the most basic type of sampling method. The main benefit
of this method is that, each number of the population has an equal chance of being chosen
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for the study. This means that it guarantees that the sample size chosen is the representative
of the population and that the sample size is selected in an unbiased way (Crossman, 2017).
Second, the construction and validation of the communication letters that had done which
were prepared by the researchers and signed by the researchers’ adviser, instructor and
dean. Third, the distribution of the letters that had been prepared by the researchers to ask
the permission of the concerned schools to use their amenities and premises for the purpose
of gathering data. Fourth is the construction and validation of survey questionnaires and
interview guide questions that were used. Lastly, the selection of the participants through
fish bowl method had been done. After the whole thing was set, the questionnaires were
administered. Each of the participants were given a copy of the survey questionnaires and
interview guide questions. A few personal instructions were provided by the researchers to
guide the participants. Afterwards, the researchers retrieved the questionnaires from the
participants. After gathering all the data needed, the researchers had done the data analysis.
Data Analysis
Frequency distribution reflecting the percentage of each data gathered was used for
the quantitative method. Frequency distribution uses a table that displays the frequency of
various outcomes in a sample. Each entry in the table contains count of the occurrence of
the values with a particular group. In this way, the table summarizes the distribution of
values in the sample. On the qualitative aspect of this study, thematic analysis by Braun
and Clarke (2013) was used. Thematic analysis is essentially a method for identifying and
analyzing patterns in qualitative data. Thematic analysis is suited to a wide range of

18
research interests and theoretical perspectives and is useful as a ‘basis’ method because it
works with a wide range of research questions from those about people’s experiences or
understandings to those about the representation and construction of particular phenomena
in particular contexts and it has a process that can be applied to produce data-driven or
theory driven analyses. Braun and Clarke (2013) mentioned that thematic analysis has six
phases or six steps. First is the familiarization with the data. In here, the researchers must
immerse themselves in, and become intimately familiar with their data; reading and re-
reading of the data (and listening to audio-recorded data at least once) and noting any initial
analytic observations. Second is coding. Coding in thematic analysis involves generating
pity labels for important features of the data of relevance to the (broad) research question
guiding the analysis. The researchers must codes every data item and ends this phase by
collating all their codes and relevant data extracts. Third phase or step is the searching for
themes. It is a bit like coding your codes to identify similarity in the data. This ‘searching’
is an active process; themes are not hidden in the data waiting to be discovered by the
researchers, rather the researchers constructs themes. The researchers ends this phase by
collating all the coded data relevant to each theme. The next one is reviewing themes. It
involves checking that themes ‘work’ in relation to both the coded extracts and the full data
set. The researchers should reflect on whether the themes tell a convincing and compelling
story about the data, and begin to define the nature of each individual theme, and the
relationship between the themes. The fifth phase or step is defining and naming themes. It
requires the researchers to conduct and write a detailed analysis of each theme. The last
19
phase or step is writing up. Writing is an integral element of the analytic process in
Thematic Analysis. It involves weaving together the analytic narrative and data extracts to
tell the reader a coherent and persuasive story about the data, and contextualizing it in
relation to existing literature. The researchers surely had a concrete answer because there
was a face-to-face interaction between them and the participants.
Ethical Considerations
In this study, the researchers obtained what are the different drills/ practices being
conducted in the six (6) public elementary schools and if those drills/practices helped the
learner and teacher participants to become aware in case of disaster. Also, the researchers
determined the ways on how the contingency plan and disaster preparedness program of
the six (6) public elementary schools be enhanced, thus it is just right to protect the
confidentiality of the data that were gathered in this study. It is also important that the
participants were not forced to be included in this study and to answer certain questions
that the researchers gave them. They had free will not to answer certain questions.
Results
This section of the research study presents the results of the data gathered from all
of the participants. To illustrate the outcomes in a systematic way, results were organized
through tables. For the quantitative method of this study, results are the following:
Table 1 shows that learners and teachers of School A are aware of disasters interms
of the clarity of instructions during their drills, bringing of first-aid kit, location and size of
evacuation area, disaster preparedness program of their school, annual seminar of

20
disaster preparedness program and contingency plan and self-preparedness of the
participants.
However, most of the participants from School A lacks awareness in terms of the
yearly evaluation of their disaster preparedness program.
Table 1
Disaster Awareness of Learners and Teachers at School A

Response
# Item
Yes No No Idea
2 Are the instructions during your drill/s stated 95.60% 2.20% 2.20%
clearly and can easily be understood?
3 Did you bring first aid kit during your drills? 65.90% 26.70% 7.40%
5 Is there an evacuation area where you can 76.30% 10.30% 13.30%

stay during disaster?
6 Do you think the evacuation area in your school 60.70% 14.10% 25.20%
is big enough to accommodate all evacuees and
safe enough during a disaster?
9 Do you have any idea about the disaster 67.40% 32.60%

preparedness program and contingency plan of
your school?
10 Does this disaster preparedness program and 2.20% 48.90% 48.90%

contingency plan of your school are being
evaluated every year for the sake of their
enhancement?
11 Does your school conduct a yearly seminar 90.40% 7.40% 2.20%

about this disaster preparedness program and
contingency plan for the sake of the pupils and
teachers awareness about disaster preparedness?
12 Do you think you are physically, emotionally and 84.40% 11.90% 3.70%
mentally prepared whenever a disaster occurs in
21
your school or whatever you are at?
Table 2 shows that learners and teachers of School B are aware of disaster in terms
of the clarity of instructions during their drills, location and size of evacuation area, annual
seminar of disaster preparedness program and contingency plan and self-preparedness of
the participants.
However, most of the participants from School B lacks awareness in terms of the
preparation of first-aid kit during disaster, awareness on their school’s disaster
preparedness program and contingency plan and yearly evaluation of their disaster
preparedness program.
Table 2
Disaster Awareness of Learners and Teachers at School B

Response
# Item
Yes No No Idea


your school?

22

enhancement?

Table 3 shows that learners and teachers of School C are aware of disaster in terms
of the clarity of instructions during their drills, location and size of evacuation area, disaster
preparedness program of their school, yearly evaluation of their disaster preparedness
program, annual seminar of disaster preparedness program and contingency plan and self-
preparedness of the participants.
However, most of the participants from School C lacks awareness in terms of
preparation of the participants of their first-aid kit during disaster.
Table 3
Disaster Awareness of Learners and Teachers at School C

Response
# Item
Yes No No Idea
2 Are the instructions during your drill/s stated 100.00% 0.00%
5 Is there an evacuation area where you can 97.80% 2.20%

23

your school?

enhancement?

Table 4 shows that learners and teachers of School D are aware of disaster in
terms of the clarity of instructions during drills and self-preparedness of the participants.
However, most of the participants from School D lacks awareness in terms of
preparation of the participants of their first-aid kit during their drills, location and size of
evacuation area, disaster preparedness program of their school, yearly evaluation of their
disaster preparedness program and annual seminar of disaster preparedness program and
contingency plan.
Table 4
Disaster Awareness of Learners and Teachers at School D

Response
# Item
Yes No No Idea
2 Are the instructions during your drill/s stated 99.30% 0.70%
24

9 Do you have any idea about the disaster 31.90% 67.40% 0.70%
your school?

enhancement?

Table 5 shows that learners and teachers of School E are aware of disaster in terms
of the clarity of instructions during their drills, annual seminar of disaster preparedness
program and contingency plan and self-preparedness of the participants.
However, most of the participants from School E lacks awareness in terms of
preparation of the participants of their first-aid kit during disaster, location and size of
evacuation area, disaster preparedness program of their school, and yearly evaluation of
their disaster preparedness program.

25
Table 5
Disaster Awareness of Learners and Teachers at School E

Response
# Item
Yes No No Idea


your school?

enhancement?

Table 6 shows that learners and teachers of School F are aware of disaster in terms
of the clarity of instructions during their drills, location of evacuation area, disaster
26
preparedness program of their school, annual seminar of disaster preparedness program
and contingency plan and self-preparedness of the participants.
However, most of the participants from School F lacks awareness in terms of
preparation of the participants of their first-aid kit during disaster, size of the evacuation
area and yearly evaluation of their disaster preparedness program.
Table 6
Disaster Awareness of Learners and Teachers at School F

Response
# Item
Yes No No Idea


your school?

enhancement?

