St. Paul University Surigao: The Emotional Response of Grade 12 Students of Towards Super Typhoon Rai/Odette

St.
Paul University Surigao

St. Paul University System
Surigao City, Philippines

The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette i
The Emotional Response of Grade 12 Students of St. Paul University Surigao
towards Super Typhoon Rai/Odette
A Research Paper Presented to
The Faculty of the Senior High School
St. Paul University Surigao
Surigao City
In Partial Fulfilment of the Requirements For
Practical Research and
Inquiries, Investigations, and Immersion
By
KRYSTEL FAJARDO
EOWYN FERNANDEZ
JUNARD JOVAN SIEGA
HAROLD MAGALONA
TJ LINEJAN
MAY 2021

The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette ii
APPROVAL SHEET
This research entitled
The Emotional Response of Grade 12 Students of St. Paul University Surigao

Towards Super Typhoon Rai/Odette
prepared and submitted by KRYSTEL FAJARDO, EOWYN FERNANDEZ, JUNARD

JOVAN SIEGA, HAROLD MAGALONA, TJ LINEJAN has been examined, and is
recommended for approval and acceptance for ORAL EXAMINATION.
ALCHER ARPILLEDA
Adviser
------------------------------------------------------------------------------------------------
PANEL OF EXAMINERS
APPROVED by the Committee on Oral Examination with the grade of _____
on December 16, 2022
MYRNA D. ARIAR, PhD

Chairman
ASTER ALISTADO Ms. AJ MARIELLE PONGCOL

Member Member
ACCEPTED in partial fulfillment of the requirements for the strand SCIENCE,

TECHNOLOGY, ENGINEERING, and MATHEMATICS
SR. EMELITA S. ALVAREZ, SPC

Basic Education Principal

The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette iii
CERTIFICATE OF ORIGINALITY
This is to certify that this research paper is my work and does not contain any material
previously published or written by another person nor material, which to a substantial extent, has
been accepted for the award of any degree or diploma in St. Paul University Surigao, and other
educational institutions, except where due acknowledgment is made in the research. Any
contribution made to the research by others, with whom I have worked at St. Paul University
Surigao or elsewhere, is explicitly acknowledged.
KRYSTEL FAJARDO
EOWYN FERNANDEZ
JUNARD JOVAN SIEGA
HAROLD MAGALONA
TJ LINEJAN
Researchers
October 16, 2022
Attested by:
ALCHER ARPILLEDA
Research Adviser
December 16, 2022


The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette iv
ACKNOWLEDGMENT
This research would not be brought into successful completion without the generous
persons who helped the researcher accomplish this manuscript. With the deepest gratitude, the
researcher sincerely extended by the following persons who shared their precious moments,
talents, and their blessings in making this thesis possible:
The researchers would like to express their gratitude to Mrs. Myrna Ariar, Ms. Marielle
Pongcol, and Ms. Aster Alisatado for their role as validators, as well as to Mr. Alcher Arpilleda
for serving as the research adviser and Mr. Roderick Sayod for his work as the statistician. Their
suggestions, revisions, and comments were invaluable in helping the researchers to create the
thesis they had intended. The researchers are grateful for their support and guidance throughout
the process.
To the researcher’s family and loved ones, from the start until the accomplishment of this
manuscript, they have been the source of strength and love. It would not have been this bearable
if not for them.


The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette v
ABSTRACT
Emotional responses to events or stimuli can range from positive feelings like joy to
negative ones like anger and sadness, and natural disasters like typhoons often elicit strong
emotional responses including fear, grief, and a desire to help those affected. The main objective
of this study is to gather data on the emotional responses of grade 12 students towards super
typhoon Rai/Odttee and determine whether there are any significant differences in emotional
responses based on gender and strand of SHS students of SPUS. The study employs a descriptive
research design and utilizes the following statistical tools: Frequency Count and Percentage
Distribution, Mean and Standard Deviation, Analysis of Variance (ANOVA). As to the emotion,
mood, feeling, and attitude of SHS students of SPUS on the emotional response towards super
typhoon Rai/Odette, feeling having the highest mean, while the attitude got the lowest mean. It
was concluded that the SHS students of SPUS showed a positive emotional response in terms of
emotion, mood, feeling, and attitude, resulting in the SHS students of SPUS having positive
mental status following super typhoon Rai/Odette. The profile gender has shown no significant
difference when grouped with emotion and mood and has significant difference when grouped
with feeling and attitude while strand has shown a significant difference when grouped to all the
dependent variables. It is recommended to students to maintain connections with friends, family,
and support networks that can also provide important support during a disaster.
Keywords: Emotion, Mood, Feeling, Attitude, Super typhoon, Senior high school students

The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette vi
TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
CERTIFICATE OF ORIGINALITY iii
ACKNOWLEDGMENT iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES vii
LIST OF FIGURES ix
CHAPTER 1 PROBLEM AND ITS BACKGROUND 1

Introduction 1
Conceptual Framework 2
Statement of the Problem 5
Hypothesis 6
Significance of the Study 6
Scope and Limitation of the Study 6
Definition of Terms 7
CHAPTER 2 REVIEW OF RELATED LITERATURE 8
Synthesis of the review 12
CHAPTER 3 METHODS 13
Research Design 13
Participants 13
Instrument 13
Data Gathering Procedure 14
Data Analysis 14
Ethical Considerations 15
CHAPTER 4 RESULTS ANS DISCUSSION 16
Participants’ Profile 16
The Emotional Response of Students Towards Super
17
Typhoon Rai
Summary of the Average of all the variables with the Grand
17
Mean
Significant Difference on The Emotional Response of
Students Towards Super Typhoon Rai in terms of Profile 21
Variable

The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette vii
Scheffe Test on Dependent Variables in terms of Strand 22
SUMMARY, CONCLUSIONS AND
CHAPTER 5 24
RECOMMENDATIONS
Summary 24
Findings 24
Conclusions 26
Recommendations 27
REFERENCES
APPENDICES
A. Letter for Basic Educational Principal 31
B. Letter of Validation 32
C. Research Instrument 35
CURRICULUM
37
VITAE

The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette vii
i
LIST OF TABLES
Table Title Page
Table 1 Participants’ Profile 16

