Level of Utilization of Disaster Risk Reduction Management Programs in Public Elementary Schools

MARINDUQUE STATE COLLEGE Page
SCHOOL OF ADVANCED EDUCATION
School of Advanced Education
“LEVEL OF UTILIZATION OF DISASTER RISK REDUCTION

MANAGEMENT PROGRAMS IN PUBLIC ELEMENTARY SCHOOLS IN
THE DIVISION OF QUEZON”
A thesis Presented to the Faculty of
School of Graduate Education and Professional Studies
Marinduque State College
Boac, Marinduque
Extension of Graduate Programs to
Quezonian Educational College, Inc
Atimonan, Quezon
In partial Fulfilment of the Requirements
in Advanced Research in Education
RYANN JOSE V. ALTEZ
July 31, 2021

TABLE OF CONTENTS
Title Page Page No.
Approval Sheet
Acknowledgement
Dedication
Abstract
Table of Contents
Chapter 1 THE PROBLEM AND ITS BACKGROUND
Introduction
Statement of the Problem
Significance of the Study
Scope and Limitation of the Study
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Studies
Disaster Risk Reduction Management
Level of capabilities
Level of Implementation
Challenges Encountered
Theoretical Framework
Conceptual Framework
Definition of Terms
Chapter 3 RESEARCH METHODOLOGY
Research Design
Research Locale
Research Population and Sample
Research Instrument
Date Gathering Procedure
Statistical Treatment of Data

Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter contains the introduction, the statement of the problem, significance of
the study, and scope and limitation.
Introduction
Disasters are emergencies that cannot be handled by those affected without outside
assistance. They are caused by natural or manmade events wherein communities experience
severe danger and incur loss of lives and properties causing disruption to their social structure
and to all or some of the affected communities’ essential functions. Disasters are inevitable.
They are caused by unsustainable development that has not taken account of possible hazard
impacts in that location. They can be less damaging if the population has better
understanding of locally-experienced hazards and implements preventive or mitigating
measures against them. This was according to Disaster Risk Reduction Resource Manual
(2008).
It is said that in disaster risk management a whole range of elements need attention
depending on the nature of the hazards in that location. In disaster management, risk
reduction was always considered. It was the vulnerability and hazards are not dangerous if
taken separately. They become risk and disaster factors when they unite. Risks can be
reduced or managed, and measures can be employed to ensure that hazards will not result in
disasters if people reduce the weaknesses and vulnerabilities to existing hazards in the
location.
Risk management is needed for disaster prevention to ensure sustainable development
so that people can lead a good, healthy, and happy life without creating damage to the
environment.
Risk management includes identifying health and safety hazards, determining probability of
their occurrences, estimating their potential impacts to the schools and the communities at
risk, enumerating and implementing the following risk reduction measures: hazard mapping;
vulnerability analysis; potential losses estimation; and strategic disaster prevention /
mitigation development.
In the situation of the Philippines which was a large archipelago with more than 7000
islands, it can be considered as prone to various kind of disaster because of its geographical
and physical characteristics. It lies along Pacific Ocean in which most typhoon originated
each year wherein some were very disastrous. This country is also mountainous that is why it
was prone to landslide and it was found at Pacific Ring of Fire that is why there were lots of
active volcanoes that might erupted and earthquake that might occur any time. All of these
natural calamities can cause damage to lives and properties of the Filipinos.
To address this issue, Department of Education issued DepEd Order no. 50, series
2011 entitled the Creation of Disaster Risk Reduction Management Office inside the agency
wherein the duties of the personnel who will be assigned to this office were act as the focal
point for DepEd in planning, implementing, coordinating and monitoring of activities related
to DRRM, Education in Emergencies (EiE) and Climate Change Adaptation (CCA); develop
and recommend policy standards and actions to DepEd management on DRRM/ EiE/ CCA
matters; initiate and coordinate cooperation and collaborative activities with the national
government agencies (NGAs) , non-goverment organizations (NGOs) and civil society
groups (CSGs), inter-agency and cluster groupings such as National Disaster Risk Reduction
Management Council (NDRRMC) Technical Working Group (TWG), Education Cluster,
Protection Group, among others, concerned with DRRM/EiE/CCA; develop and recommend
policy actions to enhance the DepEd's resilience to disasters; e. create and operate an
Emergency Operation Center (EOC) which will serve as the Department's operating and
responding facility during
disasters; and f. serve as the clearinghouse for all DRRM-related transactions including
production and issuance of EiE/DRRM modules, distribution of school kits, and offering of
emergency aid or assistance.
This was answer to Republic Act 10121 of 2011 known as Philippine Risk Reduction
Management Act of 2010 that mandates all national government agencies to institutionalize
policies, structures, coordination mechanisms and programs with continuing budget
appropriation on disaster risk reduction and management from national to local levels.
From these legal actions in line with the improvement of disaster management in
Department of Education, there were lot more programs launched and being implemented
from the highest office down to the schools. The most prominent of these programs was the
trainings of teachers and learners on emergency response to serve as member of emergency
response team of their schools. More so, each school was tasked to have School DRRM
Coordinator that will lead the school in disaster management program implementations.
School DRRM was very much needed at present since Philippines was experiencing
global pandemic and health of every Filipino is at stake. As part of their duties, School
DRRM Coordinator together with the member of the committee were tasked to lead the
implementation of health and safety protocols on their respective school to avoid the spread
of disease. DepEd launch program in connection to this and each school were task to have
their own way of maintaining safe school environment. But the question is, are those
programs really implemented and on what extent are the implemented. Does school had fund
to purchase the supplies needed.

