FACTORS AFFECTING THE LEVEL OF PERFORMANCE ON EMERGENCY

DRILLS OF SELECTED SECONDARY STUDENTS OF CAINTA

CATHOLIC COLLEGE, A.Y. 2018 – 2019: AN ASSESSMENT

A Thesis Proposal presented to the

Senior High School Department of

Cainta Catholic College

Cainta, Rizal

Submitted in Partial Fulfillment

of the Requirements for

Practical Research II

(Quantitative Research)

Abriam, Mariel C.

Banta, Von Carlo

M.

Fernandez, Dwight Lorenz

S. Rocabo, Moriah Joy A.

Vidad, Algie E.

March 2019
 ACKNOWLEDGEMENTS

We would like to express our deepest gratitude to the following people for

making every hard work worth it. This wouldn’t be possible without them who

continued to support us since the beginning until the end and keep their open

minds and hearts on appreciation in our everyday heavy labor.

MR. ALLAN S. SALAZAR, our research adviser who always works with

us. Who never lets us work alone and on our own, who without a doubt became

our guardian and helper in those times that we need most of assistance.

MRS. NENITA Q. VILORIA & MS. ANJONETTE M. SUMACULUB, our

grammarians, who validated and proofread our research instrument. Without

their help even with the little conflicts our research has, maybe this won’t be as

fine-looking as it is right now.

MR. TEODORO F. CAMAT, who dearly helped us in any way he can even

with his busy schedule. Who finds time to validate our questionnaire and never

gets tired of correcting the errors we have in this research.

MR. ERIC V. AREVALO, officer-in-charge for the Municipal Disaster Risk

Reduction Management Office of the local government unit of Cainta, for

validating and improving the instrument of the researchers in terms of

technicalities in Disaster Management.

MS. RITA M. RAMOS, the Principal of the Junior High School department,

for granting permission to the researchers to conduct their study.

 DR. LOIDA V. GASCON, the Principal of the Senior High School

department, for allowing the researchers to conduct their study. Who also guided

the researchers in this endeavour.

MS. LILIA D. MENDOZA, our statistician who helped us in any way she

can do regardless with her busy schedule. Who finds time to analyze our data

and its statistical computations.

MR. ANTONIO A. BALABA, Jr., our dearest adviser who never gets his

patience outruns him. Who supports us profoundly in everything we do and never

gets tired of giving us hopes and encouragements. He always lets us feel that

even if everyone turned against us there is one person who will never leave us

and we can always count on.

TO OUR PARENTS, who without a doubt supported us in many ways not

only in financial matters but also in moral support. They are the ones we know

who will never leave us through thick and thin.

Last but not the least is we are very grateful to have this opportunity to

thank the LORD, for guiding us from above. Who gave us the ideas and

clearness of our minds to do our research well. It will not be all possible without

His guidance and love.

D.L.S.F.
M.A.
V.C.B.
M.J.R.
A.E.V.
 DEDICATION

This work is humbly and lovingly dedicated to our beloved GOD

ALMIGHTY, the one who gave us life and strength to improve our lives every

day. He who gave us blessings and guidance to enhance the talents and skills

He gave to us.

To our families, for their persistent support, unending love, and

understanding to all the hardships we experienced. This work would not be

completed without their continuous motivation.

To the great people who surround us, who shared their time, knowledge,

and brilliant ideas to make this work a better one.

To our beloved alma mater, Cainta Catholic College, this work is

dedicated to improve the academic excellence capability of the institution in the

field of research.

From the bottom of our hearts, our sincerest gratitude to everyone. May

the Almighty God bless us all!

The Researchers
 ABSTRACT

TITLE FACTORS AFFECTING THE LEVEL OF

PERFORMANCE ON EMERGENCY DRILLS OF
SELECTED SECONDARY STUDENTS OF
CAINTA CATHOLIC COLLEGE, A.Y. 2018 –
2019: AN ASSESSMENT

RESEARCHERS Dwight Lorenz S.

Fernandez Mariel C.
Abriam
Von Carlo M. Banta
Moriah Joy A. Rocabo
Algie E. Vidad
ADVISER Allan S. Salazar, LPT

COURSE Academic Track – Science, Technology,

Engineering, and Mathematics (STEM)
Strand
TYPE OF DOCUMENT Research Project

NAME AND ADDRESS Cainta Catholic College

OF INSTITUTION Cainta, Rizal

This study determines the level of performance and factors affecting the

level of performance on emergency drills of secondary students of Cainta

Catholic College. The respondents of this study are the 347 students from the

Junior and Senior High School departments respectively. The primary purpose of

the study was to investigate and propose a comprehensive plan of action to

improve the disaster resiliency of the institution.

Descriptive-evaluative method of research was utilized in order to describe

the current situation and elicit useful feedback or implications for the action plan.

The researchers utilized a questionnaire-checklist in order to answer the

problems of this study.

 Specifically, this study will seek to answer the following questions: What is

the profile of the respondents in terms of age and gender; what is the level of

performance on emergency drills of selected secondary students of Cainta

Catholic College with respect to awareness, participation, safety measures, and

management strategy; what are the factors affecting the level of performance of

selected secondary students on emergency drills in terms of awareness,

participation, safety measures, and management strategy; and is there a

significant difference between the performance on emergency drills of Cainta

Catholic College and the factors affecting the level of performance of the

selected secondary students?

Through the problems stated, the researchers came up with the null

hypothesis that there is no significant difference between the performance on

emergency drills of Cainta Catholic College and the factors affecting the level of

performance of the selected secondary students.

After administering the questionnaire, the researchers used frequency and

percentage to determine the profile of the respondents; weighted mean for the

level of performance and factors affecting the level of performance on emergency

drills; and ANOVA was used to determine the significant difference on the two

variables.

The findings of the study indicates that majority of the students that

participated in this study are 16-17 years old. It is worthy to know that, the

researchers were able to collect data from the two genders proportionally.
 The Management Strategy of Cainta Catholic College has the most

efficient performance during emergency drills. This includes the employees,

administrators, school disaster management council, and the equipment used

during the drills. The awareness of students is the most important factor to be

considered to improve the performance of Cainta Catholic College in emergency

drills. The null hypothesis was accepted; therefore the performance during

emergency drills and the factors affecting the performance has no significant

difference.
 TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION v
ABSTRACT vi
LIST OF TABLES xi
LIST OF FIGURES xii

Chapter
1 THE PROBLEM ND ITS BACKGROUND
A
Background and urpose of the Study 1
P
Theoretical work 9
Frame
Conceptual work 11
Frame
Statement of the roblem 13
P
Hypothesis 14
Scope and ons 14
Limitati
Definition of 15
Terms

Chapter
2 OF RELATED LITERATURE AND STUDIES

REVIEW
Foreig Literature 17
n
Foreign tudies 21
S
Local erature 26
Lit
Local udies 34
St

Chapter
3 METHODOLOGY

RESEARCH
Research Des ign 38
Subject of the Study 39
Setting of the Study 41
Sources of Da ta 43
Procedure of t he Study 45
Statistical Tre atment of Data 46
Chapter
4 PRESENTATION, AND INTERPRETATION OF DATA
ANALYSIS,
The Demographic Profile of Respondents in terms of Age 47
the and Gender

The Level of Performance on mergency Drills of Secondary 49

E Students of Cainta Catholic ege in terms of
Coll Participation, Safety Awareness, and
Measures, Management Strategy
The Factors Affecting the rmance on Emergency Drills of
Perfo Secondary Students of
Cainta Awareness, 59 Catholic College in terms of
Participation, Safet Strategy y Measures, and Management

The Significant Difference on e Level of Performance and the

th Factors Affecting the
Performan Secondary 69 ce on Emergency Drills of
Students of Cainta Catholic College

Chapter Y OF FINDINGS, CONCLUSIONS, AND

ENDATIONS
SUMMAR
5

RECOMM
Summary of Findings 70
Conclusio ns 73
Recomme ndations 73
Action Pla n 75

BIBLIOGRAPHY 79
APPENDICES
A – Letters to Conduct Study 86
B – Certificate of Content Validation 88
C – Letter to the Respondents 89
D – Research Instrument 90
E – Gantt’s Chart of Activities 94

CURRICULUM VITAE 96
 LIST OF TABLES

Tab Pa
le ge
1 Population and Sample Size Distribution 40

2 Frequency and Percentage Distribution on the Profile of the 47

Respondents in Terms of Age

3 Frequency and Percentage Distribution on the Profile of the 48

Respondents in Terms of Gender

4 Computed Mean on the Level of Performance on 49

Emergency Drills of Secondary Students of Cainta Catholic
College in terms of Awareness

5 Computed Mean on the Level of Performance on 51

Emergency Drills of Secondary Students of Cainta Catholic
College in terms of Participation

6 Computed Mean on the Level of Performance on 53

Emergency Drills of Secondary Students of Cainta Catholic
College in terms of Safety Measures

7 Computed Mean on the Level of Performance on 55

Emergency Drills of Secondary Students of Cainta Catholic
College in terms of Management Strategy

8 Composite table on the Level of Performance on 57

Emergency Drills of Secondary Students of Cainta Catholic
College in terms of Awareness, Participation, Safety
Measures, and Management Strategy

9 Computed Mean on the Factors Affecting the Performance 59

on Emergency Drills of Secondary Students of Cainta
Catholic College in terms of Awareness

10 Computed Mean on the Factors Affecting the Performance 61

on Emergency Drills of Secondary Students of Cainta
Catholic College in terms of Participation

11 Computed Mean on the Factors Affecting the Performance 63

on Emergency Drills of Secondary Students of Cainta
Catholic College in terms of Safety Measures
12 Computed Mean on the Factors Affecting the Performance 6
on Emergency Drills of Secondary Students of Cainta 5
Catholic College in terms of Management Strategy

13 Composite table on the Factors Affecting the Performance 6

on Emergency Drills of Secondary Students of Cainta 7
Catholic College in terms of Awareness, Participation,
Safety Measures, and Management Strategy

14 Computed F-test on the Significant Difference of the Level 6

of Performance and the Factors Affecting the Performance 9
on Emergency Drills of Secondary Students of Cainta
Catholic College

15 Plan of Action to Improve the Disaster Resilience of Cainta 7

Catholic College 5
 LIST OF FIGURES
Figu Pa
re ge
1 Conceptual Framework on the Factors Affecting the Level of 11
Performance on Emergency Drills of Secondary Students

2 Satellite Image Map of Cainta Catholic College 42

 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background and purpose of the study,

theoretical framework, conceptual framework, statement of the problem,

hypothesis, scope and limitations, and definition of terms.

Background and Purpose of the Study

Every day, people are unsure of the events that are possible to happen

which sometimes can be avoidable, predictable, manipulated, or stopped; but

then, most of the time, they are not. A person’s knowledge and skills will be the

only weapons that can help him/her respond effectively or prevent misfortune in

the given situation. Other than death, one of the unavoidable and unstoppable

phenomena is a disaster. Disasters are caused by either natural or man-made

events from where communities experience severe danger and loss of lives and

properties, causing disruption to the social structure of all or some involved

communities (Department of Education, 2008).

In pursuant to the Section 4 of the Republic Act 10121 of 2010: An

Approach in Strengthening Disaster Risk Reduction and Management in the

Philippines, the law states that:

“It provides a strong legal institution basis for DRRM in the

country and provided basis for the development of policies and
plans., implementation and actions and measures pertaining to all
aspects for DRRM, including good governance, risk assessment and
early warning, knowledge building and awareness raising, reducing
underlying risk factor, and preparedness for effective response and
early recovery”
 According to UNICEF Representative Vanessa J. Tobin as cited in the

Department of Education (2008), Philippines is one of the most disaster-prone

countries. Every year, various types of disasters repeatedly hit and blow the

tropical country. Philippines was ranked for top 2 in the world’s Risk Index last

2014, where an average of 5 to 9 typhoons that incur significant damage, 25

active volcanoes, earthquakes and landslide threats make the Philippines prone

to disaster (Domingo, n.d).

In accordance with the Ministry of Education and Human Resource

Development (2011) in the Guidelines for Preparing School Disaster

Management Plan, schools are densely populated places wherein students are

among the most vulnerable groups of society, and it was proven that these

people are mostly affected. Therefore, it is important for schools to have

management plans for these will be responsible for the immediate safety that an

expertise is to be called as preparedness. Preparedness is an activity that aims

to gain knowledge on how to respond effectively and how to cope in a specific

situation (Sutton & Tierney, 2006). In addition to this, it will integrate

preparedness to disaster; disaster preparedness is a process of enhancing life

safety when a disaster occurs and the ability to undertake emergency victims,

post disaster restoration, and early recovery activities.

Kangabam (2012) stated that every country is at the risk of exposure to

some type of disaster, whether natural or man-made. For each country to be

prepared for any kind of disaster, it must inform its citizens about the different

types of disasters. The idea of Kangabam (2012) is to give knowledge to the

people of what a disaster is so they can be aware and prepare themselves. It is

same for schools. Schools are implementing emergency drills for the students to

be knowledgeable of the actions to perform and where to go when an emergency

occurs. Emergency drills are also implemented for the school to secure the

safety of its students if ever a disaster arises. A school must prepare an

evacuation plan, an evacuation exit, and the necessary tools in order to have a

high possibility that the students can survive a disaster. Every year, emergency

drills are practiced by the school. In pursuant to the Department Order No. 48, s.