The Emotional Response of Students Towards Super
Table 2 17
Typhoon Rai
Summary of the Average of all the variables with the
Table 3 17
Grand Mean
Significant Difference on The Emotional Response of
Table 4 Students Towards Super Typhoon Rai in terms of 21
Profile Variable
Table 5 Scheffe Test on Dependent Variables in terms of Strand 22

The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette ix
LIST OF FIGURES
Figure Title Page
Figure 1 Schematic Diagram 8


The Emotional response of Grade 12 students of towards Super Typhoon Rai/Odette 1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
In life, there are many things that people experience, such as the occurrences of
natural phenomena. One of the said natural phenomena is called a typhoon, which is a
mature tropical cyclone that develops between 180° and 100°E in the Northern
Hemisphere. Typhoons are considered to be extremely devastating natural hazards and
affect many countries and cities all over the world. Typhoons, on the other hand, may
become so powerful that they are now classified as super typhoons. According to
Rafferty (2022) when a typhoon's sustained surface-wind strength exceeds 240
kilometers (150 miles) per hour, it is classified as a super typhoon, which is similar to a
powerful category 4 or category 5 hurricane.
Many nations throughout the world have been devastated by super typhoons, and
one of these super typhoons is Typhoon Mangkhut in Hong Kong, which according to
The 5 Biggest Typhoons to Batter East Asia in Recent History - Greenpeace East Asia
(2021) is one of the five worst typhoons to hit East Asia. Super typhoon Mangkhut hit
Hong Kong on September 16, 2018 and nearly 500 people were hurt, 500 windows were
broken, 60,000 trees were uprooted, 40,000 homes experienced power outages, and many
structures fell or suffered significant damage. Super typhoon Mangkhut is the strongest
typhoon that Hong Kong has ever recorded.
As a super typhoon affected many countries, it has also affected the Philippines.
This is super typhoon Yolanda/Haiyan, which made landfall in the Philippines on


November 8, 2013 and is categorized as a category 5 storm. Reid (2018) reports that the
typhoon affected more than 14 million people in 44 provinces, forcing 4.1 million people
to relocate, killing more than 6,000 people, and leaving 1,800 people unaccounted for. In
addition, Typhoon Haiyan interrupted 5.9 million employees' livelihoods, destroyed 33
million coconut trees (a significant source of income), and damaged 1.1 million homes.
The total loss is pegged at $5.8 billion. Super Typhoon Yolanda devastated the
Philippines in 2013, and now there has been a recent occurrence of another super typhoon
named Rai/Odette that struck the Philippines on December 16, 2021, with gusts of up to
270 kilometers per hour, made landfall in Siargao Island, Province of Surigao del Norte,
Caraga (Region XIII), and affected an estimated 16 million people across the six worst-
hit regions, leaving about 2.4 million people in need of assistance according to
Philippines: Super Typhoon Rai (Odette) Humanitarian Needs and Priorities Revision
(Dec 2021 - Jun 2022) (2 Feb 2022) - Philippines (2022) Several provinces and areas in
the Visayas and Mindanao lost power, and several regions and areas lost communication
services. Due to downed power lines, Surigao City had been without electricity and
communications, and scores of trees blocked many routes. Many structures have also
been devastated in the area, the city's water supply became a concern, and the typhoon's
storm surge destroyed roughly all coastal homes. Due to the system's impacts, the area's
marketplace has also shut down.
Grade 12 Students of St. Paul University Surigao are one of many people that are
affected by the super typhoon and thus this study aims to gather on what the emotional
responses of grade 12 students of SPUS towards super typhoon Rai/Odette. The gathered

data on the emotional responses of grade 12 students towards Super Typhoon
Rolly/Odette can then serve as a basis for understanding the emotional state of these
students. This information can also serve as a guide to those involved in supporting
affected students to provide emotional assistance.
Conceptual Framework
This study is anchored on the concept of Schreuder et al.'s (2016), Emotional
Responses to Multisensory Environmental Stimuli which stated that the processing of
environmental stimuli involves multiple levels that are interconnected with various
emotional outcomes. This framework describes the levels involved in processing stimuli
and their relationship to relevant outcomes, such as emotion, mood, feeling, attitude, and
affect. This relates to the current study entitled The Emotional Response of Grade 12
Students of St. Paul University Surigao towards Super Typhoon Rai/Odette
The Framework of this study was illustrated in the schematic shown in figure 1.
As shown in the diagram. One of the major variables in this study under
participants' profile includes gender, and strand which are the independent variables.
They were taken to know the significant difference of the variables as to the factors in the
investigation of the dependent variable of the Emotional Response of Typhoon
Rai/Odette in terms of emotion, Mood, Feeling, Attitude, and Affect.


Gender. This indicates the Emotion Response of the Typhoon Odette based on
their gender. According to Deng, et. Al (2016), Gender disparities in emotional reactions
were noticed, and It is discovered that People are dependent on specific emotion types
but not on valence. Men have stronger emotional experiences with furious and positive
stimuli, whereas women have stronger emotional expressivity.
Strand. This refers to the chosen academic class of a student, this also indicates
the emotional response of typhoon Odette among the Senior High School based on
strands. This study lays the groundwork for understanding how and why integrated
Senior High experiences can help students enhance their learning and thinking, as well as
where they might cause problems for them and how they might be improved.
On the other hand, as shown inbox 2 is the following:
Emotion. It is the sensation on the body and it is generated through the mind by a
given stimuli however it will only fade after a short period and according to Crimando
(2011) No one who has lived through a disaster will ever forget it is unaffected by the
event. Severe storms, like other natural disasters, and flooding can cause emotional
distress. Disasters can pose a threat to our sense of security and control and can have an
impact on many aspects of our lives.


Mood. It is a person's emotional state at a certain time that might continue for a
long time and according to Kendra Cherry (2022) Mood can significantly impact
different aspects of life, including how people think, feel, and behave. These affective
states can impact motivational levels and decision-making. They can also affect
relationships and how people interact with others.
Feeling. It is the interpretation of a person's emotions and according to What Are
Feelings: The Most Fascinating Facts about Our Emotional States | Psychologia (n.d.) A
feeling is an emotional encounter. Feelings are significant because they shape how we
perceive life in general. Our feelings influence whether we are joyful or depressed,
satisfied or annoyed.
Attitude. It is the expression of a person’s feelings on how they act and according
to Rollo (n.d.) a person's attitude is an outward manifestation of their feelings. Attitudes
may shape behavior. Because behaviors often reflect attitudes, it may be simple to
determine someone's attitude in specific situations.