With this, the researcher decided to come up with the study on the level of
implementation of disaster risk reduction management programs in public elementary schools
in the Division of Quezon.
Statement of the Problem
This research aims to know the level of implementation of Disaster Risk Reduction
Management Programs in public elementary schools in the Division of Quezon. It also sought
to answer the following problems:
1. What is the level of capabilities of public schools in the Division of Quezon in the
implementation of disaster risk reduction management program with regards to:
1.1 Human Resource
1.2 Materials and facilities
1.3 Knowledge, Innovation and Education
1.4 Plans and Procedures
1.5 Capacities and Mechanisms
2. What is the level of implementation of disaster risk reduction management programs in
terms of:
2.1. Disaster Prevention and mitigation
2.2 Disaster Preparedness
2.3 Disaster Response
2.4 Disaster rehabilitation and Recovery

3. What are the challenges in the implementation of disaster risk reduction management
programs in terms of:
3.1 Human Resource
3.2 Materials and facilities
3.3 Knowledge, Innovation and Education
3.4 Plans and Procedures
3.5 Capacities and Mechanisms
4. What enhancement program can be developed based on the results of findings?
Significance of the Study
This study was conducted for the benefits of the following:
Department of Education benefitted in this study in general because they will be
able to evaluate the seriousness and the extent of the implementation of the program, they
launched in relation to disaster preparedness in partnership with National Disaster Risk
Reduction Management Council. They can also provide technical assistance or a lot fund for
disaster concerns of their department and everything within their jurisdiction.
Local Government Unit was also benefactors of this study. Through this, they can
identify how prepared schools were which can somehow lessen their burden if ever a disaster
came to their municipalities. They could also give trainings to the teachers for additional
inputs of disaster preparedness and allocate some of their funds for program.
District Supervisor will be sure that whatever emergencies happened on schools
under their leadership, everyone knows what to do. Since teachers were aware on what to do
and what to prepare before, during and after a calamity or emergency happened. They could
also evaluate how programs in disaster management were implemented in their district and
what technical assistance they need.

