1

Chapter I

INTRODUCTION

Rationale of the Study

The state of knowledge regarding preparedness, response and recovery issues

should be inculcated, and also view preparedness as the activities of formulating, testing

and exercising disaster plans; and communicating with public and others about

disasters, and what to do to reduce them.. The Philippines are the third most vulnerable

country to disasters. The country lies in the Pacific Ring were 80% of earthquakes occur.

Around 20-25 typhoons ravage the country every year, leading to the loss of lives and

millions of damages to infrastructure and livelihood. About 220 known volcanoes dot the

country and at least 22 of them are considered active (World Risk Report, 2016).

Studying disaster preparedness is important, since disaster is serious disruption

of the functioning of a community or a society involving widespread human, material,

economic or environmental losses and impacts, which exceed the ability of the affected

community or society to cope using its own resources. Disaster impacts may include

loss of life, injury, disease and other negative effects on human physical, mental and

social well-being, together with damage to property, destruction of assets, loss of

services, social and economic disruptions and environmental degradation.

Disasters are often described as a result of the combinations of vulnerabilities

that are present and insufficient capacity of measures to reduce or cope with the

potential negative and catastrophic consequence hence public schools are required to

take measures to ensure the safety of learners during any school activity. There is a

need to assess whether learners and educators are aware of the safety plans and are
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well prepared for any outbreak of disasters. The study focused on collecting data from

learners, educators, principals and school governing body safety representatives.

Preparedness during calamities or any disaster specifically among Educational

Institution where huge number of population is confined needs to Institutionalized to

mitigate the huge impact to people lives and their properties. This research would

contribute not only to public school but also an effective tool in increasing level of

awareness and participation to the communities towards disaster preparedness.

Significance of the study

The study would eventually beneficial to the following Institution: To the

Department of Education, since the Institution is the second home of the learners,

disaster is inevitable, the result of this study helps the administration to formulate

policies relative to the problem, and from then, initiate precautionary activities the helps

the teachers, students and staff to respond to any situations by means of drill and

trainings; To the Local Government of Mati City, this study, the basic information in

crafting measures through the City Disaster Risk Reduction Management and help

further, wider and realistic trainings and drills to responders and all stakeholders. School

Administrators, the results and findings of this study will help initiation of direct measures

in dealing, coping and assessing disasters that may happen in the school campus and

provide drills regularly to help students and teachers respond to uncertainties; Faculty

and Staff, disaster preparedness will be more understood if teachers and staff of the

school are ready, trained and equipped The result of this study helps teachers and staff

to respond to disaster as this may be the source of information that will help them

respond accordingly, thus their knowledge is vital for the students to take actions as
 3

prescribed by the measures undertaken by the administration with the guidance of

teachers and the support of the staff of the school; and Students, this study will guide

them through the information to be extracted from the data gathered from their students

and be guided accordingly to ensure safety during disaster and unpleasant situation

while they are in the school campus and Scholl premises. To the future researchers, the

result of this study serves as point of reference for similar undertaking and will be the

guidance to further improve this study in a wider scope.

Objectives of the Study

Generally, this study was conducted to know the Disaster Preparedness of the

Matiao National High School students and teachers on in the country and in the locality.

Specifically, it seeks to answer the following objectives:

1. To determine the socio-demographic profile of the respondents in terms of:

a. Age;

b. Sex;

c. Occupation

2. To determine the level of disaster preparedness of the respondents in terms

of;

a. Mobilization during Emergency or Calamity

b. Facilities or Equipment

c. trainings

3. To determine the significant difference on the level of disaster preparedness

of the respondent when analyzed by Occupation.

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Hypothesis

There is no significant difference on the level disaster preparedness of the

respondent when analyze by Occupation.

Scope and Limitation

To facilitate accessibility and clearer process of this study, the researchers limit

the data gathering to Matiao National High School (two campuses). The respondent of

the study includes the students (332) and the current faculty and staff of the school

selected randomly, teachers (63) and staff (7). The researchers guided the respondents

during the survey to ensure the smooth flow of the research process. Disaster reference

includes during earthquake, storm, fire and related calamities both natural and man-

made.

Theoretical Framework

Disasters can cause both physical damage and losses incurred by social units

and the disruption of the unit’s routine functioning and within its network of other social

units. Whenever there is a natural and man-made disaster, people help one another

before they are supported or replaced by government entities (Schellong, 2007).

The theory of planned behavior can be directly applied in the domain of disaster

risk reduction. The behavior of interest for present purposes is Disaster Preparedness

Behavior (DBP). It is hypothesized that intentions to do DPB can be predicted from

attitudes, subjective norms, and perceived behavioral control with respect to the

behavior; and that actually doing DPB can be predicted from intentions and perceptions

of behavioral control. The prediction of DPB, however, depends on the chronological

stability of intentions and perceived behavioral control if these variables change prior to
 5

observation of the behavior; they can no longer permit accurate prediction. In addition,

precise behavioral prediction also depends on the actual perceived behavioral control.

Only if perceptions of control are reasonably accurate will a measure of this variable

improve prediction of behavioral success.

Conceptual Framework

The research paradigm presents the variables to be used as the basic part of the

system. The informative drive which is the dependent variable, with probably influence

by independent variables which is the disaster preparedness of the respondents.

Independent Variable Dependent Variable

Disaster
Propose
preparedness of the
Program
respondents (Information
Drive)

Figure 1. Conceptual Framework of the Study

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Definition of Terms

The following terms were operationally defined for the purpose of the study.
Disaster Preparedness – measures undertaken by the people in authority to
facilitate quick response, institutionalized actions and assessment before and after the
occurrence of disaster in terms of mobilization, facilities and equipment, and trainings
acquired.
Information Drive- A propose program for the knowledge of specific and timely
events or situations; news the act of informing or the condition of being informed.
Mobilization- Refers to quickly respond of the respondents to natural and
manmade disaster, during emergency Matiao Community quickly go to safer place, First
Aid team is available at all times, Matiao community immediately established command
center for controlling the inflow and outflow of information, and officials to deal with the
people are there to help subside the emergency situation.
Facilities and Equipment- Refers to ambulance already on standby and is
readily available, radio communication and means of communication is always available
and functioning well, presence of emergency kit with complete first aid supplies such as
medicine, plasters, spirit of ammonia, and others, fire extinguisher were mounted in the
specified area and functioning well, and Fire and emergency alarm is functioning well
and there is a simple and aware emergency plan.
Training acquired- The response team of the school were undergoing to regular
training in local level such as Red Cross, organization, NDRRMC and other. The school
regularly conduct training for students and employees such as drills for earthquake, fire,
tsunami and other forms of disaster.
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Chapter II

REVIEW OF RELATED LITERATURE

The aim of this chapter is to report on the review of literature related to the

research topic of assessing the extent to which disaster preparedness is achieved in

schools. The chapter focused on the overview of disasters and their impact to schools

around the world, the depiction of disaster management continuum, and explored what

the preparedness phase entails in detail. Furthermore, the global/international

frameworks, conferences and workshops conducted on the role of education in disaster

preparedness were reviewed.