Profile: Variables:
A. Gender A. Emotion
B. Mood
B. Strand C. Feeling
D. Attitude
Figure 1. Framework of the Study


Statement of the Problem
This study aimed to discover the emotional response of typhoon Odette. Specifically, this
would answer the following questions:
1. What is the profile of the participants in terms of?
1.1 gender; and
1.2 strand
2. What is the emotional response of the SHS students of SPUS towards super typhoon
Rai/Odette in terms of?
2.1 emotion
2.2 mood
2.3 feeling
2.4 attitude
3. Is there a significant difference in the emotional response of Senior High School
students of St Paul University Surigao towards super typhoon Rai/Odette when grouped
according to their profile variable?


Hypothesis
At 0.05 level of significance, it is hypothesized that there is no significant
difference regarding the emotional response of grade 12 students of Saint Paul University
Surigao based on their profile variables.
Significance of the Study
This study would be valuable to the following entities:
School Administration. The result of this study will help the school to provide the
appropriate recommendation to their students. This allows the school administration to
conceptualize proper programs to aid and support the mental well-being of the Students.
Teachers. The result of this study will help teachers aid and influence their students'
mental well-being and serve as the main influence at school.
Students. This study will benefit the students to know how they feel about typhoon
Odette.
Parents. The result of this study will also help the parents to assess their children with
their emotional response towards super typhoon Rai/Odette, support them, and serve as
the main influence in their children’s mental well-being.
Future Researchers. This study can serve as a starting point for future research on
related topics. Researchers in the future may find it useful as a reference or foundation for
their own work.


Scope and Limitation of the Study
This research focused on the emotional responses of grade 12 students of SPUS
that was affected by Super typhoon Rai/Odette. The study is limited only to Grade 12
students at St. Paul University Surigao.


Definition of Terms
The important terms used in this study have been defined for clarity. The terms
are as follows:
Emotional responses - An emotional reaction, towards a given stimulus.
Super typhoon- With wind speeds of 160mph, and was so large that storm-force winds
reached across 370 miles.


CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter provides an overview of previous research on knowledge sharing and
intranets. It introduces the framework for the case study that comprises the main focus of the
research described in this research.
Effects of natural disasters
As we many people all around the world has experience natural disasters and these
natural disasters can leave a massive impact. According to Sharrieff (2018) natural disasters can
have life-changing consequences for the individuals and families who are lucky enough to
survive them. However, the effects of natural catastrophes can be felt at the village, city, and state
levels, as well as throughout a whole country.
Individual level. A natural disaster can have a physical, mental, and emotional impact on
a person. It also has the potential to inflict property damage, financial loss, physical harm, and
disease. Many people suffer from crippling post-traumatic stress disorder or withdraw into
depressed states. Others form unfavorable connections with their surroundings.
Another source by VA.gov | Veterans Affairs (n.d.) in a disaster, you run the risk of
passing away or getting hurt. Additionally, you might lose your neighborhood, belongings, and
home. Stress reactions following a disaster resemble the typical reactions seen after any type of
trauma, putting you at risk for emotional and physical health issues.

In terms of gender and age, women or girls almost always suffer more negative
consequences than men or boys. Women who have spouses are more distressed during recovery.
Adults aged 40 to 60 are more likely to be distressed after a disaster. While research on children's
reactions to disasters is limited, children generally show more signs of distress than adults.
Coping with the natural disaster
An article by Recovering Emotionally from Disaster (2013) stated that after a disaster, it
is common for people to feel stressed. However, it is important to remember that most people are
able to return to their normal functioning within a few months. Resilience and recovery are the
norm, not prolonged distress. It is normal to experience stress immediately after a disaster, but it
is not normal to continue experiencing distress for an extended period of time. The article also
suggests that people who have experienced a traumatic event can cope with it by giving
themselves time to adjust, asking for support from loved ones, communicating their experience,
finding a local support group, engaging in healthy behaviors, establishing or re-establishing
routines, and avoiding making major life decisions. These suggestions can help people who have
experienced trauma to cope with the stress and move forward in a healthy way.
Another article entitled Positive thinking: Stop negative self-talk to reduce stress by
MindSG (n.d.) which stated positive thinking does not mean that you ignore difficult or
unpleasant situations. Instead, it means that you approach these situations with a more positive
and productive mindset. This means that you believe that the best outcome is possible, rather than
expecting the worst. Positive thinking does not mean that you avoid dealing with life's challenges,
but rather that you approach them with a positive attitude and the belief that you can overcome

them. The article also stated the different benefits of positive thinking such as lower rates of
depression, lower levels of distress and pain, and better psychological and physical well-being
Emotional control is a factor that can impact a person's emotional well-being, especially
in the case of a disaster. The article MindSG discusses the importance of emotional control and
suggests steps for managing emotions, such as identifying the emotion, understanding why it is
being felt, managing unhelpful thoughts, and taking action to practice self-care. Managing
emotions can help a person make better decisions and understand their triggers, leading to more
constructive responses. Accepting emotions allows for a more objective view of thoughts and
perspectives, rather than making negative judgments.
An article by READY (2022) entitled Coping with disaster which discusses the
ways of coping with disaster. This article also stated that experiencing a disaster is
distressing for all those affected. The psychological impact of disasters can often be more
severe than the financial strain caused by property damage or loss of home, business, or
personal belongings. It is a common reaction to feel worried about the safety of oneself,
family, and close friends.
Gender
The study by Fischer et al. (2018) found that while women were better than men
at recognizing facial expressions of emotion in a social context, there were no significant
gender differences in self-reported emotional responses. This suggests that men and