School Head will have an overview on how disaster preparedness took place on their
respective schools and assessed what ate the needed materials, supplies or equipment for
them to include it to their annual budgeting.
Teachers particularly the one in- charge as SDRRM Coordinator, this study was
important to them because they will have an idea on how disaster management happened in
other schools and localities. They could have benchmark of other’s best practices and apply
what they have got on their own schools.
Future Researchers can use this as their reference if they wish to study the same area
of concern provided that will give proper citation to this work.
Scope and Limitations of the Study
This study was conducted in the third congressional district of Quezon wherein
selected public elementary schools that was identified by the researchers as respondents. This
congressional district is composed of twelve towns and seventeen school districts named;
Agdangan, Buenavista, Catanauan, Gen. Luna, Macalelon, Mulanay, Padre Burgos, Pitogo,
San Andres, San Francisco, San Narciso and Unisan. Seven municipalities had only one
district while Buenavista, Catanauan, Mulanay, San Francisco and San Narciso were divided
into district 1 and 2 that is why there were seventeen (17) districts in Third Congressional
District of Quezon. More so, this study was based on the implementation of disaster
management program for school year 2020- 2021 wherein we are facing global pandemic.
This specific congressional district was chosen by the researcher as his research locale
because he is part of this community and he wanted to explore the experiences of his co-
SDRRM coordinators all throughout the congressional district and came up with the program
that will help them to became more ready in attending to their duties and responsibilities.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is composed of related literature and studies that was related to the
current study. This includes published and unpublished thesis and dissertations, articles on
journals and magazines and those that came from online sources. There were also gathered
from libraries or through internet surfing in which all of these help in providing deeper
understanding of the topic.
Disaster Risk Reduction Management
The implementation of DRRM in basic education is guided by DepEd’s three major outcomes
—Access, Quality and Governance. These set the program and policy development agenda of the
agency. As a member of the National DRRM Council (NDRRMC), the Department is also committed
to implement DRRM in basic education within the following thematic areas: Prevention and
Mitigation; Preparedness; Response; and Recovery and Rehabilitation.
Disaster Risk Reduction was explained as the concept and practice of reducing disaster risks
through systematic through reduced exposure to hazards, lessened vulnerability of people and
property, wise management of land and the environment, and improved preparedness for adverse
events. Meanwhile, disaster risk management was the systematic process of using administrative
directives, organizations, and operational skills and capacities to implement strategies, policies and
improved coping capacities in order to lessen the adverse impacts of hazards and the possibility of
disaster. This was according to School Disaster Risk Reduction and Management Manual (2017)
More so, DepEd Order no. 37, series 2015 stated Comprehensive DRRM was applied in Basic
Education Framework. This aims to protect learners and education workers from death, injury, and
harm in schools; plan for educational continuity in the face of expected hazards and threats; safeguard
education sector investments; and strengthen risk reduction and resilience through education. The
framework is expected to guide schools in assessing, planning and implementing their specific
prevention and mitigation, preparedness, response and recovery and rehabilitation interventions.
While the DRRM act providing a legal basis for its disaster risk reduction directives,
Department of Education (DepEd) issued DepEd No. 37, s. 2017 as the basis of the Basic
Education Framework with a more comprehensive Disaster Risk Reduction Management. In
this framework, the offices and schools of DepEd shall have institutionalized DRRM
structures, systems, protocols and practices. Moreover, as the impact of disasters always finds
their way in schools through strong typhoons and massive flooding that ruins school
properties. Thus, Philippines being prone to disaster warrant a closer look at its disaster-
related policies that are currently in place. This was according to Catanus (2018) and
Mamhot (2019).
Level of Capabilities
Another variable in the study was the capabilities of public school in disaster
management. Grant (2012) stressed that the disaster awareness in schools, can be
incorporated in institution through strategically posting safety rules, installing firefighting
equipment, evacuation exits, maintain buildings, organizing seminars on disaster awareness
and involving peer education, electronic and print media, action learning and using science
education as a means to introduce studies of disaster risk.
Knowledge, innovation, and education garnered the next highest weighted mean
among the indicators on the level of capabilities of the respondents. Hence, better
understanding and education can assist people in finding ways to minimize the potential risks
of a disaster. One way to minimize risk is planning. It is in educational planning where
disaster awareness borrows the concept of starting with a vision that will bring change or
benefit. The educational planner therefore develops a road map that will help bring the
desired change.
Disaster awareness involves identifying activities to be undertaken within the topic of

disaster risk management. Schools with proper disaster awareness manage the disaster risks
very well. It is incumbent to have the entire school community being directly engaged in
learning about disaster preparedness and identifying solutions to protect the schools. This was
according to Kay (2013).
Moreover, according to Grant (2012), disaster awareness in schools can be
incorporated in institution through strategically posting safety rules, installing firefighting
equipment, evacuation exits, maintain buildings, conducting seminars on disaster awareness
and entailing child-to-child peer education, the use of songs, electronic and print media,
action learning and using science education as means to introduce studies of disaster risk.
Policies, plans and procedures was stressed in the study of Cominghod (2020) in
terms of respondents’ level of capabilities to respond to disasters and prevent further risks. In
line with this, there is a great need to assess whether learners and educators are aware of the
safety plans and are well prepared for any outbreak of disasters as Mamogale (2011)
mentioned. According to UNESCO (2010), preparedness plans are dynamic ventures which
need to be reviewed, modified, updated and tested on a regular basis. Active disaster
preparedness includes developing comprehensive response plans, monitoring hazards threats,
training emergency personnel, and training members of the communities at risk to ensure the
timely appropriate and effective delivery of relief.
Cominghod (2020) also found out the least level of capabilities of the school in
disaster preparedness was on material facilities and being the lowest in rank seems to be the
most crucial because it needs financial allocation to provide the needed equipment in the
school contexts just what Ardalan (2015 and Merchant (2015). Sala (2019) found out that
public schools will

