Group 1 Culbengan Isla de Asis Chapter 1 To 5 1

Republic of the Philippines
SAN JACINTO NATIONAL HIGH SCHOOL SHS

Brgy. Capaoay, San Jacinto, Pangasinan
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
BACKGROUND OF THE STUDY
Natural Disaster are catastrophic events that are caused by weather and geological
Phenomena. Natural disasters can cause damage to infrastructure or even injuries and
death. Earthquakes, volcanic eruption and typhoon are among most frequent phenomenon
and can even affect the political and economic state of a country. (Gradefixer.com)
Volcanoes are amazing formations that erupt liquid rock, called lava from below
the earth's crust. Many people get hurt or even killed during an eruption. The fear of a
volcanic eruption is not only a worry for many people living around the volcano, but even
by people who loves miles away. Volcanic Eruptions are not an anomaly in the Philippines.
Recently, Taal roared to life with a jolt on Sunday, Catapulting ash a mile high and
triggering dozens of Earthquakes that panicked residents as far away as the Manila
metropolitan area. home nearly 13 million people. At least 30,00 in a nine-mile radius of
surrounding towns have fled. (nytimes.com)
Earthquake another example of a natural disaster that is always threatening the lives
of people. Earthquake reminds us that although the science and technology have greatly
improved. People's ability to defend against natural disaster is still limited. The Philippines
is within the Pacific ring of fire. The tectonic plates meet in the Philippines ground this is
the reason for the frequent earthquakes. Around 9-18 earthquakes per day. Most of them
are weak and nobody feels them. But 0-3 per year a strong devastating earthquake shakes
our island. (silent-gardens.com)
1
Typhoons is a region-specific term given to a type of tropical Cyclone, usually
occurring within the northwestern region of the Pacific Ocean, west of the International
Data line. The center of a Cyclone is referred to as the eye. The eye is a circular area of
calm, fair weather. On average, a tropical Cyclone eye is about 30 miles across.
Surrounding the eye are eyewalls which regions of dense convective clouds. November 8,
2013, Yolanda (Haiyan) the strongest tropical storms ever recorded. Wind speed of 315
km/h, force wind extending 50 miles from the center, a storm killing 6,000 people and
destroying more than 1 million homes. (Coursehero.com)
According to the World Disaster Report, The Philippines ranks third of the most
disaster-prone countries. Because it is situated on a geologically unstable region and is
surrounded by many subduction zones that may cause Earthquake, Volcanic Eruption,
Typhoon and etc., it is impossible to stop natural disasters from hitting our county; all we
can do is to manage risks. (studymoose.com)
According to Carter (2001), apart from family and community, the second
important grooming ground for children is a school, where children are imparted more
knowledge and skills. It is expected that these places should be safe environment for
children. It is unfortunate to expose children to vulnerable environment unknowingly or
knowingly. School safety is a human concern for every school and community How
schools are built and maintained is an integral part of school safety or disaster preparedness.
Schools with inadequate disaster preparedness are more vulnerable to disaster.
School and neighbourhood need to work together to ensure students are safe at
school, to and from school. Violence in and around schools directly affects educators and
2
students thereby reducing school effectiveness and inhibiting students meaningful learning.
Additionally, unsafe school neighborhood may place students who are already at risk of
school failure for other reasons in further jeopardy. The schools can also be insecure more
so if there are no access control to intruders. Schools that store materials in stairways will
have more problems during a fire or emergency. Schools located in flat areas will likely be
flooded in the event of heavy rainfall (Kisantas, Ware, and MartinezArias, 2004; NCES,
1995).
Every school is unique by its design, location, and students, and each has its own
history and culture. Some schools are relatively open and safe while others are highly
protected yet unsafe. That is why disaster preparedness in school and the facilities should
be planned and implemented. The school, district disaster management staff in alliance
with local Non-Governmental Organizations (NGOs) emergency responders and the
school community, can combine effort in assessing the safety and security of school