women may have similar emotional experiences, but that they may differ in their ability
to recognize and express emotions in certain contexts. Moreover, while there are some
sex differences in emotion regulation strategies, there is no consistent evidence to suggest
that men and women differ significantly in their overall emotional responses.
However, some studies have reported sex differences in specific emotional
experiences or expressions. For example, Thunberg et al. (2019) conducted a meta-
analysis of studies on sex differences in emotional experiences and expressions, and
found that women tended to report higher levels of anxiety and depression, as well as
greater emotional responsiveness to stressors, while men tended to report higher levels of
anger and aggression. However, the effect sizes were generally small, and there was
significant overlap between men and women in their emotional responses.
Overall, these findings suggest that while there may be some sex differences in
specific emotional experiences or expressions, men and women generally have similar
emotional responses. While there may be some sex differences in emotional responses,
the finding that sex did not significantly influence emotional response in the present
study is in line with previous research suggesting that any observed differences may be
small and influenced by a range of factors, including social and cultural factors.
An article published in 2015 by the Relationship Institute titled Differences between Men
and Women discusses general differences between men and women, including differences in
emotional expression. The article states that men may have a harder time relating to their own
feelings and may feel threatened by the expression of feelings in their presence. In contrast,

women are more sensitive to sounds and smells and tend to place a greater emphasis on the
atmosphere around them. The article also notes that men are more comfortable with their own
angry feelings than women are. These differences may influence how men and women express
and cope with their emotions.
An article by PLAN International entitled Dana: Inspiring Students which discussed the
impact of super typhoon Rai/Odette to students. The article stated that due to the
devastating effects of Typhoon Odette in her community, teaching has become a
challenging task for educators. The aftermath of the super typhoon has led to a loss of
motivation among students to learn. Many families were affected by the storm, with their
homes and livelihoods destroyed, and as a result, students had to deal with the impact of
the typhoon on their households. Furthermore, the classrooms in their school were also
damaged by the typhoon, which made it impossible for students to physically attend
classes for several months after the disaster.
An article by Enano (2019) entitled Six years after Typhoon Haiyan pummeled the
Philippines, mental scars lingers which discusses the impact of typhoon Haiyan after six
years. The article also stated that According to Pierce Docena, a psychology professor at
the University of the Philippines Visayas Tacloban College, stress and anxiety are

common psychological responses to adverse events such as typhoons. Although these
feelings usually subside with time, people who are repeatedly exposed to traumatic
experiences and those who do not receive adequate support may become more
susceptible to severe mental health issues. Depression and post-traumatic stress disorder
(PTSD) can develop months or even years after the traumatic event. In addition, Docena
states that the "general state of uncertainty and anxiety" caused by the impacts of climate
change can affect not only individuals' but also the community's mental health.
An article by the Government of Canada (2022) entitled Health Promotion-Social
wellness: Get outside and socialize! discusses the different way of improving mental
wellbeing such as going outside or doing mood walks. The article also stated that
Engaging in any activity in nature, even if it's just for a brief period, can be beneficial for
one's mental health. Whether it's walking, biking, swimming, canoeing, having a picnic,
or taking a short break in a nearby park, all of these activities can contribute to improving
our overall well-being. Research indicates that spending time in nature can help lower
stress levels, improve our ability to focus and concentrate, increase positive emotions,
enhance our sleep, elevate our mood, and lead to greater happiness. Additionally, it may
even improve our ability to reflect on and address life's challenges.
An article by by Williams (2019) entitled Mayo Clinic Minute: The benefits of
being socially connected which discussed the benefit of socializing and stated that

Interacting with others not only prevents loneliness but also has positive effects on
memory and cognitive abilities, boosts happiness and overall well-being, and may even
contribute to a longer lifespan. The most effective form of socialization is through in-
person interactions.
According to an article by Forgeared (2022) which discusses the role of solidarity to
national and global communities and stated that in order for everyone to benefit from belonging
to the same community, no matter how big or little, solidarity draws neighbours closer together,
lessens conflict, and encourages them to share their time and assist one another when necessary.
Synthesis of the Review
The literature review gave the researchers essential and valuable information that provides
beneficial insight into the emotional response of SHS students of SPUS toward super typhoon

Rai/Odette. However in contrast to earlier studies, this one focus solely on the emotional response
of grade 12 students based on their gender and strand. Both studies focuses on the emotional
responses of a given stimuli


CHAPTER 3
METHOD
This chapter covers the research design, study participants, research instrument, data
gathering procedure, and data analysis.
Research Design
This study used a quantitative descriptive survey research design because it
focused on individual grade 12 students at St. Paul University Surigao. This type of
research design is appropriate for this study because it combines both quantitative and
qualitative data to provide the researchers with accurate and relevant information. It is
also a time-efficient method as it involves engaging with the participants who are the
focus of the research objectives, which are the Senior high school students.
Participants
The participants in this study are within the population of senior high school
students of St. Paul University Surigao have been chosen through the process of
purposive sampling which those who have experienced super typhoon Rai and the reason
is as there are some senior high school students who did not experience the super
typhoon.
Research Instrument
In this study, a researcher-designed questionnaire was used to gather data on the
emotional responses of SHS students at SPUS towards super typhoon Rai/Odette.
Participants were asked to complete the questionnaire, which was divided into two
sections. The first section contained personal information, including gender and strand.

The second section contained statements about the participants' emotions, mood, feelings,
and attitudes towards the super typhoon.
Data Gathering Procedures
The researchers sent a letter to the Basic Education Principal, Sr. Emelita Alvarez,
SPC asking for permission to conduct the study on school grounds. Upon approval, the
researchers requested permission from the participants to participate in the study. After
obtaining their consent, the researchers administered the questionnaire to the participants
by providing them with a physical copy of the survey. Upon collecting a sufficient
number of completed questionnaires, the researchers tallied, analyzed, and interpreted the
gathered data.
Data Analysis
There are a variety of methods used which can be used to interpret the data
gathered through surveys. The researcher chose only three common methods of analyzing
data:
Mean and Standard Deviation were used to describe the emotional responses of
the participants
Scale Parameter Verbal Interpretation Qualitative Description

4 3.25-4.00 Strongly Agree Very Evident
3 2.50-3.24 Agree Evident
2 1.75-2.49 Disagree Less Evident
1 1.00-1.74 Strongly Disagree Not Evident

Frequency Count and Percentage were used to determine the profile of the
participants of the studies
Analysis of Variance (ANOVA). These statistical tools will be used to find out
whether there is a significant difference between the emotion, mood, feeling, attitude, and
affect of the students’ emotional responses toward the super typhoon when they are
grouped according to their profile.