eventually find difficulty in this area considering there is no enough fund to be
allocated in DRRM program especially in the provision of needed DRRM facilities,
equipment and materials as compared to other programs, activities, projects of the
Department of Education (DepEd) as to access, quality and relevance, and governance.
Level of Implementation
Disaster risk reduction management program was implemented in school by means of
forming SDRRM Team. Their roles were to ensure the establishment of an Early Warning
System; within and around the school premises to ensure a safe environment that is
conducive to teaching and learning; maintain close coordination with local DRRM Council
on the conduct of preparedness activities and on response needs, among others; and learners
on DRRM; maintain, disseminate, and post relevant and updated emergency hotlines in
strategic locations throughout the school; post safety and preparedness measures and
evacuation plans; conduct disaster preparedness measures. This was according to DepEd
Order no 21, series 2015.
DepEd also issued things to consider in implementing the four phased of DRRM. This
was stated on DepEd Order no. 37 series 2015. According to this Disaster Prevention and
Mitigation involved early warning systems; flood forecasting and monitoring; hazard and risk
mappings; and structural and non-structural interventions. Disaster Preparedness had
contingency planning; prepositioning and stock-piling; capacitating and organizing
responders; training, drills and exercises; and Pre-Disaster Risk Assessment. More so,
disaster response included activities like rapid damage assessment and needs analysis
(RDANA); issuance of advisories and situation reports; activation of response clusters and
incident command system