buildings, grounds, and surroundings then make a disaster preparedness plan besides
seeing how to implement the plan (Crowe, 2000).
Disasters are bound to happen and when it strikes a school, properties worth
millions, lives and times for studies are lost. The study therefore investigated the level of
preparedness in Natural Disaster of Grade 11 students in San Jacinto National High
School.
3
STATEMENT OF THE PROBLEM
Generally, this study aimed to determine the level of preparedness in natural
disasters of Grade 11 students in San Jacinto National High School
Specifically, this study sought to answer the following questions:
1. What is the profile of the Grade 11 students in terms of:
a. Gender
b. Strand
c. Age
2. What is the level of awareness of Grade 11 students in San Jacinto National High School
on the things they need to do before, during and after a natural disaster such as:
a. Earthquake;
b. Typhoon; and
c. Volcanic Eruption;
3. What is the level of preparedness of Grade 11 students in San Jacinto National High
School on Natural Disaster such as:
a. Earthquake;
b. Typhoon; and
c. Volcanic Eruption;
4
4. Is there a significant difference in the level of preparedness in Natural Disasters among
the Grade 11 academic and technical vocational livelihood track students in San Jacinto
National High School?
NULL HYPOTHESIS
1. There is no significant difference in the level of preparedness in Natural Disasters among
the Grade 11 academic and technical vocational livelihood track students in San Jacinto
National High School.
SIGNIFICANCE OF THE STUDY
This study was conducted by the researchers to determine the level of preparedness
in natural disaster of Grade 11 students in San Jacinto National High School. This study is
beneficial to the following:
STUDENTS. This will help them have enough knowledge and be prepared in Natural
Disaster such as typhoon, volcanic eruption and earthquake. These will make a huge
difference in ensuring their safety and security.
TEACHERS. To let them know on what areas the student are lacking in preparedness
towards natural disaster
FUTURE RESEARCHERS. This study will serve as a reference from them in case they'll
conduct a similar study.
5
SCOPE AND DELIMITATIONS
This study was limited on the level of preparedness in natural disaster of Grade 11
students in San Jacinto National High School. The research study was conducted from
January to March during the school year 2019-2020 in San Jacinto National High School
Annex, San Jacinto, Pangasinan.
This study was limited to the selected Grade 11 students in San Jacinto National
High School, San Jacinto, Pangasinan. The information that was gathered as data in this
study was collected through eighty (80) respondents, ten (10) students per strand.
Furthermore, the study used the data gathered through the questionnaire that was
given to the respondents.
DEFINITION OF TERMS
The following terms were defined operationally to provide clarity in the research:
Disaster Preparedness. Refers to the measures taken to prepare for and reduce the effects
of disasters.
Disaster Awareness. Refers to the awareness or knowledge of a person about a disaster.
Natural Disaster. Natural Disaster are catastrophic events that are caused by weather and
geological Phenomena. Natural disasters can cause damage to infrastructure or even
injuries and death.
Grade 11 students. Refers to the respondents of this study.
6
Senior High School. Refers to the last two years of the K-12 program that has been
implemented by the Department of Education here in the Philippines since 2012.
7
CONCEPTUAL PARADIGM
SUPPLIER INPUT
80 Grade 11 students in San Jacinto Level of preparedness in Natural
National High School and the Disaster
researchers
PROCESS
• Level of preparedness in
OUTPUT Natural Disaster
Level of Preparedness in Natural Construction of
Disasters of Grade 11 students in Questionnaire
San Jacinto National High School • Validating of the
questionnaire
during the School Year 2019-2020
• Floating of the
questionnaire
• Collection of Data
• Tabulation of Data
• Interpretation of data
• Conclusion
• Recommendation
CUSTOMERS
Figure 1.1
• Senior High School students
• Teachers The Conceptual Paradigm of the
Study
• Future Researchers
8
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Disaster Awareness
Disaster awareness borrows heavily from education planning. Education planning
starts with a vision that will bring change or benefit. The educational planner therefore
develops a road map that will help bring the desired change. Similarly, disaster awareness
involves identifying activities to be undertaken within the context of disaster risk