2012 by the Department of Education, it states that:

“1The Department of Education (DepEd) with partner

agencies, the Department of National Defense (DND), members of
the National Disaster Risk Reduction and Management Council
(NDRRMC), all public and private schools, and DepEd offices and
attached agencies are enjoined to undertake the Quarterly Conduct
of the National School-Based Earthquake and Fire Drills.”
Does Cainta Catholic College have these? Does the school also have the

organization to implement these? To find out, the researchers interviewed Mr.

Romario Datiles, the former coordinator of the Cainta Catholic College’s Disaster

Management Council (DMC), who was reorganized into School Disaster

Management Council (SDMC) last August 17, 2017. According to Datiles (2018),

the risk does not only focus on any possible calamities and possible hazards

accompanying them, but also for the prevention and mitigation of these events.

Establishments in the school premises, as well as the open grounds for

evacuation means, are accredited by the Municipals Disaster Risk Reduction and

Management Office (MDRRMO), including the authorities involved that oversee

the evaluation for every monitoring done by the SDMC. In every drill, the
evaluation is divided into different phases; they conduct the retrieval operation

first, which is a monitoring process from the fourth floor to the first floor of every

building, before proceeding to the head counting.

They used to write in a big blackboard installed in the evacuation area for

the head counting before for the assigned personnel to know if an immediate

response is needed to take actions for a specific number of persons. Datiles

(2018) had the idea of improvising a better material for a faster and easier way of

communicating with the head counting.

Datiles (2018) thought of a folder with two colors: specifically, yellow with

the Cainta Catholic College’s logo at the front, and blue with the SDMC logo as

the back’s design. Unlike the blackboard process of monitoring head counts,

teachers will just raise yellow if there is a complete attendance of the students

where the number may vary in the total sum of the class in that specific day,

while they will raise blue if there are any absentee in the students from the head

counting done that may still vary on the class count on that specific day. After

these responses, they will then accommodate the teachers who raised the blue

ones and proceed to salvaging, in which the term refers to rescuing phase.

Datiles (2018) also added that the school conducts seminars for proper

awareness on the basic things to know about the things to do in a certain

disaster. “All we need is discipline, as we can see that some students or even

some teachers don’t take the drills seriously, so what if it’s the real thing,” Datiles

(2018) concluded in order to ensure the success of drills. Implementing

emergency drills in schools are important. But there are problems that are
keeping the school from achieving its goal, and one of the problems are the

students.

Disaster is a phenomenon that causes great destruction, harm, pain, and

suffering to people. Having emergency disaster drills in schools can mitigate the

risk and lessen the possible crisis that a community will face. In an article by Nelz

(2017), the “Big One” (a massive earthquake) might strike anytime where Metro

Manila will be the most affected area, including its neighboring municipalities and

cities such as Pasig City, Marikina City, Cainta, Rizal, and etc. A serious

emergency disaster drill should be implemented; the participants should adopt a

serious and uncomplacent attitude for the purpose of knowing what to do during

a disaster. A safety drill is a practiced activity to prepare people for any

emergency that may occur anytime, and it is also a practice associated with the

emergency plan. Schools are required to participate in safety drills to ensure the

safety of the learners and to save human lives in the future. Some common

disasters could be predicted, providing schools sufficient cautioning to evacuate

from alternately experience fast progressions that can suddenly put a school in

danger (Russell, 2018).

According to Morton (2011), a drill can become successful if there is full

participation of the participants. Confusion and risk can be fruits of a complacent

attitude. If the heads and the proctors demonstrate good leadership among the

participants, it will set a good example, showing that learning the rules and

guidelines are important to survive an actual disaster. Although there are a

number of schools that are becoming aware that an emergency disaster plan is
important, there is still a majority who fails in preparedness; 60% of organizations

and groups haven’t developed an emergency disaster plan; thus, the 40% of the

groups have ensured and developed their emergency disaster plans but were still

not effective when a disaster happens (Briton, 2017). There is a variety of

probable risks ahead if we cannot make an established, effective and fully-

pledged Emergency Disaster Plan, such as harm and death.

According to UNISDR (2008:3) as cited by Mamogale (2011), a mudslide

occurred in a village at the Leyte Island of the Philippines after a five-day rain

that leads to the death of 245 children and teachers. It clearly shows that a

disaster can have a significant impact to education. Common catastrophe can

affect the physical, educational, economic, and psychological status of the school

and its system (UNISDR, 2008:2, as cited by Mamogale, 2011). Disasters, such

as volcanic eruptions, earthquakes, tsunamis, floods and other unprecedented

happenings, can have devastating impacts on formal, informal, and non-formal

education as stated by UNESCO (2010:33), cited by Mamogale (2011). It also

presents that any natural disaster that occurs can affect or cause damage that

can also lead to losing lives and properties.

Knowing and having emergency preparedness and exercises are a must.

If every individual will make it possible and take it seriously, the risk of having a

huge percent or amount of destruction, pain, and suffering can mitigate. Since

the students and the youth are included in the most vulnerable parts of the

society, a secured and ensured plan is a necessity. There should be discussion-

based activities that includes seminars, workshops, and table top exercises that
can help brief and teach the basics in surviving a natural disaster and the things

that one needed to know before an actual drill. There should also be drills and

full-scale exercises where everyone can perform what they have learned during

the aforementioned seminars, workshops, and table top exercises (Scerra,

2013).

At the end of line, there are still primary goals we should focus on, which

are people’s security and safety. If the individuals themselves are fully aware and

have been taught of the ways on how to survive an unexpected disaster, the

possible risk of having large casualties and wrecks can be lessened.

The findings of this study will redound to the benefit of society considering

that emergency drills play a big role to the community lately. This study aims to

benefit the students; this study will help the students know the reason why the

researchers want to investigate the process of disaster risk management. The

results of the study will give knowledge to the students regarding the process. It

will also help the students realize the importance of knowing disaster risk

management in the school. Teachers will benefit through the help of this

research, they will know how much percentage of their students know or are

aware of the performance on emergency drills. The given data will also be a

guide for the teachers to know what to do during emergency drills with the

students.

The study can also help the parents through the help to know if their

children are aware of the performance on emergency drills. They will also

understand why their children need to know the importance of disaster risk
management. The findings of this study will also make them informed of their

children’s actions. For future researchers, this will serve as a guide or stepping

stone to them. The results of this study can also be the test or validity of the other

findings. This could also be a cross-reference for the future researchers to use

that can give them a background or an overview about performance on

emergency drill. Lastly, for theaspiring nurses, through the help of this research,

it can inspire Grade 12 - STEM students to become aspiring nurses in the future.

It will give them a glimpse of the role of nurses in emergency preparedness and

responses.
Theoretical Framework

The researchers will utilize the Protection Motivation Theory founded by

Ronald W. Rogers in 1975 and revised in 1983. This theory focuses on the ability

of a person to respond in a specific event relative to his knowledge and

awareness about it, which includes the adaptive and maladaptive responses of a

person. Adaptive response is the effective response of a person that leads him to

safety or preventive action (protection motivation), while maladaptive response is

an ineffective response which leads the person in danger or at risk. Maladaptive

response includes the improper behavior which is an ineffective response that

similarly leaves them vulnerable.

This theory proposes that a person protects himself/herself in specific

events, which are disasters that can be based on the four factors: the perceived

severity of a threatening event; the perceived probability of the occurrence, or

vulnerability; the efficacy of the recommended preventive behavior; and the

perceived self-efficacy. Perceived severity of a threatening event is the ability of

a person to respond in an event in accordance with the level of danger it may

cause. Perceived probability of the occurrence or vulnerability is the ability of a

person to respond in accordance with his exposure to the event. Efficacy of the

recommended preventive behavior is the level of expectation of the effective

response of a person in accordance with proper behavior to prevent harm or be

safe in a specific event. Perceived self-efficacy is the person’s level of ability to

perform the proper behavior to respond effectively in a specific event. These four

factors state how a person responds to a specific event.

 The perceived severity of a threatening event and the perceived

probability of the occurrence or vulnerability can be considered as maladaptive

responses if fear arouses the unprotective and ineffective response due to low

level of danger and less level of exposure to the event. On the other hand, the

efficacy of the recommended preventive behavior and the perceived self-efficacy

can be considered as adaptive responses since they are the skills, behavior, and

knowledge of a person towards the event.

This theory is used to influence or predict the behavior of a person based

on his response and knowledge of the event, whereas the researchers’ study

tackles about the students’ performance on the emergency drills that the school

is conducting as part of acquiring knowledge and to learn proper behavior or

response to a specific event. Thus, emergency drills influence the students’

behavior towards the specific event.

The protection motivation theory helps the researchers know the abilities

of a person to respond in a specific event and how a person acts in accordance

with his ability and knowledge in the event. This theory thus made the

researchers conclude that the seriousness of the event matters, which will also

correspond to the surrounding behavior and discipline of the authorities involved

that affects the behaviors and responses of the students during emergency drills.

The researchers can also conclude that the adaptability of students towards

learning, acquiring, and performing effective responses is compliant with the

occurrence or absence of a specific event.

Conceptual Framework

INPUT PROCESS
OUTP
Profile of the
UT
Respondents Construction and
Age Validation of
Gender Research Instrument
Performance on
Emergency Drills of
Random Sampling
Cainta Catholic Determined
College: Factors Affecting
Awareness the Level of
Participation Distribution of Performance of
2.3Safety Measures
Instrument and Data Students on
2.4 Management
Strategy Gathering Emergency Drills

Factors Affecting the Comprehensive

Level of Performance Data Analysis through Action Plan for
of Students on Statistical tools the Programs
Emergency Drills:
to be
Awareness
Implemented
Participation Tabulation and Data
Emergency Interpretation of the
Equipment
results gathered.
Management
Strategy

FEEDBACK

Improvement of Students’
Performance on Emergency Drills

Figure 1. Conceptual Framework on the Factors Affecting the Level of

Performance on Emergency Drills of Secondary Students

 Figure 1 presents the demonstration of the research by utilizing a

framework that presents all of the inputs, processes, outputs, and the desired

feedback.

The input is composed of the profile of the respondents, the performance

of Cainta Catholic College on emergency drills, and the factors affecting the level

of performance on emergency drills of secondary students.

The process includes the construction and validation of the research

instrument, sampling technique with the use of random sampling, distribution of

the instrument, data gathering, data analysis with the use of different statistical

tools, tabulation, and the data interpretation of the results gathered.

The output states that by following the research paradigm as

conceptualized by the researchers using the IPO model, the factors affecting the

level of performance of students on emergency drills can be determined. A

comprehensive action plan for the programs to be implemented in order to

improve the performance of students will be also conceptualized.

The feedback indicates that once the research is completed, it could help

the institution further improve the performance of secondary students on

emergency drills.
Statement of the Problem

This study will discuss the factors affecting the level of performance on

emergency drills of selected secondary students of Cainta Catholic College.

Specifically, this study will seek to answer:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender

2. What is the level of performance on emergency drills of selected secondary

students of Cainta Catholic College with respect to:

2.1 Awareness

2.2 Participation

2.3 Safety Measures

2.4 Management Strategy

3. What are the factors affecting the level of performance of selected secondary

students on emergency drills in terms of:

3.1 Awareness

3.2 Participation

3.3 Safety Measures

3.4 Management Strategy

4. Is there a significant difference between the performance on emergency drills

of Cainta Catholic College and the factors affecting the level of performance of

the selected secondary students?

Hypothesis

There is no significant difference between the performance on emergency

drills of Cainta Catholic College and the factors affecting the level of performance

of the selected secondary students?

Scope and Limitations

This study will determine the factors affecting the level of performance on

emergency drills of selected secondary students of Cainta Catholic College A.Y.

2018- 2019.

This will involve a goal on providing a clearer understanding on the factors

affecting the level of performance on emergency drills in terms of awareness,

participation, emergency equipment, and management strategies towards

earthquakes, a natural disaster; and fire that can be either a natural or manmade

disaster.

Furthermore, this study will use a non-experimental descriptive research

as its design. This study will be limited to secondary students of Cainta Catholic

College and will not involve the other levels and it would also not cover the other

types of disaster besides the aforementioned types of it.

Definition of Terms

In order to have a clear understanding of the different terms in this study, the

following terms are operationally defined:

Affect. This refers to the ability of a variable to have an effect or influence to

another variable.

Age. It refers to the length of time that a person has lived, or a thing has

existed.

Awareness. This refers to the prior knowledge on disaster management and

the understanding of certain conditions that may occur during a disaster.

Assessment. This refers to the wide variety of methods or tools that

educators use to evaluate, measure, and document the educational needs of

students (Education Reform Glossary). It is also the process of evaluating the

success of a program, activity, or event.

Disaster. This refers to a sudden accident or natural catastrophe that causes

great damage or loss of life.

Earthquake. It refers to natural disaster that is produced by the shaking of

the ground that causes massive devastation in a short period of time.

Emergency Drills. This refers to the activity of practicing evacuation in a

building for a given period of time.

Emergency Equipment. It refers to the variety of technological products that

can be utilized in an emergency drill.

 Factors. It refers to a circumstance, fact, or influence that contributes to a

result.

Fire. It refers to the disaster that can be categorized either as natural or man-

made based from the nature of occurrence (accidental or intentional). It begins

when combustion occurs between flammable materials.

Gender. It refers to the biological characteristics of a person and how he or

she identifies them in the society.

Level of Performance. This refers to a quantity of execution of an act. It

serves as a rating for an evaluation conducted to an activity.