and mobilization of responders. For the last phase which was the rehabilitation and recovery,
these were the cited activities Post-Disaster Needs Assessment (PDNA); enhancement of
policies and plans; reconstruction using “build back better” approach; resettlement and
provision of new sources of livelihood
More so, prevention and mitigation are actions taken to make sure that the impact of a
hazard is lessened. We cannot stop natural hazards from happening but we can reduce the
damages if we institute prevention and mitigation measures. Taking measures in order to
avoid an event turning into a disaster is prevention, which includes planting trees in order to
prevent erosion, landslides and drought. On the other hand, measures that reduce
vulnerability to certain hazards is mitigation which includes for instance improved building
practices and standard designs to ensure that school buildings are constructed in risk free
school sites, houses and hospitals can withstand earthquake or a typhoon.
In addition to this, Antonio and Antonio (2017) provided the details that after
calamity strikes, a systematic process of preparing for rehabilitation and recovery should be
done. This involves post-damage needs assessment (PDNA), restoration activities, and
recovery plan to abide by the build-back better principle of the NDRRMP and prevent
another disaster to happen. This area involves multi-sectoral and multi-disciplinary approach
as it covers estimation and valuation of losses, damages, and needs in agriculture, services,
trade, etc.
In support, Dominguez (2014) indicated that the implementation rate of disaster
rehabilitation and recovery only proves that DRRM team coordinates for livelihood, living
conditions and organizational capacities to be restored and improved after a disaster. Also,
Tuladhar et al. (2015) shared the findings that public schools, through its school managers
and
DRRM team members, report to proper authorities the victims of calamities for
assistance on their needs. The item which obtained the lowest weighted mean is “Disaster and
climate change resilient infrastructure constructed/reconstructed”. This implied that public
schools took a long-term recovery to ensure that the rehabilitation or reconstruction of
infrastructure is disaster and climate-proof. As Dela Cruz (2016) put forward, public schools
should develop systems for appropriate risk reduction protection measures through
monitoring structural safety maintenance in the building codes and school infrastructures.
Campilla (2016) who stated that preparedness has been given more emphasis in order
to reduce the casualties during the occurrence of calamities. These management procedures
and practices aimed to lessen the amount of possible casualty whenever a disaster happens.
As Dela Cruz (2016) put forward, public schools should develop systems for appropriate risk
reduction protection measures through monitoring structural safety maintenance in the
building codes and school infrastructures.
Challenges Encountered
Wahlstrom (2014) gave four challenges in line with the implementation of disaster
management programs. The first common challenge was the insufficient levels of
implementation for each monitored activity. For example, although DRM plans or risk
sensitive building codes exist, they are not enforced because of a lack of government capacity
or public awareness or because so much development takes place in the informal sector. Risk
information acquired through assessments is often not translated into policy partly because
policy makers are not aware of how to use such information. Staging public awareness
raising campaigns, while useful, run the risk of being a one-time event and may not bring any
real
change in people’s behavior or actions.
A second common challenge highlighted by many countries is the need to strengthen
local capacities to implement DRM, including through establishing local level mechanisms
and risk assessments. Weak capacity at the local level undermines the implementation of
building codes and land use plans. National policies also need to be adapted to the local.
Small scale events that many countries struggle with are local in scope.
More so, the third challenge refers to how climate change issues are integrated into
DRM given that climate change will lead to shifts in risk patterns. Some countries have
already combined DRM and climate change adaptation (CCA) policies and created a
common platform to discuss how both need to be mainstreamed into national and local-level
policies. While steps have been taken, there is still long way to go before effective policy
coordination on climate change and DRM is the norm. Lastly, DRM policymakers have
difficulty in obtaining political and economic commitment due to other competing needs and
priorities. While many agree that reducing disaster risks is important for saving lives and
property, few countries have appropriate measures in place because other issues (e.g. poverty
reduction, economic growth, social welfare and education) require greater attention and
funding.
Several countries reported being dependent on donor assistance. Considering the
heavy dependence of some countries, analyzing the national budget alone may overlook
several important details. Though external financial resources are extremely helpful for
countries with constrained budgets, this could create new challenges. Aligning donor support
with national priorities and operational capacities remains problematic. Greater coherence,
sustainability and efficiency would result from strengthening a country driven approach to
DRM programming.
Theoretical Framework
Theories were needed in order to provide a reliable background of the study. So for
research, there were found theories that the researcher consider to explain the importance of
disaster preparedness in education system. These were Person- Relative- to- Event Theory of
PrE by Mulilis, et.al (1998)
Person- Relative – to- Event Theory originally applied to disaster-related situations.
The PrE theory of coping with threat emphasizes the relationship between level of appraised