Ethical Considerations
The researchers took considerations for the participants. Before handing out the
questionnaire, the researchers made sure to ask for the participants' consent. The
researchers did not include any segments in the questionnaire, such as the respondents'
names and personal information, as a consideration for their right to confidentiality.


CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the data gathered in the study and discusses the implications
of the findings. The data presented follows the order of the problems cited in the
statement of the problem.
Profile of the Participants
Table1. Participants’ Profile
f(n=156
%
PROFILE )
Sex
Male 66 42.30
Female 90 57.70
Strand
STEM 69 44.20
ABM 35 22.40
HUMSS 35 22.40
TVL 17 10.90
It can be gleaned in table 1 with the sex that majority of the participants are
female with 90 (57.70%) compared to the number of male participants with 66 (42.30%).
On the other hand, with respect to academic strand, out of 156 participants, 69
(44.20%) were from STEM while 17 (10.90%) were from TVL/ADT strand. ABM and
HUMSS shared the same number of participants with 35 (22.40%).


The Emotional Response of Students towards Super Typhoon Rai
Table 2. The Emotional Response of Students Towards Super Typhoon Rai

INDICATORS M SD VI QD
Emotion
After the super typhoon Rai…
1. I cannot control my emotions 2.46 0.88 D LE
2. My body goes weak whenever the weather is bad 2.45 0.92 D LE
3. I became sensitive 2.38 0.90 D LE
4. My body begins to shake whenever the weather is bad 2.28 0.92 D LE
5. I tend to clench my fist whenever the weather is bad 2.17 0.87 D LE
Average: 2.35 0.90 D LE
Mood
1. I lost confidence in my social life 2.31 0.91 D LE
2. I have trouble concentrating or staying on track 2.40 0.90 D LE
3. I made a number of irrational decision 2.34 0.91 D LE
4. I am getting less sleep after the super typhoon 2.48 1.01 D LE
5. I feel unmotivated with a lot of things 2.57 0.99 A E
Feeling
1. I feel hopeless after the super typhoon. 2.35 0.98 D LE
2. I feel stressed after the super typhoon. 2.54 0.93 A E
3. I feel depressed after the super typhoon. 2.43 0.99 D LE
4. I feel lost after the super typhoon. 2.45 1.07 D LE
5. I feel anxious after the super typhoon. 2.56 1.04 A E
Attitude
1. I’ve displayed a negative attitude toward others. 2.04 0.95 D LE
2. I cried a lot 2.19 1.04 D LE
3. I acted hostile to others (you shouted at people or started fights or
1.94 0.98 D LE
arguments)
4. I acted distant toward my family and friends 2.00 0.96 D LE
5. I did not want to go outside 2.29 1.03 D LE
Legend:
Scale Parameters Verbal Qualitative
Interpretation Description
4 3.25-4.00 Storngly Agree Very Evident
3 2.50-3.24 Agree Evident
2 1.75-2.49 Disagree Less Evident
1 1.00-1.74 Strongly Disagree Not Evident

As shown in Table 2, findings revealed that as to emotion, the indicator, I cannot
control my emotions, got the highest mean (M=2.46, SD=0.88), which can be verbally
interpreted as disagree and qualitatively described as less evident. This means that
students can control their emotions after the devastation brought about by the typhoon.
Controlling their emotions will provide them to focus on what is necessary for them to
think of rather than worrying about the aftermath of the typhoon and being in control of
their emotions enables the students on making proper decisions. As pointed out by
MindSG (n.d.) which stated that managing the emotions can help a person make better
decisions, both big and small. Understanding these emotions allows a person to become
aware of triggers and gain insights on how to respond in constructive ways. By being in
control of these emotions, a person can make more thoughtful and considerable decisions.
On the other hand, I tend to clench my fist whenever the weather is bad got the lowest
mean (M= 2.17, SD=0.87) which can be verbally interpreted as disagree and qualitatively
described as less evident. This implies that students do not feel bad about or worrying
much whenever the weather is bad. They have control of their emotions and do not give
in to much to the point clenching their fist or any gesture. These finding showed
relevance to an article by MindSG (n.d.) which stated that knowing our emotions enables
us to become aware of triggers and get knowledge on how to react in a positive way.
Instead of automatically passing judgment on ourselves and others, accepting our
emotions enables us to analyze our thoughts and opinions objectively. We can make
better decisions, big or small, when we can control our emotions.


In general, as perceived by the participants, the average of the variable emotion (M=
2.35, SD=0.90), verbally interpreted as disagree with a qualitative description as less evident.
As regards to mood, the item I feel unmotivated with a lot of things got the highest
mean (M=2.57, SD=0.99) verbally interpreted as agree and qualitatively described as
evident. This implies that the students felt lazy to do things after the super typhoon Odette
and were having a hard time moving forward. They agreed on that because most of them
lost their important belongings which caused them to feel uninterested. These finding can
showed relation to an article published by PLAN International entitled Dana: Inspiring
Students After Typhoon Odette of Plan International Philippines (2022) which stated that
the super typhoon Odette has greatly affected the students resulting them to feel
unmotivated because super typhoon Odette has damaged their homes, has taken the
livelihood in their family, and forced the students to deal with the impact of the super
typhoon.
However, I lost confidence in my social life got the lowest mean (M= 2.31,
SD=0.91) verbally interpreted as disagree and qualitatively described as less evident.
This implies that students did not lose their confidence in their social life. The fact that
bayanihan or unity is very evident to them. They are confident that they have someone to
talk to and that they are able to share or vent out all their experiences to release negative
energy from the actual experience. According to an acticle by the American
Psychological Association entitled Recovering emotionally from disaster (2013) stated