Management Strategy. This refers to the leadership and authority of

institutions to implement a comprehensive strategy in disaster management.

Man-made Disaster. It refers to the incidence of a disaster that is caused by

human intervention that can be accidental or intentional.

Natural Disaster. This refers to the occurrence of such disasters that are

associated with natural events or phenomena caused by the environment.

Participation. It refers to the involvement of students in conducting

emergency drills.

Resilience. This refers to the ability to recover immediately from a disaster.

Secondary Students. It refers to those who are enrolled in an educational

institution and are currently studying at the high school level.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the gathered literature and studies that will support

the theorems and claims of this research endeavor.

Foreign Literature

Readiness for school crisis is a need. In 2008, Judy Jeffrey, the Director of

the Iowa Department of Education, stated, “Iowa does have safety measures in

place in their schools, but schools need to continually recheck their

preparedness plans because of new negative societal issues occurring in order

to make sure schools are safe for their children emotionally, behaviourally, and

physically.” As indicated by the Midwestern Higher Education Compact (2008, p.

6), it is a fact that one cannot control the outside condition or the activity of

individuals consistently. It is as yet the duty of establishments to make sheltered

and secure learning condition for their pupils. Emergency preparedness includes

staying calm at all cost, and according to Gross (2016), our body is created to be

reactive rather than being thoughtful as of critical thinking. If we let our emotions

influence our reactions, everything can go wrong.

Emergency situations can occur at any place or time, including during

school day when children are present. It’s important that each teacher and

classroom are prepared to shelter-in-place, or otherwise contribute to the well-

being of their students with the preparation of a school emergency kit (Engel,

2018). Having a fully stocked school emergency kit is just one additional safety

measure that campuses across the country are employing to prepare for a
disaster situation. Multi-agency exercises, such as an active shooter drill, also

help administration, staff, and students understand the magnitude of potential

situations, and likewise serve to underscore the importance of being prepared.

Knowing the use of emergency equipment can also lessen the risk every time

there would be a disaster. In an article of the National Electrical Manufacturers

Association (2019), knowing the use and the place of the equipment, such as a

fire extinguisher, and relocating and repositioning them like sirens, bells and road

maps, can possibly lessen the risk of a disaster. There should be more

equipment in the most vulnerable parts of the structures of an institution, and the

authorities should teach people how to use these things in order to survive.

According to Yufang (2016), the learnings on social security emergency in

the institutions and university fit in the field of emergency organization, and are of

simple features of the community security occurrences as well as ground

emergencies. With robust changeability, the social security instances have been

ineffectually organized by conservative calculation methods. At the same time,

the ―scenario – response‖ has become an active process of

emergency organization interacting with the community security instances in

institutions and colleges. The study focuses reviews from the community

emergency organization in the institutions and university, the situation theory,

and alternative preparedness. Hence, a decisive finding of the college and

university emergencies and the community security disaster helps progress and

balances the concept of emergency organization, and to elucidate and describe

the meaning of campus social security instances.

 83% of the state’s schools have been roofed on their school’s natural

disaster plan. The U.S Department of Education stated, in the National Center for

Education Statistics 2005-2006 School Analysis on Crime and Safety (SSOCS)

(2006, p. 12), around 40% have been enclosed in the scenario of a shooting, and

33% have been enclosed on what to do in the scenario of a captive condition.

About 55% of the state’s schools have enclosed their pupils on bomb

intimidations, while 28% have trained their pupils in what to do in biological,

radiological, or chemical intimidations (Tigges, 2008).

African Online Scientific Information Systems (n.d.) stated that there is

much scholarly discussion on the distinctions and relations of calamity reduction

and readiness. Calamity reduction is the execution of different measures before

the crisis and giving inactive insurance in the event. Crisis readiness, by

difference, includes the arrangement of plans and programs, enrolling and

preparing staff, getting the necessary facilities, gear and materials, to give

dynamic assurance thought crisis response. Modern exercises primarily include

the long-term land planning, building standards, housing relocation, and a wide

range of measures to lessen risk and risk assessment; arrangement exercises,

meanwhile, are mainly the short-term plan formation, faculty preparing, drills,

supplies, hardware, communications support, and so on. However, a few

exercises may cross the borders of disaster reduction and preparedness: for

example, setting up an alert and crisis communication system, planning of

evacuation method, and public education, for they are relief exercises as well as

critical parts of the readiness.

 The Hyogo Framework for Action (HFA) came out of the World

Conference for Disaster Reduction held in Kobe, Hyogo, Japan, from 18 to 22

January 2005. It is the main intent to clarify, depict, and detail the work that is

mandatory from all distinctive parts and on-screen characters to lessen disaster

risk—governments, informational organizations, disaster specialists and

numerous others—bringing them into a typical arrangement of coordination. The

HFA outlines five priorities for action, and offers managing standards and

practical means for accomplishing disaster resilience. Its goal is to decrease

disaster losses by 2015 by building the versatility of countries and communities

to 63 disasters. This implies diminishing the loss of lives and social, economic,

and natural resources when danger strikes. Disaster readiness is considered as

the Priority Action 5: Fortify Disaster Readiness for Efficient Response at All

Levels. The HFA rationales states that, ―On occasion of disaster, impacts

and misfortunes can be heavily lessen if experts, people and communities in peril

inclined zones are well-prepared and ready to step and are equipped with the

information and capacities for efficient disaster management.‖

According to Danster (n.d.), the execution of every area, city or district in

avoiding and relieving the unfriendly effects of risks and related disasters

depends on the ways the local government units specifically have arranged for

potential disaster outcomes in their particular locales. Possibility planning is really

a basic apparatus; however great, arrangement cannot remain solitary without

having empowered citizenry, infrastructures, emergency reaction mechanisms,

recovery, and other critical logistics. The primary concern of the previously
mentioned would question the monetary capacities of the government, or the

local government units, to be specific. The Local Disaster Risk Reduction and

Management Fund (LDRRMF), as specified under Rule 18 of its Implementing

Rules and Regulations, needs to use the fund which is adding up to at least five

percent of the total estimated revenue from general sources that will be put aside

as the LDRRMF bolsters the LDRRMF activities, for example, but not limited, to

pre-catastrophe readiness programs including preparing, acquiring life-saving

rescue apparatus, supplies and medicines for post disaster activities, installment

of calamity insurance, and development of evacuation centers.

The World Health Organization puts emphasis on preparation as the

“actions and events taken in progress to guarantee active reaction to the

influences of threats, as well as the issuance of sensible and actual early

cautions and the brief withdrawal of people and belongings from endangered

locations. It also relates to the pre-disaster events, including a general strategy,

plans and official and management structures that are geared to helping at

jeopardy communities protection their lives and assets by being attentive to

dangers and taking suitable action in the face of an looming threat on the actual

onset of a disaster.”

Foreign Studies

In a global assessment report of the United Nations Office for Disaster

Risk Reduction, Pathirage, Seneviratne, Amaratunga, & Haigh (2014) reported

about the “Knowledge Factors and Associated Challenges for Successful

Disaster Knowledge Sharing.” It states that the most common challenges in

disasters are the lack of detection and warning systems; the need of effective

education, training, and awareness raising programs; the need for regular

updating of disaster related laws lack of funds for economic planning measures;

poor planning; poor communication; poor leadership; lack of knowledge

management; and poor institutional arrangement, which were highlighted by

most of the respondents of the researcher. An attitude of a person hinders

involvement in disaster management. They either cause stubbornness or

inspiration to the people that surround him/her.

Pathirage et.al (2014) defined disaster knowledge factors as facts that

enhance knowledge of managing disasters successfully. Several categories were

established, namely: Technological, Social, Environmental, Legal, Economical,

Operational/Managerial, Institutional, and Political factors. The researchers

chose only three factors that are beneficial for the study, specifically:

Technological, Social, and Operational/Managerial factors. The technological

aspect consists of the contribution of scientific advances, including any tool,

technique, product, process, and method benefiting disaster management. Under

this category includes three sub-categories that are known as: warning systems,

communication systems, and structural measures. One important category is

warning systems. It should always be present in order to raise education and

awareness immediately among a certain population, and it should also be

integrated with communication for faster response (Rodriguez et al., 2006, as

cited in Pathirage et.al, 2014). On the other hand, McEntire (2010, as cited in
Pathirage et.al, 2014) justified that, “People learned that nature is a powerful

force, but also that a simple warning system could have saved many lives.”

Moreover, social factors consist of the aspects in correspondence to the

human society and its members in managing disasters. It includes the initiatives

to increase the population’s level of education, and to enhance the role and

participation in decision making, including women that would support

preparations for future disasters (Rodriguez et al., 2006, as cited in Pathirage

et.al, 2014). Pathirage et.al (2014) states, “Awareness of disaster impact is

necessary in inculcating into the citizen’s culture of disaster preparedness,

prevention and mitigation. Therefore, both formal and informal approaches to

disaster education are advocated.” There should be a continuous motive to

promote public information and the enlightenment in different forms of media. It is

also important that disaster risk reduction education is an in interactive method of

acquiring knowledge among the society. Propagation of awareness among

children not only represents future investment in disaster loss-reduction, but in

addition, the youth are acknowledged as a vital link of risk information between

schools and households (Clerveaux et al., 2010, as cited in Pathirage et.al,

2014). Lastly, operational and managerial factors concern the planning,

coordination and management of disaster related activities. Participants’ poor

level of knowledge and skills in disaster management are a major issue of

reconstruction (Pathirage et.al, 2014).

In a research conducted by Varghese, Swabir and George (2017) entitled,

Disaster Preparedness Kit: An Insight into the Emergency Tool, disaster and its
aftermath are terrible. The presence of an emergency kit is as important as our

lives during a disaster. Its availability every class showed that it can help cure

minor injuries and it lessens the casualties that the medical group is handling.

The emergency kit should have first aid essentials such as cotton, gauze, gauze

tape, beta dine, alcohol and hydrogen peroxide (water and food are also

included, such as easy-to-cook and ready-to-eat foods).

In a science report by Johnson (2013) entitled, “An impact evaluation of

ShakeOut, an earthquake and tsunami drill in two coastal Washington state

school districts,” it is believed that we must practice the youth while they are

young. The researcher’s findings concluded that children 6 to 12 years of age

have a strong base knowledge in what to do in case of a disaster. They tend to

know how to ―Drop, Cover, and Hold,‖ and with this basic knowledge,

possible casualties can be reduced. The school initiates learning activities in

order to educate the youth. ShakeOut, as mentioned, was an emergency drill

focusing on earthquakes and tsunamis. It aims to impart knowledge and raise

awareness on how to protect their selves during a disaster. It was concluded that

ShakeOut and other types of drills can help the youth acquire and retain

knowledge of protective actions.

Pajooh and Aziz (2014) indicated at their study entitled, “Investigating

factors for disaster preparedness among residents of Kuala Lumpur” that social

demographic profiles shows significant contribution to the variation of disaster

preparedness among the residents. With respect to age, (Goulding and Smith,

2003, as cited in Pajooh and Aziz, 2014) states that majority of citizens who are
below 65 years old are mostly affected by disasters. An advantage that older

people have is that they tend to be more aware of their environment. Previous

natural disasters that they experienced or witnessed gave them prior knowledge

and experiences that can lead to more effective capability of overcoming it (King,

2001, as cited in Pajooh and Aziz, 2014).

Furthermore, it was declared that in order to understand the concept of

gender, one must identify the difference of sex from gender (Pajooh and Aziz,

2014). Sex is defined as the biological characteristics of being male or female,

while gender indicates the action of sexes, that may induce opposing capabilities,

rights, and decision-making (Mollahosseini, 2011, as cited in Pajooh and Aziz,

2014). It was deduced that, “Vulnerabilities among men and women could be

varied due to the differences in the role and responsibility they have taken in the

society as well as inequality in terms of decision-making power, participation in

the emergency preparedness organizations and factors of unemployment” (World

Health Organization, 2002; MARC, 2011, as cited in Pajooh and Aziz, 2014).

In terms of level of income, Digian (2005, as cited in Pajooh and Aziz,

2014) stated that this profile is one of the most important factors in correlation to

disaster preparedness. Moreover, it was justified by Kim and Kang (2010, as

cited in Pajooh and Aziz, 2014) that disaster resources or equipment can only be

acquired by a persons’ income level. People with higher income can obtain

access to different means of communication systems and can help them acquire

knowledge in disaster preparedness.

 In accordance with Przybylski (2015), the youth is the most vulnerable in a

disaster, simply because they’re too young to know what to do. The concern of

the researcher is what happens to a child during and after of a disaster. Will the

child die? Be lost? What will happen to those children who cannot speak? Or

those who do not know the name of the parents, or their address? And how will a

child survive if he/she does not know the fastest route to the safest location? And

what will happen to the child after a disaster? Will the child get emotionally

stressed? This is why disaster preparedness plans and practices are strictly

required in schools because the most vulnerable age group is the youth. The role

and participation of the youth in maintaining disaster readiness could not be

neglected. They play a vital role in helping each other to be safe in times of

disaster.

Local Literature

The Philippines is prone to hazards and disasters that sometimes, when

they occur, a great number of casualties and areas that do not have preparations

and plans will suffer from great devastation caused by the disaster. School is one

of the social institutions that is mandated to have a disaster risk plan to mitigate

the risk of disasters. According to the Philippine Daily Inquirer (2018), it has been

50 years since a 7.3-magnitude earthquake struck Luzon, causing death and

destruction in Manila, but Filipinos may not have fully learned their lessons.