management. Schools with proper disaster awareness manage the disasters 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 (Kay, 2003).
Disaster Preparedness
Disaster preparedness is typically understood as consisting of measures that enable
different units of analysis—individuals, households, organizations, communities, and
societies—to respond effectively and recover more quickly when disasters strike.
Preparedness efforts also aim at ensuring that the resources necessary for responding
effectively in the event of a disaster are in place, and that those faced with having to respond
know how to use those resources. The activities that are commonly associated with disaster
preparedness include developing planning processes to ensure readiness; formulating
disaster plans; stockpiling resources necessary for effective response; and developing skills
and competencies to ensure effective performance of disaster-related tasks (Waugh, 2000).
The concept of disaster preparedness encompasses measures aimed at enhancing
life safety when a disaster occurs, such as protective actions during an earthquake,
9
hazardous materials spill, or terrorist attack. It also includes actions designed to enhance
the ability to undertake emergency actions in order to protect property and contain disaster
damage and disruption, as well as the ability to engage in post-disaster restoration and early
recovery activities. Preparedness is commonly viewed as consisting of activities aimed at
improving response activities and coping capabilities. However, emphasis is increasingly
being placed on recovery preparedness—that is, on planning not only in order to respond
effectively during and immediately after disasters but also in order to successfully navigate
challenges associated with short- and longer-term recovery (Waugh, 2000).
Natural Disasters
According to International Journal of Disaster Risk Reduction (2016), natural
disasters are events with atmospheric, geological, and hydrological origins (e.g., droughts,
earthquakes, floods, hurricanes, lanslides, volcanic eruptions) that can cause fatalities,
property damage and social environmental disruption.
Natural disasters have a significant impact on the public health and well-being of
populations affected. Negative health impacts can be direct (e.g., injuries) or indirect (e.g.,
malnutrition and increase in infectious disease). In the aftermath of natural disasters, these
health issues are compounded by the damage done to health systems, water, sanitation
infrastructure, and the displacement of communities affected.
10
Related Studies
According to the study of Onyango Maurice Akumu year 2013 entitled “Disaster
Awareness and Preparedness of Secondary Schools in Homa Bay Country, Kenya” the
levels of disaster awareness and preparedness in secondary schools in Homa Bay County
and the results has shown that the secondary schools, to a lesser extent, taken into account
the importance of disaster awareness and preparedness. This is accounted by poor
attendance of workshops and seminars on disaster awareness by teachers and students,
school safety manuals being unavailable in most schools, lack of school safety sub-
committees, coupled with little efforts done by school administrations to promote disaster
awareness and preparedness. These scenarios pose sense of urgency to Education
Department in Homa Bay County to make some adjustments within the secondary school
systems so that the schools operate in tandem with the Ministry of education (2008)
guidelines. This study examined the disaster awareness and preparedness of secondary
schools in Homa Bay County. Their study objectives were to identifying types of disasters
found in secondary schools, establishing levels of disaster awareness and preparedness,
establishing administrative strategies put in place by school managers to enhance disaster
awareness and preparedness and examining ways through which school facilities have
been modified to cope with school disasters. Quantitative data from closed-ended items
were analysed using frequency counts. Frequencies and percentages obtained were
presented in tables and graphs which were then internalized and described. The findings
of the study revealed that secondary schools in Homa Bay County are faced with a variety
of disasters with varying magnitudes most of which are floods-related as stated by 85.4%
of principals, Low extent of planning for disaster awareness attributed to rare planning
11
and attendance of workshops and seminars on disaster awareness given that 81.4% of
teachers had never attended these workshops. It also established that crucial disaster
awareness information materials such as school safety manuals were not available in most