threat relative to person resources and personal responsibility. This theory has previously
been used to investigate the impact of negative threat appeals on preparedness behavior
regarding both earthquakes and tornadoes. PrE theory predicts differences in coping behavior
based on level of threat under various conditions of personal responsibility. This theory is
very mush relevant to the current study because it gives ideas on how disaster management
program should be implemented and what were the important things to consider in making
such program. It also said that person should be responsible during any disaster and they
should always aware of the dos and don’ts during disaster.
The next theory was the Protection Motivation Theory by Rogers (2013). This theory
originally aimed at explaining why people develop protection motivation and what role fear-
appeals play in this process. A protection motivation might be an intention to adopt or adhere
to a fitness program. Athletes might fear to perform not at their best form if they do not
attend training. Exercisers could fear that not regularly training and participating in an
exercise program diminishes their fitness, worsen their attractiveness, and increases their
risks of diseases such as diabetes. This theory talks about different behavior that may
motivate a person to be prepared with disaster or to feel anxiety over it. So. it is important
that individuals were healthy physically and mentally all the time. It is because they might
feel fear, vulnerable or they feel that they belong to the group or alone.
The third theory was Protective Action Decision Model (PADM) popularized by
Lindell, et.al (2012). It is a multistage model that is based on findings from research on
people's responses to environmental hazards and disasters. The PADM integrates the
processing of information derived from social and environmental cues with messages that
social sources transmit through communication channels to those at risk. The PADM
identifies three critical pre-decision processes such as reception, attention, and
comprehension of warnings or exposure, attention, and interpretation of environmental/social
cues--that precede all further processing. The revised model identifies three core
perceptions--threat perceptions, protective action perceptions, and stakeholder perceptions--
that form the basis for decisions about how to respond to an imminent or long-term threat.
The outcome of the protective action decision-making process, together with situational
facilitators and impediments, produces a behavioral response. In addition to describing the
revised model and the research on which it is based, this article describes three applications
Protective Action
Person- relative- Decision Model
to- event Theory (PADM) popularized by
(Mulilis, et.al, 2008) Lindell, et.al (2012).
Correlated Learning
Styles of the Pupils and
Teaching Styles of the
Teachers in Science for
Grade Five
Social- Cognitive
Protection Model by
Motivation Theory Prezenskil (2017).
by Rogers (2013).
Figure 1. Theoretical Paradigm of the Study
The last one was Social- Cognitive Model by Prezenskil (2017). Decision-making is a
high-level cognitive process based on cognitive processes like perception, attention, and
memory. Real-life situations require series of decisions to be made, with each decision
depending on previous feedback from a potentially changing environment. To gain a better
understanding of the underlying processes of dynamic decision-making, we applied the
method of cognitive modeling on a complex rule-based category learning task. Here,
participants first needed to identify the conjunction of two rules that defined a target category
and later adapt to a reversal of feedback contingencies.
The figure below shows the interconnection on the four cited theories in this study. There
were arrows pointing towards each of the theories in which it shows that each and every
theory support each other in giving deeper explanations to the current study. They make
variables like challenges encountered and level of utilization easy to understand to the
possible readers of this study.
Conceptual Framework
The researcher utilized presage, process and product (3 P’s) approach in presenting
the conceptual framework of his study. Presage is composed of all the data needed to be
gathered, process were the procedures that the researcher has to undergo and product is a
proposed plan or intervention that was derived from the results of the study.
For this study, presage includes the level of capabilities of public schools in DepEd
Quezon in the implementation of disaster management program. This includes human
resource; materials and facilities; knowledge, innovation and education; plan and procedures
and capacities and mechanisms. the second component of presage was the level of
implementation of disaster management programs is terms of prevention and mitigation;
preparedness, response and rehabilitation and recovery. The last component was the list of
challenges experienced by the school in implementing disaster- related programs. This was
subdivided into categories the same with level of capabilities.
Furthermore, process box is comprised of the actions needed to be accomplished by
the researcher to finish this study. He started with asking for the permission of the officials
particularly the schools division superintendent for conducting this research. He sent her a
formal letter for approval. While waiting for the letter, he comes up with the formulation of
the researcher instrument in a form of checklist. Then he asked for the assistance of three
persons for the validation. They are of course knowledgeable of the topic. He had some
revisions based on the suggestions of the validators. Then he conducted dry- run survey with
other SDRRM coordinators in their district. Then he distributed and at the same time
retrieved the questionnaires. Lastly, he had the statistical treatment of data with the help of a
statistician.
PRESAGE PROCESS PRODUCT