27
Table 7 shows that all of the selected schools are conducting earthquake drills as
part of their disaster awareness practice. Only School C and School D are conducting fire
drills.
Table 7
Disaster Awareness Practices of Selected Schools

Disaster Awareness Practices
School
Earthquake Drill Fire Drill
School A Yes
School B Yes
School C Yes Yes
School D Yes Yes
School E Yes
School F Yes
Table 8 shows that all of the selected schools have installed alarms (siren) when
they are having their drills or in case of immediate evacuation during a disaster. Also, some
participants from School A and School D will only take instructions from their teacher
during evacuation.
Table 8
Evacuation Indicators during Drills or in case of Disaster

Indicators
School
Alam (Siren) When Only
Instructed
School A Yes Yes

28
School B Yes
School C Yes
School D Yes Yes
School E Yes
School F Yes
For the qualitative aspect of this study, results are the following:
Themes on the Different Drills/Practices Being Conducted of the Six Public
Elementary Schools for Disaster Preparedness
Table 9 reflects the different drills and practices being conducted of the six public
elementary schools for disaster preparedness.
Earthquake Drill
Based on the interviews, the first theme from the teacher and pupil participants’
drills that they are practicing is earthquake drill. There were eight (8) teacher participants
and eighty (80) pupil participants who stated that earthquake drill is what being conducted
in their school for disaster preparedness. Just like what T7, T8, T9, T16, T17, P2, P3, P4,
P5, P6, P7, P8, P9, P10, P11, P12, P14, P15, P16, P17, P18, P19, P20, P21, P22, P23, P24,
P25, P26, P27, P28, P29 P30, P31, P32, P39, P41 P42, P45, P46, P47, P48, P49 , P50, P51,
P52, P53, P54, P55, P56, P57, P58, P59, P60, P61, P62, P63, P64, P65, P66, P67, P68,
P87, P88, P89, P90 stated:
“Earthquake drill lang.” [Only earthquake drill.]
Moreover, some teacher participants also stated how often they are practicing
earthquake drill in their school. This is what being mentioned by T10, T11, & T14:
29
“Meron kaming earthquake drill dito, bale ginagawa naming dito dalawa o tatlong
beses kada taon. Pinapalabas namin ang mga bata bitbit yung mga bag at tinatakip nila
sa kanilang mga ulo.” [We have earthquake drill here, so we’re doing it twice or thrice a
year sometime. We are instructing the pupils to go outside with their bag and to cover their
heads using it.] (T10)
“Ang earthquake drill namin dito ay ginagawa dalawa o tatlong beses kung
minsan.” [We practice earthquake drill twice or thrice a year sometimes.] (T11)
“Meron kami ditong earthquake drill at ginagawa ito tatlong bese sa isang taon.”
[We have earthquake drill here and we do it thrice a year.] (T14)
Fire Drill.
On the other hand, the second theme according to some pupil participants is fire
drill. There were nine (9) pupil participants who emphasized that they are practicing fire
drill in their school. As what being stated by P33, P34, P35, P36, P37, P38, P40, P43, &
P44.
“Fire drill po.” [Fire drill.]
Earthquake Drill & Fire Drill.
The third theme based on the interviews of some teacher and pupil participants is
earthquake drill and fire drill. There were ten (10) teacher participants and only one (1)
pupil participant who claimed that they are practicing both earthquake drill and fire drill.
This is what T1, T2, T3, T5, T6, T15, T18 & P1 mentioned:
“Earthquake drill at fire drill.” [Earthquake and fire drill.]

30
Meanwhile, some teacher participants added that they are also practicing
earthquake drill and fire drill and even stated how they are practicing these drills.
“Para sa lindol, Duck, cover and hold ang pinapagawa naming sa mga bata at
pinapupunta naming sila sa mga designation evacuation. Halos magkatulad lang kapag
may sunog maliban sa unang pagsasanay na nabanggit.” [For earthquake drill; duck cover
and hold are what we instructed them to do and we are instructing them to go at the
designated evacuation are. All the practices for earthquake drill are almost the same with
firedrill except the first practice.] (T4)
“Ang aming paaralan ay nagkakaroon ng earthquake drill at fire drill para kung
ano mang sakuna ang dumating ay nakahanda ang mga guro at mga bata.” [Our school
has earthquake drill and fire drill so if ever something might happen all the teacher and
kids are ready.] (T12)
“Yung pagsasanay na ginagawa namin para maging kahandaan tuwing may
sakuna ay yung earthquake drill at fire drill.” [The practices that we are doing here
whenever there is disaster are earthquake drill and fire drill.] (T13)
Table 9
Themes on the Different Drills/Practices Being Conducted of the Six Public Elementary
Schools for Disaster Preparedness
Themes Frequency
Earthquake Drill 88
Fire Drill 9
31
Earthquake Drill and Fire Drill 11
Note: See appendix F for further details.
Themes on the Level of Awareness of Teacher and Pupil Participants to their
School’s Disaster Preparedness Program
Table 10 shows the level of awareness of teacher and pupil participants to their
school’s disaster preparedness program.
Aware
According to the interview conducted from the teacher and pupil participants, the
first theme emerged from their awareness to their school’s disaster preparedness program
is aware. Seventeen (17) teacher participants and nineteen (19) pupil participants said that
they are aware of their school’s disaster preparedness program. T1, T2, T3, T4, T5, T6, T7,
T8, T9, T13, T14, T15, T16, T17, P47, P49, P51, P52, P53, P55, P58, P61, P62, P64, P65,
P72, P73, P74, P77, P79, P84, P87, P89 shared that:
“Opo aware po kami sa disaster preparedness program.” [Yes we are aware of the
disaster preparedness program.]
Being aware of the disaster preparedness program will make a person also be aware
of the different unnecessary disasters that might happen. This was mentioned by
T10 and T12.
“Meron. Last month nagkaroon kami ng orientation tungkol dun sa sinasabi nilang
``the big one’’. So... sponsored yun ni Gov. last month yun, so yun yung pinakabago naming
ginawa paghahanda tungkol dun sa big one. Dito nga sa school yung every thrice a year
32
ang ginagawa para sa mga bata naman.” [We do have. Last month, we had an orientation
about the so-called “the big one”. So it was sponsored by Gov. that was last month and that
was the latest preparation that we have done for the big one. Here in school, we’re doing it
thrice a year for the pupils.] (T10)
“Oo kasi yung mga programa ito kagaya ng preparedness during any calamities
ay nandiyan na hindi lang pag may earthquake pati na rin pag may baha.” [Yes because
the program just like the preparedness during any calamities are there not only there when
there is an earthquake but also when there is flood.] (T12)
Meanwhile, a teacher participant stated that he/she is aware to their school’s
disaster preparedness program and even shared that they are having a seminar about this
program. T11 stated that:
“May mga programs din po, nagkakaroon po tayo ng mga seminar. Nag seseminar
po yung mga teachers at yung mga teachers yun na yung nag didiseminate sa mga bata.
[There are also programs, we are having seminars. The teachers will have their seminar
then the teachers will be the one will disseminate to the children.]
On the other hand, this awareness about the school’s disaster preparedness program
will make a teacher understand his/her role when a disaster occur. This is claimed by T18:
“Of course, as my role as a teacher is to guide the children whenever a disaster
occur. You should guide the children as well as the teacher.” [Of course, as my role as a
teacher is to guide the children whenever a disaster occur. You should guide the children
as well as the teacher.]

33
Do not have an idea
The second theme emerged on the awareness of the teacher and pupil participants
to their disaster preparedness program is do not have an idea. Seventy one (71) pupil
participants indicated that they do not have an idea about their school’s disaster
preparedness program. This answered was from P1, P2, P3, P4, P5, P6, P7, P8, P9, P10,
P78, P80, P81, P82, P83, P85, P86, P88, & P90.
“Hindi ko po alam kung ano yun.” [I do not know what that is.]
Slightly Aware
In addition, being slightly aware of the school’s disaster preparedness program was
the theme emerged from one of the teacher participants. This is what mentioned by T7:
“Hindi masyado, bago palang kasi ako. Kakahired ko lang last year.” [Not really
because I am just new. I just got hired.]
Table 10
Themes on the Level of Awareness of Teacher and Pupil Participants to their School’s
Disaster Preparedness Program
Themes Frequency
Aware 36
Do not have an idea 71

34
Slightly Aware 1
Note: See appendix G for further details.
Teachers who are a member not of their School’s Disaster Risk Reduction Team
Table 11 shows those teacher participants who indicated that they are a member
and not of their school’s disaster risk reduction team.
Member/Leader
A member and also a leader of the school’s disaster risk reduction team. This was
claimed by T2:
“Opu, member ku pu, at aku pu ing leader.” [Yes, I am a member and I am the
leader.]
Not a member
Seventeen (17) teacher participants claimed that they are not a member of their
school’s disaster risk reduction team. T4, T6, T7, T8, T10, T11, T13, T14, T15, T16, &
T17 stated that:
“No, I am not a member.” [No, I am not a member.]
Not a member but will assure the student’s safety when there is a disaster. This was
indicated by T1, T3, T5, T9 & T18:
“No, I will be guiding my pupils when there is a disaster.” [No, I will be guiding
my pupils when there is a disaster.] (T1)
“Ali ku pu pero gawan ku ngan pu ing egana-gana for the safety of my pupils.” [I
am not but I will do everything for the safety of my pupils.] (T3)