schools (70.9%). It was also found that most secondary students (75.4%) were not
conversant with road safety rules as some of them were flouting these rules which might
have exposed them to transport related disasters. The study further revealed that very little
efforts had been done by school administrations to enhance disaster awareness and
preparedness as none of the school had put in place early warning mechanisms, Disaster
awareness and preparedness guidelines were not available in a large number of schools
(89.6%) and that most secondary schools (75.0%) did not even have school safety sub-
committees. Most school administrations (52.9%) also took roll calls very often before
students retired to bed on a regular basis and that there were regular patrols by the school
security personnel to ensure safety in schools. From the findings, most secondary schools
in Homa Bay County were not adequately prepared to deal with disasters as a result of
floods, landslides, thunderstorm/lightening related disasters, earthquake related disasters,
disasters as a result of strong winds, fire related disasters, and disasters arising from
poisonous chemical emissions and severe pollution. It was also established that most
secondary schools had not modified their school physical facilities in line with safety
requirements given that most secondary schools (43.8%) in the County had overcrowded
classrooms, (54.8%) having narrow doors which may have made it hard for students to
evacuate i2n case of an emergency and a number of them (39.5%) had doors that opened
inwards thus making it difficult to force them open from inside in case of emergency.
12
In the study conducted by Ozmen Fatma entitled “The level of preparedness of the
schools for disasters from the aspect of the school principals,” the views of the teachers
and 389 principals related to the dimensions for disaster preparedness do not
significantly differ from each other. The dimensions are confirmed at “occasionally” level
except “planning”. However, even if it indicates a slight difference, the mean values of
teacher responses are less than the principals’ for all the dimensions. This research was
done to determine how well the schools were prepared for a prospective earthquake disaster
from the aspect of the principals, based on the views of the school principals and teachers;
and to make recommendations towards effective disaster preparedness based on the
literature review and the research results. As total 589 subjects responded the
questionnaire. The data were computed by means of t-test, and ANOVA according to
parametric or non-parametric situations. The findings have revealed that there are
significant differences between the responses of the subjects for all the dimensions. In the
dimension of “planning” even if the responses of the subjects have pointed out the
“generally” level, the mean value of female subjects is significantly less than the male
subjects’. For the other dimensions of “conveniences and equipment” “implementation”
“integration and culture building” both of the subject groups inform their views at
“occasionally” level. However, the mean values reflect that female subjects’ responses are
significantly less than the male subjects’. This situation indicates that female subjects are
less contended than the male 388 subjects. This may be an indication of female subjects
sensitiveness and concern they have felt about their children and students. However, since
both of the subject groups’ views realize at “occasionally” level for all the dimensions,
except planning, it may be articulated that considering the conveniences and equipment,
13
implementation, and integration and culture building, the school principals are not so
effective and successful.
According to the study conducted by Hellen Mamosegare Mamogale (2011)
entitled “Assessing disaster preparedness of learners and educators in Soshanguve North
schools" this study determined the extent to which disaster preparedness was achieved by
learners and educators in schools located in Soshanguve North by sourcing data from
principals, educators, learners and school safety committees. The research methodology
used in this study to solicit views of school principals, teachers, learners and school safety
representatives was a mixed research approach where data was obtained through
questionnaires and interviews. The sample of research population comprised of ten schools,
five primary schools and five secondary schools around Soshanguve North, Tshwane
District. Fifty participants filled out questionnaires, and ten participants responded to