Structural flows and failed drills on some areas of Manila showed that we still

have more things to accomplish and to prepare and people should not just rely
on the efforts of the authorities but it should be also one’s effort to prepare and to

survive to the Big One.

As stated by reliefweb (2012), the article says that often, adults such as

parents cannot disregard their houses despite of the calamity happening at

present. The learners will actively develop into agents in saving themselves and

others in cases of catastrophes. That is the reason educating the children about

calamities and making drills are important. Even if the guardians are absent on

the time of calamity, the minors know what to do, and can protect themselves.

Benito Ramos told IRN Manila that, “The ultimate goal is zero casualties by

making them (children) less vulnerable in such situations.” This implies that

preparing and practicing the minors can make them mindful of what they should

do and what will they do in case a disaster occurs.

As stated by Baizas (2018), the publisher wrote his article about Marikina

City, which is known as one of the commonly exposed areas to floods. As stated

by Tajeda (n.d), floods are more predictable than earthquakes. How well can you

prepare your school for natural calamities and disaster-prone area? As the

publisher indicated, can the learners be prepared for a calamity? And when an

earthquake occurs, how quickly will the learners respond to the commotion, and

how much casualties will be counted? That’s the reason why implementing an

effective drill is fundamental to the community especially in schools.

According to Miasco (2017), the officials of Department of Education

(DepEd) and Commission on Higher Education (CHED) established that both

learners and educators must be prepared with information on justifying and

handling disasters and risk brought by natural catastrophes. It should inspire

society, particularly the adolescence, in contribution of hazard drills, such as

establishing quick groups more specifically in recognized tragedy prone-areas,

and to create these events as youth programs and projects. In such way, we can

avoid decrease fatalities in case of disasters occur.

According to the DepEdd (2008), in its manual entitled Disaster Risk

Reduction Resource Manual, it is mandated for the schools to formulate,

manipulate and coordinate policies, plans, programs and projects about disaster

risk reduction which is its primary goal that is distributed throughout the schools

within the Philippines. The administrators, supervisors and school teachers are

obliged to involve the students and teach them the things needed to know if ever

a disaster or calamity occurs, such as earthquakes, fire and man-made disasters.

Additionally, in their School Disaster Risk Reduction and Management Manual

Booklet No. 1, it is stated that the school needs to tackle the hazards and risks to

their students including how they will identify and assess them since Disaster

Risk Reduction Management (DRRM) is part of the basic education, (DepEd,

n.d.).

The Republic Act 10121 of 2010: An Approach in Strengthening Disaster

Risk Reduction and Management in the Philippines states that, "RA 10121

provides a strong legal institution basis for DRRM in the country and provided

basis for the development of policies and plans, implementation and actions and

measures pertaining to all aspects for DRRM, including good governance, risk

assessment and early warning knowledge building and awareness raising,

reducing underlying risk factor, and preparedness for effective response and

early recovery (Section 4, RA No. 10121)." In line with that, in the study of Luna,

Bautista and De Guzman (2008), the Philippines has also integrated the Disaster

Risk Reduction subject in the curriculum with the help of the Regional

Consultative Committee (RCC) on Disaster Management. The Philippines is one

of the three (3) countries where this program was pilot tested and integrated to

secondary schools’ curriculum. On its first part of implementation, students from

6 pilot schools, teachers, principals, regional directors and supervisors

participated at the DepEd’s national workshop on the opening and

implementation of the DRR module in the Philippines. In the teaching guidelines

for Senior High School, Disaster Readiness and Risk Reduction core subject of

the CHED (2016), the DRRR subject of the K-12 curriculum provides a lesson-

by-lesson framework for the educators to help learners to be aware, and to know

the basics on what actions to take and what knowledge they should acquire if

there is a hazard or disaster around the area.

According to PHILVOCS (n.d.), since 2005, they have required schools to

conduct a mandatory earthquake drill every school year. It needs to be headed

by the Disaster Management Group of the school with the help of teachers,

teaching, informing and training students on what to do before, during, and after

the earthquake. The drills should undergo six phases in order to know if the

schools and the students passed the drill:

● Phase 1. Alarm

A pre-arranged signal such as a siren/bell should be known to all.

During the drill, the siren/bell indicates earthquake/shaking. Students

and teachers will be alerted by this signal.

● Phase 2. Response

While the siren/bell is ongoing, everyone should move away from

windows, glass or light fixtures. In this phase, everyone should

perform ―duck, cover and hold‖ under desks, tables or chairs.

They should remain in this position until the ―shaking‖ stops.

● Phase 3. Evacuation

Once the ―shaking‖ stops, teachers and students should evacuate

the school buildings and proceed using pre-determined routes to go to

identified evacuation areas.

● Phase 4. Assembly

At the designated evacuation area, students must be grouped together

according to the class where they belong.

● Phase 5. Head count

Teachers should check and make sure all students are accounted for.

● Phase 6. Evaluation

An evaluation of the drill must be conducted to identify problems

encountered during the drill and how this can be corrected in future

earthquake drills.
 Same thing in the article entitled, ―Have we institutionalized DRRM in the

Philippines?‖ Domingo (n.d) indicates that, in assessing, preparing for, and

preventing a disaster and hazard, the National Disaster Risk Reduction

Management Plan (NDRRMP) of the social institutions, including schools, must

include the 4 pillars of priority area that are:

● Pillar #1: Prevention and Mitigation

Reducing vulnerability and exposure of communities of all hazards and

enhancing the capacities of the community to reduce their own risk and

cope with the impacts of all hazards.

● Pillar #2: Preparedness

Increasing level of awareness and capacity of the community and the

institutions to the threats and impacts of all hazards, risks and

vulnerabilities, it is also equipping the community with the necessary

skills to cope with the negative impact of a disaster, and developing

and implementing comprehensive national and local disaster

preparedness policies, plans, and system.

● Pillar #3‖ Response

Decreasing the number of preventable deaths and injuries, it also

includes providing basic subsistence needs of affected population and

immediately restores basic social services.

● Pillar #4: Rehabilitation and Recovery

Restoring the people’s livelihood and continuity of economic activities

and business, it also includes the restoration of shelters, reconstruction

 of infrastructures and other public utilities, and assisting the physical

and psychological rehabilitation of persons who suffered from the

effects of the disaster.

These pillars and phases of DRRM Plan need to be present every time a

social institution conducts a drill or plan for a disaster, which can natural or

manmade. Aside from following the necessary policies for a DRRM, in Health

Emergency Preparedness Plan of the Lung Center of the Philippines, it was

stated that, after a tremendous fire disaster happened on May 18, 1998 where

90% of its complex was destroyed, they started to have an emergency command

structure group led by the incident commander who was leading the disaster plan

for several years up to this date. The idea is that it is necessary to have heads

assigned to each department to arrange, control, manage, lead, and teach the

necessary information when a disaster occurs. They will be the ones who will

assist and make sure that the institution is a hundred percent ready when a

disaster comes again (Lung Center of the Philippines, 2014).

In DRMM Manual of the University of the Philippines First Edition,

according to Makalinao and Fajutagana (2014), the DRRM of UP is improving

every year, because each year, starting from 1982 to 2013, they have

implemented and conducted workshops headed by the Emergency

Preparedness and Response Committee of the University where awareness and

disaster action planning are the continuous goal and project of the team,

because through workshops and trainings, they can prepare the students for

whatever disaster or calamity that will occur, in which they are also lowering the
possible number or cases of vulnerability due to the several programs that have

been conducted that will keep the students aware on what they will do before,

during, and after a disaster.

According to Mishra, Suar & Paton (2009) as stated by Espina E. &

Calleja M. (2015), in an individual factor, the eagerness of an individual to learn

about the importance and need of disaster preparedness depends on personal

experience. In addition to this, Philippines is one of the countries that are the

most vulnerable to disasters, where the rate of a person as a risk according to

the past experience, and the awareness about the vulnerability of the place, can

influence the person’s emergency preparedness (Espina E. & Calleja M., 2015)

According to Mamon (2017), the DepEd implements one of the

arrangements of the Philippines DRRM Act of 2010 to coordinate DRRM in the

school educational modules and other instructive projects, and to uplift the level

of resiliency of pupils toward natural events. Subsequently, this investigation was

led to survey the disaster-related information, readiness and availability,

adaptation, awareness, and risk recognition.

According to Meniano (2017), DepEd specified that they faithfully want to

implement such drills because no one is ready when an earthquake happens,

and operative earthquake readiness drills are the only option to give information

and a high cope/survival level in case a disaster occurs. DepEd qualified the

students and teachers in Tacloban City to take 0 fatalities as conceivable.

An emphasis on the Philippines with its high chance of risk, trials of

poverty and inequity, can oblige as a prototype on how to form pliability and
endorse DRR. With an archipelago of over 7,100 islands, the country is the fourth

most at-risk country in the world in relations of climate-related natural disasters,

such as sea level rise, typhoons, flooding and life-threatening temperature. High

ranks of deficiency (25% of the population is living below the national poverty

level) and high inequity effect huge demographics that are incapable to

formulate, deal with, and mend from disasters. The Philippine government has

dedicated momentous assets to form disaster capability and diminish population

exposure and vulnerability (Alcayna, 2016).

Local Studies

As stated by Mamon et al. (2010), the researchers correlate that the

operating support from the pupils is fundamental to the accomplishment of

DRRM. However, the learners have a low perception about natural disasters.

The Philippines is one of the most exposed countries to catastrophe due to its

geological area. And according to the researchers, the pupils think about the

cause that makes their school or society unsafe, and how can they can make

these places protected from catastrophe. But the subject Earth and Life Science

somehow heightened the ability of the learners on the natural hazards.

According to Campilla (2016), as such to be anticipated to be more

dependable and capable in the field of disaster risk reduction management. In

rapports of age, there are more aged teachers in the zone of the study of disaster

preparedness. It is also an acknowledged fact that the teaching career is female

dominated. It focused on how developed they are, and how can they manage or

whether they are consistent enough to handle things suddenly. The researchers
also determined that they are in exact age to be more considered more prolific

and more dedicated in accomplishment and contributing in drills as a part of their

roles. Gender is also measured for their study as substantial.

The NDRRMC has mandated to conduct the following plans and

preparedness to recover quickly or prevent disaster. The Disaster Risk

Reduction: Hazard, Vulnerability and Risk Assessment is to assess whether the

community understood deeply these concepts, and for them to be aware and

respond accordingly. The aspect Early Warning Systems and Evacuation is to

inform the residents to the incoming or ongoing disaster and inform where to

evacuate. The aspect Risk Transfer Mechanism is to utilize that there must be a

unity between authorities and the community. The aspect Capacity Building for

Disaster Preparedness is to ensure a spatial as well as safe infrastructures or

area for evacuation in a specific disaster. The aspect Response and Relief

Operations is to inform that before, during, and after a specific disaster,

authorities involved, as well as the community, must function well to better aid or

decrease the possible loss of live and properties. Lastly, the aspect

Rehabilitation, Recovery and Reconstruction is the positive side of this plan,

keeping the residents, as well as the authorities, to not lose hope and be

motivated to strive hard to help the entire community to rise again. (Alcayna T.,

Bollettino V., Dy P., Vinck P., 2016). As stated also by Alcayna et al. (2016), this

inquiry about how longer we can react to catastrophes rather than decreasing the

casualties in the first place that recurrence and catastrophe set to increase,

societies are going to train more for worse events. The researchers also correlate
that furthermore research regarding this issue is important for effective

implementing of catastrophe drills. They also included that research findings

about this issue must translate to policy agreement with devoted implementation.

As stated in the Disaster Risk Preparedness Program By Quezon City and

Malabon City - Case Studies as of 2017, the following are the reasons to an

ineffective response of people towards disasters: Failure to indicate the technical

specification - which means that the authorities involved did not indicate the

specific event or disaster which will delay the process of disseminating the

message which will lead to an ineffective response and prevention; Prolonged

processing of the plans - the requests and orders are mostly pending in process

which take it too long to be implemented; Not fully implemented planned projects

and activities for Disaster Risk Preparedness Program - when a plan or order has

been approved it should be implemented immediately but in this case; planned

activities aren't fully implemented which will then cause an effective approach

towards disaster; Reconciled Records for Equipment and Emergency Supplies -

after every emergency drills or any responsive act towards disaster checking of

equipment needed is a must this is to ensure enough tools to better prevent or

effectively response in a disaster but then there are cases wherein although it

has been requested to the higher authorities there are still delay or even no

response at all;1 and Unorganized Storage Room Where Supplies and

Equipment are stored - lack of having a spatial room the supplies and equipment

needed in responding to a disaster means an irresponsible storage of equipment,

which will lead to unorganized use when a disaster occurs. These are the
disadvantages of community performances and collaboration when it comes in

responding to a disaster: (a) it is hard to involve the community in the disaster

plans and preparedness, (b) having a struggle in the collaboration between

community and authorities involved, (c) unwillingness of the authority to offer

services in communities with low-income, and (d) low initiation and involvement

of community instead of an active participation in the preparation and

implementation of emergency drills and plans (Davidson et al. 2007, as stated by

Florana E.,Ph. D).

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, subject of the study, setting of

the study, sources of data, procedure of the study, and the statistical treatment of

data.

Research Design

This study utilized the descriptive-evaluative method of research as it was

deemed appropriate to use with the kind of problem under investigation. In order

to understand the level of performance on emergency drills and the possible

factors affecting it, the researchers described and assessed the current situation.