Disasters

Disaster is defined as a serious disruption of the functioning of a community or a

society involving widespread human, material, economic or environmental losses and

impacts, which exceed the ability of the affected community or society to cope using its

own resources. Disasters are often described as a result of the combinations of

vulnerabilities that are present and insufficient capacity of measures to reduce or cope

with the potential negative and catastrophic consequences. Disaster impacts may

include loss of life, injury, disease and other negative effects on human physical, mental

and social well-being, together with damage to property, destruction of assets, loss of

services, 15 social and economic disruptions and environmental degradation. Wisner

(2004) maintains that disasters are a constraint to economic and human development at

the household and national level when roads, bridges, hospitals, schools and other

facilities are damage (UNISDR ,2009).

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Disasters are classified as natural, man-made or hybrid, which covers all types of

disastrous events. He also maintains that natural disasters are catastrophic events

resulting from natural causes, are beyond human control and are often termed as “Acts

of God”. Some of the natural disasters such as earthquakes, strike with no early

warning, while flash floods are DISASTER TREE 16 sudden and difficult to forecast and

give people little time to escape or to take other essentials with them. Anderson (2010)

adds that disasters caused by hazard-induced climate change can damage or destroy

school facilities and educational systems, threatening the physical safety and

psychological well-being of communities and interrupting educational continuity. Action

Aid reports that natural disasters like floods, destroy the lives of more than 300 million

people every year and also state that disasters can affect anybody at any time, but in

most cases the poorest and most vulnerable people are affected first and are hit

hardest(Shaluf, 2007).

Impact of emergencies on children and education, both complete and of natural

causes, can have long-term social, psychological and physical repercussions on the

affected population especially the most vulnerable. Children are in most instances at the

centre of such events as they witness the worst ravages of man-made or natural

destruction at a young impressionable age. It is therefore essential to discuss the

consequences of man-made and natural disasters on children and education.

Consequences of man-made and natural disasters on children: Children witness

violence, looting and widespread death and destruction. Children are displaced with their

families, causing loss of familiar environment, friends, relatives, school and personal

belongings. Family’s ongoing stress of managing life and low morale affects children.

Psychological impact, fear that event will recur, inability to carry out routine tasks,
 9

aggression, difficulty in concentration, loss of developed skills and other common stress

reactions (ARC, 2009).

Consequences of man-made and natural disasters on education: Government

which includes Ministry of Education are weakened by conflict or losses caused by

natural disaster. Limited or no support to schools as government overwhelmed with

immediate needs of affected population. Loss of teachers, teaching and learning

material and supplies, and school buildings used for shelter. Quality of education low,

already high rates of drop out, low enrolment and limited access before the emergency.

The current situation leads to complete breakdown, lack of teachers, infrastructure and

systems to support education needs of affected population. School personnel not

equipped to address emerging psychosocial needs of students in the classroom (ARC,

2009).

School occupants are children and youth who can easily panic, and become

difficult to manage in case of emergencies or crises and damages are enormous when a

school catches fire. The disruption of school operation, psychological damage to

students, families, and teachers after a fire will impair the learning environment

(Hassanain, 2006). Hassanain (2006) also maintains that school occupants, mostly

untrained children on evacuation drills, are at a risk of incurring high rate of fatalities

and/or injuries in the case of fire mainly because they may be less able to take the quick

action necessary. Pandemic diseases are also seen as a challenge for Millennium

Development Goal 2 for the achievement of universal primary education.

Aids takes a harsh toll on education whereby the education crisis in sub-Saharan

Africa is made worse by the impact of the epidemics. In 1999 alone, nearly one million

children lost their teachers to Aids. When parents become ill of Aids, children are often

pulled out of school to 19 cares for them and when parents die, children often leave
 10

school because of economic hardships. Two basic kinds of experiences that children

who live through a disaster might have according to Richardson include: (a) the trauma

of the disaster event itself: the most obvious experience that children might have during

a disaster is experiencing or witnessing a frightening event or series of events. These

include the destruction of homes, property or personal possessions; being personally

injured or faced with physical danger or witnessing the death, injury or pain of others. (b)

Disruptions to daily life: life might not return to normal quickly following a disaster. There

may be changes in living conditions that cause changes in day-to-day activities,

including strains in the relationships between friends, changes in expectations that family

members have for each other. These disruptions in relationships, roles and routines can

be unfamiliar or unpredictable, which can be unsettling or sometimes frightening for

children. (United Nation, 2005)

To add to the issue of disruption, Global Assessment Report GAR (2011) state

that disasters have a disproportionate impact on the poor in developing countries,

especially affecting those segments of the population that are more vulnerable. Children

and especially young children are less well equipped to deal with deprivation and stress

due to their particular physical, social and psychological characteristics. From the above

list of disasters having an impact on schools, it is evident that natural disasters do have

an impact on any country, and damages vary from country to country. There is damage

of critical infrastructure where schools are beyond repair and there is major loss of lives.

If the earthquake that occurred in Haiti in 2010 is considered, it is evident that it suddenly

strikes without warning. The earthquake happened fast and killed about 1 300 teachers

38 000 school children, and destroyed more than 4 000 school buildings (UNICEF,

2010) and in the earthquake killed large numbers of students amounting to 971 and 31

teachers. 1 884 schools collapsed and 5 950 classrooms were destroyed. In total 11 761
 11

school buildings suffered major damage with 36 584 classrooms unusable. (Bhuj, India

2001)

According to International Federation of Red Cross and Red Crescent Societies

(2003) reported in Shaluf (2007), earthquakes can cause high mortality from trauma,

asphyxiation, dust inhalation (acute respiratory distress) or exposure to the environment

(i.e. hypothermia) as well as serious 20 destruction of buildings and infrastructure. The

destructive nature of disasters to schools in Cambodia as follows.Seventy-eight per cent

of school principals in disaster-prone areas report that their schools are affected by

flooding for more than 3 months every year. Sixty percent of these schools are subject to

closure for up to 2.5 months but only 10 % have an alternative location for school

arranged. Sometimes the school year can be extended, but often teachers return to their

hometowns in other areas. The disruption to education results in lower quality education.

The rainy season occurs at the beginning of the school year and children who miss

school have little hope of being able to catch up. Road damage and river crossings

results in greater time and money for transport resulting in high absenteeism rates

especially among poor students. Principals estimate that half of students drop out due to

financial problems and other difficulties caused by floods. (Asian Disaster Preparedness

Center, 2008)

Mobilization during Emergency or Calamity

Literature in a recent UNICEF study commissioned with the children in a

changing climate consortium, found that children could make a number of positive

contributions to disaster risk reduction, including: As analyzers of risks and risk-reduction

activities; As designers and implementers of DRR interventions in their community; As

communicators of risks and risk-management options (especially communications to

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parents, adults or those outside the community; and As mobilizes of resources and

action for community based resilience (UNICEF, 2010).

Cleveraux (2010) maintains that irrespective of location or dominance of

ethnicity, school curricula tend to be universal throughout a jurisdiction, the promotion of

disaster awareness within schools. Curricula also provide the opportunity for the transfer

of risk information to migrant parents via their children. Cleveraux (2010) further states

that disaster managers in multicultural societies must tailor information to the needs of

all people irrespective of language or ethnicity. Children from multicultural societies

should be made aware of disasters by use of the Disaster Awareness Game (DAG)

designed to evaluate and promote disaster awareness. The DAG is therefore a tool and

measure of disaster awareness among children in multicultural environments as means

of informing interventions for disaster education; use children as conduits for the

education of adults about disaster management issues that are relevant to their

environment.