interviews. Data collected was computed by means of excel spreadsheet and results were
presented in the form of pie and bar graphs with narrative explanations. The study found
that possible threats to schools around Soshanguve North included floods, fires and storms.
It also emerged that learning areas such as Social Sciences directly cover the teaching of
disaster education while Life Orientation and Natural Sciences indirectly cover disaster
risk management concepts and principles. Other findings that emerged from the study
showed that educators were not trained in disaster management. The surprising finding of
the study was that learners tended to be the ones who were aware of disaster preparedness
in this study when their knowledge about hazards and disasters acquired at school was
assessed.
14
CHAPTER III
METHODOLOGY
Research Design
This study made use of qualitative research design, specifically descriptive
correlational design. Descriptive survey was used to gather data. This research design
involves, describing, analyzing, and interpreting the condition or relationship that exists.
Research Subjects
The respondents of this study were eighty (80) selected Grade 11 Senior High School
students of San Jacinto National High School, ten (10) students were selected from each strand.
Data Gathering Instrument
Survey through questionnaire was the method used to gather information as data from the
respondents. The questionnaire was composed of two parts: (1) Personal Profile and (2)
Questionnaire. The first part’s purpose was to determine the personal profile of the respondents
while the second part was intended to determine the level of preparedness in Natural Disaster of
Grade 11 students in San Jacinto National High School during the school year 2019-2020.
Data Gathering Procedure
The whole study’s duration was from January to March 2020 during the 2nd grading
period of the 2nd semester of the school year 2019-2020. The respondents were selected
through non-probability sampling, specifically convenience sampling. The researchers had
immediately floated the questionnaire to the respondents after the questionnaire was
approved by the researcher’s Practical Research I teacher.
After getting results, the researchers had tabulated the data. Statistical treatment
was used to analyze the data.
15
Statistical Treatment
To determine the level of preparedness and awareness in Natural Disasters of Grade
11 students in San Jacinto National High School the average weighted mean of the
respondents using the formula:
𝑋1 𝑊1 + 𝑋2 𝑊2 + 𝑋3 𝑊3 + 𝑋4 𝑊4 + 𝑋5 𝑊5
𝐴𝑊𝑀 =
𝑇𝑂𝑇𝐴𝐿 𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑅𝐸𝑆𝑃𝑂𝑁𝐷𝐸𝑁𝑇𝑆
Where:
AWM = Average Weighted Mean
X = Frequencies
W = Weight
The following rating scales below were used to interpret the results:
Level of Awareness
1.00-1.80 = Not at all Aware
1.81-2.60 = Slightly Not Aware
2.31-3.40 = Aware
3.41-4.20 = Highly Aware
4.21-5.00 = Extremely Aware
Level of Preparedness
1.00 – 1.66 = Not Prepared
1.67 – 2.33 = Somewhat Prepared
2.34 – 3.00 = Prepared
16
To determine if there’s a significant difference on the level of preparedness in
natural disaster among the Grade 11 academic and technical vocational livelihood track
students in San Jacinto National High School, F-test and T-test were used.
17
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyses, and interpret the data. The researchers analyzed the
data with the aid of statistical treatments.
Personal Profile
Table 4.1
Gender of the Respondents
GENDER FREQUENCY PERCENTAGE
Male 31 38.75
Female 49 61.25
Total 80 100
Table 4.1 shows that majority of the respondents are females with a percentage of
61.25% while the male respondents comprises the minority of respondents with a
percentage of 38.75%
Table 4.2
Strand of the Respondents
STRAND FREQUENCY PERCENTAGE
STEM 10 12.50
ABM 10 12.50
HUMSS 10 12.50
GAS 10 12.50
TVL 10 12.50
TVL HE 10 12.50
COMPUTER 10 12.50
PROGRAMMING
CSS 10 12.50
Total 80 100
18
Table 4.2 shows that the total number of respondents was evenly selected from each
strand of Grade 11. 12.50% of the total number of respondents was selected from each
strand.
Table 4.3
Age of the Respondents
AGE FREQUENCY PERCENTAGE
15-16 30 37.50
17-18 44 55.00
19 Above 6 7.5
Total 80 100
Table 4.3 shows that most of the respondents come from the age group 17-18 years
old with a percentage of 55%. 37.50% of the total number of respondents come from the
age group 15-16 years old while 7.5% of the total number of respondents is 19 above.
19
Level of Awareness of Grade 11 students in Natural Disasters
Table 4.4
Level of Awareness of Grade 11 students on Earthquake
STRAND AVERAGE WEIGHTED INTERPRETATION