35
“No, pero siyempre, sisikapin kong maging ligtas lahat ng mga bata.” [No, but of
course, I will see to it that all of the children are safe.] (T5)
“No, hindi ako member. Pero gagawin ko ang lahat para maging safe ang mga
bata.” [No, I am not a member. But I will do everything so that the children will be safe.]
(T9, T18)
Not a member of the school’s disaster risk reduction team but a member of CIT and
SBM. This was mentioned by T12:
“Hindi ako miyembro. CIT member ako at SBM member.” [I am not a member. I
am a CIT member and SBM member.] (T12)
Table 11
Teachers who are a member and not of their School’s Disaster Risk Reduction Team
Themes Frequency
Member/Leader 1
Not a member 17
Note: See appendix H for further details.
Contingency Plan
Table 12 shows the level of awareness of teacher and pupil participants to their
school’s contingency plan.
Aware
According to what the teacher and pupil participants answered, eighteen (18)
teachers and sixteen (16) pupils stated that they are aware to their school’s contingency
36
plan. This answer was from T1, T2, T3, T4, T5, T6, T7, T8, T9, T10, T11, T12, T13, T14,
T15, T16, T17, T18, P46, P49, P50, P51, P54, P55, P62, P65, P68, P73, P74, P77, P79,
P84, P87, & P89.
As stated by T1, T3, T4, T5, T7, T9, T10, T14, T16, T17, T18, P46, P49, P50, P51,
P54, P55, P62, P65, P68, P73, P74, P77, P79, P84, P87, & P89:
“Yes, I am aware.” [Yes, I am aware.] (T1, T3, T4, T5, T7, T9, T10, T14, T16,
T17, T18)
“Opo.” [Yes.] (P46, P49, P50, P51, P54, P55, P62, P65, P68, P73, P74, P77, P79,
P84, P87, P89)
“Oo naman tinuturo nila sa amin ‘yan.” [Yes they are teaching that to us.] (T15)
Moreover, a teacher participant claimed that he/she is aware and even mentioned
that it was his/her who prepared their school’s contingency plan. T2 indicated that:
“Yes I am the one who prepared the exit and entrance floor plan when a disaster
occur.” [Yes I am the one who prepared the exit and entrance floor plan when a disaster
occur. (T2)
On the other hand, aside from being aware, some teacher participants also explained
what is this contingency plan of their school is all about. T3 mentioned:
“Awa apin itang atin kaming mabilis a dalan for exit and for entrance.” [Yes that
is the fastest way for exit and for entrance.]
T6 also added:
“Yes, actually, we have an easy way to go to the open area for the grades 4, 5 and
6 while the kinder to grade 3, they will be going to the science and math garden.” [Yes,
37
actually, we have an easy way to go to the open area for the grades 4, 5 and 6 while the
kinder to grade 3, they will be going to the science and math garden.]
T12 even shared that:
“Yes, halimbawa, kung saan lalabas ang mga bata. Yung exit nila at paano by mind
kasi dapat hindi lang iisa ang exit or point of exit at maiiwasan ang stampede at ano mang
pagkakasakitan.” [Yes, for example, the way where the children will exit. Their exit and
how by mind because there must not be one exit or point of exit and stampede and any
accident will be avoided.]
T13 also indicated:
“Oo meron kaming nakatalagang lugar kung saan pwede kaming mag stay at ang
mga bata.” [Yup, we do have designated place where we can stay and also the children.]
Contingency plan is also included to the drills being conducted. This is what T8 &
T11 mentioned:
“Oo ito yung ginagawa din kapag may drills.” [Yes this is also what they are doing
when there are drills.] (T8)
“Actually kasama na po ‘yun sa mga drills.” [Actually that is already included in
the drills.] (T11)
Not Aware
Seventy four (74) out of ninety (90) pupil participants indicated that they are not
aware of their school’s contingency plan. This was answered by P1, P2, P3, P4, P5, P6,
P7, P8, P9, P10, P11, P12, P13, P14, P15, P16, P17, P18, P19, P20, P21, P22, P23, P24,
38
P67, P69, P70, P71, P72, P75, P76, P78, P80, P81, P82, P83, P85, P86, P88, & P90:
“Hindi ko po alam.” [I do not know.]
Table 12
Contingency Plan
Themes Frequency
Aware 34
Not Aware 74
Note: See appendix I for further details.
Teacher’s and pupil’s point of view on how they can contribute to the enhancement
of their school’s contingency plan and disaster preparedness program.
Table 13 reflects the different point of views of the teacher and pupil participants
on how they can contribute to the enhancement of their school’s contingency plan and
disaster preparedness program.
Frequently reminding the pupils
Frequently reminding the pupils is the first theme emerged from the interview
conducted. Three (3) teacher participants said that they will always remind the pupils on
what they are going to do in case of a disaster. For example, T8 stated:
“Yung pagreremind lagi sa mga bata kung ano ang dapat gawin kapag may
39
disaster na.” [By frequently reminding the children on what must do when there is a
disaster.]
T7 also added:
“Siguro sa pagtuturo ng kung anong tamang gawin kapag may disaster.” [Maybe
in teaching what is the right thing to do when there is a disaster.]
As shared by T10:
“So yun nga, dapat every now and then, tinuturo sa mga bata at ginagawa nila
hindi lang sinasabi. Dapat inaactual.” [So that’s it, every now and then it must be taught
to the children and it must be done actually not just verbally.]
T12 even indicated:
“Makiisa sa programa ng earthquake drill at laging iremind ang mga bata ikaw
na guro bago kayo magsimula sa klase everyday kung ano ang dapat lamang na gawin
kapag may sakuna.” [Be one to the program like earthquake drill and frequently remind
the children you as a teacher before you will start the class everyday on what must only
be done when there is a disaster.]
T13 even pointed out:
“Lalo ko pang pagbubutihin ang pagpapaalala sa mga bata para maiwasan nila
ang masaktan pag dumating ang isang sakuna.” [I will do my best on reminding the
children so that accidents will be avoided when disaster occur.]
Disseminating/Giving Information
Meanwhile, some teacher participants said that disseminating/giving

40
information will help to the enhancement of the school’s contingency plan and disaster
preparedness program. T1, T6, T11, T14, T16, T17 & T18 stated for example:
“Sa simpleng pagbibigay ng impormasyon.” [Through simply giving information.]
(T1)
“Setting a wide awareness and giving information about the disaster
preparedness.” [Setting a wide awareness and giving information about the disaster
preparedness.] (T6)
“So yun nga, dapat every now and then, tinuturo at nagbibigay ng impormasyon
sa mga bata at ginagawa nila hindi lang sinasabi. Dapat inaactual.” [So that’s it, every
now and then it must be taught and give information to the children and it must be done
actually not just verbally.] (T1)
“Ang maiitulong ko siguro ay ang pagdidiseminate namin sa mga bata ng
impormasyon.” [Maybe what I can help is disseminating information to the children.]
(T11)
“Ako ang mag-gaguide sa mga bata at magbibigay ng impormasyon sakanila.” [I
will be the one who will guide the children and give information to them.] (T14)
“Makiisa at makisama para magbigay ng impormasyon.” [Be one and join in
giving information.] (T16, T17)
“Maybe my contribution will be always be calm and give information.” [Maybe
my contribution will be always be calm and give information.] (T18)
Funding
41
Giving attention to funding will help to the enhancement of the school’s disaster
preparedness program and contingency plan. As what is shared by T3:
“Mag suggest ku kareng kinauukulan na dinan dang pansin ing budget para king
disaster preparedness.” [I will suggest to the authority that they need to give attention to
the budget for disaster preparedness.] (T3)
Drills
One teacher participant indicated that conducting drills will help to the
enhancement of contingency plan and disaster preparedness program. T4 & T5 mentioned:
“Through conducting drills.” [Through conducting drills.]
Seek Help to Agencies
A teacher participant mentioned that seeking help to agencies will help to the
enhancement of contingency plan and disaster preparedness program. T9 shared:
“We will have a close coordination with those agencies particularly intended for
disaster awareness.” [We will have a close coordination with those agencies particularly
intended for disaster awareness.] (T9)
Attending Seminars
On the other hand, two (2) teacher participants mentioned that attending seminars
will be a great contribution to the enhancement of their school’s contingency plan and
disaster preparedness program.
T2 pointed out for example:

42
“Patse mag attend kaming seminars about disaster, siyempre abalu mi nung nanu
pa ing pweding gawan o iimporove at karin kami magbase nung nanu ing gawan mi.”
[Everytime we attend seminars regarding disaster, of course we will able to know if
possible we can do and what we can still improve and that will be out basis if what can still
do.]
T15 also added:
“Mag attend ng seminar para malaman and iba’t-ibang preparedness.” [Will
attend seminar so that I will be able to know what the different kinds of preparedness are.]
Do not have an idea
Moreover, some pupil participants frankly stated that they do not have an idea on
how they will be able to contribute to the enhancement of their school’s contingency plan
and disaster preparedness program. P2, P4, P5, P6, P7, P9, P10, P12, P13, P14, P15, P16,
P89, & P90 emphasized:
Nothing
In addition some pupil participants also claimed that they have nothing to
contribute to the enhancement of their school’s contingency plan and disaster preparedness
program. P1, P8, P11, P14, P15, P18, P19, P20, P21, P22, P23, P24, P26, P27, P28, P29,
P30, P33, P34, P36, P39, P40, P41, P42, P43, P50, P54, P62, P63, P67, P68, & P78 added:
43
“Wala po.” [Nothing.]
Obey
Meanwhile, to obey what have been instructed is what some pupil participants think
that might help to the enhancement of their school’s contingency plan and disaster
preparedness program. P47, P58, P59 & 85 stated for example:
“Gagawin ko po ang itinuro ng teacher ko.” [I will do what my teacher taught
me.] (P47)
“Sasali po ako ng buong puso at gagawin ang mga itinuro sa amin.” [I will join
wholeheartedly and I will do what have been taught to us.] (P58)
“Makiisa sa programa at gagawin po lahat ng tinututo.” [Be one of the program
and do everything that is being teach.] (P59, 85)
Listen
Lastly, to simply listen may help to the enhancement of the school’s contingency
plan and disaster preparedness program. This idea was from P51, P55, P57, P71, P72, P74,
P76, & 86.
For example, P51 stated:
“Makinig po ng mabuti tuwing may earthquake drills.” [Listen attentively every
time there is an earthquake drill.]
P55 added:
“Palagi pong maging prepared at makinig sa mga balita.” [Always be prepared
and listen to news.]
As also pointed out by P57, P71, P72, P74, P76, 86:

44
“Makinig po tuwing may drills.” [Listen whenever there are drills.]
Table 13
Teacher’s and pupil’s point of view on how they can contribute to the enhancement of their
school’s contingency plan and disaster preparedness program.
Themes Frequency
Frequently reminding the pupils 3
Disseminating/Giving information 7
Funding 1
Drills 4
Seek help to agencies 1
Attending Seminars 2
Nothing 30
Obey 4
Listen 8
Note: See appendix J for further details.
Themes on what the Teacher and Pupil Participants’ said about the
Resources Issues of their School regarding Disaster Preparedness
Table 14 presents the resources issues of the six selected public elementary schools about
disaster preparedness according to the teacher and pupil participants
Lacking of Materials/Equipment
45
The first theme emerged based on the interviews is lacking of materials/equipment.
Fifteen (15) of the teacher participants and thirty three (31) of the pupil participants
emphasized that their school is indeed lacking of materials/equipment when it comes to
disaster preparedness. For example, T1, T2, T5, T6, T7, T8, T9, T11, T12, T17, P1, P4,
P58, P59, P60, P61, P62, P66, P67, P70, P72, P73, P74, P79, P84, & P89 shared:
“We are lacking of equipment here.” [We are lacking of equipment here.] (T1, T2,
T11)
“We are lacking of materials.” [We are lacking of materials.] (T5, T12)
“Kulang kami ng materials dito sa paghahanda sa sakuna.” [We are lacking of
materials here for the preparation on disaster.] (T6, T7, T8, T9, T17)
“Kulang po ang gamit namin.” [We are lacking of materials.] (P1, P4, P12, P13,
P60, P61, P62, P66, P67, P70, P72, P73, P74, P79, P84, P89)
T13, T14, T15, T16, & T18 even emphasized what are those materials. For
example:
“Ahh siguro yung kulang namin sa kagamitan halimbawa wala kaming fire
extinguisher kasi na expired na yun and so wala na, pero meron kami nung fire switch ba
yun? Tapos wala din kami nung pito at flashlight.” [Ahh.. maybe what we are lacking in
materials for example we do not have fire extinguisher because it is already expire and so
we do not have but we do have fire switch isn’t it? Then we do not have also whistle and
46
flashlight.] (T13)
“Marami kami kulang sa kagamitan gaya ng fire extinguisher.” [We lack a lot of
materials like fire extinguisher.] (T14, T15)
“First aid kit and medicine ang kulang sa gamit namin.” [First aid kit and medicine
are what we are lacking in materials.] (T16)
“Ang kulang sa gamit namin ay first aid kit and fire extinguisher.” [What we are
lacking in materials is first aid kit and fire extinguisher.] (T18)
Lack of Budget
Meanwhile, lacking of budget is third theme emerged which is based from the
answers of some teacher participants. For example, T3, T4, & T10 mentioned:
“Ita pin budget for materials.” [That’s it, budget for materials.] (T3)
“Hmm..budget for materials.” [Hmm..budget for materials.] (T4)
“Budget para sa materials na magagamit sa DR.” [Budget for the materials that
will be used for DR.] (T10)
Do not have an idea
Other pupil participants shared that they do not have an idea on what their school
is lacking when it comes to disaster preparedness and this is the third theme emerged. As
what being said by P3, P6, P17, P19, P20, P22, P23, P24, P25, P26, P27, P28, P29, P30,
P88, & P90:

47
Just enough materials
The last theme emerged which is according to eleven (7) pupil participants is just
enough materials. This is what P2, P5, P7, P8, P9, P10, & P11 stated:
“Sapat lang po ang mga materials namin.” [Our materials are just enough.]
Table 14
Themes on what the Teacher and Pupil Participants’ said about the Resources Issues of their
School regarding Disaster Preparedness
Themes Frequency
Lacking of Materials/Equipment 47
Lack of Budget 3
Just enough 8
Note: See appendix K for further details.
Themes on the Teacher and Pupil Participants’ Insights about Adding of Disaster
Education and Training to the Curriculum
Table 15 reflects to the insights of the teacher and pupil participants’ regarding of
the adding of disaster education and training to the curriculum.
In favor
48
Majority of the teacher and pupil participants are in favor of adding the disaster
education and training to the curriculum and this is the first theme emerged. As what T1,
T2, T3, T4, T5, T6, T7, T8, T9, T10, T12, T13, T14, T15, T16, T18, P1, P2, P3, P4, P5,
P6, P7, P8, P9, P10, P11, P12, P13, P14, P15, P16, P17, P18, P19, P20, P21, P22, P23,
P74, P75, P76, P77, P78, P79, P80, P81, P82, P83, P84, P85, P86, P87, P88, P89, & P90
indicated:
“That will be okay much better, if it will happen that is very good.” [That will be
okay much better, if it will happen that is very good.] (T1)
“Palage ku kaylangan tamung gawan ta lalu na para kareng anak bang handa la
lalu kareng disaster kasi patse pin mag drills la balamu mamyalungan la mu eda
sisiryoswan.” [I think we have to do that for our pupils to be more ready if disaster occurs,
sometimes when we are doing the drills it seems that they are just playing and they don’t
take it seriously.] (T2)
“Wa naman yes. O nung lesson da ping saguli akakalingwan maski pane mu ng
ssbyan at matuturu makananu pa kaya ing once o twice a year da mung gagawan.” [Of
course yes. We teach the lesson every day and yet they easily forget it what more the drills
that are being conducted just once or twice a year.] (T3)

49
“Yes definitely yes it will be a big help.” [Yes definitely yes it will be a big help.]
(T4)
“Yes I am in favor of this.” [Yes I am in favor of this.] (T5)
“Ay oo naman kailangan, malaking bagay ito sa pamamagitan nito mas lalong
magiging aware ang mga bata.” [Yes of course it will be a big thing because through this,
the children will be more aware.] (T6)
“Oo sang-ayon ako. Malaking tulong ito.” [Yes I am in favor. This will be a big
help.] (T7)
“I think yes. Hindi natin kasi mapipigilan ang mga iba’t ibang sakuna.” [I think
yes. Simply because disasters are inevitable.] (T8)
“It is a must. Since our country is located in the ring of fire where we are regularly
and constantly affected by disaster.” [It is a must. Since our country is located in the ring
of fire where we are regularly and constantly affected by disaster.] (T9)
“Oo kase hindi naman natin masasabi kung ano ang pwedeng mangyari in the
future.” [Yes because we cannot predict what might happen in the future.] (T10)
“Definitely yes. Kailangan kasama na yun kasi hindi natin alam ang mangyayari
kasi we are prone to typhoon and earthquake dahil sa pacific ring of fire.” [Definitely yes.
It must be include because we cannot preict what will happen because we are prone to
typhoon and earthquake because of the pacific ring of fire.] (T12)
“Oo malaking tulong ito lalo na sa mga bata.” [Yes it will be a big help especially
to children.] (T13)
50
“Oo sang-ayon ako.” [Yes I am in favor.] (T14, T15, T16, T18)
“Opo sang-ayon po.” [Yes I am in favor.] (P1, P2, P3, P4, P5, P6, P7, P8, P9, P10,
P78, P79, P80, P81, P82, P83, P84, P85, P86, P87, P88, P89, P90)
Not in favor
On the other hand, there are two (2) teacher participants who said that they are not
in favor of adding the disaster education and training to the curriculum. For example, T11
said:
“Hindi na.” [Not anymore.]
T17 also added:
“Hindi na siguro. Ang dami ng lesson at idadagdag pa natin yun? May drills naman
na sinasagawa.” [Maybe not anymore. There are a lot of lesson and yet we will still add
that? Besides, there are drills already.]
Table 15
Themes on the Teacher and Pupil Participants’ Insights about Adding of Disaster Education
and Training to the Curriculum
Themes Frequency
In favor 106
51
Not in favor 2
Note: See appendix L for further details.
Discussion
This part will explain all of the data gathered from the participants of this study.
Disaster awareness must be inculcated to everyone especially the young for they will be able
to use their knowledge about this as a tool in case they will experience disasters.
On the first problem statement, majority of the learner and teacher participants are
aware of disasters in terms of the clarity of instructions during their drills. Majority says, that
during their drills, instructions are clearly stated by those people who are in charge of giving
drills and practices. Most of the schools pointed out that the siren (alarm) in their schools are
their evacuation indicators whenever they are conducting drills/practices or when a certain
disaster occur. However, two (2) out of six (6) schools stated that aside from hearing the
siren (alarm) as their indicators whenever they are conducting drills/practices or whenever a
certain disaster occur, they also need to be instructed by their head/authorities before
evacuating; this is indicated on the table 8. Additionally, on the second problem statement,
it determined that all of the six (6) public elementary schools indicated that their school are
conducting earthquake drill yet only two (2) out of the six (6) schools are conducting fire
drill, annually. According to the Republic Act no. 10121 of the Department of Education
(DepEd, 2011) which is entitled "Philippine Disaster Risk Reduction and Management
(DRRM) Act of 2010'', it mandates all national government agencies to institutionalize
policies, structures, coordination mechanisms and programs with continuing budget

52
appropriation on disaster risk reduction and management from national to local levels. Using
this RA as the legal framework, the Department of Education (DepEd) has constituted the
DepEd Disaster Risk Reduction Management Core Group composed of the Central Office
Key Officials to provide a venue to discuss issues on DRRM and Education in Emergencies
(EiE), to recommend policy actions, and propose programs/projects, which will mitigate and
reduce the impact of disasters to DepEd teaching & non-teaching personnel/staff, learners
and properties.
Moreover, as a recommendatory body, the DepEd Disaster Risk Reduction
Management Core Group shall define clear structures, coordinate mechanisms and
recommend policies on Disaster Risk Reduction Management.
In addition, majority also of the learner and teacher participants showed lack of
awareness in terms of bringing of first aid kit, their idea about the evacuation area of their
school, a yearly seminar for their preparedness during a disaster and their school’s
contingency plan and disaster preparedness program and evaluation of these two.
Bringing of first aid kit and having a safe evacuation area which can accommodate
all evacuees may be a usual problem in every school in the country. Their main reason is
because of the budget which their school is allotting to these resources. As indicated by
Palatino (2017), lacking of funds and resources is one of the main reason why many schools
administrators had not been focused in implementing different preventive drills so it is
necessary for integrating disaster management education in the curricula of a school
especially now that disaster preparedness is in the current trends.