Calderon & Gonzales (2011) states that, “descriptive research may be defined as

a purposive process of gathering, analyzing, classifying, and tabulating data

about prevailing conditions, practices, beliefs, processes, trends, and cause-

effect relationships and them making adequate and accurate

interpretation about such data with or without the aid of statistical methods.”

Specifically, this study utilized the evaluative method of descriptive

research because as declared by (Polit & Huggles, 1999, as cited in Prieto,

Naval, & Carey, 2017), “evaluation research is conducted to elicit useful

feedback from a variety of respondents from various fields to aid in decision

making or policy formulation”. Formative evaluation is also used to determine the

assessment of organizational processes such as procedures, policies,

guidelines, and the like (Prieto, Naval, & Carey, 2017).

Subject of the Study

The subjects of the study were the students of the High School

department, A.Y. 2018 – 2019. The Senior High School department consists of

933 students with a breakdown of 458 male students and 475 female students.

On the other hand, the Junior High School department consists of 1,688 students

composed of 826 male students and 862 female students. In total, the secondary

students of Cainta Catholic College consist of 2,621 students. The age of the

students could range from 13 to 18 years old.

In order to embody the representatives of the sample, the researcher

utilized a stratified random sampling strategy. Stratified sampling is a probability

sampling technique wherein the researcher divides the entire population into

different subgroups or strata, then randomly selects the final subjects

proportionally from the different strata (Explorable.com, 2009). The researchers

stratified the respondents based from their respective grade levels. After

stratification has been completed, the researcher will apply the fishbowl

technique to randomly select the participants.

To determine the desired sample for the study, Slovin’s formula:

was utilized; then, (Prieto, Naval, & Carey, 2017) stated to determine the number

of respondents per sampling stratum, the proportion principle should be followed.

 As stated below, Table 1 presents the population and sample distribution

of the respondents that will participate in the said study.

Table 1

Population and Sample Size Distribution

Sample Size
Grade Level Population of
Students of
Students
Junior High School Department

Grade 7 440 58

Grade 8 389 52

Grade 9 402 53

Grade 10 457 61

Senior High School Department

Grade 11 532 70

Grade 12 401 53

Total: 2, 621 347

Setting of the Study

This study was conducted by the researchers at Cainta Catholic College

located in Cainta, Rizal. As stipulated in the student handbook of Cainta Catholic

College, this institution was founded in 1931 by the former parish priest of Our

Lady of Light, Rev. Fr. Jose Tajon. It was formerly known as Cainta Catholic

School and through the years it developed under the supervision of appointed

priests as the College President. In the year 2017, a new College President was

installed by His Excellency Most Rev. Francisco M. De Leon, D.D., Bishop of

Antipolo in the person of Rev. Msgr. Pedro C. Canonero, PC.

As the Diocesan College of the Diocese of Antipolo, Cainta Catholic

College envisions itself as the preferred educational institution in the Diocese

with a Level 4 accreditation in all of its programs. Moreover, by being the largest

diocesan educational institution, Cainta Catholic College commits itself to

learner-centered and technology-enabled programs and services with religion at

the core under the patronage of Mary, Our Lady of Light.

The institution offers programs from primary education up to tertiary

education. In adherence to the implementation of the R.A. 10533 of the Aquino

administration, Cainta Catholic College opened its doors for the integration of

Senior High School with the following tracks and strands: Academic Track (ABM,

STEM, HUMSS, and GAS) and Technical-Vocational Track (ICT and HELE).
Figure 2. Satellite Image Map of Cainta Catholic College
Sources of Data

Primary and secondary sources of data were utilized in order to establish

this thesis proposal. Secondary data were obtained from books, articles,

researches, and etc. On the other hand, primary data was gathered from the

instruments of the researchers. A questionnaire was utilized by the study; the

selected students had evaluated the performance of students during emergency

drills and assess the factors affecting their performance in the stated activity.

The questionnaires were constructed by the following steps: first, the draft

was made based on the insights of the researchers on the gathered related

literature and studies. Second, the researchers incorporated the conceptualized

statement of the problem into different key indicators. Third, an interview was

also conducted to knowledgeable persons in disaster management in order to

enhance the content of the researchers’ instrument. Lastly, the theoretical

framework was reviewed, for the researchers to understand if the questionnaires

are inclined to the theory.

The first draft of the instrument was presented to their research adviser for

comments and suggestions. The questionnaire for the students consists of two

parts as follows:

Part I. This consists of the students’ personal profile in terms of age and

gender.

Part II. This consists of the key indicators of each variable on the

assessment of the factors affecting the performance in fire and earthquake

emergency drills.
 The following rating scales were used to interpret the gathered and

statistically treated data:

A.) For the level of performance on fire and earthquake emergency drills

Weig Scale/Ran Description Co

ht ge de
4 3.25 – 4.00 Outstanding O

3 2.50 – 3.24 Very Satisfactory VS

2 1.75 – 2.49 Unsatisfactory U

1 1.00 – 1.74 Needs NI

Improvement

B.) For the assessment on the factors affecting the performance of

students in emergency drills.

Weig Scale/Ran Description Co

ht ge de
4 3.25 – 4.00 Strongly Agree SA

3 2.50 – 3.24 Agree A

2 1.75 – 2.49 Disagree D

1 1.00 – 1.74 Strongly SD

Disagree

For validation purposes the questionnaire was critically reviewed by the

following persons: 2 experts in the field of research, 2 grammar experts, and 1

statistician. A certification was provided by the researchers in order to attest that

the constructed instrument is measurable, free from grammatical errors, valid,

and reliable. They were also interviewed for their suggestions on the

improvement of the final questionnaire.

Procedure of the Study

The researchers have defended their title proposals last July 27,

2018;they have come up with the approved and enhanced title the ―Factors

Affecting the Level of Performance on Emergency Drills of Selected Secondary

Student of Cainta Catholic College, A.Y. 2018 - 2019: An Assessment‖.

Afterwards, they have started reading and gathering related literature and

studies to support their theorems and claims and for them to answer their

research questions. The gathered references was be their guide in

accomplishing this thesis proposal. Then the writing of Chapter 1: The

Background and Purpose of the Study and Chapter 2: Review of Related

Literature and Studies further commenced.

The discussion of the research methodologies enlightened the

researchers to the development of their research instrument the questionnaire. It

had undergone pre-testing for validation purposes, and then the colloquium

follows.
Statistical Treatment of Data

After the retrieval of the questionnaires, the responses were tallied,

tabulated and statistically treated using the following tools:

To determine the profile of the respondents in terms of their age and

gender, the frequency and percentage distribution was used.

To determine the level of performance of students in fire and earthquake

drills and the factors affecting the performance in the abovementioned

emergency drills, weighted mean was used.

To determine the significant difference between the level of performance

and the factors affecting the performance on emergency drills, Analysis of

Variance (ANOVA) was used.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the comprehensive analysis and interpretation of

results from the data gathered. Data was showed in a tabular form and justified

by the gathered literature and studies.

Table 2 presents the frequency and percentage distribution on the profile

of the respondents in terms of age.

Table 2

Frequency and Percentage Distribution on the Profile of the

Respondents in Terms of Age

Age f p

12 – 13 years old 76 21.90%

14 – 15 years old 100 28.82%

16 – 17 years old 131 37.75%

18 – 19 years old 39 11.24%

20 years old and 1 0.29%

above
TOTAL 347 100%

Table 2 shows the age categories of the respondents of this study.

Majority of the respondents were 16 – 17 years old with a proportion of 37.75%

from the total population. Followed by 28.82% of 14 – 15 years old range,

21.90% of 12 – 13 years old range, 11.24% of 18 – 19 years old range, and lastly

compromising 0.29% of respondents who are 20 years old and above.

 Table 3 presents the frequency and percentage distribution on the profile

of the respondents in terms of gender.

Table 3

Frequency and Percentage Distribution on the Profile of the

Respondents in Terms of Gender

Gender f p

Male 173 49.86%

Female 174 50.14%

TOTAL 347 100%

Table 3 reveals that 49.86% of the respondents are male and 50.14% are

female. The participants of this study were randomly selected from each

sampling stratum in order to embody the population. It is worthy to know that this

study was able to obtain data evenly from both genders.

Furthermore, it was declared that in order to understand the concept of

gender, one must identify the difference of sex from gender (Pajoohand Aziz,

2014). Sex is defined as the biological characteristics of being male or female,

while gender indicates the action of sexes, that may induce opposing capabilities,

rights, and decision-making (Mollahosseini, 2011, as cited in Pajooh and Aziz,

2014). It was deduced that, “Vulnerabilities among men and women could be

varied due to the differences in the role and responsibility they have taken in the

society as well as inequality in terms of decision-making power, participation in

the emergency preparedness organizations and factors of unemployment” (World

Health Organization, 2002; MARC, 2011, as cited in Pajooh and Aziz, 2014).
 Table 4 presents the computed mean on the level of performance on

emergency drills of secondary students of Cainta Catholic College in terms of

awareness.

Table 4

Computed Mean on the Level of Performance on Emergency Drills of

Secondary Students o Cainta Catholic College
in terms of Awareness

Awarene Me V Ra
ss an I nk
1. Students know the evacuation area, on where
3.2 V 2
to go and where to stay. 0 S
2. Students are familiar with the members of the
2.4 U 5
School Disaster Management Council. 9
3. The school was able to conduct orientations,
seminars, drills in accordance with proper 3.1 V 4
Disaster Management. 1 S
4. Students know what to do during an
earthquake and a fire drill. He/She can
3.4 O 1
immediately differentiate the response needed
4
based from the type of siren
that is being rang.
5. Students know to bring only the important
3.1 V 3
things in his/her bag during the evacuation 8 S
process.
Average
3.0 V
8 S
Outstanding (O) 3.25 – 4.00; Very Satisfactory (VS) 2.50 – 3.24; Unsatisfactory (U) 1.75 – 2.49; Needs Improvement (NI) 1.00 – 1.74

Table 4 has also revealed the five indicators in the level of performance of

secondary students on emergency drills in terms of awareness. It is also noted

that the respondents have evaluated that the awareness of students is very

satisfactory. This was affirmed by the obtained average of 3.08.

According to the respondents’ assessment that in terms of awareness, the

fourth indicator obtained a mean of 3.44 which ranked first and verbally

interpreted as outstanding; it implies that the students know what to do during an

earthquake and a fire drill. They can also immediately differentiate the response
needed based from the type of siren that is being rang. On the other hand, the

respondents got the lowest mean of 2.49 in the second indicator and verbally

interpreted as unsatisfactory; which means that not all students are familiar with

the members of the Disaster Management Council of Cainta Catholic College.

According to Mishra, Suar & Paton (2009) as stated by Espina E. &

Calleja M. (2015), in an individual factor, the eagerness of an individual to learn

about the importance and need of disaster preparedness depends on personal

experience. In addition to this, Philippines is one of the countries that are

vulnerable to disasters, the rate of a person as risk according to the past

experience and the awareness about the vulnerability of the place can influence

the persons emergency preparedness (Espina E. & Calleja M., 2015)

Pathirage et.al (2014) states, “Awareness of disaster impact is necessary

in inculcating into the citizen’s culture of disaster preparedness, prevention and

mitigation. Therefore, both formal and informal approaches to disaster education

are advocated.”

This study investigated the implication of awareness of students and use

of indicators in the level of performance. The targets of this study are the

secondary students. As the mean of the fourth indicator is 3.44 while the second

indicator is 2.49 we can have assumptions that the students of Cainta Catholic

College has more knowledge in what to do when an earthquake drill and fire drill

occurred but has less knowledge in knowing the or having familiarities with the

members of School Disaster Management Council.

 Table 5 presents the computed mean on the level of performance on

emergency drills of secondary students of Cainta Catholic College in terms of

participation.

Table 5

Computed Mean on the Level of Performance on Emergency Drills of

Secondary Students of Cainta Catholic College
in terms of Participation

Participati Me VI Ra
on an nk
1. Students executed the ―duck, cover, and
hold‖ technique during the Alarm Phase of an 3.4 O 1
earthquake drill. 4
2. Students followed their emergency
3.3 O 2
evacuation/exits to the evacuation area/s. 1
3. Students have done the ―buddy-buddy‖
2.6 VS 4
system during the evacuation phase. 4
4. Students walke casuall durin th
2.8 VS 3
had d y g e 1
evacuation
phase.
5. Students took the drills conducted seriously
2.5 VS 5
and in a proper manner. 5
Average
2.9 VS
5
Outstanding (O) 3.25 – 4.00; Very Satisfactory (VS) 2.50 – 3.24; Unsatisfactory (U) 1.75 – 2.49; Needs Improvement (NI) 1.00 – 1.74

Table 5, in addition, revealed the five indicators in the level of

performance one emergency drills of students in terms of participation. It is also

distinguished that the respondents assessed that the participation of students is

very satisfactory. This was confirmed by the obtained average of 2.95.

In line with the respondents’ assessment that in terms of participation, the

first indicator got a mean of 3.44 which ranked first and verbally interpreted as

outstanding; it implies that the students had executed the ―duck, cover, and

hold‖ technique during the alarm phase of an earthquake drill properly. In

contrast, the
respondents got the lowest mean of 2.55 in number one and verbally interpreted

also as very satisfactory; which means the students took the drills conducted

seriously and in an appropriate behavior.

