Saint Louis University

School of Engineering and Architecture

DISASTER RISK REDUCTION PREPAREDNESS IN

ENGINEERING AND ARCHITECTURE

By:

Abrera, Lemuel P.
Batungbakal, Jericho V.
Enorsua, Aldrian Roel S.
Longatan, Jason A.
Lopez, Justin Troy A
Reyes, James Thomas A.
Yacas, Nathaniel R.

November 12,2022
 CHAPTER 1

DISASTER RISK REDUCTION IN ENGINEERING AND ARCHITECTURE

1.1Background of the Study

Preparedness is known to be the act of being ready, especially in times of Catastrophe or
war. The skill to be prepared can be practiced by enhancing the knowledge om the field, conduct
or join some orientation when it comes to preparedness, participate DRR Preparedness trainings,
and research basic knowledge or information when it comes to preparedness and DRR consists
of many disciplines such as DRR Preparedness, DRR awareness, and DRR mitigation. But
DRRM’s main focus is to create a sustainable environment and a good place to live in.

The Philippines is vulnerable to both natural and man-made dangers. According to the
Philippine Atmospheric Geophysical and Astronomical and Services Administration (PAGASA),
secondary hazards like flooding and landslides are brought on by 19–20 tropical storms on
average each year. In addition to this, the nation is vulnerable to fires, earthquakes, and volcanic
eruptions. In addition, the potential of armed conflict brought on by separatist and political
movements, violent extremism, conflicts based on cultures and traditions, and acts of civilian
violence continue to loom large.

In general, Disaster is defined to be the natural occurrence of events that are not
acceptable to the environment and people, which causes great damage or loss of life. The
exposure and risk of a community can be affected by a number of factors, including natural,
man-mad, and technology dangers. The goal of disaster education is to empower people and
communities with the knowledge they need to lessen their vulnerability to disaster. It enables us
to map out and identify local capacities to address these risks. In the end, the DRR approach
assists us in conducting efficient disaster response while lowering the chance that similar disaster
will happen again.

1.2Statement of the Problem

The main objective of this study is to assess the school learners disaster risk reduction
preparedness. This can be done by conducting a survey in the Department of Engineering and
Architecture.
Reduce the likelihood of disasters brought on by human error, deliberate harm, and
structural or technological failures. Improve one's ability to recover from a significant natural
disaster. Make sure the university can keep running in the event of a disaster. After a disaster,
recover any lost or damaged documents or information.

The survey will contain the following assessment:

 1.2.1 What is the level of preparedness of the engineering and architecture students?
Ho: Mean fully prepared in disaster ≤ Mean half Prepared in disaster
Ha: Mean fully prepared in disaster > Mean half Prepared in disaster

1.2.2 What are the DRRM drills inside the School of Engineering and Architecture
department?
Ho: Reduce, avoid, or losses ≤ hazards
Ha: Reduce, avoid, or losses > hazards

1.2.3 What is the level of knowledge of the engineering and architecture students when it
comes to DRRM?
Ho: Mean fully knowledgeable when DDRM comes ≤ Mean half knowledgeable when
DDRM comes
Ha: Mean fully knowledgeable when DDRM comes > Mean half knowledgeable when
DDRM comes

Research Framework
1.3.1 Theoretical Framework
Mamon, M., Suba, R., & Son, I. (2017) Grade 11 students understand some
disaster-related concepts and ideas, and are prepared, adapted, and aware of the risks inflicted by
these natural hazards. Low perception on disaster risks are evidently observed among senior high
school students. The responses of Grade 11 students could be based on the efficiency and impact
of the integration of DRR education in the senior high school curriculum. Specifically,
integration of the concepts about the hazards, hazard maps, disaster preparedness, awareness,
mitigation, prevention, adaptation, and resiliency in the science curriculum possibly affect the
knowledge and understanding of students on DRR.

Benson (2016), such disasters have caused many developing countries significant
financing gaps in the event of a disaster; falling back instead on the reallocation of planned
capital and recurrent spending to meet more immediate post-disaster spending requirements and
often redirecting capital budgets over a number of subsequent years to meet reconstruction costs.