53
Furthermore, an annual seminar for disaster preparedness and evaluation of the
contingency plan and disaster prepared program is what schools is needed. This plan and
program for disaster preparedness will surely be a big help to every learner and teacher and
even school administrators when unpredictable disaster occur. On the third problem
statement, majority of the learners pointed out that they do not have an idea on what they can
contribute for the enhancement of their school’s disaster preparedness program and
contingency plan while some of the teachers stated that seminars, trainings and funding will
help their school’s disaster preparedness program and contingency plan be enhanced. Just as
what the Ministry of Environment (2015) pointed out, contingency plan means a detailed
program of action to control and/or minimize the effects of an emergency requiring prompt
corrective measures beyond normal procedures to protect human life, to minimize injury, to
optimize less control, and to reduce the exposure of physical assets and the environment risks
resulting from an incidents. Its purpose is to develop a state of readiness which will allow for
a prompt and orderly response to an emergency, the Ministry of Environment added. These
plans and programs for disaster awareness aren’t just plans and programs. Because the
National Institute of Standards and Technology (NIST, 2009) stated that contingency plan
and disaster awareness programs should be tested to confirm the accuracy of individual
recovery procedures and the overall effectives of the plan and program. It also familiarizes
personnel with the processes and procedures of the plan and program. Ellena (2010) also
emphasized that planning for disasters and emergencies is something every educational
54
institution must consider, regardless of its size or location. It is not possible to plan for every
eventuality that might occur; however, preparation is key to saving lives if a disaster strikes.
Conclusion
Therefore, the researchers have concluded that there is a need for learners and
teachers to improve their existing skills and also further gain more knowledge on the different
disaster preparedness of their schools. Based on the survey conducted among elementary
students, majority of them are not aware of their school's disaster preparedness program and
contingency plans when faced certain disasters. This lack of knowledge makes the students
unable to follow the necessary procedures and protocol making them vulnerable when faced
an actual disaster. The teachers on the other hand are knowledgeable of the different
preparedness program and contingency plans of their respective schools but the study reveals
that their lack of equipment and resources prevent them from effectively implementing the
disaster preparedness program of the school. The researcher concluded that there should be
a more focused training, information dissemination and provision of resources for the
disaster preparedness program of the school for both the learners and the teachers to ensure
safety and reduce the risks and danger when faced a disaster. Based on the discussion and
conclusion, the researchers would like to recommend the following to the six public
elementary schools:
First is to practice drills more often for the learners’ retention on what the right things
to do.
55
Second, classrooms must have at least one first aid kit. First aid kits must contain
enough medicines/things which may help teachers and learners.
Third, classrooms and offices in the school must also have at least one fire
extinguisher in case of fire.
Fourth, schools must have a hard copy or printed contingency plan and disaster
awareness program which are posted along the corridors of the school so that everyone will
be able to see it.
Fifth, teachers must attend more seminars and training about disaster risk reduction.
Sixth, the schools must give attention to the budget which will be used for the
different programs about disaster awareness.
Seventh, schools must be aware of their resources issues so that they will be able to
provide for those resources immediately most specially their evacuation area which will
secure the safety of the all the people in the school specifically the learners and teachers.
Lastly, this study recommend the following program for disaster risk reduction
management:
Proposed Disaster Risk Reduction Management Program
Rationale: Teachers and pupils or the school itself will be able to be more prepared in times
of disaster. Resources issues will be address by those people in charge and disaster education
and training will be given an attention to every school.
Objectives: To secure the safety of everyone during and after a disaster;

56
To help the disaster risk reduction management team to design a specific plan
for disaster awareness; and
To train everybody on proper response during disaster.
Suggested Activity no.1
Strategies Specific Persons’ Time Budget & Success

Objectives Involve Frame Resources Indicators
Fire To make School’s 1st week of P 5,000 SDRRMC,

Awareness teachers and Disaster Risk July Teachers and
Seminar pupils aware Reduction & Pupils will be
of what to do Management more aware of
in case of fire Council fire.
emergency.
Teachers and
Pupils
A discussion To know the School’s 4th week of P 2,000 SDRRMC,

/meeting difference Disaster July Teachers and
about natural between Risk Pupils will be
and man- natural and Reduction & more aware of
made cause man-made Management natural and
of fire. cause of fire. Council man-made
cause of fire.
Teachers
and Pupils
57
Fire Drill To practice the Local 3rd week of P 5,000 SDRRMC,

right things to Disaster August Teachers and
do during a Risk Pupils will be
fire. Reduction more aware of
Management what are the
Council, right things to
SDRRMC, do during a
Teachers & fire.
Pupils
Suggested Activity no. 2

The Big To make School’s 1st week P 3,000 SDRRMC,

One teachers and Disaster Risk of October Teachers
Seminar pupils more Reduction & and Pupils
knowledgeable Management will be
about the so- Council more aware
called “The about the
Big One.” Teachers and big one.
Pupils
58
Seminar: To make School’s 2nd week P 2,000 SDRRMC,

what to do teachers and Disaster Risk of Teachers
during and pupils Reduction & November and Pupils
after an familiarize all Management will learn
earthquake. the drills Council the different
during and drills during
after an Teachers and and after an
earthquake. Pupils earthquake.
Earthquake To practice the Speaker from 1st week P 4,000 The

Drill knowledge of Local Disaster of knowledge
teachers and Risk Reduction December of the
pupils on what Management SDRRMC,
to do during Council, teachers and
and after an SDRRMC, pupils
earthquake. Teachers & regarding
Pupils earthquake
will be
widened.
59
Suggested Activity no. 3

Flash flood To teach the School’s 2nd week of P 3,000 SDRRMC,

awareness learners and Disaster Risk January Teachers and
seminar also the Reduction & Pupils will be
teachers to be Management more aware of
more aware Council flash floods.
about
unnecessary Teachers and
floods. Pupils
Seminar: To inculcate to School’s 1st week of P 3,000 SDRRMC,

what causes the mind of Disaster Risk February Teachers and
flash floods. teachers and Reduction & Pupils will
pupils what Management learn all the
really causes Council possible cause
flash floods. of flash
Teachers and floods.
Pupils
Flash flood To practice the Local Disaster 1st week of P 3,000 The teachers
Drill knowledge of Risk March and pupils will
teachers and Reduction be able to
pupils on what Management know what to
to do during Council, do during and
and after a flash SDRRMC, after a flash
flood. Teachers & flood.
Pupils
60
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Appendix A
Letter for the Principals

65
66
67
68
69
70
Appendix B
Letter to the Librarians

71
72
73
Appendix C
Letter for the Validation of Survey Questionnaires and Interview Guide Questions
74
75
76
Appendix D
Survey Questionnaires for Learners and Teachers
Name (Optional/Opsyonal):________________ Grade Level (Baitang):_______

School (Paaralan): _______________________ Date (Petsa): ______________
Kindly check the box which corresponds to your answer/s.

(Lagyan ng tsek ( ) ang kahon/mga kahon na tumutukoy sa iyong tugon.)
1. What are the different practices conducted in your school for your preparedness during a
disaster?
(Anu-ano ang mga pagsasanay na isinasagawa ng inyon paaralan para sa kahandaan
tuwing may kalamidad?)
FIRE DRILL
EARTHQUAKE DRILL
FLASH FLOOD DRILL
NONE OF THESE
2. Are the instructions during your drill/s stated clearly and can easily be understood?
(Malinaw ba ang mga instruksyon habang nagsasagawa ng pagsasanay?)
YES
NO
I HAVEN’T PARTICIPATED TO ANY OF THOSE DRILLS YET
3. Did you bring first aid kit during your drill/s?