In a science report by Johnson (2013) entitled, “An impact evaluation of

ShakeOut, an earthquake and tsunami drill in two coastal Washingtonstate

school districts”. It is believed that we must practice the youth while they are

young. The researcher’s findings concluded that children 6 to 12 years of age

have a strong base knowledge in what to do in case of a disaster. They tend to

know how to ―Drop, Cover, and Hold‖ and in this basic knowledge,

possible casualties can be reduced.

The school initiates learning activities in order to educate the youth.

ShakeOut as mentioned was an emergency drill focusing on earthquakes and

tsunamis. It aims to impart knowledge and raise awareness on how to protect

their selves during a disaster. It was concluded that ShakeOut and other types of

drills can help the youth to acquire and retain knowledge of protective actions.

Among the five indicators, the first indicator has ranked first therefore,

many students does the duck, cover and hold during the Alarm Phase of an

earthquake drill and fire drill that can lessen the risk or chances of damage when

an earthquake or fire occurred but the students does not take the earthquake drill

and fire drill seriously and in proper manner that can lead them to lack of

knowledge to the fire and earthquake drill.

 Table 6 presents the computed mean on the level of performance on

emergency drills of secondary students of Cainta Catholic College in terms of

safety measures.

Table 6

Computed Mean on the Level of Performance on Emergency Drills of

Secondary Students of Cainta Catholic College
in terms of Safety Measures

Safety Measures Me VI Ra
an nk
1. Students have protected their heads with a
sturdy object for possible falling debris during an 3.1 VS 2
earthquake drill. 2
2. Students a headcou i th
3.3 O 1
conducted nt n e 0
evacuation area.
3. Students have secured a handkerchief or
2.7 VS 3
damp cloth in case of smoke inhalation. 1
4. Students were able to bring their emergency
2.6 VS 4
first aid and survival kits in the evacuation area. 5
5. Students were equipped with
2.4 U 5
portable flashlights and whistles on their ID 1
laces.
Average
2.8 VS
4
Outstanding (O) 3.25 – 4.00; Very Satisfactory (VS) 2.50 – 3.24; Unsatisfactory (U) 1.75 – 2.49; Needs Improvement (NI) 1.00 – 1.74

Furthermore, Table 6 revealed the five indicators in the level of

performance one emergency drills of students in terms of safety measures. It is

also noted that the respondents evaluated that the safety measures of students

are very satisfactory. This was declared by the obtained average of 2.84.

In relation to the respondents’ assessment that in terms of safety

measures, the second indicator obtained a mean of 3.30 which ranked first and

verbally interpreted as outstanding; it implies that the students really conducts a

headcount in the evacuation area. Conversely, the fifth indicator got the lowest
mean of 2.41 and verbally interpreted as unsatisfactory; which means that not all

students were equipped with portable flashlights and whistles on their ID laces.

In accordance with Przybylski (2015), the youth is the most vulnerable in a

disaster; simply because they’re too young to know what to do. The concern of

the researcher is what happens to a child during and after of a disaster. Will the

child’s get to die? Lost? What will happen to those children whom cannot speak?

Does not know the name of the parents, address? And how will a child survive if

he/she does not know the fastest route to the safest location? And what will

happen to the child after a disaster? Will the child get emotionally stressed?

Knowing the use of Emergency Equipment can also lessen the risk every

time there is a disaster. In an article of the National Electrical Manufacturers

Association (2019), knowing the use and the place where the equipment such as

fire extinguisher, relocating and repositioning equipment like sirens and bells and

road maps can possibly lessen the risk of a disaster. There should be a more

equipment in the most vulnerable part of the structures and the authorities should

teach people on how to use these things in order to survive.

When it comes to the Level of Performance in terms of safety measure,

the students does the headcount in the evacuation area; which means that it can

already identify the students that are missing and the students that are their but

when it comes to equipment’s like portable flashlights and whistles on their ID

laces got the lowest mean 2.41 which ranked last among the five indicators that

can cause higher risk for every disaster that can occur.
 Table 7 presents the computed mean on the level of performance on

emergency drills of secondary students of Cainta Catholic College in terms of

management strategy.

Table 7

Computed Mean on the Level of Performance on Emergency Drills of

Secondary Students of Cainta Catholic College
in terms of Management Strategy

Management Strategy Me VI Ra
an nk
1. The school produced evacuation plans used
3.2 VS 3
as a guide for everyone. 1
2. The alarm system used was loud enough to be
3.2 VS 4
heard by the students. 0
3. The members of the School Disaster
Management Council imposed good leadership 2.9 VS 5
and communication skills during a drill. 9
4. The class advisers portrayed
3.3 O 1
immediate 1
authority during emergency drills.
5. The disaster management plans of Cainta
Catholic College are feasible and applicable to 3.2 VS 2
everyone. 2
Average
3.1 VS
9
Outstanding (O) 3.25 – 4.00; Very Satisfactory (VS) 2.50 – 3.24; Unsatisfactory (U) 1.75 – 2.49; Needs Improvement (NI) 1.00 – 1.74

Moreover, Table 7 revealed the five indicators in the level of performance

one emergency drills of students in terms of management strategy. It is also

noted that the respondents evaluated that the management strategy of Cainta

Catholic College is very satisfactory. This was attested by the obtained average

of 3.19.

With respect to the respondents’ assessment that in terms of management

strategy, the fourth indicator obtained a mean of 3.31 which ranked first and

verbally interpreted as outstanding; it implies that the class advisers have

excellently portrayed immediate authority during emergency drills. On the

contrary, the third indicator got the lowest mean of 2.99 and verbally interpreted

as very satisfactory; which means that the members of the School Disaster

Management Council imposed good leadership and communication skills during

a drill.

In a global assessment report of the United Nations Office for Disaster

Risk Reduction, Pathirage, Seneviratne, Amaratunga, & Haigh (2014) reported

about the “Knowledge Factors and Associated Challenges for Successful

Disaster Knowledge Sharing.” It states that the most common challenges in

disasters are the lack of detection and warning systems; the need of effective

education, training, and awareness raising programs; the need for regular

updating of disaster related laws lack of funds for economic planning measures;

poor planning; poor communication; poor leadership; lack of knowledge

management; and poor institutional arrangement, which were highlighted by

most of the respondents of the researcher

In the level of performance in terms of Management Strategy, The class

advisers portrayed immediate authority during emergency drills which means that

the authorized personnel during an earthquake drill are the teachers; they can

help with the security and avoiding unnecessary disruptions or undesirable

activities but the leadership and communication skills during a drill of School

Disaster Management Council are quite low that ranked last; The students are

not satisfied with the leadership of the School Disaster Management Council

during earthquake drill.

 Table 8 presents the composite table on the level of performance on

emergency drills of secondary students of Cainta Catholic College in terms of

awareness, participation, safety measures, and management strategy.

Table 8

Composite table on the Level of Performance on Emergency Drills of

Secondary Students of Cainta Catholic College in terms of
Awareness, Participation, Safety Measures,
and Management Strategy

Variables Me VI Ra
an nk
1. Awareness
3.0 VS 2
8
2. Participation
2.9 VS 3
5
3. Safety Measures
2.8 VS 4
4
4. Management Strategy
3.1 VS 1
9
General Average
3.0 VS
2
Outstanding (O) 3.25 – 4.00; Very Satisfactory (VS) 2.50 – 3.24; Unsatisfactory (U) 1.75 – 2.49; Needs Improvement (NI) 1.00 – 1.74

Table 8 revealed the four variables in the level of performance on

emergency drills of secondary students at Cainta Catholic College. It is also

noted that the respondents evaluated that the overall performance of the

students and the institution itself is very satisfactory. This was affirmed by the

obtained general average of 3.02.

It could also be deduced from the results the management strategy of

Cainta Catholic College gained the highest rank in the evaluation given by the

students; it implies that these strategies are effective and needs to be fully

implemented. However, the safety measures of the students got the lowest rank;
it implies that even though it is very satisfactory, the institution shall pay attention

to the importance of improving the safety measure capabilities of the students.

Moreover, social factors consists of the aspects in correspondence to the

human society and its members in managing disasters it includes the initiatives

to increase the population’s level of education, enhance the role and participation

in decision making, including women that would support preparations for future

disasters (Rodriguez et al., 2006, as cited in Pathirage et.al, 2014).

There should be a continuous motive to promote public information and

the enlightenment in different forms of media. It is also important that disaster

risk reduction education is an in interactive method of acquiring knowledge

among the society. Propagation of awareness among children not only

represents future investment in disaster loss-reduction, but in addition, the youth

are acknowledged as a vital link of risk information between schools and

households (Clerveaux et al., 2010, as cited in Pathirage et.al, 2014). Lastly,

operational and managerial factors it concerns to the planning, coordination and

management of disaster related activities. Participants’ poor level of knowledge

and skills in disaster management is a major issue of reconstruction (Pathirage

et.al, 2014).

The Management Strategy has ranked first therefore the strategies of the

school is being implemented and effective to the students while the safety

measure has ranked last; This can lead to higher chances of risk on disasters

because of the lack of equipment’s and safety measures of the school.

 Table 9 presents the computed mean on the factors affecting the

performance on emergency drills of secondary students of Cainta Catholic

College in terms of awareness.

Table 9

Computed Mean on the Factors Affecting the Performance on Emergency

Drills of Secondary Students of Cainta Catholic College
in terms of Awareness

Awarene Me VI Ra
ss an nk
1. The administrators, supervisors and school
teachers educate the students about the
necessary things to know if a disaster and 3.4 SA 2
calamity occur such as earthquakes, fire and 0
manmade disasters.
2. I understand the different types and phases of
3.1 A 4
sirens before evacuating. 5
3. I am aware about the escape routes and
3.2 SA 3
ways in order for us to reach the evacuation 5
area.
4. There are assigned adequate group of people
3.0 A 5
that rang the bell when an emergency occur. 3
5. I stayed in the evacuation area until the drill
3.4 SA 1
was terminated and have not attempted to cut 6
classes.
Average
3.2 SA
6
Strongly Agree (SA) 3.25 – 4.00; Agree (A) 2.50 – 3.24; Disagree (D) 1.75 – 2.49; Strongly Disagree (SD) 1.00 – 1.74

Table 9 has also showed the five indicators on the factors affecting the

level of performance of secondary students on emergency drills in terms of

awareness. It is also noted that the respondents have evaluated that the average

answer of the students’ awareness resulted into strongly agree. This was

affirmed by the obtained average of 3.26.

As said by the respondents’ evaluation that in terms of awareness, the fifth

indicator obtained a mean of 3.46 which ranked first and verbally interpreted as
strongly agree; it implies that the students stayed in the evacuation area until the

drill was terminated and have not attempted to cut classes. Conversely, the

second indicator got the lowest mean of 3.03 and verbally interpreted as agree;

which means that the respondents agreed that there are assigned adequate

group of people that rang the bell when an emergency occur.

The World Health Organization put emphasis on preparation as the

“actions and events taken in progress to guarantee active reaction to the

influences of threats, as well as the issuance of sensible and actual early

cautions and the brief withdrawal of people and belongings from endangered

locations. It also relates to the pre-disaster events, including an general strategy,

plans and official and management structures that are geared to helping at

jeopardy communities protection their lives and assets by being attentive to

dangers and taking suitable action in the face of an looming threat on the actual

onset of a disaster.”

The administrators, supervisors and school teachers educate the students

about the necessary things to know if a disaster and calamity occur such as

earthquakes, fire and manmade disasters therefore, the students have enough

knowledge of the important things that needs to be discuss and can have a lower

rate of risk when a disaster, calamity, and other manmade disaster occurred.
 Table 10 presents the computed mean on the factors affecting the

performance on emergency drills of secondary students of Cainta Catholic

College in terms of participation.

Table 10

Computed Mean on the Factors Affecting the Performance on Emergency

Drills of Secondary Students of Cainta Catholic College
in terms of Participation

Participati Me VI Ra
on an nk
1. My classmates hinder me from participating
2.8 A 5
well in an emergency drill. 5
2. Lack of discipline is one of the reasons why
3.4 SA 1
drills may become unsuccessful. 5
3. Physical disabilities may hinder me to
2.9 A 4
participate well. 4
4. The fire exits are too steep and may cause
2.9 A 3
danger to me. 7
5. Students are too slow and clumsy in the actual
3.1 A 2
drill. 6
Average
3.0 A
7
Strongly Agree (SA) 3.25 – 4.00; Agree (A) 2.50 – 3.24; Disagree (D) 1.75 – 2.49; Strongly Disagree (SD) 1.00 – 1.74

Table 10, in addition, has also showed the five indicators on the factors

affecting the level of performance of secondary students on emergency drills in

terms of participation. It is also noted that the respondents have evaluated that

the average answer of the students’ participation resulted in to agree. This was

affirmed by the obtained average of 3.07.

In line with the respondents’ assessment that in terms of participation, the

second indicator obtained a mean of 3.45 which ranked first and verbally

interpreted as strongly agree; it implies that the lack of discipline is one of the

reasons why drills may become unsuccessful. Then again, the first indicator got
the lowest mean of 2.85 and verbally interpreted as agree; which means that

their classmates hinder them from participating well in an emergency drill..

According to Mamon (2017) The Department of Education of the

Philippines implements one of the arrangements of the Philippines disaster risk

reduction and management act of 2010 (DRRM Act) to coordinate DRRM in the

school educational modules and other instructive projects, and to uplift the level

of resiliency of pupils toward natural events. Subsequently, this investigation was

led to survey the disaster-related information, readiness and availability,

adaptation, awareness, and risk recognition. An attitude of a person hinders

involvement in disaster management. They cause stubbornness or inspiring to

the people that surround him/her.