Seeking
Level of permissions
capabilities of
public elementary Distribution and
Enhancement
schools retrieval of survey
Program
questionnaire
Level of
implementation Treatment of data
Challenges Analysis and

Encountered discussion

Figure 2: Research Paradigm
Included also in the figure were arrows connecting one component to another
component. There are arrows from presage to process and process to product that show the
steps on how the study from what data to be gathered to the output formulated based on the
results of the study. Meanwhile, arrows connecting presage to product and vise versa implies
that product has something to do with the presage and the other way around.
The last composition of this framework is the product of this study wherein it was an
enhancement program that will lead to improvement in the implementations different disaster
preparedness in the division.
Definition of Terms
For better understanding of this study, the following terms were defined operationally:
Capacities and Mechanisms were part of the level of capabilities of public
elementary schools and the challenges encountered in implementing disaster- related
programs. This talked about what were the strategies employed for achieving a desired
output.
Challenges Encountered were the problem commonly encountered by the schools in
terms of implementing disaster management programs. This variable was classified into five
categories the same with the capabilities of the school.

Disaster Prevention and Mitigation is one of the categories under level of
implementation in disaster management. This includes activities that needed to do and
problems that were arise before any disaster came.
Disaster Preparedness was part of the level of implementation in which it contains
activities that people on SDRRM Committee had to accomplished if there were disaster that
was about to come like typhoon.
Disaster Rehabilitation and Recovery was also part of the level of implementation.
This was about the activities particularly planning on what do after disaster ruined the
schools. This plan should have different version depending on the magnitude of destructions
that the disaster made.
Disaster Response was also included in the implementation phase of disaster
implementation. In particular this was the phase wherein it focused on evacuation plan,
search and rescue operation and immediate assistance to affected residence.
Enhancement Program was the output of this study which was taken based on the
three variables of the study. It aims is to improve the implementation of various disaster
management programs in school.
Human Resource was also part of the level of capabilities and the challenges
encountered by the respondents. This talks about the person involve in disaster management,
their capabilities, roles and responsibilities.
Knowledge, innovation and education focused on the mental ability of the person
involve, their plan for improvement and the trainings needed. This was part of level of
capabilities and challenges encountered.

Level of Capabilities this was one of the variables in the current study. This will give
an overview on how an organization or committee will be able to work and what are the
services they could offered.
Level of Implementation was one of the variables in the study that was categorized
into four which were primarily the phases in disaster management.
Materials and Facilities contains the available supplies and buildings or places
needed in disaster management. It also includes what are still needed to attend to any
disaster- related incidents.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, research locale, population and sample,
research instrument and data gathering procedure used in the study. It also includes statistical
treatment of data that will lead to the interpretation of the results of the study.
Research Design
The methods of research utilized in this study is descriptive- analytical method. This
method is used to gather information such as from the respondents like their opinions,
perceptions, judgement and interest about a certain phenomenon or issue that is within their
experiences.
Gathered data here are extensively examined, organized and interpreted without any
bias in the part of the researcher. Soliven (2001) as cited by Navarro and Santos (2011)
stated that descriptive method as describing situations or events, accumulating data that
explain relationships, testing hypothesis, making meanings, and drawing. He conducted
survey first to come up with the list of vocabulary words to be included in the questionnaire
and then administer the test to the intended respondents..
Accordingly, descriptive research tells research’s primary objectives, processes and
significance. It gives attention to the conditions or relationship that exists, opinion given and
the processes undertake that are present in the current study. With this, the researcher decided
to use this kind of design to accomplished his study because he wanted to gather data without
any bias and come up with a relevant and reliable results so that output of this study will
really be useful.
Research Locale
Figure 3. Location map of the Division of Quezon

igure 4: Map of the Province of Quezon.
The study focused on the School Division of Quezon which was represented by third
congressional district. Figure 3 shows the map of Province of Quezon in which School
Division of Quezon was located and figure 4 was the map of Quezon highlighting the third
congressional district which was the center of the research.
Population and Sample

The respondents of this study were the School Disaster Risk Reduction Management
Coordinator of public elementary schools in third congressional district of Quezon. They had
the total number of ______. Upon knowing this number, sampling was carried out to find out
the exact number of respondents for each district. However, sampling was done based on the
population of the whole third congressional district and percentage was considered to find the
exact number of respondents for each district. Then random sampling was done to avoid any
bias on the responses of the respondents.
More so, number of the respondents of the study was derived using Slovin’s Formula
as shown below:
n = N / (1+Ne2).
whereas:
n = no. of samples
N = total population
e = error margin / margin of error
Table 1
Distribution of Respondents of the Study

Municipality/ Name of School No. of No. of Percentage
District SDRRM Respondents
Coordinator
s
Agdangan Agdangan District
Buenavista Buenavista 1 District
Buenavista 2 District
Catanauan Catanauan 1 District
Catanauan 2 District
Gen. Luna Gen. Luna District
Macalelon Macalelon District
Mulanay 1 Mulanay 1 District
Mulanay 2 District
Padre Burgos Padre Burgos District
Pitogo Pitogo District
San Andres San Andres District
San Francisco San Francisco 1 District
San Francisco 2 District
San Narciso San Narciso 1 District
San Narciso 2 District
Unisan Unisan Central District
Total
Research Instrument
The instrument utilized on this study was composed of three parts. The first part was
about the level of capabilities of the public elementary school in disaster management which
was classified into five areas. Each of the had their own indicators wherein respondents had
to rate them using five scale where 5- highly capable, 4- capable, 3- somehow capable, 2- less
capable and 1- not capable.
More so part two and three will be interpreted using the scale given below:
Scale Weight Range Descriptive Rating
5 4.50-5.00 Highly Capable (HC)