(Nagdala ka ba ng lalagyan ng paunang lunas sa inyong mga pagsasanay?)
YES
NO
NO ONE INSTRUCTED US TO BRING
4. What are the indicators that gives you the signal to evacuate?
(Anu-ano ang mga indikasyon na nagsasabing kailangan mo ng lumikas?)
WHEN I HEAR THE SIREN (ALARM)

WHEN MY TEACHER INSTRUCT US (FOR PUPILS)
77
WHEN THE HEAD OF THE SCHOOL DISASTER RISK REDUCTION TEAM

INSTRUCT US (FOR TEACHERS)
5. Is there an evacuation area in your school where you can stay during a disaster?
(Mayroon ba kayong evacuation area sa inyong paaralan na kung saan maaari kayong
manatili kapag may kalamidad?)
YES, WE DO HAVE
NO, WE HAVEN’T
I DO NOT HAVE AN IDEA
6. If yes, do you think the evacuation area in your school is big enough to accommodate
all evacuees and safe enough during a disaster?
(Kung oo, sa tingin mo ba kayang tanggapin ng lugar na paglilikasan ang mga lilikas at
mapapanatili ba nitong ligtas ang mga lumikas?)
YES, IT IS
NO, IT’S NOT
7. Do you have any idea what are man-made disasters?
(Mayroon ka bang alam sa mga sakunang dulot ng tao?)
YES
8. If yes, have you encountered one?
(Kung oo, nakaranas ka na ba nito?)
YES
NO
9. Do you have any idea about the disaster preparedness program and contingency plan of
your school? (Mayroon ka bang ideya tungkol sa programa tungkol sa kahandaan sa
sakuna at agarang solusyon ng inyong paaralan?)
78
YES, I DO HAVE
10. If yes, does this disaster preparedness program and contingency plan of your school are
being evaluated every year for the sake of their enhancement?
(Kung oo, sinusuri ba ang mga ito taun-taon para sa pag-igi at ikahuhusay ng nasabing
programa at agarang solusyon ng inyong paaralan?)
YES
NO
11. Does your school is conducting a yearly seminar about this disaster preparedness
program and contingency plan for the sake of the pupils and teachers awareness about
disaster preparedness?
(Nagsasagawa ba ng taunang seminar ang inyong paaralan para sa kaalaman ng mga
mag-aaral at mga guro sa kahandaan tuwing may sakuna?)
YES
NO
I DO HAVE AN IDEA
12. Do you think you are physically, emotionally and mentally prepared whenever a
disaster occurs in your school or whatever you are at?
(Sa tingin mo ba handa ka ba kapag may nangyaring kalamidad sa inyong paaralan o saan
mang lugar?)
YES, I AM
NO, I AM NOT
MAYBE, I AM
13. Do you think that young people including teachers must have knowledge about disaster
preparedness?
(Sa tingin mo ba kailangan ng mga kabataan at mga guro na magkaroon ng kaalaman
pagdating sa paghahanda tuwing may kalamidad?)
YES, WE MUST BE KNOWLEDGABLE ENOUGH

I DON’T THINK THIS IS RELEVANT TO US
79
Appendix E
Interview Guide for Learners and Teachers
1. What are the different drills/practices conducted in your school for your disaster
preparedness?
2. How often these practices are being conducted?
3. Are you aware of the disaster preparedness program of your school? How can you say
so?
4. Whenever you’re conducting drills, is the disaster preparedness program of your school
being followed or not?
5. Are you a member of your school’s disaster risk reduction team? (for teachers)
6. If yes, what is your role as a member and if not, what is your role when a certain disaster
occur in your school?
7. Are you aware of the contingency plan of your school for disaster preparedness?
8. Assuming that there is a disaster, do you think the contingency plan of your school is
applicable?
9. What do you think can you contribute for the enhancement of the disaster preparedness
program and contingency plan of your school?
10. What do you think are the resources issues of the program of your school?
11. Do you think we can add disaster education and training to the curriculum? Are you in
favour of this?
80
Appendix F
THEMATIC ANALYSIS PRESENTATIONS
Participants answer to Question 1: What are the different drills/practices conducted in your
school for your disaster preparedness?
ID DATA EXTRACTS CODES THEME
T1 Earthquake Drill at Fire Drill Earthquake Drill & Earthquake Drill &
Fire Drill Fire Drill
T4 “Para sa lindol, Duck, cover and hold ang pinapagawa naming sa mga bata at For earthquake, duck Earthquake Drill &
pinapupunta naming sila sa mga designation evacuation. Halos magkatulad lang cover and hold, it is Fire Drill
kapag may sunog maliban sa unang pagsasanay na nabanggit.” like the same with fire
T5 Earthquake Drill at Fire Drill Earthquake Drill &
Fire Drill
T6 Earthquake Drill at Fire Drill Earthquake Drill &
Fire Drill
T7 Earthquake drill lang. Only earthquake drill Earthquake drill
T10 Meron kaming earthquake drill dito, bale ginagawa naming dito dalawa o We have an Earthquake Drill
tatlong beses kada taon. Pinapalabas namin ang mga bata bitbit yung mga earthquake drill here
bag at tinatakip nila sa kanilang mga ulo.
T12 Ang earthquake drill namin dito ay ginagawa dalawa o tatlong beses kung Twice/thrice a year Earthquake drill
minsan. earthquake drill
T13 Yung pagsasanay na ginagawa namin para maging kahandaan tuwing may Disaster preparedness Earthquake drill
sakuna ay yung earthquake drill at fire drill for earthquake and
fire drill
T14 Meron kami ditong earthquake drill at ginagawa ito tatlong bese sa isang Thrice a year Earthquake drill
taon. earthquake drill
81
P2, P3, P4, P5, Earthquake drill lang. Only earthquake drill Earthquake Drill
Earthquake drill lang. Only earthquake drill
P6, P7, P8, P9, Earthquake drill lang. Only earthquake drill
P10, P11, P12, Earthquake drill lang. Only earthquake drill
P29 P30, P31, Earthquake drill lang. Only earthquake drill
P32, P39, P41 Earthquake drill lang. Only earthquake drill
P47, P48, P49 , Earthquake drill lang. Only earthquake drill
P90 Earthquake drill lang. Only earthquake drill
Total: 80 Earthquake drill lang. Only earthquake drill
82

P33, P34, P35, Fire drill po Only fire drill Fire Drill
Fire drill po Only fire drill
P36, P37, P38, Fire drill po Only fire drill
P40, P43, P44 Fire drill po Only fire drill
Total: 9 Fire drill po Only fire drill
P1 Earthquake drill at fire drill Earthquake drill and fire Earthquake drill and
drill
fire drill
83
Appendix G
Themes and Coding of Teacher and Pupil Participants’ Answer regarding their level of
awareness to their school’s disaster preparedness program
T1 Opo aware po ako sa disaster preparedness program Yes I am aware Aware
T7 Hindi masyado, bago palang kasi ako. Kakahired ko lang last year Not really Slightly Aware
T10 Meron. Last month nagkaroon kami ng orientation tungkol dun sa sinasabi We do have. We had Aware
nilang ``the big one’’. So... sponsored yun ni Gov. last month yun, so yun yung and orientation about
pinakabago naming ginawa paghahanda tungkol dun sa big one. Dito nga sa the so-called the big
school yung every thrice a year ang ginagawa para sa mga bata naman one.
T11 May mga programs din po, nagkakaroon po tayo ng mga seminar. Nag There are also Aware
seseminar po yung mga teachers at yung mga teachers yun na yung nag programs, we are
didiseminate sa mga bata. having seminars
T12 Oo kasi yung mga programa ito kagaya ng preparedness during any calamities Yup because it is the Aware
ay nandiyan na hindi lang pag may earthquake pati na rin pag may baha program about
preparedness
T18 Of course, as my role as a teacher is to guide the children whenever a disaster Ofcourse, my role as Aware
occur. You should guide the children as well as the teacher a teacher is to guide
the children
84
P47, P49, P51, Opo aware po ako sa disaster Yes I am aware Aware
preparedness program Yes I am aware
P52, P53, P55, Opo aware po ako sa disaster Yes I am aware
P58, P61, P62, preparedness program Yes I am aware
Opo aware po ako sa disaster Yes I am aware
P64, P65, P72, preparedness program Yes I am aware
P89 preparedness program Yes I am aware
Total: 19 Opo aware po ako sa disaster Yes I am aware
preparedness program
Opo aware po ako sa disaster
P1, P2, P3, P4, Hindi ko po alam kung ano yun I do not know what that is Do not have an idea
Hindi ko po alam kung ano yun I do not know what that is
P5, P6, P7, P8, Hindi ko po alam kung ano yun I do not know what that is
P9, P10, P11, Hindi ko po alam kung ano yun I do not know what that is
P45, P46, P48 Hindi ko po alam kung ano yun I do not know what that is
85
P88, P90 Hindi ko po alam kung ano yun I do not know what that is
Total: 71 Hindi ko po alam kung ano yun I do not know what that is
86
Appendix H
Teacher Participants’ Answer to the Question: Are you a member of your school’s
disaster risk reduction management team?
T1 No, I will be guiding my pupils when there is a disaster No but will guide the Not a member
pupils
T2 Opu, member ku pu, at aku pu ing leader A member and a Member/Leader
leader
T3 Ali ku pu pero gawan ku ngan pu ing egana-gana for the safety of my pupils No but will secure the Not a member
safety of the pupils
T4 No, I am not a member Not a member Not a member
T5 No, pero siyempre, sisikapin kong maging ligtas lahat ng mga bata. No but will make sure Not a member
that the pupils are
safe
T9 No, hindi ako member. Pero gagawin ko ang lahat para maging safe ang mga No but will do Not a member
bata everything so that the
children are safe
T12 Hindi ako miyembro. CIT member ako at SBM member Not a member Not a member
T18 No, hindi ako member. Pero gagawin ko ang lahat para maging safe ang mga No but will do Not a member
bata everything so that the
children are safe
87
Appendix I
Teacher and Pupil Participants’ Answer to the Question: Are you aware of the
contingency plan of your school for disaster preparedness?
T1 Yes, I am aware Yes, I am aware Aware
T2 Yes I am the one who prepared the exit and entrance floor plan when a disaster Yes, I am the one who Aware
occur prepared the plan
T3 Awa apin itang atin kaming mabilis a dalan for exit and for entrance Yes that is the Aware
fastest way
T6 Yes, actually, we have an easy way to go to the open area for the grades 4, 5 and Yes, actually we have Aware
6 while the kinder to grade 3, they will be going to the science and math garden. an easy way to go to
the open area
T8 Oo ito yung ginagawa din kapag may drills Yes it is conducted Aware
during drills
T11 Actually kasama na po ‘yun sa mga drills It is actually included Aware

in the drills
T12 Yes, halimbawa, kung saan lalabas ang mga bata. Yung exit nila at paano by Yes, for example the Aware
mind kasi dapat hindi lang iisa ang exit or point of exit at maiiwasan ang where the children will
tampede at ano mang pagkakasakitan. exit so that accidents
will be avoided.
T13 Oo meron kaming nakatalagang lugar kung saan pwede kaming mag stay at ang Yes we do have and Aware
mga bata. also the children a
designated place
where we can stay
T15 Oo naman tinuturo nila sa amin ‘yan Yes, they are teaching Aware
that to us