MEAN
STEM 4.80 Extremely Aware
ABM 3.37 Aware
GAS 3.71 Highly Aware
HUMSS 2.96 Aware
TVL 3.12 Aware
TVL HE 3.69 Highly Aware
COMPUTER 3.62 Highly Aware

PROGRAMMING
CSS 3.63 Highly Aware
General Average 3.61 Highly Aware
Table 4.4 shows that STEM students are extremely aware on the things they need to do
before, during and after an earthquake with an AWM of 4.80 while GAS, TVL HE, Computer
Programming and CSS students are highly aware (AWM = 3.71, 3.69, 3.62 and 3.63 respectively).
Students from ABM, HUMSS and TVL are aware with an AWM of 3.37, 2.96 and 3.12 respectively.
In general, the Grade 11 students of San Jacinto National High School are highly aware on the
things they need to do before, during and after an earthquake (AWM=3.61).
20
Table 4.5
Level of Awareness of Grade 11 students on Typhoon

MEAN
ABM 3.36 Aware
GAS 3.63 Highly Aware
HUMSS 2.90 Aware
TVL 3.10 Aware
TVL HE 3.27 Aware

PROGRAMMING
before, during and after a typhoon with an AWM of 4.83 while GAS, Computer Programming and
CSS students are highly aware with an AWM of 3.63, 3.88, and 3.78 respectively. Students from
ABM, HUMSS, TVL and TVL HE are aware with an AWM of 3.36, 2.90, 3.10 and 3.27 respectively.
In general, the Grade 11 students of San Jacinto National High School are highly aware on the
things they need to do before, during and after a typhoon (AWM=3.60).
21
Table 4.6
Level of Awareness of Grade 11 students on Volcanic Eruption

MEAN
ABM 3.48 Highly Aware
GAS 3.40 Aware
HUMSS 2.97 Aware
TVL 3.13 Aware
TVL HE 3.73 Highly Aware

PROGRAMMING
before, during and after a volcanic eruption with an AWM of 4.77 while ABM, TVL HE, Computer
Programming and CSS students are highly aware with an AWM of 3.48, 3.73, 4.13 and 3.86
respectively. Students from ABM, HUMSS, TVL and TVL HE are aware with an AWM of 3.36, 2.90,
3.10 and 3.27 respectively. In general, the Grade 11 students of San Jacinto National High
School are highly aware on the things they need to do before, during and after a volcanic
eruption (AWM=3.68).
22
Level of Preparedness of Grade 11 students in Natural Disaster
Table 4.7
Level of Preparedness of Grade 11 students on Earthquake

MEAN
STEM 2.60 Prepared
ABM 2.74 Prepared
GAS 2.62 Prepared
HUMSS 2.46 Prepared
TVL 2.56 Prepared
TVL HE 2.52 Prepared
COMPUTER 2.42 Prepared

PROGRAMMING
CSS 2.22 Somewhat Prepared
General Average 2.52 Prepared
Table 4.7 shows that CSS students are somewhat prepared when an earthquake happen
with an AWM of 2.22 while STEM, ABM, GAS, HUMSS, TVL, TVL HE and Computer
Programming are prepared with an AWM of 2.60, 2.74, 2.62, 2.46, 2.56, 2.52 and 2.42 respectively.
In general, the Grade 11 students of San Jacinto National High School are prepared when an
earthquake happen with an AWM of 2.52.
23
Table 4.8
Level of Preparedness of Grade 11 students on Typhoon

MEAN
STEM 2.44 Prepared
ABM 2.64 Prepared
GAS 2.62 Prepared
HUMSS 2.24 Somewhat Prepared
TVL 2.22 Somewhat Prepared
COMPUTER 2.54 Prepared