4 3.50-4.49 Capable (C)
3 2.50-3.49 Somehow Capable (SC)
2 1.50-2.49 Less Capable (LC)
1 1.00-1.49 Not Capable (NC)
The second part was about the level of implementation of the disaster management
program. This was divided into four categories namely disaster prevention and mitigation;
disaster preparedness; disaster response and disaster rehabilitation ang recovery. In this
portion, respondents had to rate each indicator using five scale- rating wherein 5- Fully
Implemented, 4- Implemented, 3- Somehow Implemented, 2- Rarely Implemented and 1
Never Implemented.
More so part two and three will be interpreted using the scale given below:
5 4.50-5.00 Fully Implemented (FI)

4 3.50-4.49 Implemented (I)
3 2.50-3.49 Somehow Implemented (SI)
2 1.50-2.49 Rarely Implemented (RI)
1 1.00-1.49 Never Implemented (NI)
The last part of the research instrument was the challenges encountered by the
SDRRM Coordinators in implementing disaster management programs in their schools.
More so, it was rated using five scale rating wherein 5- Always Encountered, 4- Encountered,
3- Fairly Encountered, 2- Rarely Encountered and 1- Never Encountered. This portion will be
graded based on what is stated below:
5 4.50-5.00 Always Encountered (AE)

4 3.50-4.49 Encountered (E)
3 2.50-3.49 Fairly Encountered (FE)
2 1.50-2.49 Rarely Encountered (RE)
1 1.00-1.49 Never Encountered (NE)
The instrument will be distributed directly to the administrator and faculty of school-
respondents and will be keep secure and confidentially.

Data Gathering Procedure
To gather the required data, the researcher has to follow series of steps. At first, he
wrote a letter addressed to schools’ division superintendent to ask for her permission in
conducting the study. Then he made a survey- questionnaire and asked for the assistance of
person in authority to check the relevance of the content and grammar. He finalized the
research instrument then prepared for the distribution, administration and retrieval of
questionnaires.
After that, the gathered data had been tallied and undergone statistical treatment. He
did this with the assistance of the school’s statistician to make sure that the tool or the
formula that he used was appropriate to the study. Then he tabulated and interpreted the
results of his study. He used tables in presenting the results of his study.
Statistical Treatment of Data
Certain statistical tools were used by the researcher to facilitate analysis and
interpretation of the data provided by the respondents.
Percentage was utilized in finding the exact number of respondents for each school in
third congressional district.
Weighted Mean. For part 1, 2 and 3 weighted mean were utilized. Level of
capabilities, level of implementation and the challenges encountered by the respondents in
relation to disaster management programs. It is obtained using the following formula:
Weighted Mean= (w1f1 + w2f2 + w3f3 …wnfn)/NR
Where:
w- given weight/ rate
f- frequency
NR- total number of respondents.

General Weighted mean was also utilzed for sub problem 1, 2 and 3. This was used
to find the general weighted mean for each of the variables in this study. It has the following
formula;
GWM= (wm1 + wm2 + wm3 …wmn)/ N
Where:
wm- weighted mean for each of the indicator
N- total number of indicator for each of the variables.

Bibliography
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Appendix A.
“LEVEL OF UTILIZATION OF DISASTER RISK REDUCTION

MANAGEMENT PROGRAMS IN PUBLIC ELEMENTARY SCHOOLS IN
THE DIVISION OF QUEZON”
Dear Respondents,
Very truly yours,
RYANN JOSE V. ALTEZ

Researcher
Noted:
WALTER F. GALAROSA, Ph. D.

Research Adviser
Appendix B. RESEARCH INSTRUMENT

Appendix C: Curriculum Vitae

PERSONAL DATA
Name: Ryann Jose V. Altez
Address: Brgy. Bagupaye, Mulanay, Quezon
Birthdate: November 23, 1979
Civil Status: Married
Religion: Roman Catholic
Parents: Abelardo M. Altez
Amanda V. Verdera
Spouse: Analiza T. Altez
EDUCATIONAL BACKGROUND
Level School Year Graduated
Elementary Atimonan Central School March 1992
Secondary Leon Guinto Memorial College April 1996
Tertiary Quezonian Educational College April 2001
ELIGIBILITY
Licensure Examination for Teachers Passed
EMPLOYMENT RECORD
Classroom Teacher DepEd Mulanay, Quezon 2003 to date

Level of Utilization of Disaster Risk Reduction Management Programs in Public Elementary Schools

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