Lack of discipline is one of the reasons why drills may become

unsuccessful, It can also harm the students when they are not discipline and can

cause damage not just at the students but also to others but when it comes to

hindering to students to participate well it ranked last which is good because it

can help the students to participate well and be aware of the things to do and

able to cope up with the others.

 Table 11 presents the computed mean on the factors affecting the

performance on emergency drills of secondary students of Cainta Catholic

College in terms of safety measures.

Table 11

Computed Mean on the Factors Affecting the Performance on Emergency

Drills of Secondary Students of Cainta Catholic College
in terms of Safety Measures

Safety Measures Me VI Ra
an nk
1. The class president together with the other
officers’ check for any sustained injury in the 3.2 A 2
evacuation/ assembly areas and had a 1
headcount.
2. There are adequate first aid and survival kits in
2.9 A 5
every section for emergency purposes. 8
3. The rescue team is wearing safety gears and
3.0 A 4
other personal protective equipment. 1
4. The first aid medical team
immediately addresses all the medical 3.2 A 1
needs of the injured 2
victims and possible casualties.
5. The communication team utilizes the
equipment properly during coordination and 3.1 A 3
execution of response operation. 0
Average
3.1 A
0
Strongly Agree (SA) 3.25 – 4.00; Agree (A) 2.50 – 3.24; Disagree (D) 1.75 – 2.49; Strongly Disagree (SD) 1.00 – 1.74

Furthermore, Table 11 has also showed the five indicators on the factors

affecting the level of performance of secondary students on emergency drills in

terms of safety measures. It is also noted that the respondents have evaluated

that the average answer of the students’ participation resulted in to agree. This

was affirmed by the obtained average of 3.10.

In relation to the respondents’ assessment that in terms of safety

measures, the third indicator obtained a mean of 3.22 which ranked first and
verbally interpreted as agree; it showed that he first aid medical team

immediately addresses all the medical needs of the injured victims and possible

casualties. Oppositely, the second indicator got the lowest mean of 2.98 and

which implied that they agreed that there are adequate first aid and survival kits

in every section for emergency purposes.

Emergency situations can occur at any place or time, including during the

school day when children are present. It’s important that each teacher and

classroom is prepared to shelter-in-place, or otherwise provide for the well-being

of their students with the preparation of a school emergency kit (Engel, 2018).

Having a fully stocked school emergency kit is just one additional safety measure

campuses across the country are employing to prepare for a disaster situation.

Multi-agency exercises, such as an active shooter drill, also help administration;

staff and students understand the magnitude of potential situations and serve to

underscore the importance of being prepared.

In safety measures the first aid medical team immediately addresses all the

medical needs of the injured victims and possible casualties; This is a big help for

students or to people that are injured in the disaster but there are lack of first aid

kit and survival kits that can cause students to have higher chances of risk when

a disaster occurred.
 Table 12 presents the computed mean on the factors affecting the

performance on emergency drills of secondary students of Cainta Catholic

College in terms of management strategy.

Table 12

Computed Mean on the Factors Affecting the Performance on Emergency

Drills of Secondary Students of Cainta Catholic College
in terms of Management Strategy

Management Strategy Me VI Ra
an nk
1. Poor leadership skills of officials can affect my
3.1 A 2
performance. 7
2. The school enforces rules and regulations in
3.2 SA 1
order to conduct drill properly. 6
3. I believe that the manpower of the rescue and
medical team is adequate for the number of 3.0 A 5
students present in the school. 3
4. I think my teachers can help me protect myself
3.1 A 3
during the drill. 5
5. The siren can be easily heard inside my
3.0 A 4
classroom. 6
Average
3.1 A
3
Strongly Agree (SA) 3.25 – 4.00; Agree (A) 2.50 – 3.24; Disagree (D) 1.75 – 2.49; Strongly Disagree (SD) 1.00 – 1.74

Moreover, Table 12 has also showed the five indicators on the factors

affecting the level of performance of secondary students on emergency drills in

terms of management strategy. It is also noted that the respondents have

evaluated that the average answer of the students’ participation resulted in to

―agree‖. This was affirmed by the obtained average of 3.13.

With respect to the respondents’ assessment that in terms of management

strategy, the second indicator obtained a mean of 3.26 which ranked first and

verbally interpreted as strongly agree; it implies that the school enforces rules
and regulations in order to conduct drill properly. On the other hand the second

indicator got the lowest mean of 3.03 and which showed they agreed and

believed that the manpower of the rescue and medical team is adequate for the

number of students present in the school.

In a global assessment report of the United Nations Office for Disaster

Risk Reduction, Pathirage, Seneviratne, Amaratunga, &Haigh (2014) reported

about the “Knowledge Factors and Associated Challenges for Successful

Disaster Knowledge Sharing”. It states that the most common challenges in

disasters are the lack of detection and warning systems, the need of effective

education, training, and awareness raising programs, the need for regular

updating of disaster related laws lack of funds for economic planning measures,

poor planning, poor communication, poor leadership, lack of knowledge

management, and poor institutional arrangement were highlighted by most of the

respondents of the researcher.

In order to conduct the drill properly the school has rules and regulation

that the students can be disciplined and be aware so that they can take the drill

properly and seriously especially when it it’s a matter of life and death but there

are lack of medical teams for the students that the Cainta Catholic College, The

medical teams can not immediately action all of the students if ever an disaster

occurred.
 Table 13 presents the composite table on the factors affecting the

performance on emergency drills of secondary students of Cainta Catholic

College in terms of awareness, participation, safety measures, and management

strategy.

Table 13

Composite table on the Factors Affecting the Performance on Emergency

Drills of Secondary Students of Cainta Catholic College in terms of
Awareness, Participation, Safety Measures,
and Management Strategy

Variables Me Ra V
an nk I
1. Awareness
3.2 1 S
6 A
2. Participation
3.0 4 A
7
3. Safety Measures
3.1 3 A
0
4. Management Strategy
3.1 2 A
3
General Average
3.1 A
4
Strongly Agree (SA) 3.25 – 4.00; Agree (A) 2.50 – 3.24; Disagree (D) 1.75 – 2.49; Strongly Disagree (SD) 1.00 – 1.74

Table 13 revealed the four variables on the factors affecting the level of

performance on emergency drills of secondary students of Cainta Catholic

College. It is also noted that the respondents’ general average answer evaluated

it as agree with an average of 3.14.

It can also be comprehended from the results that awareness of

secondary students of Cainta Catholic College on emergency drills gained the

highest rank in the evaluation given by the respondents; this implies that this is

the most important factor to be considered in improving the disaster readiness of

students. Nevertheless, the participation of the students got the lowest rank; it

implies that even though students’ resulted into agree, the institution needs to

pay attention to the importance of improving the participation factors that can

affect the performance of students during emergency drills.

Pathirage et.al (2014) defined disaster knowledge factors as facts that

enhance knowledge of managing disasters successfully. Several categories were

established namely: Technological, Social, Environmental, Legal, Economical,

Operational/ Managerial, Institutional and Political factors.

The researchers chose only three factors that are beneficial for the study

specifically, Technological, Social, and Operational/ Managerial factors. In the

technological aspect, it consists of the contribution of scientific advances

including any tool, technique, product, process and method benefiting disaster

management. Under this category includes three sub-categories that are known

as: warning systems, communication systems, and structural measures. One

important category are warning systems, it should be always present in order to

raise education and awareness immediately among a certain population; it

should also be integrated with communication for faster response (Rodriguez et

al., 2006, as cited in Pathirage et.al, 2014).

On the other hand, (McEntire, 2010, as cited in Pathirage et.al, 2014)

justified that “People learned that nature is a powerful force, but also that a

simple warning system could have saved many lives.”

 Table 14 presents the computed F- test on the significant difference of the

level of performance and the factors affecting the performance on emergency

drills of secondary students of Cainta Catholic College.

Table 14

Computed F-test on the Significant Difference of the Level of

Performance and the Factors Affecting the Performance on Emergency
Drills of Secondary Students of Cainta Catholic College

F Statistics Critical Ho V
Value I
3.667 10.1280 Acce N
pt S
Where Ho = No significant difference between the performance on emergency drills of
Cainta Catholic College and the factors affecting the level of performance
of the selected secondary students

Finally, Table 14 shows the computed F-test on the significant difference

of the level of performance and the factors affecting the performance on

emergency drills of secondary students of Cainta Catholic College.

Based from the result, the null hypothesis was accepted therefore, there is

no significant difference found between the two variables. It implies that since

there is no difference, the two variables are directly proportional to each other.
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations

of this study. A comprehensive plan of action will also be presented as part of

the recommendations of the researchers.

Summary of Findings

Based on the analysis and interpretation of data, the findings are hereby

summarized.

1. The Profile of the Respondents

1.1 In terms of Age, the lowest percentage of respondents is 0.29 %

ranging from 20 years and above while the highest percentage of

respondents is 37.75 % ranging from 16-17 years old with the total

population of 347.

1.2 In terms of Gender, the lowest percentage is 49.86 % which are

Females and the highest percentage is 50.14 % which are males with the

total population of 347.

2. The Level of Performance on Emergency Drills of Selected Secondary

Students of Cainta Catholic College

2.1 In terms of Awareness, the lowest computed mean is 2.49 with a

verbal interpretation of "Unsatisfactory" and the highest computed mean is

 3.44 with a verbal interpretation of "Outstanding". The total computed

mean is 3.08 with a verbal interpretation of "Very Satisfactory".

2.2 In terms of Participation, the lowest computed mean is 2.55 with a

verbal interpretation of "Very Satisfactory" and the highest computed

mean is 3.44 with a verbal interpretation of "Outstanding". The total

computed mean is 2.95 with a verbal interpretation of "Very Satisfactory".

2.3 In terms of Safety Measures, the lowest computed mean is 2.41 with a

verbal interpretation of "Unsatisfactory" and the highest computed mean is

3.30 with a verbal interpretation of "Outstanding". The total computed

mean is 2.84 with a verbal interpretation of "Very Satisfactory".

2.4 In terms of Management Strategy, the lowest computed mean is 2.99

with a verbal interpretation of "Very Satisfactory" and the highest

computed mean is 3.31 with a verbal interpretation of "Outstanding". The

total computed mean is 3.19 with a verbal interpretation of "Very

Satisfactory".

3. The Factors Affecting the Level of Performance of Selected Secondary

Students on Emergency Drills

3.1 In terms of Awareness, the lowest computed mean is 3.03 with a

verbal interpretation of "Agree" and the highest computed mean is 3.46

with a verbal interpretation of "Strongly Agree". The total computed mean

is 3.26 with a verbal interpretation of "Strongly Agree".

 3.2 In terms of Participation, the lowest computed mean is 2.85 with a

verbal interpretation of "Agree" and the highest computed mean is 3.45

with a verbal interpretation of "Strongly Agree". The total computed mean

is 3.07 with a verbal interpretation of "Agree".

3.3 In terms of Safety Measures, the lowest computed mean is 2.98 with a

verbal interpretation of "Agree" and the highest computed mean is 3.22

with a verbal interpretation of "Agree". The total computed mean is 3.10

with a verbal interpretation of "Agree".

3.4 In terms of Management Strategy, the lowest computed mean is 3.03

with a verbal interpretation of "Agree" and the highest computed mean is

3.26 with a verbal interpretation of "Strongly Agree". The total computed

mean is 3.13 with a verbal interpretation of "Agree".

4. The Significant Difference between the Performance on Emergency Drills

of Cainta Catholic College and the Factors Affecting the Level of

Performance of the Selected Secondary Students

4.1 The test on the significant difference between the performance on

emergency drills of Cainta Catholic College and the factors affecting the

level of performance of the selected secondary students accepts the null

hypothesis.
Conclusions

Based on the findings, the following conclusions are drawn:

1. Majority of the students that participated in this study are 16-17 years old.

It is worthy to know that, the researchers were able to collect data from the

two genders proportionally.

2. The Management Strategy of Cainta Catholic College has the most

efficient performance during emergency drills. This includes the

employees, administrators, school disaster management council, and the

equipment used during the drills.

3. The Awareness of students is the most important factor to be considered

to improve the performance of Cainta Catholic College in emergency drills.

4. The null hypothesis was accepted; therefore the performance during

emergency drills and the factors affecting the performance has no

significant difference.

Recommendations

The following recommendations are offered by the researchers based on

the findings and conclusions made:

1. All aspects of this research are important to the improvement of the

disaster resilience of Cainta Catholic College. Awareness, participation,

safety measures, and the management strategy should always be

evaluated and improved to prevent large damage to the institution.

2. Widen the scope and see the institutional evaluation on Disaster

Preparedness. Stratify the respondents by department and determine if

there is a significant difference on the performance and factors affecting

the performance between the elementary, junior high school, senior high

school, and college departments.

3. Formulate a new action plan or to continually seek improvements and

changes in it. Since time is changing, an effective way of solution in the

present time might not be as effective in the future

4. Determine the effect of the implementation of DRRR (Disaster Readiness

and Risk Reduction) education in the curriculum.

5. Evaluate the capability of Cainta Catholic College to handle other types of

natural or man-made disasters.

6. Employees are one factor that always plays a big role in Disaster

preparedness; evaluate the perspective of employees as well.