PROGRAMMING
Table 4.8 shows that HUMSS, TVL and CSS students are somewhat prepared when a
typhoon happen (AWM= 2.24, 2.22, 2.22 respectively) while STEM, ABM, GAS, TVL HE and
Computer Programming students are prepared (AWM= 2.44, 2.64, 2.62, 2.48 and 2.54
respectively). In general, the Grade 11 students of San Jacinto National High School are
prepared when a typhoon happen with an AWM of 2.43.
24
Table 4.9
Level of Preparedness of Grade 11 students on Volcanic Eruption

MEAN
STEM 2.38 Prepared
ABM 2.66 Prepared
GAS 2.40 Prepared
HUMSS 2.32 Somewhat Prepared
TVL 2.34 Prepared
COMPUTER 2.14 Somewhat Prepared

PROGRAMMING
Table 4.9 shows that HUMSS, Computer Programming and CSS students are somewhat
prepared when a volcanic eruption happen (AWM= 2.32, 2.14, 2.12 respectively) while STEM,
ABM, GAS, TVL and TVL HE students are prepared (AWM= 2.38, 2.66, 2.40, 2.34 and 2.44). In
general, the Grade 11 students of San Jacinto National High School are prepared when a
volcanic eruption happen with an AWM of 2.35.
25
Table 4.10
Significant Difference in the Level of Preparedness in Natural
Disasters among the Grade 11 Academic and Technical Vocational Track Students
ACADEMIC TVL
Mean 2.50125 2.331
Variance 0.170303526 0.21449641
Observations 40 40
Hypothesized Mean Difference 0
Df 77
t Stat 1.735799747
P(T<=t) two-tail 0.086599378
t Critical two-tail 1.991254395
*p < .05 Reject Ho *p > .05 Accept Ho
Table 4.10 shows that the p-value 0.08 is greater than the alpha level 0.05, failed
to reject the null hypothesis. Therefore, there is no significant difference in the level of
preparedness in Natural Disasters among the Grade 11 academic and technical
vocational livelihood track students in San Jacinto National High School.
26
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
1. Majority of Grade 11 students are females while the male respondents comprise
the minority of respondents.
2. The total number of respondents was evenly selected from each strand of Grade
11.
3. Most of the respondents come from the age group 17-18 years old.
4. The Grade 11 students of San Jacinto National High School are highly aware on the
things they need to do before, during and after an earthquake, typhoon and volcanic
eruption.
5. The Grade 11 students of San Jacinto National High School are prepared when a
typhoon, earthquake and volcanic eruption happen.
6. There is no significant difference in the level of preparedness in Natural
Disasters among the Grade 11 academic and technical vocational livelihood
track students in San Jacinto National High School.
Recommendations
Based on the conclusions, the researchers recommend the following:
1. Teachers must find ways to improve the level of preparedness in natural
disasters of Grade 11 students.
2. Teachers must find a way to improve the level of awareness in natural disasters
of Grade 11 students.
3. Future researchers may use this study as their basis when doing researches
similar to this one.
27
BIBLIOGRAPHY
FEMA (Federal Emergency Management Agency) (2002), “How schools can become
more disaster resistant”, FEMA, available at: www.fema.gov/kids/schdizr.html
Mamogale H.M. (2011) Assessing disaster preparedness of learners and educators in
Soshanguve North schools
Onyango, M.A. (2013). Disaster Awareness and Preparedness of Secondary Schools in
Homa Bay Country, Kenya
Ozmen F. The level of preparedness of the schools for disasters from the
aspect of the school principals
ELECTRIC REFERENCES
http://www.google.com.ph/amp/s/wayph.com/what-to-do-before-during-and-after-
typhoon/amp/
https://www.habitat.org/impact/our-work/disaster-response/disaster-preparedness-
homeowners/volcanic-eruptions
https://www.google.com.ph/amp/s/amp.rappler.com/move-ph/issues/disasters/136463-
before-during-after-volcano-eruption
https://shodhganga.inflibnet.ac.in/bitstream/10603/168485/20/20_appendices.pdf
https://studymoose.com/disaster-preparedness-essay
https://filipiknow.net/earthquake-in-the-philippines/
https://www.silent-gardens.com/earhquakes.php
https://www.coursehero.com/file/20074397/Typhoon-Haiyan-Essay/
https://www.nytimes.com/2020/01/14/world/asia/taal-volcano.html
https://gradesfixer.com/free-essay-examples/natural-disasters/
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Republic of the Philippines