that communicating and expressing emotions in ways that feel most comfortable, such as
confiding in trusted family or friends, keeping a journal, or pursuing creative activities
can serve as a way to cope with disasters.
As regards feelings, the item I feel anxious after the super typhoon got the highest
mean (M=2.56, SD=1.04) verbally interpreted as agreed and qualitatively described as
evident. This implies that the aftermath of typhoon Rai gave students negative emotional
responses in terms of their feelings. Students agreed that super typhoon Rai/Odette a
sense fear and anxiety and that they are scared of the anticipation and uncertainty about
what might happen to them or their family. The highlighted results showed connection to
past articles such as the article published by Enano (2019) which stated that according to
Pierce Docena, a professor of psychology at the University of the Philippines Visayas
Tacloban College, experiencing stress and anxiety is a typical psychological response to
unfavorable occurrences such as typhoons and another article published by Ready (2022)
which stated that Disasters can be distressing for all those impacted. The psychological
impact of a disaster can often be more severe than the financial burden of property
damage and loss of homes or businesses. It's natural to feel worried about the safety of
oneself, family, and close acquaintances.
On the other hand, I feel hopeless after the super typhoon. Got the lowest mean
(M= 2.35, SD=0.98), which can be verbally interpreted as disagree and qualitatively
described as less evident. This means that students are resilient and are able to bounce
back from the aftermath. They believe that despite the impact of the super typhoon they

would still be able to rise back up again and that they believed that they are not alone
who experienced the disaster. They have coping mechanisms for recovering emotionally.
The study’s results showed relevance to an article by the American Psychological
Association entitled Recovering emotionally from disaster (2013) which stated to manage
excessive stress following a disaster, individuals can adopt several coping mechanisms.
These may involve seeking support from individuals who are empathetic and willing to
listen, sharing their experiences with others, and engaging in healthy behaviors that boost
their resilience. These coping mechanisms can be obtained through various sources,
including family and friends, as well as professional counseling services and support
groups.
As regards attitude, the item I did not want to go outside got the highest mean
(M=2.29 SD=1.03), which can be verbally interpreted as disagree and qualitatively
described as less evident. Students believe that going outside and socializing with others
or going out and seeing people sharing the same experience is a good way to have a
positive attitude towards devastation. They think the going outside can help their mental
health and feel more relaxed. Which can relate to previous articles such as an article by
the Government of Canada entitled Health Promotion Social wellness: Get outside and
socialize which stated that spending time in nature has been shown to lower stress levels,
improve focus and attention span, enhance pleasant emotions, improve sleep, elevate
mood, and make us happier, according to studies. It might even enhance our capacity for
introspection about issues in life and according to another article by Williams (2019)
entitled Mayo Clinic Minute: The benefits of being socially connected stated that

Interacting with others not only prevents loneliness but also has positive effects on
memory and cognitive abilities, boosts happiness and overall well-being, and may even
contribute to a longer lifespan. The most effective form of socialization is through in-
person interactions.
On the contrary, “I acted hostile to others (you shouted at people or started fights
or arguments)” got the lowest mean (M= 1.94, SD=0.98) verbally interpreted as disagree
and qualitatively described as less evident. Students agreed that there is no room for
starting a fight or creating violence. They have to create solidarity and mutual support
from each other. Which implies that the students empathize with each other as they also
experienced the same event and that they believe that there is no need for conflict. These
highlighted results showed connection an article by Forgeared (2022) which stated that in order
for everyone to benefit from belonging to the same community, no matter how big or little,
solidarity draws neighbours closer together, lessens conflict, and encourages them to share their
time and assist one another when necessary.


Table 3. Summary of the Average of all the variables with the Grand Mean
FACTORS M SD VI QD
Emotion 2.35 0.90 D LE

Mood 2.42 0.95 D LE
Feeling 2.47 1.00 D LE
Attitude 2.09 1.00 D LE
GRAND AVERAGE: 2.33 0.97 D LE
Among the 4 variable Feeling had the highest mean of (m=2.47, SD= 1.00). While
Attitude had the lowest mean of (m=2.09, SD= 1.00). The 4 variable in total had resulted
to having a grand average of (m=2.33, SD= 0.97) and all variables are verbally
intrepreted as disagree and qualitatively described as less evident.
Significant Difference on The Emotional Response of Students Towards Super
Typhoon Rai in terms of Profile Variable
Table 4. Significant Difference on The Emotional Response of Students Towards Super

Typhoon Rai in terms of Profile Variable
Variable F p-value Decision
Emotion 0.133 0.7159 Do not Reject Ho

Mood 3.051 0.0827 Do not Reject Ho
Sex
Feeling 3.986 0.0476 Reject Ho
Attitude 7.895 0.0056 Reject Ho
Emotion 8.705 0.0000 Reject Ho
Mood 8.473 0.0000 Reject Ho
Strand
Feeling 4.693 0.0037 Reject Ho
Attitude 17.726 0.0000 Reject Ho

The analysis of variance on the emotional response of students with respect to
their sex showed that the p-values 0.0476, and 0.0056 of the variables, feeling and
attitude are less than the required level of significance (α=0.05). This indicates that sex
did cause any difference as to the emotional response of students. These findings show
relation to previous studies such as a meta-analysis conducted by Thunberg and
colleagues in 2019, there are sex differences in emotional experiences and expressions.
Specifically, women tend to report higher levels of anxiety and depression than men,
while men tend to report higher levels of anger and aggression.
On the other hand, the remaining dependent factors; emotion and mood were all
greater than the required level of significance (α=0.05) with a p-value of (p-
value=0.7159), and (p-value=0.0827) respectively. All were higher than the required
level of the significance at 0.05. This indicated that sex did not cause any difference as to
the emotional response of students. It further implied that regardless of sex, whether male
or female, the participants have the same level of emotional response. The current study's
results that sex did not significantly affect emotional response aligns with previous
research on sex and emotion. Fischer et al. (2017) noted that although emotion regulation
strategies differ between men and women, there is limited and inconsistent evidence
supporting sex differences in overall emotional responses. This suggests that men and
women may not differ significantly from each other in their emotional responses overall.
On the analysis of variance on the emotional response of students with respect to their
strand shows that the p-value 0.0000, 0.0000, 0.0037 and 0.0000 of the emotion, mood, feeling

and attitude variables is less than the required level of significance (α=0.05). This indicates that
strand did cause any difference as to the emotional response of the students.
Table 5. Scheffe Test on Dependent Variables in terms of Strand