The International Conference on School Safety held in January 2006 in

Ahmadabad, Gujarat India reaffirmed both the HFA priority for Action 3, “Use knowledge,

innovation and education to build a culture of safety and resilience at all levels” and the

UN Millennium Development Goal 2 to “Achieve universal primary education” by year

2015. Recognizing that every child has both the right to education and the right to safe

and sustainable living set the goal to achieve “Zero mortality of the year 2015”.

Therefore the Ahmedabad Action Agenda for School Safety (2007), UNICEF (2009) and

UNISDR (2008) presents Ahmedabad Action Agenda for school safety which covers the

top priorities of Safe School and Community Environment are to: a) Mobilize parent,

student, local community and school staff to champion school safety; and b) By 2015,

schools to prepare and implement school safety plans including measures to be taken
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both within school premises and in the immediate neighborhood. This must include

regular safety drills.

Facilities or Equipment

Local communities play a major role in terms of providing support, encouraging

participation in training and education programs, and raising overall awareness of proper

preparedness protocol and procedures. Participation of communities in developing a

disaster preparedness and mitigation system can be helpful in determining a

community’s resources, capabilities, coping mechanisms and facilities. It is therefore

important that whole communities become involved in terms of preparing citizens for

potential disasters, and creating a sense of security among all individuals, including

children. (Newport and Jawahar (2003)

It is also important to note that children can become involved in communities in

terms of preparedness, education and recovery. Children can become more involved in

their communities in terms of facilitating discussions surrounding disaster preparedness

measures. (Lauten 2002) if it maintains by being actively involved, these children not

only increase their awareness of this particular hazard, but they were also able to openly

discuss how to adequately protect their families and loved ones and what to do, to seek

help should their community be directly affected. Children are also capable of teaching

others in the community what they have learned. For example in Gujarat, India 84

groups of children from various villages were trained in search-and-rescue activities, risk

communication and psychological care (Nkkuet al., 2006) in FEMA (2010). After they

had completed their training, the children met with other children within their villages to

share what they had learned.

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Furthermore, IFC (2010) states that school disaster management involves

hazards assessments, vulnerabilities, capacities and resources; plan and implement for

physical risk reduction, maintenance or safe facilities, standard operating procedures

and training for disaster response; test mitigation and preparedness plans and skills

regularly, with realistic simulation drills and to revise a plan based on experience. (IFC,

2010)

Trainings

State of knowledge regarding preparedness, response and recovery issues

should be inculcated, and also view preparedness as the activities of formulating, testing

and exercising disaster plans; and communicating with public and others about

disasters, and what to do to reduce them. These authors further examined preparedness

in the context of the household, organizations, communities, states and the nation.

maintain that preparedness behavior includes a variety of actions taken by families,

households and communities to get ready for disasters. Preparedness activities may

include devising disaster plans, gathering emergency supplies, training response teams,

and educating residents about potential disaster (Afedzie and McEntire, 2010)

There is a need to rehearse the disaster preparedness plan. Rehearsals will

reemphasize points made in separate training programs, and test the system as a

whole, exposing gaps that otherwise might have been overlooked (UNDP, 1994).

According to Twig (2004), during rehearsals, evacuation and response procedures

should be practiced, evaluated and improved. The discussion below, presents the

teaching and learning of disaster prevention and preparedness

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According to the South African National Disaster Management Framework

(NDMF), disaster risk reduction education must be integrated in primary and secondary

school curricula. Furthermore, schools should be regarded as focal points for raising

awareness about disaster risk management and disaster risk reduction. It stipulates that

the risk reduction component of disaster risk management education should be linked to

broader education programs on development and environment they encourages the

need to promote a culture of risk avoidance through education and training throughout

the Republic of South Africa.

According to UNISDR (2006) and Wisner (2006), education encompasses formal

and informal transmission of knowledge and engagement of groups of people (children,

youth, lay people and professionals) in identifying hazards of feasible actions to mitigate

them, and to prepare for the risk that cannot be reduced. This includes the formal public

and private education systems (primary, secondary and tertiary), vocational and

professional training courses, community-based self-assessment, and public discourse

involving the media, awareness campaigns, museums, memorials and special events.

Moreover the researchers explained that each time a disaster occurs, masses of

children are excluded from school, many never to return, and these disasters can all be

mitigated with knowledge and planning, physical and environmental protection

measures, and response preparedness. Natural disasters can be reduced by setting up

advanced warning systems, and the consequences of natural disasters can be reduced

through effective disaster management. Action Aid also reported that disasters can be

prevented, and the impact of these disasters depends on people’s vulnerability and their

ability to cope. These can be done by building community resilience and by helping

people to adapt to climate change, to reduce the impact of future disasters. The ensuing
 16

discussion is about disaster management cycle, starting with depiction of disaster

management continuum and the focus is on preparedness phase.

Chapter III

METHODOLOGY

This chapter provides an overview of the method that was used in this research

study, research design, sampling, collection, data, presentation and analysis applied.

The respondents of this study were Matiao National High School students and teacher of

the campus as identified by the researchers.

Research Locate and Duration

The location is in barangay Matiao where it serves as the main campus of Matiao

National High School, this has the most number of student population, while the annex

campus intended for culture and Arts competency is another campus located at

barangay Dahican Mati City.

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Figure 2.Shows the area of study of Matiao National High School.

Research Design

A quantitative descriptive research design used in this study to interpret of the

data on the students’ perception regarding Disaster Preparedness in Matiao National

High School. According to Aquino (1998), quantitative research design described

research as a fact finding methodology with adequate interpretation.

Source of data
This study utilized the questionnaire that addresses the first objective of the

study-- the respondent’s socio demographic profile according level of disaster

preparedness of the respondents in terms of Mobilization during Emergency or Calamity,

Facilities or Equipment, and trainings. The response in objective no. 2 section used

Likert-scale system format to find out the extent of agreement of the respondents to the

statements. The responses of the respondents in all statement indicators of the

questionnaires shall use the following scale, descriptive equivalent, and interpretation to

measure the extent of manifestation of the predictor statements.

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SCALE DESCRIPTIVE INTERPRETATION

The School disaster preparedness is very reliable, proven
4 Strongly Agree and tested, professional and attuned to world standards.

The school preparedness is readily available and all

3 Agree aspects of disaster mitigation is in place and well-
functioning.

The school preparedness capability is somewhat

2 Disagree complete in set up but, other aspects may seem not
suitable.

Strongly The school preparedness capability is very poor, not

1 disagree available, not suitable and people are not professionally
trained.

Research Sampling

Participants were selected using Sloven’s sampling method and complete

enumeration. For the students, in ordser to address the research aim, the respondents

were selected using a Sloven’s formula in determining the sample size with the following

formula which is written as:

𝑁
𝑛 = 1+𝑁𝑒 2 , Where, n = Number of samples, N = Total population and e = Error

tolerance. Each program or courses of the respondents were randomly selected based

on the total population. In this case, based on the data given by the Office of the

Registrar. Using that formula with 5% margin of error, it came up with 402 respondents.

But students were picked up randomly across the MNHS main campus to gauge any

different knowledge between different year levels of the students.

