1

CHAPTER 1
INTRODUCTION

Background of the Study

The world at present is experiencing increased exposure to risks and hazards of

both climate-related and human-made disasters that pose a threat to lives and sustainable
development efforts. Disaster remains one of the main challenges facing the nations of the
developing world. It does not only cause high mortality and suffering, it also damages local
economies that are in the process of formation and thwarts development achievements. The
country is highly exposed to natural hazards because it lies along the Pacific Typhoon Belt
and is within the Pacific Ring of Fire. The risk is compounded by uncontrolled settlement
in hazard-prone areas, high poverty rate, failure to implement building codes and
construction standards, and the degradation of forests and coastal resources, among others
(UNICEF Philippines, 2014).

An earthquake, any sudden shaking of the ground caused by the passage of seismic
waves through Earth’s rocks. Seismic waves are produced when some form of energy
stored in Earth’s crust is suddenly released, usually when masses of rock straining against
one another suddenly fracture and “slip.” Earthquakes occur most often along
geologic faults, narrow zones where rock masses move in relation to one another. The
major fault lines of the world are located at the fringes of the huge tectonic plates that make
up Earth’s crust. Natural disasters can happen at any time, everyone should be prepared to
handle it safely and effectively. There have been mild to strong earthquakes felt for the
past months and nine recorded deadly earthquakes for the past decade and with that were
thousands of casualties and damaged properties.

Significant and catastrophic impacts of natural hazards led countries and nations to
prioritize Disaster Risk Reduction (DRR). In January 2005, 168 countries adopted the
Hyogo Framework for Action (HFA) during the World Conference on Disaster Reduction
held at Kobe, Hyogo Prefecture Japan. This action-oriented response has a goal to integrate
effectively disaster prevention, mitigation, preparedness, and vulnerability
 2

The Philippines’ first institutionalized governmental response to disaster response

and preparedness came during the Marcos era. Through Presidential Decree 1566, the
National Disaster Coordinating Council under the president’s office was established as the
highest policymaking body in responding to natural disasters. Fast forward two decades
and decentralization movements had taken over the country. In 1991, the duties of disaster
management and preparedness fell on the autonomous Local Governance Units, the lowest
level of government in the Philippines. Though the National Disaster Coordinating Council
was still an office under the president, its powers were severely diminished in the years
following the decentralization movement. It wasn’t until 2009, almost four decades after
the Marcos-era decree, that the National Disaster Coordinating Council was finally updated
and replaced by Republic Act 10121, or the Philippine Disaster Risk Reduction and
Management Act. And through a consortium of disaster management plans, the NDRRMC
mentioned above was born.

The disasters experienced in the Philippines spurred the DepEd (Department of

Education) authorities to integrate the disaster risk reduction and management in their
curricula. Section 14 of Republic Act 10121 (or the Philippine Disaster Risk Reduction
and Management Act of 2010) requires the DepEd among other agencies to integrate the
said curricula and other educational programs, and to heighten the level of resiliency of
students toward natural disasters. For the elementary and junior high school levels, DRRM
(Disaster Risk Reduction and Management) education has not been made a stand-alone
subject but only a component of subjects such as science, technology, and social science.
The DepEd, however, has made DRRM education as an independent subject for the senior
high school level. In Central Visayas, a devastating earthquake hit Bohol which disrupted
education throughout the region. The damage to education infrastructure was extensive
(Bohol Earthquake Action Plan, 2013). Multiple schools were rendered unusable because
of damage or prolonged use as shelters.

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)
 3

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.

Furthermore, an important factor in ensuring the sustainability of disaster resilience

and preparedness approaches lies in the ownership and use of national and local
government institutions (Parsons, Glavac, Hastings, Marshall, McGregor, McNeill,
Morley, Reeve, & Stayner, 2015). This manifests how the decision maker sets alternatives
in light of their possible consequences as explained by Hansson (2005) in his decision
theory. He posits that local authorities have a big role for the safety and security of the
students since they are persons with closer contact to the people of the community. Such
institutions found in the community will be guided especially in the education sector where
the students are among those vulnerable to the effects of any disaster.

All these discussions motivate the researchers to conduct this study to explore the
level of awareness of senior high school students with the risk reduction and disaster
preparedness program of Manaoag National High School.
 4

Conceptual Framework

The variables of the research topic will be classified into three categories. The
dependent variable, independent variable, and extraneous variable.

Independent Variable Dependent Variable

 Disaster Risk  Perception of random
Management of Grade 11 and 12
Manaoag National academic strand
High School students

Extraneous Variable

 Absence of knowledge by
students about the study;
 Unable to answer the
question properly

Figure 1. Variables of the Study

The figure above shows the independent, dependent and the extraneous variables
of the study. Moreover, independent and dependent variables were reflected in order to
give relevance as to what the study intended to ask, also to elucidate on the factor that affect
the research problem and objectives. In addition, the dependent variable in the study refers
to the respondent and their perceptions towards the Disaster Reduction of Manaoag
 5

National High School, also the independent variable refers to the Disaster Risk
Management of the school.

Research Paradigm

INPUT PROCESS OUTPUT

 SHS Students of  Thorough  Identify the

MNHS analysis of level of
 Related Studies Related Studies awareness of
that are  Survey SHS Students
significant as Questionnaires towards the
well as  Coding Disaster Risk
instrumental in Management of
the study the School

Figure 2. Paradigm of the Study

In this investigation, the researches gathered data regarding the perceptions of

senior high school students regarding the disaster reduction of the school using survey
questionnaires.

The gathered raw data will be arranged and organized and will be sorted with their
corresponding statistical tools and instruments for necessary computations. Computed data
will then be interpreted for the researchers to be able to draw generalizations and
conclusions about the investigation.

The final outcomes, which are the findings, summary, conclusions and
recommendations will be reported and can be used as a basis for further studies.
 6

Statement of the Problem

The objective of this study is to identify the level of awareness of senior high
students of Manaoag National High School about Disaster Reduction.

Specifically, the study sought answers to the following problems:

1. What are the knowledge of SHS students of Manaoag NHS with regards to
Disaster-Preparedness in terms of:

a. Drills

b. Emergency Plans (Fire exits)

c. Evacuation Area

2. What are the preparations done by Manaoag National High School as for the
minimization of the damage properties and casualties in terms of:

a. Equipments;

b. School Personnel?

3. What suggestions can SHS students can contribute to improve disaster

preparedness in Manaoag NHS?
 7

Definition of Terms

Disaster - a sudden event, such as an accident or a natural catastrophe, that causes great
damage or loss of life.

Disaster Risk Management - a systematic approach to identifying, assessing and

reducing the risks of disaster.

DepEd - The Department of Education is the executive department of the Philippine

government responsible for ensuring access to, promoting equity in, and improving the
quality of basic education.

Drills – An exercise, or demonstration, that tests the readiness and capacity of a hospital,
a community, or other system to respond to a public health emergency or other disaster.

Evacuation Area - is the urgent immediate egress or escape of people away from an area
that contains an imminent threat, an ongoing threat or a hazard to lives or property.

Extraneous –

Perception - refers to the way sensory information is organized, interpreted, and

consciously experienced. Perception involves both bottom-up and top-down processing

Republic Act 10121 - An act strengthening the Philippine Disaster Risk Reduction and
Management System, providing foe the National Disaster Risk Reduction and
Management Framework and institutionalizing the National Disaster Risk Reduction and
Management Plan, appropriating funds therefore and for other purposes.