88

P46, P49, P50, Opo Yes Aware
Opo Yes
P51, P54, P55, Opo Yes
Opo Yes
Opo Yes
P89 Opo Yes
Opo Yes
Opo Yes
Total: 16 Opo Yes
Opo Yes
Opo Yes
Opo Yes
Opo Yes
P1, P2, P3, P4, Hindi ko po alam I do not know Not Aware
Hindi ko po alam I do not know
P5, P6, P7, P8, Hindi ko po alam I do not know
P9, P10, P11, Hindi ko po alam I do not know
P86, P88, P90 Hindi ko po alam I do not know
Total: 74 Hindi ko po alam I do not know
89

90
Appendix J
Teacher and Pupil Participants’ insights regarding on what they can contribute to the
enhancement of their school’s contingency plan and disaster preparedness program
T1 Sa simpleng pagbibigay lang ng impormasyon sa mga bata. By simply giving Disseminating/

information Giving infromation
T2 Patse mag attend kaming seminars about disaster, siyempre abalu mi nung nanu Attending seminars Attending
pa ing pweding gawan o iimporove at karin kami magbase nung nanu ing gawan about disaster seminars
mi
T3 Mag suggest ku kareng kinauukulan na dinan dang pansin ing budget para king Give attention to Funding
disaster preparedness funding
T4 Through conducting drills Through conducting Drills
drills
T5 Through conducting drills Through conducting Drills
drills
T6 Setting a wide awareness and giving information about the disaster Setting a wide Disseminating/
preparedness awareness and giving Giving infromation
information
T7 Siguro sa pagtuturo ng kung anong tamang gawin kapag may disaster Teaching the right Frequently
things to do when reminding the
there’s a disaster pupils
T8 Yung pagreremind lagi sa mga bata kung ano ang dapat gawin kapag may disaster By frequently Frequently
na. reminding the reminding the
children pupils
T9 We will have a close coordination with those agencies particularly intended for Close coordination to Seek help to
disaster awareness agencies intended for agencies
disaster awareness
T10 So yun nga, dapat every now and then, tinuturo sa mga bata at ginagawa nila Every now and then, Frequently
hindi lang sinasabi. Dapat inaactual it must be taught to reminding the
the children pupils
T11 Ang maiitulong ko siguro ay ang pagdidiseminate namin sa mga bata ng By disseminating Disseminating/
impormasyon information to the Giving infromation
children
T12 “Makiisa sa programa ng earthquake drill at laging iremind ang mga bata ikaw Be one of the Frequently
na guro bago kayo magsimula sa klase everyday kung ano ang dapat lamang na program for reminding the
gawin kapag may sakuna earthquake drill and pupils
always remind the
children
T13 Lalo ko pang pagbubutihin ang pagpapaalala sa mga bata para maiwasan nila Do my best on Frequently
ang masaktan pag dumating ang isang sakuna reminding the reminding the
children pupils
T14 Ako ang mag-gaguide sa mga bata at magbibigay ng impormasyon sakanila Guide the children Disseminating/
and give them Giving infromation
information
T15 Mag attend ng seminar para malaman and iba’t-ibang preparedness Attending seminars Attending
for disaster seminars
preparendss
T16 Makiisa at makisama para magbigay ng impormasyon Be one and join in Disseminating/
giving information Giving infromation
T17 Makiisa at makisama para magbigay ng impormasyon Be one and join in Disseminating/
giving information Giving infromation
T18 Maybe my contribution will be always be calm and give information Always be calm and Disseminating/
give information Giving infromation
91
P2, P4, P5, P6, Hindi ko po alam I do not know Do not have an idea
P89, P90 Hindi ko po alam I do not know
92
P1, P8, P11, P14, Wala po Nothing Nothing

Wala po Nothing
P15, P18, P19, P20, Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
P63, P67, P68, P78 Wala po Nothing
Wala po Nothing
Wala po Nothing
Total: 32 Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
Wala po Nothing
P47 Gagawin ko po ang itinuro ng Do everything what the teacher Obey
teacher ko ttaught
P58 Sasali po ako ng buong puso at Do everything that have been Obey
gagawin ang mga itinuro sa amin taught
P59 Makiisa sa programa at gagawin Do everything that is being Obey

po lahat ng tinuturo teach
P85 Makiisa sa programa at gagawin Do everything that is being Obey

po lahat ng tinuturo teach
P51 Makinig po ng mabuti tuwing may Listen well when there is drills Listen
earthquake drills
P55 Palagi pong maging prepared at Always listen to news Listen

makinig sa mga balita
P57 Makinig po tuwing may drills. Listen whenever there are Listen
drills
drills
drills
drills
drills
drills
93
Appendix K
Teacher and Pupil Participants’ answer to the Question: What do you think are the
resources issues of the the program of your school?
T1 We are lacking of equipment here Lacks equipment Lacking of

materials/ equipment
T3 Ita pin budget for materials Budget for materials Lack of Budget
T4 Hmm..budget for materials Budget for materials Lack of Budget
T5 We are lacking of materials Lacks materials’ Lacking of

T6 Kulang kami ng materials dito sa paghahanda sa sakuna Lacks materials’for Lacking of

disaster preparedness materials/ equipment
T10 Budget para sa materials na magagamit sa DR Budget for materials Lack of Budget

T12 We are lacking of materials Lacks materials’ Lacking of
T13 Ahh siguro yung kulang namin sa kagamitan halimbawa wala kaming fire Lacks materials’ like Lacking of
extinguisher kasi na expired na yun and so wala na, pero meron kami nung fire fire extinguisher, materials/ equipment
switch ba yun? Tapos wala din kami nung pito at flashlight whistle and flashlight
T14 Marami kami kulang sa kagamitan gaya ng fire extinguisher Lacks materials’ like Lacking of
fire extinguisher materials/ equipment
T15 Marami kami kulang sa kagamitan gaya ng fire extinguisher Lacks materials’ like Lacking of
fire extinguisher materials/ equipment
T16 First aid kit and medicine ang kulang sa gamit namin Lacks materials’ like Lacking of
first aid kit & materials/ equipment
medicine
T18 Ang kulang sa gamit namin ay first aid kit and fire extinguisher Lacks materials’ like Lacking of
first aid kit & materials/ equipment
Fire extinguisher
94
P1, P4, P12, Kulang po ang gamit namin We are lacking of materials Lacking of
Kulang po ang gamit namin We are lacking of materials
P13, P14, P15, Kulang po ang gamit namin We are lacking of materials materials/ equipment
P16, P18, P21, Kulang po ang gamit namin We are lacking of materials
P79, P84, P89 Kulang po ang gamit namin We are lacking of materials
Total: 33 Kulang po ang gamit namin We are lacking of materials
P3, P6, P17, Hindi ko po alam I do not know Do not have an idea
95

P88, P90 Hindi ko po alam I do not know
P2, P5, P7, P8, Sapat lang po ang mga materials Enough materials Just enough
namin Enough materials
P9, P10, P11, Sapat lang po ang mga materials Enough materials materials
P19 namin Enough materials
Sapat lang po ang mga materials Enough materials
namin Enough materials
Total: 7 Sapat lang po ang mga materials Enough materials
namin
Sapat lang po ang mga materials
namin
namin
namin
96
Appendix L
Teacher and Pupil Participants’ pint of view on Adding Disaster Education and Training to
the Curriculum
T1 That will be okay much better, if it will happen that is very good. Much better if that In favor
happen
T2 Palage ku kaylangan tamung gawan ta lalu na para kareng anak bang handa la We need to do that In favor
lalu kareng disaster kasi patse pin mag drills la balamu mamyalungan la mu eda for the children to be
sisiryoswan prepared
T3 Wa naman yes. O nung lesson da ping saguli akakalingwan maski pane mu Yes in favor In favor
ng sasabyan at matuturu makananu pa kaya ing once o twice a year da mung
gagawan.
T4 Yes definitely yes it will be a big help A big help In favor
T5 Yes I am in favor of this Yes, in favor In favor
T6 Ay oo naman kailangan, malaking bagay ito sa pamamagitan nito mas lalong A big help In favor
magiging aware ang mga bata
T7 Oo sang-ayon ako. Malaking tulong ito Yes, in favor In favor
T8 I think yes. Hindi natin kasi mapipigilan ang mga iba’t ibang sakuna Calamities are In favor
inevitable
T9 It is a must. Since our country is located in the ring of fire where we are regularly It is a must because In favor
and constantly affected by disaster we are in a disaster
prone area
T10 Oo kase hindi naman natin masasabi kung ano ang pwedeng mangyari in the Yes because we In favor
future cannot predict what
will happen
T11 Hindi na Not anymore Not in favor
T12 Definitely yes. Kailangan kasama na yun kasi hindi natin alam ang mangyayari We need it because In favor
kasi we are prone to typhoon and earthquake dahil sa pacific ring of fire. we are in a disaster
prone area
T13 Oo malaking tulong ito lalo na sa mga bata A big help In favor
T14 Oo sang-ayon ako Yes, in favor In favor
T17 Hindi na siguro. Ang dami ng lesson at idadagdag pa natin yun? May drills Not anymore Not in favor
naman na sinasagawa
97
P1, P2, P3, P4, Opo sang-ayon po Yes, in favor In favor