For the faculty and staff we used complete enumeration. Based on the data given

by the registrar, it came up 63 faculties and 7 staff.

Data Gathering
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Data gathered from both primary sources with primary data gathered from

participants through questionnaires and interview process. Literature review of relevant

sources of information about the research problem and research questions will be

conducted as secondary data from books, articles in professional journals, research

reports, policy documents such as NCS, NDMF and Acts, conference reports, internet

and periodicals. The data collection method will be carried out through questionnaires

and interviews from educators, learners and school safety committee representatives.

The researchers asked permission from the research panels and provided the letter of

endorsement to the concerned administrative personnel of MNHS. The Researchers

adopted a questionnaire from the study conducted by Hellen Mamosegare Mamogale,

from the study conducted by Dr Simon Takalani Rambau (2011) from the study in Africa

and it was modified by the researchers for the purpose of the study. The researchers

also consulted and added some of the suggestions and ideas of the panels to make the

instrument of the study easier and more valid. The questionnaire went through several

revisions before sampling was conducted. Letters were also given to the respondents

prior to the administration of the survey.

Going on the survey, the consent agreement form formulated to safeguard the

identity of the respondents was comprehensively explained to them. This entails that

researchers included no person in this study without his/her consent. The researchers,

by using convenience sampling administered the survey to the MNHS students and

teachers that happened to be in an area where the researchers were conducted the

study. Respondents were informed about the proper ratings to the given questionnaires

and were briefed to respond with full honesty. Respondents were also given enough

time to answer during the survey. After the questionnaires were retrieved, the gathered
 20

data were scored, recorded and classified with the guidance of the statistician. Results

were analyzed and interpreted based on the purpose of the study.

This section also looks at the analyses and the information that can be derived

from the data collected and then to make inferences based on the information, in order

for the researcher to come up with a solid conclusions and recommendations. Moreover,

the time of data were coded to make the equation more understandable. The tools being

used to present the data, is the tables and charts which are presented by numbers.

Moreover, the time of data were coded to make the equation more understandable. The

tools being used to present the data, is the tables and charts which are presented by

numbers.

Analysis of Data

The researchers made a set of questions for the respondents to answer. The

researchers gathered data from the respondents by personally asking them efficiently

specific questions. The researchers must get those pertinent data from the respondents.

After collecting such data, the researchers will estimate those data and information to

evaluate those information and data which will be very important to answer the

objectives of the study.

In coming up with the first objective of this study, the data gathered from the

survey questionnaire used in order to profile the respondents. The researchers formally

meet the officials of Matiao National High School upon asking permission to conduct the

study regarding the level of disaster preparedness of the school. Right after getting the

authorization to conduct such study, the researchers automatically provide the

questionnaire for the clients to answer the set of questions in order to determine the

socio demographic profile of the respondents. They profiled according to age, sex, and
 21

occupation. While the respondents answer the questionnaire for their profile, the

researchers watched them to ensure that the respondents are answering. After the cross

tabulation, the researchers are able to show the socio-demographic profile of the

respondents.

The second objective of the study determined the level of disaster preparedness

of the respondents, the researchers analyzed the table that contains ratings or ranges

with the descriptive equivalent and interpretation.

Descriptive
Ranges Interpretation
Equivalent
The School disaster preparedness is very reliable, proven
3.50-4.00 Strongly and tested, professional and attuned to world standards.
Agree
The school preparedness is readily available and all
Agree aspects of disaster mitigation is in place and well-
2.50-3.49
functioning.

The school preparedness capability, is somewhat complete

1.50-2.49 Disagree in set up but, other aspects may seem not suitable.

Strongly The school preparedness capability is very poor, not

1.00-1.49 disagree available, not suitable and people are not professionally
trained.

The third objective of the study will determine thesignificant difference on the

level of disaster preparedness of the respondent when analyzed across their socio-

demographic profile.
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Chapter IV

RESULTS AND DISCUSSION

This chapter focuses to discuss the results of analyses data to answer the

objectives of this study as shown and discussed throughout the chapter. With the

research questions, data productions from the respondents are directed. The results

were tabulated and presented statistically to summarize the collective reaction of the

respondents.

Socio-demographic Profiles of the Respondents

This part of this chapter discussed the basic profile of the respondents: age, sex

and occupation. These profiles were presented in tables for easy interpretation.

Presented in table 1 illustrates the Frequency Distribution of Age of the

Respondents. The result shows that most of the respondent falls on the age bracket

between 11-17 yrs. Old with the frequency of 297 or 73.90% out of 402 total

respondents, and least of the respondents are at the age bracket between 24-29 yrs old

and has the frequency of 6 or 1.50%. Bracket 11-17 in the table presentation above has

the largest chunk of 73.19%, understandably students’ age since the location of the

study is school base which means that most of the respondents are teens and students

Age Frequency Percentage

11-17 297 73.90
18-23 33 8.20
24-29 6 1.50
30-35 13 3.20
36-41 18 4.50
42-47 17 4.20
48-53 11 2.70
54 and above 7 1.70
Total 402 100.00
. Table 1. Age Frequency and Percentage Distribution
 23

Based on following table, one hundred forty two (142) of four hundred two (402)

respondents were male and the remaining two hundred sixty (260) were femaleTable 2

shows. In terms of gender, female respondents dominated with whooping 64.7% against

35.30% male respondents which means that the location is predominantly female

population. During the conduct of our survey regarding the disaster preparedness in

Matiao National High School. Female has greater number than male. The table showed

that most of the respondents who answered the questionnaire were female for the

reason that women were more interested into the issue of disaster preparedness rather

than men.

Table 2. Sex Frequency and Percentage Distribution

Sex Frequency Percentage

Male 142 35.30

Female 260 64.70
Total 402 100.00

Since the venue of the study is a learning Institution it is expected that students is

largely represented as respondents with over 82% as reflected in the table above,

Teachers are as well included together with the school staff with over 15% and almost

2% respectively.

Table 3.Distribution of Occupation of the Respondents

Respondents Frequency Percentage

Students 332 82.60
Teacher 63 15.70
Staff 7 1.70
Total 402 100.00

Level of Disaster Preparedness

 24

This part of this chapter discusses the Level of disaster preparedness in terms of

mobilization during emergency or calamity. These levels were presented in tables for

easy interpretation.

The table illustrates the level of disaster preparedness terms of mobilization

during emergency or calamity the overall mean has a 3.31 and the descriptive equivalent

is agreed. The result shows that during emergency Matiao Community quickly go to

safer place got the highest mean of 3.45 and Officials to deal with the people are there

to help subside the emergency situation got the lowest mean of 3.21. The result implies

in terms of mobilization during emergency or calamity the school preparedness is readily

available and all aspects of disaster mitigation is in place and well- functioning.