STEM ABM HUMSS TVL
STEM - 0.0034 0.0016 0.0323
Emotion ABM 0.0034 - 0.6233 0.1687
HUMSS 0.0016 0.6233 - 0.1442
TVL 0.0323 0.1687 0.1442 -
STEM ABM HUMSS TVL

STEM - 0.0034 0.0016 0.0323
Mood ABM 0.0034 - 0.6233 0.1687
HUMSS 0.0016 0.6233 - 0.1442
TVL 0.0323 0.1687 0.1442 -
STEM ABM HUMSS TVL

STEM - 0.0034 0.0016 0.0323
Feeling ABM 0.0034 - 0.6233 0.1687
HUMSS 0.0016 0.6233 - 0.1442
TVL 0.0323 0.1687 0.1442 -
STEM ABM HUMSS TVL

STEM - 0.0034 0.0016 0.0323
Attitude ABM 0.0034 - 0.6233 0.1687
HUMSS 0.0016 0.6233 - 0.1442
TVL 0.0323 0.1687 0.1442 -

CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
The summary, findings, conclusions, and suggested recommendations are all
presented in this chapter.
Summary
The primary goal of this study is to gather the emotional responses of Senior High
School students of Saint Paul University Surigao towards super typhoon Rai/ Odette. It
described the participants' profile, such as gender and strand. The levels were classified
into four variables: emotion, mood, feeling, and attitude. A descriptive survey
research design was adopted by the researchers. Participants in the study were St. Paul
University Surigao SHS students enrolled in the academic year 2021-2022. The tool for
data collection in the study was a survey questionnaire created by the researchers. The
following statistical methods were used to analyze the data: frequency count and
percentage distribution, mean and standard deviation, and analysis of variance
(ANOVA).
Findings
Based on the data collected, Findings of the study were summarized as follows:
1. It can be gleaned in table 1 with the sex that majority of the
participants are female with 90 (57.70%) compared to the number of
male participants with 66 (42.30%).


2. On the other hand, with respect to academic strand, out of 156
participants, 69 (44.20%) were from STEM while 17 (10.90%) were
from TVL/ADT strand. ABM and HUMSS shared the same number of
participants with 35 (22.40%).
3. As to emotion of Senior High School students towards super typhoon
Rai/Odette had an average mean of (m = 2.35, SD = 0.90). I cannot
control my emotions. It had the highest mean of (m = 2.46, SD = 0.88).
While on the item, I tend to clench my fist whenever the weather is
bad, had the lowest mean of (m = 2.17, SD = 0.87).
As to mood of Senior High School students towards super typhoon
Rai/Odette had an average mean of (m = 2.42, SD = 0.95). I feel
unmotivated with a lot of things had the highest mean of (m = 2.57, SD
= 0.99). While the lowest mean, I lost confidence in my social life has
a mean of (m = 2.31, SD = 0.91).
As to feeling of Senior High School students towards super typhoon
Rai/Odette, according to the research's findings, have an average mean
of (m = 2.47, SD = 1.00). The item I feel anxious after the super
typhoon got the highest mean of (m = 2.56, SD = 1.04). While the
item, I feel hopeless after the super typhoon, had the lowest mean of
(m = 2.356, SD = 0.98).

As to attitude of Senior High School students towards super typhoon
Rai/Odette showed an average mean of (m = 2.09, SD = 1.00). Item I
did not want to go outside has the highest mean of (m = 2.29, SD =
1.03). While the item I acted hostile to others (you shouted at people
or started fights or arguments) has the lowest mean of (m = 1.94, SD
= 0.98).
4. The research’s results showed that there is no significant difference
when Gender is grouped together with emotion (p = 0.7159) and mood
(p = 0.0827). However when Gender is grouped together feeling (p =
0.0476) and attitude (p = 0.0056), in which rejects the null hypothesis.
Results also show that there is a significant difference when strand is
grouped together with emotion (p = 0.0000), mood (p = 0.0000),
feeling (p = 0.0037), and attitude (p = 0.0000), which rejects the null
hypothesis. Which implies that strand is relevant when it comes to the
emotion, mood, feeling, and attitude of SHS students towards super
typhoon Rai/Odette.

Conclusion
Based on the findings of the study, the conclusions are drawn:
Therefore, the typhoon Rai/Odette has no negative effects on the emotional response
of the Grade 12 students of St. Paul University Surigao. It indicates that the Grade 12
students had a mostly positive emotional response after the super typhoon Rai/Odette.
Meanwhile, the strand showed significant difference in terms of emotion, feeling, mood, and
attitude. While the gender only showed no significant difference in terms of mood and
emotion which indicates that the emotion and mood of the Grade 12 students is normal and
did not affect their mood and emotion after the super typhoon.

Recommendations
Based on the lowest indicators found in the research, the following
recommendations may be proposed to help SHS students cope with the emotional impact
of typhoons:
1. The school administrator may develop and implement a comprehensive mental
health program that specifically addresses the emotional impact of natural disasters. This
can include providing mental health education for students, teachers, and parents, as well
as offering mental health services, such as counseling, to students who may be struggling
emotionally. Encouraging open communication and collaboration among all stakeholders
can also help support students' mental health and well-being.
2. The teacher may create a supportive and inclusive classroom environment by
fostering a sense of belonging and acceptance among students, promoting open
communication, and providing a safe space for students to express their emotions and
concerns. They should also be attentive to their students' emotional well-being,
particularly those who scored low on indicators such as feeling hopeless or losing
confidence in their social life, and be prepared to offer support and guidance if needed.
Encouraging healthy coping mechanisms, such as deep breathing, exercise, or journaling,
can help students manage stress and difficult emotions.


3. A parent, it may be important to talk openly and honestly about mental health
and the emotional impact of natural disasters with your children. This can help normalize
discussions about mental health and provide your children with accurate information
about the topic. Additionally, creating a safe and supportive home environment by
providing a stable and consistent home life, setting clear boundaries and expectations,
and encouraging open communication can help support your children's mental health,
particularly if they are feeling anxious or unmotivated.
4. A student, it may be helpful to seek support from trusted adults, such as
teachers or counselors, if you are feeling overwhelmed or struggling emotionally. It is
also important to prioritize your own physical and emotional well-being by engaging in
healthy behaviors, such as exercise, healthy eating, and getting enough sleep.
Additionally, preparing for future disasters, such as developing a plan for how to respond,
can help students feel more in control and better able to cope with the challenges of a
disaster. Finally, avoiding excessive exposure to news or information that may be
overwhelming can also be helpful in managing stress and anxiety.