SAN JACINTO NATIONAL HIGH SCHOOL SHS

BACKGROUND OF THE STUDY

surrounding towns have fled. (nytimes.com)

our island. (silent-gardens.com)

Typhoons is a region-specific term given to a type of tropical Cyclone, usually

destroying more than 1 million homes. (Coursehero.com)

disaster-prone countries. Because it is situated on a geologically unstable region and is

can do is to manage risks. (studymoose.com)

children. It is unfortunate to expose children to vulnerable environment unknowingly or

Schools with inadequate disaster preparedness are more vulnerable to disaster.

with local Non-Governmental Organizations (NGOs) emergency responders and the

seeing how to implement the plan (Crowe, 2000).

preparedness in Natural Disaster of Grade 11 students in San Jacinto National High

STATEMENT OF THE PROBLEM

Generally, this study aimed to determine the level of preparedness in natural

disasters of Grade 11 students in San Jacinto National High School

Specifically, this study sought to answer the following questions:

1. What is the profile of the Grade 11 students in terms of:

School on Natural Disaster such as:

4. Is there a significant difference in the level of preparedness in Natural Disasters among

National High School?

1. There is no significant difference in the level of preparedness in Natural Disasters among

National High School.

SIGNIFICANCE OF THE STUDY

beneficial to the following:

difference in ensuring their safety and security.

towards natural disaster

conduct a similar study.

SCOPE AND DELIMITATIONS

Annex, San Jacinto, Pangasinan.

given to the respondents.

Disaster Awareness. Refers to the awareness or knowledge of a person about a disaster.

geological Phenomena. Natural disasters can cause damage to infrastructure or even

injuries and death.

Grade 11 students. Refers to the respondents of this study.

implemented by the Department of Education here in the Philippines since 2012.

Disaster awareness borrows heavily from education planning. Education planning

involves identifying activities to be undertaken within the context of disaster risk

Disaster preparedness is typically understood as consisting of measures that enable

different units of analysis—individuals, households, organizations, communities, and

preparedness include developing planning processes to ensure readiness; formulating

and competencies to ensure effective performance of disaster-related tasks (Waugh, 2000).

The concept of disaster preparedness encompasses measures aimed at enhancing

recovery activities. Preparedness is commonly viewed as consisting of activities aimed at

improving response activities and coping capabilities. However, emphasis is increasingly

challenges associated with short- and longer-term recovery (Waugh, 2000).

According to International Journal of Disaster Risk Reduction (2016), natural

property damage and social environmental disruption.

infrastructure, and the displacement of communities affected.

the importance of disaster awareness and preparedness. This is accounted by poor

attendance of workshops and seminars on disaster awareness by teachers and students,

awareness and preparedness. These scenarios pose sense of urgency to Education

found in secondary schools, establishing levels of disaster awareness and preparedness,

establishing administrative strategies put in place by school managers to enhance disaster

floods, landslides, thunderstorm/lightening related disasters, earthquake related disasters,

and to make recommendations towards effective disaster preparedness based on the

subjects’. For the other dimensions of “conveniences and equipment” “implementation”

effective and successful.

According to the study conducted by Hellen Mamosegare Mamogale (2011)

entitled “Assessing disaster preparedness of learners and educators in Soshanguve North

This study made use of qualitative research design, specifically descriptive

Data Gathering Instrument