Table 4. Level of Disaster Preparedness in Terms of Mobilization during

Emergency or Calamity
Statement Mean Descriptive
Equivalent
1. Quickly respond to natural and manmade disaster 3.38 Agree
2. During emergency Matiao Community quickly go to 3.45 Agree
safer place
3. First Aid team is a available at all times 3.30 Agree
4. Matiao Community immediately established 3.22 Agree
command center for controlling the inflow and
outflow of information
5. Officials to deal with the people are there to help 3.21 Agree
subside the emergency situation
Over-all Mean 3.31 Agree

Study in a recent UNICEF study commissioned with the children in a changing

climate consortium, found that children could make a number of positive contributions to

disaster risk reduction, including: As analyzers of risks and risk-reduction activities; As

designers and implementers of DRR interventions in their community; As communicators

of risks and risk-management options especially communications to parents, adults or

those outside the community; and As mobilizes of resources and action for community

based resilience (UNICEF, 2010).

 25

Table illustrates the level of Disaster Preparedness terms of Facilities and

Equipment these aspects of disaster preparedness in Matiao National High School

generally reaches agreeable level with a mean of 3.10 that covers standby ambulance

with 2.87, radio communication 3.15, emergency kit with complete medical supplies with

3.30, functional fire extinguisher with 3.05 and fire alarm system with 3.11 agreeable

levels.

Table 5.Level of Disaster Preparedness in Terms of Facilities and Equipment

Statement Mean Descriptive
Equivalent
1. There is already ambulance on standby and is 2.87 Agree
readily available
2. Radio communication and means of 3.15 Agree
communication is always available and
functioning well
3. presence of emergency kit with complete first 3.30 Agree
aid supplies such as medicine, plasters, spirit of
ammonia, and others
4. Fire extinguisher were mounted in the specified 3.05 Agree
area and functioning well
5. Fire and emergency alarm is functioning well 3.11 Agree
and there is a simple and aware emergency
plan.
Over-all Mean 3.10 Agree

Local communities play a major role in terms of providing support, encouraging

participation in training and education programs, and raising overall awareness of proper

preparedness protocol and procedures. Participation of communities in developing a

disaster preparedness and mitigation system can be helpful in determining a

community’s resources, capabilities, coping mechanisms and facilities as reported by

Newport and Jawahar (2003). It is therefore important that whole communities become

involved in terms of preparing citizens for potential disasters, and creating a sense of

security among all individuals, including children.

Table 6 posted an overall 3.30 agreeable level in Disaster Preparedness in

Terms of Training. Remember that even if facilities are set and complete without the
 26

knowledgeable persons handling it well, the response will surely be compromised.

Training is very indispensable and according to the descriptive equivalent, the

respondents agreed all the statement that covers to local training given by the NDRRMC

with 3.36 mean , Regional Training with 3.14, National and International training with

3.08, internal training with 3.43 and participation in Actual Drill with 3.46.

Table 6.Level of Disaster Preparedness in Terms of Trainings

Statement Mean Descriptive
Equivalent
1. The response team of the school were 3.36 Agree
undergoing to regular training in local level such
as Red cross, organization, NDRRMC and
other.
2. Regional trainings are provided to the school 3.14 Agree
personnel in maximizing disaster preparedness.
3. National and international training are provided 3.08 Agree
or made available for the respond team of the
school during calamities or disaster.
4. The school regularly conduct training for 3.43 Agree
students and employees such as drills for
earthquake, fire, tsunami and other forms of
disaster.
5. The school is participative in joining Actual drill. 3.46 Agree
Over-all Mean 3.30 Agree

State of knowledge regarding preparedness, response and recovery issues

should be inculcated, and also view preparedness as the activities of formulating, testing

and exercising disaster plans; and communicating with public and others about

disasters, and what to do to reduce them. These further examined preparedness in the

context of the household, organizations, communities, states and the nation maintain

that preparedness behavior includes a variety of actions taken by families, households

and communities to get ready for disasters. Preparedness activities may include

devising disaster plans, gathering emergency supplies, training response teams, and

educating residents about potential disaster.

 27

Analysis on Differences of the Responses on Disaster Preparedness when

analysed by Occupation

Table 7 indicates not significant level in Facilities and Equipment as it posted

0.044 lower than the P-value of 0.05, therefore the null hypothesis is accepted, further it

means that no matter what kind of occupation or profession of the people involved in

disaster preparedness it has nothing to do with the Facilities and Equipment. Thus, one

may argue that professionals or the hard labourers can utilized well but in the case of

Matiao National High School the table revealed otherwise. However, in terms of

Mobilization during emergency or calamity as well as with respect to Trainings, table 7

posted 0.402 and 0.928 respectively, which are both higher than P-value of 0.05,

therefore in these cases, the hypothesis is rejected and it means further that occupation

of the respondents has a significance difference when it comes to mobilization as well as

training. Understandably teachers , staff and being students may differ on their views on

the mobilization aspects and trainings of disaster preparedness as the teachers and staff

are more matured compared to the students , thus, maturity when it comes to

mobilization and training is expectedly will yield a more profound realization.

Table 7. Analysis on Differences of the Responses on Disaster Preparedness when

analysed by Occupation.
______________________________________________________________________
_______________________________Disaster Preparedness_____________________
Mobilization during Facilities and Training
Emergency or Equipment
Calamity

____Occupational______0.402 __0.044____________0,928______
P-value in bold face is significant at alpha 0.05
 28

Propose Program (Information Drive)

This part presents a proposed program for disaster prevention and preparedness

information drive for the community, especially the youth learners. The program

composed of project title, cooperating agencies, site implementation, implementing

schedules, rationale, objectives, methodology, work plan, expected output, target

beneficiaries, and budget breakdown.

I- Program Title: Disaster prevention and preparedness through Information

Drive

Project title:

1. Disaster Reduction Campaign

Leader/Coordinator: R. Mapaa, E. Mandabon, and J. Petate

II- Cooperating Agencies:

CDRRMC, PDRRMC, BFP, PNP, DENR, DILG

III- Site Implementation

Public and Private High School Barangay Dahican, Mati City

IV- Implementing Schedule

Duration Date Started Date to be finished

1 year June 2019 June 2020

V- Rationale

The campaign focused on disaster reduction, education and youth. The goal of

the campaign was to promote disaster prevention measures in communities at risk, and

raise awareness among all relevant stakeholders around the community. The campaign

also sought to continue building a culture of prevention, through education channels, so

 29

that the youth of today can play an active role in reducing the impact of disasters in the

future. According to the United Nations, young people can learn more easily than adults,

and they are a key resource in mobilizing their communities.

VI- Objective:

1. To promote a stronger commitment to incorporate disaster reduction in education

curricula

2. To promote greater participation of youth in disaster reduction activities focusing

on today‟s youth as they are essential resources for community mobilization

3. In order to take advantage of the energetic force, a call has been made to get

them to work alongside adults in community efforts while adults also play a role

in encouraging youth participation.

VII- Methodology

- Seminar

- Training and Drills

- Drills

- Symposium

VIII- Expected Output

1. Increase the level of awareness of the community about the devastating effect of

natural and man-made calamities.

2. Uplift the knowledge of the public on how to prepare for these disasters

IX- Target Beneficiaries

- Public and Private High School students, faculty, and staff

 30

X- Monitoring and Evaluation

1. Simulation activity

2. Evaluation sheet

XI- Budget Breakdown

1. Personal Services

a. Honoraria for Speakers and Trainers- P20, 000

b. Facilitator - P10, 000

2. Maintenance and Operating Expenses

a. Radio fee- P3,000

b. Meals and snacks- P12,000

c. Materials for Certification- P1,000

d. Travel Expenses/Fuel- P4,000

_________

Grand Total P50,000

 31

Chapter V

SUMMARY, CONCLUSSIONS AND RECOMMENDATION

This chapter provides the reader the synopsis the significant findings and

implications as well as the recommendation for the stakeholders.