7. There is no limit in studying disaster preparedness. Other variables that

can be discovered may be applied to this type of investigation.

 Table 15. PLAN OF ACTION TO IMPROVE THE DISASTER RESILIENCE OF
CAINTA CATHOLIC COLLEGE

Main Objective: To become a role model on disaster resilience between

schools of the Diocese of Antipolo Catholic Schools
Association (DACSA) and to the municipality of Cainta.

OBJECTIV ACTIVITY/TASKS/STEP PERSO RESOURCES

E/ S NS NEEDED
TARGET INVOLV
ED
1. To enhance ✔ Conduct different School ● Sound System
the awareness seminars/orientatio Disaster ● Venue
and capabilities ns that will improve Management
● Projector
of students the awareness of Council
during the students and ● Presentation
emergency employees. ● Trainers’ Kit
drills. Student ● Certificate
Coordinatin of
✔ Coordinate with g Council or Appreciati
different Student on
organizations that Governmen ● Professio
can be the resource ts nal Fee
speakers. (E.g. for
Municipal Disaster Resource
Risk Reduction and Students and Speaker/s
Management Office employees of
of Cainta and Cainta Catholic
Philippine Red College
Cross – Rizal
Chapter)
Resour
ce
speake
rs

7
5
 OBJECTIV ACTIVITY/TASKS/STEP PERSO RESOURCES
E/ S NS NEEDED
TARGET INVOLV
ED
2. To improve ✔ Reinforcement and School ▪ Venue for
the participation ratification of the Disaster the
of students rules and Management meeting
during regulations for Council
emergency proper behaviour
drills. during emergency Members of
drills. the Academic
Council

✔ Strict Student
implementation of Discipline
the rules and Coordinat
regulations of the or
institution during
the actual drills. Student
Personal
Services
Coordinat
or
3. To secure the ▪ Acquisition of an School The go bag
safety measures of emergency Disaster contains the
students during response Management following:
emergency drills. /bag that includes Council 1. Hard Hat
the first aid and 2. Whistle
survival kits of the Purchasi 3. Flashlight
students. ng 4. Masks
Each student should Departme 5. Water
buy this kit and rent nt 6. Food
the hard hat 7. First Aid Kit
annually. Finance
Departme
nt

7
6
 OBJECTIV ACTIVITY/TASKS/STEP PERSO RESOURCES
E/ S NS NEEDED
TARGET INVOLV
ED
4. To improve ▪ Dissemination of School ● Printed
the evacuation plans Disaster evacuati
management per classroom. Management on plans
strategy of the Council per
institution ▪ Acquisition of classroo
during emergency lights m.
emergency and an alarm Purchasi ● Emergen
drills. system/siren that ng cy lights.
could function in the Departme ● Emergency
absence of nt alarm
electricity. system or
siren.
▪ Acquisition of Finance ● Medical
additional Departme supplies
equipment that can nt and
help in the rescue equipment
and salvaging .
process. ● Personal
safety
equipment
for rescuers.
▪ Leadership training School ● Sound System
for emergency Disaster ● Venue
response to all Management ● Projector
employees. Council
● Certificate
Employees of
of Cainta Appreciati
Catholic on
College ● Professio
nal Fee
Resour for
ce Resource
speake Speaker/s
rs

7
7
OBJECTIV ACTIVITY/TASKS/STEP PERSO RESOURCES
E/ S NS NEEDED
TARGET INVOLV
ED
▪ Creation of a mini- School No
School Disaster Disaster resource
Management Management s
Council per Council needed.
classroom. This
council will be
composed of the Student
following teams Coordinatin
and its members: g Council or
Student
Marshalls Team Governmen
▪ Headed by the ts
Class Adviser.
▪ President
▪ Vice President Class
Officers per
Communications Team section
▪ Headed by the
Class Secretary
▪ Public Student
Relation Personal
Officers Services
(P.R.O.) Coordinator

Transportation
and First-aid Class Advisers
Team
▪ Headed by the Sgt.
at arms and other
volunteers.

7
8
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APPENDIX A: LETTERS TO CONDUCT STUDY
APPENDIX A: LETTERS TO CONDUCT STUDY
APPENDIX B: CERTIFICATE OF CONTENT VALIDATION
APPENDIX C: LETTER TO RESPONDENTS
 APPENDIX D: RESEARCH INSTRUMENT

I. PROFILE OF THE RESPONDENTS

Instructions: Please check (✓ ) the appropriate space for your answer to

each of the following items.

Name (Optional):

Age: Gender:

_ 12 – 13 years old _ Male

_ 14 – 15 years old _ Female

_ 16 – 17 years old

_ 18 – 19 years old

_ 20 years old and above

II. LEVEL OF PERFORMANCE ON EMERGENCY DRILLS

Instructions: Please check (✓ ) and rate yourself honestly based on
your
understanding given by the statements below. Assess the
performance of students during fire and emergency drills being
conducted by Cainta Catholic College. Use 4 – for Outstanding, 3
– for Very Satisfactory, 2 – for Unsatisfactory and 1 – for
Needs Improvement.

4 3 2 1

Awareness
1. Students know the evacuation area, on where to go
and where to stay.
2. Students are familiar with the members of the School
Disaster Management Council.
3. The school was able to conduct orientations,
seminars, drills in accordance with proper Disaster
Management.
4. Students know what to do during an earthquake and
a fire drill. He/She can immediately differentiate the
response needed based from the type of siren that is
being rang.
5. Students know to bring only the important things in
his/her bag during the evacuation process.
 4 3 2 1

Participation
1. Students executed the ―duck, cover, and
hold‖
technique during the Alarm Phase of an earthquake
drill.
2. Students followed their emergency
evacuation/exits
to the evacuation area/s.
3. Students have done the ―buddy-buddy‖
system during the evacuation phase.
4. Students had walked casually during the
evacuation
phase.
5. Students took the drills conducted seriously and in
a proper manner.
Safety Measures
1. Students have protected their heads with a sturdy
object for possible falling debris during an earthquake
drill.
2. Students conducted a headcount in the evacuation
area.
3. Students have secured a handkerchief or damp
cloth in case of smoke inhalation.
4. Students were able to bring their emergency first
aid
and survival kits in the evacuation area.
5. Students were equipped with portable flashlights
and whistles on their ID laces.
Management Strategy
1. The school produced evacuation plans used as a
guide for everyone.
2. The alarm system used was loud enough to be
heard by the students.
3. The members of the School Disaster
Management Council imposed good leadership and
communication skills during a drill.
4. The class advisers portrayed immediate authority
during emergency drills.
5. The disaster management plans of Cainta Catholic
College are feasible and applicable to everyone.
II. FACTORS AFFECTNG THE PERFORMANCE ON EMERGENCY DRILLS
Instructions: After you have assessed the performance of secondary
students
of Cainta Catholic College on emergency drills, you will now
evaluate the following statements if it can really affect your personal
performance during emergency drills. Use 4 – for Strongly Agree,
3 – for Agree, 2 – for Disagree, and 1 – for Strongly Disagree.

4 3 2 1

Awareness
1. The administrators, supervisors and
school teachers educate the students about the
necessary
things to know if a disaster and calamity occur such
as earthquakes, fire and manmade disasters.
2. I understand the different types and phases of
sirens before evacuating.
3. I am aware about the escape routes and ways in
order for us to reach the evacuation area.
4. There are assigned adequate group of people that
rang the bell when an emergency occur.
5. I stayed in the evacuation area until the drill was
terminated and have not attempted to cut classes.
Participation
1. My classmates hinder me from participating well
in an emergency drill.
2. Lack of discipline is one of the reasons why drills
may become unsuccessful.
3. Physical disabilities may hinder me to participate
well.
4.The fire exits are too steep and may cause danger
to me.
5.Students are too slow and clumsy in the actual drill.
Safety Measures
1. The class president together with the other
officers’ check for any sustained injury in the
evacuation/
assembly areas and had a headcount.
2. There are adequate first aid and survival kits in
every section for emergency purposes.
3. The rescue team is wearing safety gears and other
personal protective equipment.
 4 3 2 1

4. The first aid medical team immediately addresses

all the medical needs of the injured victims and
possible casualties.
5. The communication team utilizes the equipment
properly during coordination and execution of
response operation.
Management Strategy
1. Poor leadership skills of officials can affect my
performance.
2. The school enforces rules and regulations in
order to conduct drill properly.
3. I believe that the manpower of the rescue and
medical team is adequate for the number of students
present in the school.
4. I think my teachers can help me protect myself
during the drill.
5. The siren can be easily heard inside my
classroom.
 APPENDIX E:
GANTT’S
CHART
OFACTIVITIES

Activities Jun Jul Augu Septembe Octobe Novemb Decemb Januar

e y st r r er er y
Submission
of
Propos
ed
Titles
Title Defense
Preparation
of Chapters
1, 2,
and 3
Gathering of
Related
Literature
and
Studies
Proposal
Defense
Preparation
and
Validation of
Research
Instrument
Permission
to
Conduc
t Study
Administratio
n of
Research
Instrument

94
 Activities Jun Jul Augu Septembe Octobe Novemb Decemb Januar
e y st r r er er y
Retrieval of
Research
Instrument
Tallying,
Tabulation,
and
Analyzation
of Data
Preparation
of Chapters
4
and 5
Final
Defense
Revision of
the
Manuscript
Final
Printing of
the
Revised
Manuscript
Bookbinding

Submission
of the Hard
Bound
Revised
Thesis

95
MARIEL C. ABRIAM
Rosal St. Sampaguita Village, Brgy. Malanday,
Marikina City
0928 216 6104
marielabriam13@gmail.com

PERSONAL INFORMATION:

Birth Date: December 13, 2000

Birth Place: Kalilangan, Bukidnon

Age: 18

Gender: Female

Civil Status: Single

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School Cainta Catholic College 2017-2019

Junior High School Matuyatuya National High School 2015-2017
Kalilangan National High School 2014-2015
Bukidnon National High School 2013-2014
Elementary Malaybalay City Central School 2009-2013
Kalilangan Central Elementary 2008-2009
School

HONORS AND AWARDS

● With Honors, (Grade 10 Moving Up), Matuyatuya National High

School, 2016-2017
● Champion (DSPC), Matuyatuya National High School, 2016-2017
● 3rd Placer (Math Quiz Bee), Matuyatuya National High School,
2015-2017
VON CARLO M.BANTA
Felix Subd. Brgy. San Andres Cainta, Rizal
0955 329 8407
vonbanta69@gmail.com

PERSONAL INFORMATION:

Birth Date: May 03, 2001

Birth Place: Angono, Rizal

Age: 17

Gender: Male

Civil Status: Single

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School Cainta Catholic College 2017-2019

Junior High School Cainta Catholic College 2013-2017
Elementary Cainta Elementary School 2010-2013
Francisco P. Felix Elementary 2007-2010
School

HONORS AND AWARDS

● Consistent Honor Student from Elementary to Senior High School

● Inter Private School Press Conference: 3rd place in Editorial Writing
● Balangay 2017: 1st runner-up essay writing Filipino at UP Diliman
DWIGHT LORENZ S. FERNANDEZ
113 A. Bonifacio Ave., Brgy. Sto. Domingo, Cainta, Rizal
0915 842 4188
lorenz2439@gmail.com

PERSONAL INFORMATION:

Birth Date: March 30, 2001

Birth Place: Angono, Rizal
Age: 18
Gender: Male
Civil Status: Single
Religion: Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School Cainta Catholic College 2017-2019

Junior High School Cainta Catholic College 2013-2017
Elementary Cainta Catholic College 2005-2013

HONORS AND AWARDS

● Outstanding Student, A.Y. 2011 – 2012, 2013 – 2014, 2014 – 2015, 2016
– 2017, 2017-2018, Cainta Catholic College
● Best in Christian Formation, A.Y. 2011 – 2012, 2017-2018.
Cainta Catholic College
● Best in Conduct, A.Y. 2016 – 2017, 2017-2018. Cainta Catholic College
● Outstanding Catholic Leader of the Youth Awardee, A.Y. 2016 –
2017, Cainta Catholic College
● Best Action Research ―Digital Age – Readiness of Teachers in
Cainta Catholic College: An Assessment‖, A.Y. 2016 – 2017, Cainta
Catholic College
● Unang Gantimpala, Pagsulat ng Balita, Inter – Private School
Press Conference, Singalong, Manila ( District Level)
● Gerry Roxas Leadership Awardee, A.Y. 2016 – 2017, Cainta
Catholic College (National Level)
MORIAH JOY A. ROCABO
Lot 23 Blk 74 Kabayanihan St.
Karangalan Village, Cainta, Rizal
0955 329 8407
moriahrocabo123@gmail.com

PERSONAL INFORMATION:

Birth Date: February 22, 2001

Birth Place: Quezon, City

Age: 18

Gender: Female

Civil Status: Single

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School Cainta Catholic College 2017-2019

Junior High School Manggahan High School 2013-2017
Elementary Cainta Catholic College 2010-2013
Greenland Academy 2007-2010
ALGIE E. VIDAD
4627 Plaza St. San Francisco, Floodway Brgy. San Juan,
Cainta Rizal
0939 946 8558
algievidad0@gmail.com

PERSONAL INFORMATION:

Birthdate: November 28, 2000

Birth Place: Negros

Occidental Age: 18

Gender: Male

Civil Status: Single

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School Cainta Catholic College 2017-2019

Junior High School Cainta Catholic College 2013-2017
Elementary Cainta Catholic College 2007-2013