Shaw, Kobayashi & Kobayashi (2004) maintain that education and awareness inoculates
a “culture of disaster preparedness” in students and empowers them to make the right decisions
should they encounter such situations in the future. Muttarak and Pothisiri (2014) found that
formal education can increase an individual’s preparedness for disasters and thus, reduce
vulnerability to natural hazards. However, a study conducted by Tuladhar, Yatabe, Dahal, &
Bhandary (2015) found that some of the teachers do not have enough knowledge about disaster
and risk reduction issues in the educational sector. Thus, ACADEME University of Bohol,
Graduate School and Professional Studies Journal 35 it was recommended that DRRM education
be promoted to communities through well-groomed school teachers to reduce disaster risks and
to establish a disaster-prepared society which correlates with Bandura’s (1986) social cognitive
theory. It is said that people become motivated to respond to disasters when they form their basis
on outcome expectancies and self-efficacy so they must be oriented on the consequences of
disasters.
A study of Sinha, Pal, Kasar, Tiwari, & Sharma (2008) recommends that students must be
exposed to different orientations, workshops and mock drills and similar practical exercises
which are helpful in developing the interest of the learners as well as improving knowledge and
awareness. The study conducted by Rambau, Beukes, & Fraser (2012) recognized the role of
education for encouraging the integration of disaster risk education in school curricula in
countries vulnerable to natural hazards and the safe construction and renovation of school
buildings to withstand natural hazards. Thus, Skinner (2014) stressed the importance of
educating the students through positive reinforcement such as disaster stimulation exercises and
drills were more effective than punishment when trying to change and establish behaviors. This
leads individuals to learn and be aware of different risks about disaster issues.

1.3.2 Conceptual Framework

1.4 Significance of the Study

This study will make some contribution to the capacity and strengthening of the School
of Engineering and Architecture Department’s Disaster Risk Reduction and Management. The
findings of this study will provide relevant insights about the preparedness of the learners in all
types of disasters that occur in the Philippines. Furthermore, it will improve the school’s plan of
integration and drills on the students in the time of crisis. The success of this study will make a
significant evaluation of the school’s DRRM plan which can be recalibrated to reduce the effects
and casualties on the school’s premises.
 Researchers may think about current emergency response efforts in view of both current
and future disaster risks by using a disaster risk reduction approach. This gives us the ability to
plan or modify our operations to make people and communities safer and more disaster-resistant
while also preserving efforts to create and extend enabling conditions for sustained poverty
reduction and growth. DRR strategies and technologies will stop relief efforts from re-creating
the weaknesses that make individuals susceptible to the same calamities. DRR offers useful
insight about the causes of vulnerability to risks and the characteristics of those hazards. It aids
in locating and visualizing local capacities to address these risks.

Combining best transformation and strategies with the lowest part of the University
approaches yields successful DRR.Since disasters are a sign of failed or unbalanced
development, unsustainable economic and social processes, and improperly adapted societies,
DRM programs shouldn't be standalone efforts but rather part of development strategy and
practice. New hazards are already emerging as a result of growing population, the threat of
climate change, and other risk causes, and more has to be done to prevent them. We are
observing that disasters can also lead to synchronous failures in a connected environment.
Making DRR a priority is a decision that can only result in improved safety for students and
staff, which in turn enhances the adaptability of society as a whole. This is particularly true as the
University works to rebuild and repair many different areas of the campus.

1.5 Design and Method

This study is designed as a quantitative type of research. It utilizes a descriptive research
approach which aims to assess the level of disaster risk reduction preparedness of the
engineering and architecture students, identify the DRRM drills inside the School of Engineering
and Architecture department, and assess the level of knowledge of the said population.
The researchers will then conduct a survey by disseminating questionnaires which
contain 3 main questions to the respondents. And then, the researcher will gather the responses
and make a conclusion using statistical analysis.

References
Mamon, M., Suba, R., & Son, I.
(2017). Disaster risk reduction knowledge of Grade 11 students: Impact of senior high
school disaster education in the philippines Cross ref, (5), 1
https://www.ijhsdm.org/text.asp?2017/5/3/69/225102

Lopez, A., Echavez, N., Magallen, J., & Sales, E.

(2017). Level of Compliance with the Risk Reduction and Disaster Preparedness Program
among Public Secondary Schools in Buenavista, Bohol, Philippines ACADEME, (12),
32-35,
https://www.pdfs.semanticscholar.org/7c5e/6e3bd5eb281580
Guasing, J., Bonifacio, M., Mirano, S., Novales, V.
(2019). Status of Readiness and Awareness of San Luis Senior High School in Disaster
Risk Reduction and Management, Ascendens Asia Journal of Multidisciplinary Research
Abstract, Vol. 3 No. 2N (2019), 1
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/11850