Summary

Generally, this study was conducted to know the Disaster Preparedness of the

Matiao National High School students and teachers in the City of Mati and in the locality.

A quantitative descriptive research design used in this study to interpret of the data on

the students’ perception regarding Disaster Preparedness in Matiao National High

School.Using that formula with 5% margin of error, it came up with 402 respondents.

But students were picked up randomly across the MNHS main campus to gauge any

different knowledge between different year levels of the students. For the faculty and

staff we used complete enumeration. Based on the data given by the registrar, it came

up 63 faculties and 7 staff.

Findings

In socio-demographic profile of the respondents, the result show that most of the

respondent falls on the age bracket between 11-17 yrs. Old with the frequency of 297 or

73.90% out of 402 total respondents, and least of the respondents are at the age bracket

between 24-29 yrs old and has the frequency of 6 or 1.50%. One hundred fourty two

(142) of four hundred two (402) respondents were male and the remaining two hundred

sixty (260) were female. Students is largely represented as respondents with over 82%

as reflected in the table above, Teachers are as well included together with the school

staff with over 15% and almost 2% respectively.

 32

On the level of disaster preparedness, it found out that During emergency Matiao

Community quickly go to safer place got the highest mean of 3.45 and Officials to deal

with the people are there to help subside the emergency situation got the lowest mean of

3.21. The result implies in terms of mobilization during emergency or calamity the school

preparedness is readily available and all aspects of disaster mitigation is in place and

well- functioning. Disaster Preparedness terms of Facilities and Equipment these

aspects of disaster preparedness in Matiao National High School generally reaches

agreeable level with a mean of 3.10 that covers standby ambulance with 2.87, radio

communication 3.15, emergency kit with complete medical supplies with 3.30, functional

fire extinguisher with 3.05 and fire alarm system with 3.11 agreeable levels. The

respondents AGREED all the statement that covers to local training given by the

NDRRMC with 3.36 mean , Regional Training with 3.14, National and International

training with 3.08, internal training with 3.43 and participation in Actual Drill with 3.46.

Facilities and Equipment as it posted 0.044 lower than the P-value of 0.05,

therefore the null hypothesis is accepted, further it means that no matter what kind of

occupation or profession of the people involved in disaster preparedness it has nothing

to do with the Facilities and Equipment. Thus, one may argue that professionals or the

hard labourers can utilized well but in the case of Matiao National High School the table

revealed otherwise. However, in terms of Mobilization during emergency or calamity as

well as with respect to Trainings, table 7 posted 0.402 and 0.928 respectively, which are

both higher than P-value of 0.05, therefore in these cases, the hypothesis is rejected and

it means further that occupation of the respondents has a significance difference when it

comes to mobilization as well as training.

Conclusion
 33

Based on the results found out, it can be concluded that in socio-demographic

profile most of the respondents were at the age bracket 11-17 years old, male, and

students. In terms of mobilization during emergency or calamity the school preparedness

is readily available and all aspects of disaster mitigation is in place and well- functioning.

While in terms of facilities and equipment there was a presence of emergency kit with

complete first aid supplies such as medicine, plasters, spirit of ammonia, and others.

The school was also participative in joining Actual drill.

Recommendations

Since disaster is unpredictable, and sometimes it occurs on the least that we

expect preparedness is substantially essential to every school in every locality. The

researchers of this study proposed the following:

To the Department of Education, to intensify further the Earthquake, Fire and

other drills to the school in a more realistic system where in the participants is properly

guided by the people in the authorities backed by expertise of the respond teams of the

school. Intensify means this must be done not only during fire month or after enrolment

but in a regular basis during their Physical Education of MAPEH classes by Issuing

clearer guidelines, funds and Memoranda.

To the School Officials, teachers and Parent Teachers Association, the

proponents of this study recommends for an active participation in knowledge sharing or

awareness campaign through school and community-based activities that will help the

stakeholders understand and applies the basic of disaster respond.

To the Local Government Units, that they will include Disaster Preparedness as

priority of public service by means of spearheading the community involvement through

providing technical and financial support to every organization and Institutions who
 34

advocates Disaster Preparedness in order to boost capabilities and dedication to the

advocacy.

To parents and their families, Disaster Preparedness can be well established

right in the very place where family and community dwells by active participation in a

realistic and serious manners.

And to future researchers, this study recommends for a larger scope of the study

in order to boost further the awareness and preparedness of disaster and calamities

within the locality as well as to the whole country.

REFERENCES

Anderson, Claire. Presenting and Evaluating Qualitative Research.

Disaster Preparedness Education. URL: https://www.prevention.web.net

Afedzie, Richard (2010) "Rethinking Disasters by Design", Disaster Prevention and

Management: An International Journal, Vol. 19 Issue: 1, pp.48-
58, https://doi.org/10.1108/09653561011022135
 35

Aquino, Benigno III (2012) Disaster Risk Management, Early Warning, Environment
& Ecosystems, Food Security & Agriculture. Issue July 23, 2012. URL:
http://preventionweb.net/go/27766

AMA (American Medical Association). The State-Level Economic Impact of Office-Based

Physicians.2011.RetrieveSeptember8,2013.http://www.amaassn.org/ama/pub/ad
vocacy/state-advocacy-arc/economic-impact-study.page.

ARC Briefing Note on the Second Africa Regional Platform for Disaster Risk
Reduction Consultative Meeting is a publication of the International Institute for
Sustainable Development (IISD) Retrieve September 2010 <info@iisd.ca>,
publishers of the Earth Negotiations Bulletin © <enb@iisd.org>.

ASPR (Assistant Secretary for Preparedness and Response). National Guidance for
Healthcare System Preparedness. 2012. Retrieve September 8, 2013.
(Healthcare Preparedness Capabilities).
http://www.phe.gov/preparedness/planning/hpp/reports/documents.pdf.

Bhus, India (2001) National Disaster Management Guidelines Hospital Safety (Draft).
URL: Ndma.gov.in

Clervaux (2010-2015). National Disaster Risk Management Strategy.

Republic of Tajikistan. URL: https://www.preventionweb.net

Dr. Simon Takalani Ramban (2011). Assessing disaster preparedness of learners

and educators in Soshanguve North Schools. URL: https://www.ufs..ac.za

E. M. Vernberg, & M. C. Roberts (Eds.), Helping children cope with disasters and
terrorism (p. 11–33). Washington, DC: American Psychological Association.

Hassanain, Mohammad A. (2006). The Disruption of School Operation

Retrieved from October 2006 https://www.emerald.insight.com

Federation of Red Cross and Red Crescent Societies (2003). A worldwide

humanitarian aid organization that reaches 160 million people each year through
its 190 member of National Societies. URL: https://en.m.wikipedia.org

Fema-Bringing Youth Preparedness Education to the Forefront: A Literature Review and

Recommendations. Retrieve February 2009 https://www.fema.gov/media-library-
data/20130726-1859-25045
7593/get_informed_23_page_pdf_citizen_prep_review_issue_6.pdf

Global Assessment report on disaster risk reduction (2011). Revealing risk,

redefining development- contributes to achieving the Hyogo Framework of Action
by monitoring risk pattern. URL: https://www.unisdr.org

Global Disaster Risk Reduction and Management Pathway. Retrieve

 36

https://kayaconnect.org/course/info.php?id=774&gclid=EAIaIQobChMI9ZS4n-
Tl4AIVjgsrCh3vNAw2EAAYASAAEgIin_D_BwE

International Finance Corporation (IFC) states that school disaster management involves
hazards assessments, vulnerabilities, and capacities. Retrieve January 2010
https://www.preventionweb.net/organizations/1371

J. K., & Jawahar, G. G. P. (2003). Community participation and public awareness in

disaster mitigation. Disaster Prevention and Management, 12(1), 33-36.
Retrieve September 2003 https://doms.csu.edu.au/csu/file/78a6c5d7-fd8b-ff7e-
fff3-2ffb78764ebe/1/resources/readings/Reading6_2.pdfChildren and Disasters:

Lauten (2003). Understanding Vulnerability, Developing Capacities, and

Promoting Resilience- An Introduction. URL:
https://www.colorado.edu/journals/cye

Mamogale, Helen M. (2011). Dessertation on Effectivesness among selected

children at Medavakkam District. URL: https://www.linkedin.com

Newport, Jeyath K. (2003) Community participation and public awareness in

disaster mitigation. Disaster Prevention and Management, 12(1), 33-36.
Retrieve September 2003 https://doms.csu.edu.au/csu/file/78a6c5d7-fd8b-ff7e-
fff3-2ffb78764ebe/1/resources/readings/Reading6_2.pdfChildren and Disasters:

Phivoks (2017).The Philippine Institute Volcanology and Seismology.

Retrieve December http://www.phivoks and http://www.phivoks.dost.gov.ph

Province of Davao Oriental local water utilities administration. Considered public safety
one of its priority concern Retrieved (Dec. 17, 2016) http://.m.wikipedia.org

Region XI (Davao Region) Provincial Disaster Risk Reduction and Management Council
Retrieved from (June 29, 2016) news.davaooriental.com.ph

Shaluf, Mohamed (2007). Disaster are classified as natural,man-made or hybrid, which

covers all types of disastrous events. Retrieved from October 2007
https://www.emerald.insight.com

UNICEF’s contributions to achieving the MDGs in 2010 by providing assistance towards

improving children’s health, Retrieve December 2010 from
https://www.unicef.org/publications/index_58840.html

UNISDR (2009). Terminology on disaster risk reduction. URL: https://www.unisdr.org

Wisner, Segundo B. (2004). Natural Hazard, Peoples Vulnerability and Disaster.

URL: https://www.prevention.web.net
 37

Appendix A.

SURVEY QUESTIONNAIRE

Republic of the Philippines

Davao Oriental State College of Science and Technology
INSTITUTE OF BUSINESS AND PUBLIC AFFAIR
Guang-guang, City of Mati, Davao Oriental

Dear Respondents,

We, the Researcher of Bachelor of Science in Criminology of Davao Oriental

State College of Science and Technology would like to take your time to answer our
question. This study is concerned about the “Disaster Preparedness in Matiao
National High School; A proposed information drive. Rest assured that the answers
of the respondents will be kept confidential and not to be used for any other purposes.
 38

We would like to thank you in advance for you time and cooperation.

The researchers,
Ella Mandabon
Recielle Jean Mapaa
Jane Petate

Direction: Please put check (√) in the box which suits to your corresponding choice.

Part I. Socio-demographic Profile of Respondents

Name: (Optional) ___________________

Age:
11-17 b 18-23 24-29 30-35 Ge 36-41 42-47

48-53 54 and above

Sex:

Male Female

School Community:

Student Teacher Staff

Instruction: Below are questions and situations that can be answered by the rate of 1-4
which has its corresponding interpretation, to wit

SCALE DESCRIPTIVE INTERPRETATION

The School disaster preparedness is VERY RELIABLE,
4 STRONGLY proven and tested, professional and attuned to world
AGREE standards.
The school preparedness is READILY AVAILABLE and
3 AGREE all aspects of disaster mitigation is in place and well-
functioning.
The school preparedness capability, is SOMEWHAT
2 DISAGREE COMPLETE IN SET UP BUT, other aspects may seem
not suitable.
 39

The school preparedness capability is VERY POOR, not

1 STRONGLY available, not suitable and people are not professionally
DISAGREE trained.

Please check (√) to the box with your answer is suitable. Be assured that the details of
this document will be treated with utmost confidentiality.

MOBILIZATION DURING DISASTER 4 3 2 1

1. Quickly respond to natural and man made
disaster
2. During emergency Matiao Community quickly go
to safer place
3 . First Aid team is a available at all times
4. Matiao Community immediately established
command center for controlling the inflow and
outflow of information
5. Officials to deal with the people are there to help
subside the emergency situation

FACILITIES AND EQUIPMENT 4 3 2 1

1. There is already ambulance on standby and is
readily available
2.Radio communication and means of
communication is always available and functioning
well
3. presence of emergency kit with complete first aid
supplies such as medicine, plasters, spirit of
ammonia, and others
4. Fire extinguisher were mounted in the specified
area and functioning well
5. Fire and emergency alarm is functioning well and
there is a simple and aware emergency plan

TRAININGS 4 3 2 1
1.The response team of the school were undergoing
to regular training in local level such as Red cross,
organization, NDRRMC and other.
2. Regional trainings are provided to the school
personnel in maximizing disaster preparedness.
3. National and international training are provided or
made available for the respond team of the school
during calamities or disaster.
 40

4. The school regularly conduct training for students

and employees such as drills for earthquake, fire,
tsunami and other forms of disaster.
5. The school is participative in joining Actual drill.
 41

Appendix A.
Letter for School
 42

Appendix C.
Letter of Permission to Conduct the Study
Republic of the Philippines
Davao Oriental State College of Science and Technology
INSTITUTE OF BUSINESS AND PUBLIC AFFAIR
Guang-guang, City of Mati, Davao Oriental

January 6, 2019

Ma’am:
Greetings!
The undersigned Criminology students are currently enrolled in Crim 6 subject with the
description Criminological Research and Statistics have the propose title for their
research entitled “Disaster Preparedness among Matiao National High School: A
Proposed Information Drive”
In line with this, they hereby agree and formally express their intention to ask permission
from you to be their Thesis adviser for said research. The expertise you have would give
a great help for the accomplishment of the study.
Your positive response is highly appreciated.

Respectfully yours,

Recielle Jean Mapaa

Ella Mandabon
Jane Petate
Researcher

Approved by:

Donita Rose Baldoz

Thesis Adviser
Appendix D.
 43

Validation Sheet 1
 44

Validation Sheet 2
 45

Validation Sheet 3
 46

Appendix E

Letter for Grammarian

Republic of the Philippines

Davao Oriental State College of Science and Technology
Dahican, City of Mati, Davao Oriental
INSTITUTE OF BUSINESS AND PUBLIC AFFAIR
A Univerversity of Excellence, Innovation and Inclusion
Martinez Drive, 8200 Dahican, Mati City, Davao Oriental

CERTIFICATION

March 4, 2019

This is certify that Recielle Jean Mapaa, Ella Mandabon, Jane Petate,

bonafied students of Bachelor of Science in Criminology have their manuscript in

undergraduate thesis corrected for grammatical error.

This certification is being issued upon the request of the above

mentioned students in support to their manuscript.

_______________________

English Critic

Appendix F.

Certificate of Grammarian
 47

CERTIFICATION OF GRAMMARIAN

Republic of the Philippines

Davao Oriental State College of Science and Technology
Dahican, City of Mati, Davao Oriental
INSTITUTE OF BUSINESS AND PUBLIC AFFAIR
A Univerversity of Excellence, Innovation and Inclusion
Martinez Drive, 8200 Dahican, Mati City, Davao Oriental

________________________________________________________

________

CERTIFICATION

This is certify that Recielle Jean Mapaa, Ella Mandabon, Jane Petate, bonafied

students of Bachelor of Science in Criminology have their manuscript in undergraduate

thesis on “Disaster Preparedness among Matiao National High School: A Proposed

Information Drive” was grammatically corrected.

Issued this ___ day of _________ at Davao Oriental State College of Science

and Technology (DOSCST).

_______________________
English Critic

Appendix G

Letter for Statistician

 48

Republic of the Philippines

Davao Oriental State College of Science and Technology
Dahican, City of Mati, Davao Oriental
INSTITUTE OF BUSINESS AND PUBLIC AFFAIR
A Univerversity of Excellence, Innovation and Inclusion
Martinez Drive, 8200 Dahican, Mati City, Davao Oriental

CERTIFICATION

December 07, 2019

This is to certify that Recielle Jean Mapaa, Ella Mandabon, Jane Petate,

bonafied students of Bachelor of Science in Criminology have their

undergraduate thesis entitled “Disaster Preparedness among Matiao National

High School: A Proposed Information Drive” was and interpreted by a certified

statistician who shared his expertise in interprenting the data gathered by the

researchers in order to obtain the substantial results.

Issued this ___ day of _________ at Davao Oriental State College of

Science and Technology, Mati City Davao Oriental.

______________________

Statistician

Appendix H.
Certificate of Statistician

CERTIFICATION OF STATISTICIAN
 49

Republic of the Philippines

Davao Oriental State College of Science and Technology
Dahican, City of Mati, Davao Oriental
INSTITUTE OF BUSINESS AND PUBLIC AFFAIR
A Univerversity of Excellence, Innovation and Inclusion
Martinez Drive, 8200 Dahican, Mati City, Davao Oriental

CERTIFICATION

This is certify that Recielle Jean Mapaa, Ella Mandabon, Jane Petate, bonafied

students of Bachelor of Science in Criminology have their manuscript in undergraduate

thesis on “Disaster Preparedness among Matiao National High School: A Proposed

Information Drive” statistical analyses and correction.

Issued this ____ day of _________ at Davao Oriental State College of Science

and Technology (DOSCST).

_GIL MASINADING_
Statistician

Appendix I.
Recommendation 1
 50

Recommendation 2
 51

CURRICULUM VITAE
 52

Jane Petate
Purok Matulungin -1 Cebolety, Matiao,
City of Mati
09107757108

PERSONAL INFORMATION

BIRTHDAY : June 17, 1998

BIRTHPLACE : Ceboley Matiao, Mati Davao Oriental
AGE : 20 years old
RELIGION : Roman Catholic
CIVIL STATUS : Single
CITIZENSHIP : Filipino
HEIGHT : 5’1’’
WEIGHT : 45 Kg
MOTHER : Emelda P. Saavedra
FATHER : Ferdinand Saavedra

EDUCATIONAL ATTAINMENT

NAME ACADEMIC YEAR GRADUATED

ELEMENTARY :Gov. Leopoldo N. Lopez Sr. Mem. School 2010-2011
SECONDARY : Matiao National High School 2014-2015
TERTIARY : Davao Oriental State College of 2018-2019
Science and Technology
 53

TRAINING AND EXPERIENCES

1. Fundamentals of Martials Arts 2015-2016
2. Disarming Techniques 2015-2016
3. First Aid & Water Survival 2016-2017
4. Marksmanship & Combat Shooting 2016-2017

ACHIEVEMENTS/AWARDS
1. Qualifier, MASTS friendship game
1. Qualifier, Siglakas - Frisbee 2nd Runner up 2016-2017
2. Qualifier, Presidents Cup - Frisbee Champion 2017-2018

AFFILIATIONS
1. ROTC Cadet 2015-2016
 54

CURRICULUM VITAE

Recielle Jean Mapaa

Prk. Baybay, Central
Tarragona, Davao Oriental
09502797805

PERSONAL INFORMATION

BIRTHDAY : January 24, 1999

BIRTHPLACE : Purok Baybay, Central, Tarragona Davao Oriental
AGE : 20 years old
RELIGION : Roman Catholic
CIVIL STATUS : Single
CITIZENSHIP : Filipino
HEIGHT : 5’2’’
WEIGHT : 50 Kg
MOTHER : Cecilyn Mapaa Roberto
FATHER : Renato Roberto

EDUCATIONAL ATTAINMENT

NAME ACADEMIC YEAR GRADUATED

ELEMENTARY : Tarragona Central Elementary School 2010-2011
SECONDARY : Tarragona National high School 2014-2015
TERTIARY : Davao Oriental State College of 2018-2019
Science and Technology

TRAINING AND EXPERIENCES

 55

5. Fundamentals of Martials Arts 2015-2016

6. Disarming Techniques 2015-2016
7. First Aid & Water Survival 2016-2017
8. Marksmanship & Combat Shooting 2016-2017

ACHIEVEMENTS/AWARDS
3. Qualifier, Siglakas - Frisbee 2nd Runner up 2016-2017
4. Qualifier, Presidents Cup - Frisbee Champion 2017-2018

AFFILIATIONS
2. ROTC Cadet 2015-2016

CURRICULUM VITAE

Ella Mandabon
Purok Bagong Umaga,
Mati City Davao Or.
09569935490

PERSONAL INFORMATION
 56

BIRTHDAY : September 12, 1997

BIRTHPLACE : Tarragona, Davao Oriental
AGE : 21 years old
RELIGION : Roman Catholic
CIVIL STATUS : Single
CITIZENSHIP : Filipino
HEIGHT : 4’9’’
WEIGHT : 50 Kg
MOTHER : Cerila I. Lumikid
FATHER : Dionie M. Lumikid

EDUCATIONAL ATTAINMENT

NAME ACADEMIC YEAR GRADUATED

ELEMENTARY : Calapagan Elementary School 2010-2011
SECONDARY : Immaculate Heart of Mary Academy 2014-2015
TERTIARY : Davao Oriental State College of 2018-2019
Science and Technology

TRAINING AND EXPERIENCES

9. Fundamentals of Martials Arts 2015-2016
10. Disarming Techniques 2015-2016
11. First Aid & Water Survival 2016-2017
12. Marksmanship & Combat Shooting 2016-2017

ACHIEVEMENTS/AWARDS
5. Qualifier, Siglakas - Frisbee 2nd Runner up 2016-2017
6. Qualifier, Presidents Cup - Frisbee Champion 2017-2018

AFFILIATIONS
3. ROTC Cadet 2015-2016
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