Opo sang-ayon po Yes, in favor
P5, P6, P7, P8, Opo sang-ayon po Yes, in favor
P9, P10, P11, Opo sang-ayon po Yes, in favor
P89, & P90 Opo sang-ayon po Yes, in favor
98
Opo sang-ayon po Yes, in favor Lacking of

Opo sang-ayon po Yes, in favor materials/ equipment
99
Appendix M
Letters of permission to the Principals to conduct survey

100
101
102
103
104
105
CURRICULUM VITAE
Name : Karla E. Bansil

Address : San Matias Quilo, Guagua, Pampanga
Mobile # : 09452507704
Email Address : [email protected]
PERSONAL PROFILE
Age : 24
Birthdate : October 02, 1992
Birthplace : Sta. Rita, Pampanga
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Protestant
Father : Joel E. Bansil
Occupation : Tricycle Driver
Mother : Luningning E. Bansil
Occupation : Vendor
Language Spoken : English, Filipino, Kapampangan
EDUCATIONAL BACKGROUND
PRIMARY:
Guagua Elementary School
Guagua, Pampanga
(2001-2006)
SECONDARY:
Del Carmen High School
Del Carmen, Lubao, Pampanga
(206-2010)
TERTIARY:
Mary the Queen College Pampanga
JASA, San Matias, Guagua, Pampanga
(2013-Present)
106
SEMINARS ATTENDED (WITH CERTIFICATE)
 SEMINAR WORKSHOP ON PREPARATION OF INSTRUCTIONAL

MATERIALS
Mary the Queen College of Pampanga
San Matias, Guagua, Pampanga
August 25, 2017
 SEMINAR-WORKSHOP IN PREPARING FOR DAILY LESSON LOG

AND K-12 ASSESSMENT
San Matias, Guagua Pampanga
December 2017
107
CURRICULUM VITAE
Name : Marneil L. Caladiao
Address : #174 San Nicolas 2nd, Sasmuan, Pampanga
Mobile # : 09267820213
PERSONAL PROFILE
Age : 24
Birthdate : November 02, 1993
Birthplace : Guagua, Pampanga
Gender : Male
Religion : Roman Catholic
Father : Iluminado Caladiao
Occupation : Machine Operator
Mother : Remedios Caladiao
Occupation : Housewife
PRIMARY:
Sto. Tomas Elementary School
Sasmuan, Pampanga
(2001- 2006)
SECONDARY:
Sto. Tomas High School
Sasmuan, Pampanga
(2006- 2010)
TERTIARY:
(2013-Present)
SEMINARS AND ACTIVITIES ATTENDED (WITH CERTIFICATE)
 1st PACSA INTERNATIONAL CONFERENCE and TRAINING (Philippine

Association of Campus Student Advisers), 37th PACSA and 21th PACSL
108
 ANNUAL NATIONAL CONVENTION AND SEMINAR WORKSHOP

FOR STUDENT LEADERS
Baguio Crown Legacy Hotel, Kisad Road, Baguio City
November 26-29, 2016
 13th ANNUAL RELIGARE AND 9TH STUDENT LEADERS’ CONGRESS

Domus Mariae International Centre, University of the Assumption Del Pilar, City
of San Fernando, Pampanga
July 28 to 30, 2017
 PHILIPPINE ASSOCIATION OF ADMINISTRATORS OF STUDENT

AFFAIRS
Holy Angel University
August 22, 2017
 SUMMER CAMP 2016

La Nhoi Beach, San Narciso, Zambales
April 2016
 BIGKIS, BAYANI, BUNSOD

Magalang, Pampanga
November 11-12, 2016
 SOCIETY OF NIGHT STUDENTS LEADERSHIP CAMP

Guagua, Pampanga
July 2015

Guagua, Pampanga
July 2016

MATERIALS
August 25, 2017

AND K-12 ASSESSMENT
December 2017
109
CURRICULUM VITAE
Name : Marimar D. Carlon

Address : San Roque Dau 1st, Lubao, Pampanga
Mobile # : 09308600865
PERSONAL PROFILE
Age : 21
Birthdate : May 23, 1996
Birthplace : Guagua, Pampanga
Gender : Female
Father : Allan Carlon
Occupation : Trailer Truck Driver
Mother : Alicia Carlon
Occupation : OFW
PRIMARY:
Magsaysay Elementary School
Magsaysay, Guagua, Pampanga
(2003-2009)
SECONDARY:
San Roque Dau High School
San Roque Dau 1st, Lubao, Pampanga
(2009-2012)
TERTIARY:
(2013-Present)
SEMINARS AND ACTIVITIES ATTENDED (WITH CERTIFICATE)
 READING SEMINAR: “LITERACY, THE STEPPING STONE IN

DEVELOPMENT AND PROGRESS”
110

October 2013

Guagua, Pampanga
July 2015

Guagua, Pampanga
July 2016
 WORKING IN THE BUSINESS WORLD: SURVIVING ON THE ISLAND

OF THE FAST MOVING INDUSTRY
August 2016
 NASYONALISMO: ADHIKAIN NG KABATAANG PILIPINO

November 2016

MATERIALS
August 25, 2017

AND K-12 ASSESSMENT
December 2017
111
CURRICULUM VITAE
Name : Joseph Rey D. Garcia
Address : Sto. Tomas, Lubao, Pampanga
Mobile # : 09069672140
PERSONAL PROFILE
Age : 26
Birthdate : April 27, 1991
Birthplace : Lubao, Pampanga
Gender : Male
Father : Jose Y. Garcia (DECEASED)
Occupation :
Mother : Josefina D. Garcia
Occupation : Housewife
PRIMARY:
Lubao Institute
San Nicholas 1st, Lubao, Pampanga
(1998- 2003)
SECONDARY:
Lubao Institute
San Nicholas 1st, Lubao, Pampanga
(2003- 2007)
TERTIARY:
(2013-Present)
SEMINAR ATTENDED (WITH CERTIFICATE)

MATERIALS
112

August 25, 2017

AND K-12 ASSESSMENT
December 2017

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Running head: LEARNERS’ AND TEACHERS’ DISASTER AWARENESS

AN ASSESSMENT ON DISASTER AWARENESS OF LEARNERS AND TEACHERS

A Thesis Presented to the

In Partial Fulfillment of the Requirements for the Degree

This thesis entitled, An Assessment on Disaster Awareness of Learners and

Jovelyn P. Cantrell, MAEd

Committee on Oral Examination

Dr. Leticia D. Flores

Engr. Fernando B. Canlas Maribel E. Flores, DBM, LPT

Leticia D. Flores, Ph. D.

hard time in creating this study.

this study to be possible.

opportunity to enhance their knowledge about disaster preparedness.

Title Page …………………………………………… i

Approval Sheet …………………………………………… ii

Acknowledgement …………………………………………… iii

Table of Contents …………………………………………… vi

List of Tables …………………………………………… viii

List of Figures …………………………………………… x

Disaster Risk …………………………………………… 55

Curriculum Vitae …………………………………………… 104

Table 1 Disaster Awareness of Learners …………………… 20

Table 2 Disaster Awareness of Learners ………………….... 21

Table 3 Disaster Awareness of Learners …………………… 22

Table 4 Disaster Awareness of Learners …………………… 23

Table 5 Disaster Awareness of Learners …………………… 25

Table 6 Disaster Awareness of Learners ………………….... 26

Table 7 Disaster Preparedness Practices …………………… 28

Table 8 Evacuation Indicators …………………… 29

Table 9 Themes on the Different …………………… 30

Table 10 Themes on the Level of Awareness …………………… 33

Table 11 Teachers who are a member and …………………… 35

Table 12 Themes on the Level of Awareness …………………… 38

Table 13 Teacher’s and pupil’s point of view …………………… 44

Table 14 Themes on what the Teacher and …………………… 47

Table 15 Themes on the Teacher and Pupil …………………… 50

Figure 1 Conceptual Framework……………………………... 13

Disaster is a hazard-induced catastrophe which can threaten, damage or destroy the

Keywords: Disaster awareness, contingency plan, disaster preparedness program,

An Assessment on Disaster Awareness of Learners and Teachers

formulate precautionary measures to ease the consequences brought about by these

awareness on the preventive measures for known risks.

According to Anderson (2010), disaster is a hazard-induced climate change which

is earthquake, fire and flood.

even it only last less than one minute.

As indicated by the Department of Interior and Local Government (DILG, 2012),

Reduction Management Council (MDRRMC) for Mega Disasters.

Additionally, as reported by the Central Luzon Television 36 (CLTV36, 2017), in

Management Council (PDRRMC) officer Angelina Blanco said that the

PDRRMC conducted a three-day seminar workshop as a study of the Philippine Institute

Furthermore, fire is also one of the unpredictable natural/man-made disaster being

management involves process on understanding fire related hazards. In Velasco (2013)

Epidemiological Assessment Fire in the Philippines, it indicates that there is a greater

awareness program (FSAP) which aims to establish specific roles, responsibilities,

and other disasters.

Moreover, flood is also an annual problem in major cities in Southeast Asia

individual feasibility studies and detailed design prior to implementation, including

nonstructural measures that will provide sustainable flood management up to a designated

inculcated especially to the young ones. Children must be knowledgeable regarding

disaster preparedness and awareness. It should be taught repeatedly to them because

not just for themselves but also for others.

As mentioned by Austin (2011), disaster preparedness includes actions undertaken