REFERENCES
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(2018, September). Behavioral Health Conditions in Children and Youth
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APPENDICES
APPENDIX A
LETTER FOR BASIC EDUCATIONAL PRINCIPAL


APPENDIX B
LETTER OF VALIDATION



APPENDIX C
RESEARCH INTRSUMENT


CURRICULUM VITAE
Name : Krystel Kay B. Fajardo

Date of Birth : December 20, 2004
Spanish Road P-Gemelina Brgy
Home Address :
Washington S. C
Email Address : krystelkayf@gmail.com
Parents’ Background :
Father's Name : Joraful E. Fajardo
Mother's Name : Maria Merlyn B. Fajardo
Educational Background :
Grade School : Surigao City Pilot School
Address : Narciso Street, Surigao City
Year Graduated : 2017
Junior High School : Surigao del Norte National High School
Address : Peñaranda Street
Senior High School : St. Paul University Surigao
Address : Km. 4, Barangay Luna, Surigao City, Philippines

CURRICULUM VITAE
Name : Eowyn Elodie J. Fernandez

Date of Birth : August 05, 2004
Block 12 Lot 2 Acean Heights
Home Address : Subdivision Brgy.Bonifacio,
Surigao City
Email Address : eejf854@gmail.com
Father's Name : Jeffrey S. Fernandez
Mother's Name : Evelyn J. Fernandez
Grade School : Sabang Elementary School
Address : Brgy. Sabang, Surigao City
Junior High School : Surigao City National High School
Address : Brgy. San Juan, Surigao City

CURRICULUM VITAE
Name : Roman Romeo Tj R. Linejan

Date of Birth : January 11, 2006
Home Address : Bernadette Village Brgy. Luna S. C.
Email Address : tjlinejan@gmail.com
Father's Name : Roman Romeo B. Linejan
Mother's Name : Teresa R. Linejan
Grade School : MMCES
Address : Brgy. Luna S. C.
Junior High School : St. Paul University Surigao

CURRICULUM VITAE
Name : James harold A. Magalona

Date of Birth : November 2 , 2004
Home Address : Malico Rd bernadette village
Email Address : haroldmagalona41@gmail.com
Father's Name : Ellenor S. Magalona
Mother's Name : Grace A. Magalona
Grade School : Surigao city Pilot B
Address : Diez street, Surigao city
Junior High School : St. Paul University Surigao

CURRICULUM VITAE
Name : Junard Jovan D. Siega

Date of Birth : September 20, 2005
00274 Burgos Ext., Brgy. Washington,
Home Address :
Surigao City
Email Address : junardsiega4@gmail.com
Father's Name : Angel G. Siega III
Mother's Name : Junnah Grace D. Siega
Grade School : Surigao City Pilot School
Junior High School : Surigao del Norte National High School

St. Paul University Surigao: The Emotional Response of Grade 12 Students of Towards Super Typhoon Rai/Odette

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St.

Paul University Surigao

The Emotional Response of Grade 12 Students of St. Paul University Surigao

towards Super Typhoon Rai/Odette

A Research Paper Presented to

The Faculty of the Senior High School

St. Paul University Surigao

In Partial Fulfilment of the Requirements For

Practical Research and

Inquiries, Investigations, and Immersion

This research entitled

The Emotional Response of Grade 12 Students of St. Paul University Surigao

prepared and submitted by KRYSTEL FAJARDO, EOWYN FERNANDEZ, JUNARD

APPROVED by the Committee on Oral Examination with the grade of _____

on December 16, 2022

MYRNA D. ARIAR, PhD

ASTER ALISTADO Ms. AJ MARIELLE PONGCOL

ACCEPTED in partial fulfillment of the requirements for the strand SCIENCE,

SR. EMELITA S. ALVAREZ, SPC

Surigao or elsewhere, is explicitly acknowledged.

JUNARD JOVAN SIEGA

October 16, 2022

December 16, 2022

talents, and their blessings in making this thesis possible:

if not for them.

CHAPTER 1 PROBLEM AND ITS BACKGROUND 1

Table Title Page

Table 1 Participants’ Profile 16

Figure Title Page

Figure 1 Schematic Diagram 8

THE PROBLEM AND ITS BACKGROUND

Hemisphere. Typhoons are considered to be extremely devastating natural hazards and

Rafferty (2022) when a typhoon's sustained surface-wind strength exceeds 240

powerful category 4 or category 5 hurricane.

typhoon that Hong Kong has ever recorded.

This is super typhoon Yolanda/Haiyan, which made landfall in the Philippines on

addition, Typhoon Haiyan interrupted 5.9 million employees' livelihoods, destroyed 33

marketplace has also shut down.

affected students to provide emotional assistance.

This study is anchored on the concept of Schreuder et al.'s (2016), Emotional

Responses to Multisensory Environmental Stimuli which stated that the processing of

Students of St. Paul University Surigao towards Super Typhoon Rai/Odette

investigation of the dependent variable of the Emotional Response of Typhoon

Rai/Odette in terms of emotion, Mood, Feeling, Attitude, and Affect.

stimuli, whereas women have stronger emotional expressivity.

On the other hand, as shown inbox 2 is the following:

impact on many aspects of our lives.

relationships and how people interact with others.

Feeling. It is the interpretation of a person's emotions and according to What Are

to Rollo (n.d.) a person's attitude is an outward manifestation of their feelings. Attitudes

determine someone's attitude in specific situations.

Figure 1. Framework of the Study

would answer the following questions:

1. What is the profile of the participants in terms of?

1.1 gender; and

Rai/Odette in terms of?

3. Is there a significant difference in the emotional response of Senior High School

according to their profile variable?

At 0.05 level of significance, it is hypothesized that there is no significant

Surigao based on their profile variables.

Significance of the Study

This study would be valuable to the following entities: