Chapter I, Ii, Ii, Iv

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is a human right, universal and inalienable. It is equally
important in enabling people to reach their full potential and exercise
other rights. Natural hazards are part of the context for educational
planning and expected hazards mitigated to the determined application of
knowledge, education, and ingenuity. It is an inevitable desire of every
teacher to ensure the safety and well-being of the learners. In school,
children from grade seven to senior high school levels need to be provided
an adequate infrastructure and educational facilities to create a positive
learning environment.
The concept of a safe school and overall wellbeing of school
children is gaining its connotation under the commitment towards quality
education for all. Our government is providing strong legislative and
institutional arrangements for disaster risk reduction. The Department of
Education of the Philippines implemented one of the provisions of the
Philippine Disaster Risk Reduction and Management Act of 2010 (DRRM

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Act 2010) to integrate especially, in the school curriculum and other
educational programs to heighten the level of resiliency of students
toward natural disasters (Mamon Ma, Ra and Son, 2017).
Earthquakes, landslides, volcanic eruptions, floods, hurricanes,
fires, sink-hole, tornadoes, blizzards, tsunamis, cyclones are examples of
major adversities. While, fires, stampedes, traffic accidents, industrial
mishaps, oil spills, terrorist attack, wars with chemical, biological,
radiological, nuclear or explosives (CBRNE), water pollution, chemical spill
especially in the school science laboratory, traffic accidents, are the forms
of man-made disasters.
Students, teachers, school staff and others are most affected in an
unsafe environment. Schools' infrastructure, facilities, and equipment
characterize remarkable waste of government, community, donor, and
investments. Classrooms facilities, sanitation facilities, equipment,
damaged supplies require costly repair or replacement and access to
schools becomes not possible or dangerous. The impacts of multiple
natural and human-induced hazards challenge the Department of
Education because they are prone and may suffer the most of damage,
and depriving and threatening the lives of children of their right to
continue quality basic education in a safe environment (Luistro, 2016).

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Reducing disaster risk confronting the education sector is
tantamount to the achievement of the Department of Education’s
outcomes, namely: access, quality, and governance (Bayangos, 2014).
At the national level, the Disaster Risk Reduction and Management
Council (NDRRMC), in collaboration with the Department of Education is
leading to build the resilience of education by advancing school safety. By
this thrust, the DepEd has integrated the comprehensive disaster risk
reduction management in basic education framework, the pillars namely:
Safe Learning Facilities, School Disaster Management, and Disaster Risk
Reduction in Education.
The implementation of these pillars aligned with the four thematic
areas of the Philippine Disaster Risk Reduction Management Act of 2010
(DRRM Act of 2010), otherwise known as Republic Act 10121 (RA 10121).
These areas were Prevention, Mitigation, Preparedness and Response,
Recovery and Rehabilitation. DepEd has established the office of the
Disaster Risk Reduction and Management Service (DRRMS), with regular
full-time staff in its central, regional and division offices (Save the
Children, 2014).
At the local level, the division offices are responsible for ensuring
that schools have a functioning disaster management team. It ensures the

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availability of resources and/or interventions to support affected areas and
establish the mechanism to guide education partners in channelling their
assistance during disaster response and recovery. This School Disaster
Risk Reduction and Management Manual guides the division coordinators
and schools in the implementation of the Comprehensive Disaster Risk
Reduction Management in Basic Education Framework to support the
capacity building and identifies the tools used in schools with a particular
focus on School Disaster Management.
The creation and upgrading of the Disaster Risk Reduction
Management (DRRM) service in the Department of Education
institutionalized through the Department Order No. 50 series of 2011 and
Department Memorandum 112 series of 2015. However, plantilla positions
for Disaster Risk Reduction Management Coordinators from national to
division level offices to fully integrate Disaster Risk Reduction
Management (DRRM) policies and programs at all levels are still
underway.
Despite these challenges, DRRM was including in the curriculum the
basic educational system in the Philippines as existing structure stipulated
the policies. Therefore, it is necessary to conduct an assessment of the
conditions of school facilities to recommend strategies and plans on how

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to improve and develop school facilities. It has a great impact on the
academic performance of students and the effectiveness of the teacher as
well (Ibrahim et al., 2016).
Considering the schools’ facilities and well-planned school
guidelines developed essentially to improve public schools in the division
of Davao Occidental to provide learning. The unavailability of physical
facilities in school is a key factor in the low quality of the students’
participation (Glewwe and Kremer, 2005).
On the other hand, poor condition of school facilities negatively
affects the teachers performance hence will decrease the academic
performance of students in the class (Earthman, 2002; Mc Koy et al.,
2008). Thus, the need to assess the Schools’ Sensitivity and Adaptive
Capacity to Natural and Human-Induced Hazards in all Secondary Schools
in the Division of Davao Occidental is imperative. Hence, this study was
conducted.
Objectives of the Study
The main objective of conducting this study was to determine the
sensitivity and adaptive capacity of DepEd secondary schools to natural
and human-induced hazards in the Division of Davao Occidental.

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Specifically, the study aims to:
1. Determine the schools profile;
2. Identify the natural hazards in secondary schools;
3. Identify the human-induced hazards in secondary schools;
4. Assess the secondary schools’ sensitivity to the impact of exposure
from natural hazards and human-induced hazards; and
5. Assess the secondary schools’ adaptive capacity to reduce the level of
risk or effect from natural hazards and human-induced hazards.
Significance of the Study
The data and information that were gathered from the study
rendered essential evidence to improve the efficiency of the
implementation of the School-based Risks and Disaster Reduction Program
in the Secondary Schools of the Department of Education (DepEd)
particularly to the Secondary Schools in the Division of Davao Occidental.
It will help to complement the mandate of the Disaster Risk and Reduction
Management Council (DRRMC) by way of providing experiential inputs to
disaster management plans, resolution, ventures and activities to disaster-
related issues.
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Also, the result derived from this study was substantial and
beneficial to provide and assist teachers and students awareness on risk
and disaster prevention and management. This development helps
employees, students and teachers to freely interact with the technical
support employees or trained teachers and students, and agency partners
who can respond to all problems related to natural and human-induced
hazards in school.
Furthermore, the results of the study may conceivably provide
advantage to DepEd Secondary School Teachers to seriously implement
the Disaster Risk Reduction (DRR) drills, exercises, and other ingenuities,
to dispatch their duties toward the maximum level, to protect and save
lives of their immediate clientele and apprentices.
Scope and Limitation of the Study
The study was delimited to DepEd secondary schools in the Division
of Davao Occidental. In a way, teachers and students play crucial roles in
information dissemination on the culture of prevention and readiness, as
well as to their family and community to create a safe learning space and
a viable progress in school disaster safety programs.

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Moreover, this study aimed to enhance services, awareness, and
responsiveness on disasters and may employ tools to make disaster
preparedness effective and organized among twenty-eight (28) public
secondary schools in Davao Occidental.
Definition of Terms
The following terms were defined to have a better understanding of
the study:
Adaptive Capacity. The capability of the schools to prevent, manage
risks, disasters and hazards.
Capacity Assessment. It is about determining the strengths and coping
mechanisms of the community.
Contingency Planning. The analyses of specific potential events or
emerging situations threaten school and its environment
establishes to enable timely, effective and appropriate responses to
such situations.
Disaster. A natural or human-caused event, occurring with or without
warning, causing widespread human, material, economic or
environmental losses.
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Disaster Risk Reduction Management (DRRM). A systematic process
using administrative decisions on operational skills, capacities to
implement policies, strategies and coping capacities of the schools.
Disaster Preparedness. The capacity of school, professional response
and recovery organizations, communities and individuals to
effectively respond to and recover from, the impacts of likely,
imminent or current hazard events or conditions.
Disaster Prevention. The outright avoidance of adverse impacts to
completely avoid potential adverse through action.
Disaster Response. The provision of emergency services and public
assistance during or immediately after a disaster to save lives
ensure public safety and meet the basic subsistence needs of the
people affected individual.
Emergency. Unforeseen or sudden occurrence, especially danger,
demanding immediate action.
Exposure. The degree to which the elements at risk are likely to
experience hazard events of different magnitudes.
Geographic Information System. A database which contains among
others, geo-hazard assessments, information on climate change,
and climate risk reduction and management.

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Global Positioning System (GPS). A "constellation" of approximately
30 well-spaced satellites that orbit the Earth and make it possible
for the researcher to determine the accuracy ground current
position and to pinpoint the geographic location of particular
school.
Hazard. A phenomenon, substance, human activity or condition that
cause loss of life, injury or other health impacts, property damage,
livelihoods and services, social, economic disruption, or
environmental damage.
Human-Induced Hazards. A human processes, induced by the
potential to damage of physical event or environmental degradation
and characterized by its location, intensity, frequency, and
probability.
Natural Hazards. The phenomenon of an increased occurrence of
certain geophysical and hydro-meteorological hazard events, such
as landslides, flooding, land subsidence and drought that arise from
the interaction of natural hazards with overexploited or degraded
land and environmental resources.

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Preparedness. A pre-disaster actions and measures within the context of
disaster risk reduction and management and risk analysis as well as
pre-disaster activities to avert or minimize loss of life and property.
Recovery. Refers to the decisions and actions of School Principal, School
DRRM Focal Person, Alternate Focal Person and other stakeholder,
taken after a disaster with a view to restore or improve the pre-
disaster living conditions of the stricken school, encourage and
facilitate necessary adjustments to reduce disaster risk.
Risk. The combination of the probability of expected loss from a given
hazardous event for a given element of vulnerability over a
specified period of an event and its negative consequences.
Risks and Hazards Assessment in School. It is comprises of what are
the possible natural and human-induced risks, disaster, and
hazards, which schools are exposed which they depend.
Risk Management. It is the systematic approach and practice of
managing uncertainty to minimize potential harm and loss.
School Sensitivity Assessment. A methodology covers the schools’
sensitivity to prevent and manage risks, disasters, and hazards.
School Specific Hazards. Hazards that are prevalent in school campus
or the vicinity of schools and pose a threat to the students.

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Sensitivity. An ability to cognize the degree of receiving a set of
responds or actions and covers the vulnerability of School to
prevent associated incoming hazards, risks, and disasters.
Strategy Preparedness. Is an action carried out the context of disaster
risk reduction management and aims to build capacities needed to
efficiently manage to all types of emergencies and achieve orderly
transitions from response to sustained recovery.
Vulnerability. The combination of exposure to conflict-related, natural,
and human-made hazards, and the degree to which the system at
different levels in education is susceptible to collapse and disruption
of function and the combination of exposure to hazards in learner’s
level, the degree to which susceptible to interruption or complete
loss of access to quality education opportunities.
Vulnerability Assessment. The process of estimating the degree of
weakness of “elements at risk” (people, school children, faculties,
etc.) to various hazards and analyzing root causes for damage and
loss.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Human Hazards and Natural-Induced Hazards
Natural, as well as human-induced-hazards, generally considered in
terms of the probability or relative frequency of their occurrence, and their
impact when they are realized consequently, all humanity is at risk. This
may be assessed in terms of the intensity of the energy released. Often
there is an inverse relationship between magnitude and frequency or
probability, in that the larger the magnitude of the event, the less
frequently it will occur. Based on reports, the Pacific region has the
highest frequency of disasters (Djalante, 2018). Disastrous events may,
be avoided or minimized through the application of science and
technology. The necessary adjustments to human behavior may be either
physical or social (Chen Yong, 2014).
Environmental events become hazards once they threaten to affect
society and/or the environment adversely. A physical event, such as a
volcanic eruption, is a natural phenomenon but not a natural hazard. A
natural phenomenon that occurs in a populated area is a hazardous event.

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A hazardous event that causes unacceptably large numbers of fatalities
and/or overwhelming property damage is a natural disaster. In areas
where there are no human interests, natural phenomena do not constitute
hazards nor do they result in disasters. Disaster is an important issue and
problem on a global scale (Cadiz et al., 2018).
To cope better with hazards it is necessary to understand their
causes and effects, and something of the dynamics of the underlying
processes: why they come about and just how they occur. Many of these
natural processes generate hazards capable of injuring, killing, or causing
serious damage to humans, animals, buildings, and agricultural land.
Hazards are unpreventable events that may expose populations to the risk
of death or injury and may damage or destroy property, societal
infrastructure, and agricultural or another developed land. Many countries
are devastated by natural disasters in recent years, and many human and
animal lives are affected and man-made structures are destroyed (Menon
et al., 2016).
The severity of a natural hazard is quantified in terms of the
magnitude of occurrence, which is an event parameter. It can also be
done in terms of the effect of the occurrence at a particular location
(UNDRO, 1999). A threat from the surrounding is the environmental

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hazards encompassing a broad spectrum of acute and chronic effects of
industrial, likewise, agricultural and naturally occurring microorganisms,
chemicals and radiation in our soil, water, air, food, and wastes. A
chemical spill is one of the hazards associated with a laboratory related
activity example, chemicals through inhaling, or by the chemical in contact
with food, water, medicine or clothing thus making individuals that may
expose hazardous to learners.
Contamination of food with biological contaminants such as bacteria,
fungi, viruses, and parasites contributed contagion by the substances such
as sewage, marine litter, oil, and chemical spills, fertilizers and pesticides
can cause water pollutant, entering the ocean from irrigation. Similarly,
food poison can be also by using agricultural chemicals through pesticides,
herbicides, fungicides, insecticides, environmental pollutants like lead and
mercury can also be another form of contamination, veterinary products
such as antibiotics and growth enhancer and other additives like
preservatives and food coloring.
Technological hazards, in the same way, have little or no warning to
precede the incident. Moreover, these dangers originate from industrial
accidents, dangerous procedures, infrastructure failures or certain human
activities, which may cause the loss of life or injury, property damage,
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social and economic disruption or environmental degradation. Water can
be polluted by substances such as sewage, marine litter, oil and chemical
spills, fertilizers and pesticides entering the ocean from irrigation. Human-
made or induced hazards are threats having elements of human intent,
negligence, and error involving a failure of a system (Osborn, 2016).
Forest fire generally, started by lightning and likewise may cause
human major human negligence, it may burn thousands of square
kilometers and intensify enough to produce its winds and “weather”
effect. The criminal intent of setting a fire with intent to cause damage is
arson. It is the greatest cause of fires in data repositories. Arson is a
crime commonly defined by statute as willful or malicious damage of
property utilizing an explosion. It also refers to the burning of another
person’s dwelling under circumstances that endanger human life or the
burning of any public facility, like school buildings.
However, a civil disorder as one or more forms of disturbance
caused by a group of people and major sociopolitical problems like the
civil disturbance is typically a symptom of, and a form of protest.
Typically, the severity of the action coincides with the public outrage.
Examples: legal parades, sit-ins, strikes, and other forms of obstructions,
riots, sabotage. Public and the government intend to demonstrate but,

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can escalate into general chaos. Since, common practice of parents or
guardians to accompany their children to school and back, still vehicular
related accidents may happen to some students, like a bus, jeepney,
tricycle or van. Also, hostage-taking, on the other hand, is an act of
terrorism that human lives endangered in their directive for their demands
and may happen in public or private schools.
Integration of Disaster Risk Reduction Education
This Integration of Disaster Risk Reduction Education into the
School Curricula and Sangguniang Kabataan (SK) Program and Mandatory
Training for the Public Sector Employees. (Fourteenth Congress, Republic
Act No 10121), this act stipulated that the DepEd, the Commission on
Higher Education(CHED), the Technical Educational and Skill Development
Authority (TESDA), in coordination with other relevant agencies, shall
integrate disaster risk reduction and management education in the school
curricula of secondary and tertiary level of education, including National
Service Training Program (NSTP), whether private or public, including
formal and non-formal, technical-vocational, indigenous learning, and out-
of-school youth courses and programs.

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The National Disaster Risk Reduction Council (NDRRMC); Regional
Disaster Risk Reduction Council (RDRRMC); Local Disaster Risk Reduction
Council (LDRRMC); Local Disaster Risk Reduction Council Official
(LDRRMO); Barangay Disaster Risk Reduction Council (BDRRMC) and the
SK councils intend to encourage community, specifically youth,
participation in disaster risk reduction and management activities, such as
organizing quick response groups, particularly in identified disaster-prone
areas, as well as the inclusion of disaster risk reduction and management
programs as part of the Sangguniang Kabataan (SK) programs and
projects.
The public sector employees shall be trained in emergency
response and preparedness. The training is mandatory for such
employees to comply with the provisions. The importance of strong
connections and coordination with external actors (especially local
government) to both the immediate and long-term impact of Community
Based Disaster Risk Reduction (CBDRR) programs would have led to
greater sustainability and despite challenges experienced is a result of low
capacity in local government thus, in disaster management, no one can do
it alone.
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The Philippines: Its Susceptibility to Natural Hazards
According to Mamon, et al. (2017), the Philippines is a country with
high susceptibility to natural hazards. The international report said that
the Philippines ranked third out of 173 countries defenceless to the impact
of disaster risks. It was based on the evaluation that the country is
potential to the natural hazard caused by climate change that could
probably instigate heavy human casualties, damage to properties and
infrastructures, and decline of human welfare such as health status and
livelihoods. Based on records, each year, there are thousands of casualties
and loss of billions of dollars caused by natural hazards that include
drought, floods, and earthquakes (Galindo et al., 2014).
Yet, the geographical location of our country is prone to disaster.
Whereas the archipelago, is located in the Pacific Ring of Fire geologically,
natural disasters such as volcanic eruptions and earthquakes mostly
occurring (UNISDR, 2015). The country’s location is in the path of tropical
cyclones and highly susceptible to any various meteorological hazards that
can be categorized as a tropical depression, tropical storm, severe tropical
storm, typhoon, and super typhoon. The average tropical cyclones
entering the Philippine area of responsibility are 20 times a year according

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to Atmospheric, Geophysical, and Astronomical Services Administration of
the Philippine (PAGASA). The country’s’ location takes high proneness to
flooding, storm surges, and strong winds. The coastlines of the Philippines
which is 36, 289 km contributed the high defencelessness to coastal
flooding and storm surge.
The natural hazards led countries and nations to prioritize Disaster
Risk Reduction (DRR) because it is significant and catastrophic impacts.
The Hyogo Framework for Action (HFA) adopted in January 2005 of 168
countries, during the World Conference on Disaster Reduction held at
Kobe. Hyogo Prefecture Japan which has a goal to integrate effective
disaster prevention, mitigation, preparedness, and vulnerability of
reduction to the policies, plans, and programs of sustainable development
are particular to the action-oriented response. Disaster Risk Reduction
(DRR), which is organized as well as it is a step-by-step approach to
identify, assess, and reduce the risks inflicted by disasters implemented by
different governments all over the globe.
To save the lives of children and to lessen damages in
infrastructure and investment costs in schools or educational institutions,
countries started the implementation of school safety guidelines that
follow the objectives and standards of the global declarations and

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frameworks, specifically Hyogo Framework for Action (HFA) and the
existing Sendai Framework in disaster risk reduction. This global
framework is the Comprehensive School Safety Framework (CSSF) (Lim et
al., 2016).
Strengthening capacities is an integral effort in managing disasters
and provide maximum protection to each of our students, teachers and
the school community as well, and to prevent possible damages that could
happen during and after a disaster. If we look out carefully, we can see
that the school environment is full of hazards, which might result in
natural or man-made disasters. The Philippines is one of the countries in
Asia, who agreed on the implementation of the Hyogo Framework for
Action (HFA) (Mamon et al., 2017).
Philippines is the most visited country of Climate-Related Natural

Disaster in the World
The fourth most at-risk country in the world is the Philippine, in
terms of climate-related natural disasters, such as typhoons, sea level
rise, flooding and extreme temperature, in which it has an archipelago of
over 7,100 islands (UNISDR, 2015). The multi-hazard average annual loss
for the Philippines is an estimated US$7.893 million, which is equivalent to

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69 percent of social expenditure. The country is one of the top three
counties has a population exposure and the largest proportion of capital
investment and stock along coastlines.
Meteorological hazards and emergence is the changing nature of
the ‘New Normal’ such as Super Typhoon Haiyan events – and the
shocking effect it had – can be expected to happen more often, increasing
the potential of losses. The poverty level is high about 25 percent of the
population, and living below the national poverty level, and high inequality
results in large demographics being unable to prepare, cope with and
recovery from disaster (Sherwood et al., 2015).
The Philippines is keen on whatever significance of resources to
build disaster capacity and reduce population exposure and vulnerability.
Challenges of poverty and inequality can serve as a model on how to build
resilience and promote Disaster Risk Reduction (DRR), the top countries at
risk of climate-related disasters is a focus is on the Philippine with its high
risk(BLANCO DV, 2017). At the subsisting poverty line, in particular,
populations of our nation as a whole emphasized the highest impact and
challenges that may routinely in the daily lives of wellbeing. Seriously, the
Philippine government serves significantly as resources to build disaster

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capacity and reduce population exposure and vulnerability, nationally and
locally (Alcayna, Bollettino, Dy and Vinck, 2016).
Integration of Disaster Risk Reduction Education in the School

Curricula
Hence, the Philippine Government committed to promote strong
and implement measures, guidelines for Disaster Risk Reduction (DRR).
With these international standards, the Republic Act 10121 or the
Philippine Disaster Risk Reduction Management Act was created to
strengthen the system by institutionalizing the National Disaster Risk
Reduction Management Plan (NDRRMP).
This action by the Philippine Government in enacting a law that
strengthens DRRM is a response to the objectives of the Second World
Conference on Disaster Reduction which adopted the Hyogo Framework
for Action (HFA) in (Hyogo), Japan (Lwin & Maung, 2011; Calde, 2013;
Tuladhar et al., 2015). National Disaster Risk Reduction and Management
Framework mandated to develop and serve as the principal guide to
conduct efforts all over the country were the National Disaster Risk
Reduction and Management Council. This law also provides a proactive

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approach in addressing disaster risks, wherein the people become
presently prepared for the imminent risks and threats of natural disasters.
The integration of Disaster Risk Reduction Education in the school
curricula are required in both basic and tertiary levels. Timely, K-12 Basic
Education Curriculum - a new system recently implemented which follows
the rules, regulations, and guidelines of the Republic Act 10533, also
called the Enhanced Basic Education Act of 2013. The agenda of the
agency to implement Disaster Risk Reduction Management (DRRM) is to
set the program and policy development in basic education guided by
DepEd’s three major outcomes — Access, Quality, and Governance.
As a member of the National Disaster Risk Reduction Management
Council (NDRRMC), the Department of Education is also committed to
implementing Disaster Risk Reduction Management in basic education
within the following thematic areas: Prevention and Mitigation;
Preparedness; Response; and Recovery and Rehabilitation (DO 50 s 2011
and DM 112 s 2015).
Senior High School level (SHS) is recently added to the basic
education in the Philippines mandated by Republic Act 10533, also known
as the Enhanced Basic Education Act of 2013, which created the K-12
Basic Education Curriculum (Sarmiento & Orale, 2016; Estonanto, 2017).

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Senior High School Education is a program added with two more years to
the 10 years of basic educational level in the Philippines. In the curriculum
of Senior High School, Disaster Risk Reduction Education integrated into
the subjects such as Earth and Life Science, a core subject offered to all
tracks, and a specialized track subject Disaster Readiness and Risk
Reduction.
With the provisions of the Disaster Risk Reduction Management
Act, comprehensive and integrated knowledge building about disaster
education intensified among students under the K-12 Education Program.
Coordination and information management protocols as well as roles and
responsibilities demarcated from school to regional levels to ensure
coherence with the already existing structures and legal bases. Schools
have established policies and programs in support of the national, regional
and division directions. Specific interventions to address the effects of
hazards and risks linger at the school level. To implement these, School
Planning Team (SPT) and the School DRRM Team (SDRRM Team) shall
work hand in hand, to assess, plan, implement, monitor, evaluate and
report interventions.
It is relevant and significant to assess the capacity of students to
ensure that the senior high school education of the K-12 curriculum is
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substantial on the culture of safety and resilience toward disaster risks.
Furthermore, an assessment of the Disaster Risk Reduction knowledge of
senior high school students will be a significant report on the impact of
disaster education in senior high school level in the Philippines.
Leadership and coordination school safety is the responsibility of
the entire community. However, School Disaster Risk Reduction
Management requires coordination headed by the school administrator or
school head. The involvement of teachers, non-teaching staff, students,
parents, and community members is a must as well as its integration in
management strategies at each administrative level in the education
sector.
In this regard, a School Disaster Risk Reduction Management Team
(SDRRMT) is the in-charge of implementing, monitoring and reporting
such initiatives to the school management. They encourage personal and
structural preparedness, guided in work mitigation, and assure the
enactment of multi-hazard drills. The results of the activities evaluated for
subsequent plan adjustment. Ideally, the Team permitted to maintains
formal links between school and local disaster management authorities
(GFDRR Guidance on Safer School Construction).

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The involvement of information management is for gathering,
storing, and disseminating information. It should complement the four
thematic areas of Disaster Risk Reduction Management (DRRM) provided,
that the school administrator ought to know how to manage information
on any phase of the disaster. As long as, information properly manages
more lives at all times can be saved from preventing panic, and improve
coordination among the community, other agencies, and organizations.
Students importantly showed ownership and understand the School
Disaster Risk Reduction Management (SDRRM). Activities are maximized
when students know first-hand what makes their school unsafe and how
to make and keep their schools safe. They should also know what to do
before, during, and after disasters. Child participation is paramount to the
success of Disaster Risk Reduction Management (DRRM).
As such, schools need to have an Education Continuity Plan (ECP).
This includes the identification of Temporary Learning Spaces (TLS), and
resumption strategies and learning materials. Consider different scenarios.
It will serve as your contingency plan in case hazards would incur
significant damages to school facilities. While some schools are being used
as evacuation centers, this should not prevent the immediate resumption
of classes to enable children to return to normalcy. It also allows for

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quicker facilitation of other interventions such as those related to the
health and nutrition of children.
The United Nations International Strategy for Disaster Reduction
(UNISDR) mentioned and established the fact that effective DRR
education in the basic education curriculum solidifies and strengthens the
culture of awareness, preparedness, and resiliency among the students.
They are the most vulnerable victims of disasters wherein risks can affect
their physical, emotional, and psychological well-being. These
aforementioned calls and concerns by UNISDR urged all governments and
institutions to conduct disaster management and mitigation and the
DepEd of the Philippines prioritizes the incorporation of DRRM into the
national basic education system.
Based on the new K to 12 curricula, Disaster Risk Reduction and
Co-Curricular Activities (CCA) integrated from kindergarten to Grade 10 in
subject areas such as Health, Social Studies, and Science, which seeks
and teach to protect students and education staff, the teachers and
nonteaching personnel’s from death and injury in schools, and promotes
risk reduction and resilience through education, and plan for a steady
educational program despite of imminent natural hazards.

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The classroom teaching of Disaster Risk Reduction Management
(DRRM) complement by various such as poster making, slogan and essay
writing, multi-hazard drills, solid waste management and posting of
hazard maps. Given the emotional stress caused by disasters,
psychosocial support in the learning process of students as a recovery
mechanism. This allows students, and teachers to cope with their
experience. This strategy is an additional enhancement to the curriculum
support for DRRM.
Based on the School DRRM Manual of DepEd, the children or the
youth should have great involvement in educational activities that
promote DRR awareness. It is a priority that students should have an
in-depth understanding of school-based disaster risk reduction and
management. Students should know what makes their school or
community unsafe, and how can they make these places safe from
disasters. Moreover, students should be knowledgeable about what to do
before, during, and after natural disasters.
The active participation and cooperation of students are vital to the
success of DRRM. Some aspects of disaster risks are understood by the
respondents, and most of them are ready, adapted and aware of the
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hazards that natural disasters can cause. However, students have very
low disaster risk perception.
The core subject of Earth and Life Science in the curriculum
somehow elevated the knowledge of the students on natural hazards.
Learning competencies include the hazards, hazard maps in identifying,
and practical ways of coping geologic, hydro-meteorological, and coastal
processes. Geologic processes include earthquakes, volcanic eruptions,
and landslides. Hydro meteorological processes include tropical cyclones,
monsoons, floods, and tornadoes.
Coastal processes include erosion, submersion, and saltwater
intrusion. These competencies possibly improve the understanding of the
students on the basic concepts of natural hazards, and the measures of
mitigation and adaptation. Disaster risk perception must be improved
among students to have a correct judgment toward the imminent dangers
of natural hazards. Risk perception among students shall be developed to
ensure an effective and protective public response and action.
The successful implementation of the school and community-based
DRRM relies on public awareness and public education. Disaster education
aims to increase the resiliency of students on disaster risks by solidifying
knowledge about disasters, developing skills that can be used to prepare,

31
adapt, mitigate, and respond to the damaging effects of disasters, and
elevating awareness that widens the scope of understanding on DRR.
Disaster Risk Reduction is advocating on promoting a culture of safety and
resiliency in the community, most especially at the school level.
Aside from the centralized competency-based approach adopted by
DepEd, communication and promotion of DRR can materialize through
strategic planning, development, and improvement of educational
materials according to the United Nations Children Fund and United
Nations Educational, Scientific and Cultural Organization, schools all over
the country should integrate DRRM through textbook-driven approach,
wherein students have reliable sources on the different concepts and
issues about natural hazards. Other approaches include interactive and
action learning for the students and the professional development of
teachers on DRR education.
The National Greening Program (NGP), when implemented in all
the public schools of the Philippines, has the potential to become a
massive effort. More trees will absorb pollution from the air and will
prevent soil erosion. Fruit-bearing trees, vegetables, and root crops will
provide food security, and if grown in abundance, even extra income. As a
prevention and mitigation strategy, strengthening the National Greening

32
Program (NGP) implementation could create schools contribute to
resilience building.
A part of their yield display to the canteen to start or support a
feeding program. The rest of their sold yield, the proceeds use in other
Disaster Risk Reduction activities, consequently, let the students realize
that nature provides us with nutritious food if we take care of it. Students
can plant several seedlings of a tree until it grows for them to take care
until they graduate. We can plant all the trees but, if we don’t make sure
they mature, then our efforts are all for nothing.
In February 21, 2019, the First Quarter Simultaneous Earthquake
Drill, pursuant to OUA Memorandum No. 12-0119-0083 issued January
14,2019, Division, Districts Offices and schools are enjoined to participate
in the 2019 Quarterly Nationwide Simultaneous Earthquake Drill (NSED)
with the Guidance of DO 48 s, 2012- the Quarterly Conduct of the
National School-Based Earthquake and Fire Drills.
The conduct of these activities has become one of the Division of
Davao Occidental’s major initiatives in preparedness as part of the project
ANDAM to ensure the safety of school children and DepED personnel and
teachers in order to have hazard and disaster safe learning environments

33
and to evaluate the awareness and readiness for the improvement of
safety and preparedness mechanism.
According to the evaluation and monitoring team, all the Public and
Private Schools of Davao Occidental have participated in the said activity
but it seems to have difficulty on the submission of reports hence, the
cooperation of all concerned personnel and learners is vital. As a final
point, the study conceptualized to determine the School Risks and
Disasters Reduction knowledge of all the DepEd Secondary Schools
students and teachers in the Philippines. Considering that the students
can benefit the guided Disaster Risk Reduction (DRR) drills and other DRR
undertakings that will aid them in case of emergency, whether it be within
the school premises or in their respective community.
Three areas noted for further development in DRR science and
technology included: integrated national hazard assessment, strengthened
collaboration, and improved documentation. Finally, the event saw the
proposal to develop the Philippines into a global hub for DRR. The
combination of the risk profile of the Philippines, established national
structures and experience in DRR, as well as scientific and technological
innovation in this field are potential factors that could position the
34
Philippines as a future global leader in DRR (Banwell, Montoya, Opeña,
and Ijsselmuiden, 2016).
In addition to the institutional structures mentioned, the Philippines
has relevant scientific and technical structures to contribute to the
understanding of hazards and risks, and development of scientific
innovation in DRR. These were coordinated by the Department of Science
and Technology (DOST), and include, but were not limited to, the
Philippine Institute of Volcanology and Seismology (PHIVOLCS) and the
Philippine Atmospheric Geophysical and Astronomical Services
Administration (PAGASA), to contribute to the understanding of hazards
and risks, and development of scientific innovation in DRR.
Specifically, it aimed to assess the disaster-related knowledge,
preparedness and readiness, adaptation, sensitivity, awareness, and risk
perception of senior high school students (Medknow, 2018). The
geographical location of the Province of Davao Occidental may suffer from
frequent natural hazards of rapid change in climate where utmost towns
situated in coastal areas served as an everyday issue for the people living
in the Municipalities of Sta. Maria, Malita, Don Marcelino, Jose Abad
Santos, Sarangani, unpredictable hazards caused by abrupt changing of

35
seasons may bring the different kinds of possibilities like tsunami,
earthquake, landslide to human lives and livelihood (UNISDR, 2015).
Disaster Risks Reduction and Management (DRRM) of the Province
of Davao Occidental currently extending support to the community-based
responders to every identified barangay level by training barangay
officials, volunteers and students to reduce the risks and to respond in
times of tragedy especially areas prone to big waves , sea-level rise,
flooding, possible lahar flow, landslide, fire, typhoon, storm surges,
salinity intrusion, excessive fog, temperature changing, riverbank erosion,
heavy rainfall, late rainy season, earthquakes and human-induced
hazards.
Three Million Children affected by Mindanao Earthquakes: Save

the Children Deploys Rapid Response Team to Meet the Needs of
Communities
According to Muyot (2019), an estimated 3.2 million school-aged
children have been affected in the series of five strong earthquakes, most
of them in the conflict and marginalized areas in in Region XI, Region XII,
and Bangsamoro Autonomous Region in Muslim Mindanao (BARMM),
southern Philippines over the past three week and there were more than
180 classrooms completely destroyed and has deployed assessment team

36
in North Cotabato and Davao del Sur following a magnitude 6.6
earthquake that hit the town of Tulunan, on Thursday, the second strong
temblor that jolted parts of Mindanao in weeks.
Most of the 3.2 million children affected were in conflict-affected
and marginalized parts of the Philippines where access to emergency
services was scant. The assessing situation determines the extent of
damage and provides vital support to the affected communities. Based on
figures from the Department of Education, a total of 3.2 Million learners
were affected by the magnitude 6.6 strong earthquake as they suffer from
psychosocial stress, miss out on school due to damaged classrooms, and
being displaced from their homes. These children live in the conflict
affected areas in BARMM, Davao, and SOCCSKSARGEN regions.
Save the Children Philippines has prepositioned items such as
teaching kits and temporary learning spaces (TLS) that can be dispatched
at any time to support the Department of Education to help learners
resume classes in a safe learning environment. Save the Children was
ready to set up temporary classrooms so children don’t miss out on
school. These learning spaces provide much needed respite for children,
some of whom may have lost everything, and provide a safe space for
them to play and receive support and set up child-friendly spaces (CFS) to
37
provide psychological first aid to children who suffer from psychosocial
stress, and doing everything to help resume classes to establish normalcy
in their routine and overcome their shock and emotional distress (Muyot,
2019).
38
Conceptual Framework
Independent Variable Dependent Variable
 School Profile  Schools’ Sensitivity
 Natural Hazards  Schools’ Adaptive
 Human-Induced Capacity
Hazards
Figure 1. The Schematic Diagram showing the Independent Variable

and Dependent Variable of the study.
The conceptual framework of the study shows the schools profile,
natural and human-induced hazards were the independent variables,
likewise, schools’ sensitivity and schools’ adaptive capacity were the
dependent variable that denotes the specific responses to a present state
of any hazards as well as schools’ ability to cope and assess their
strengths and weaknesses as influenced by different areas in
implementing school-based disaster risk reduction management program
as part of DepEd curriculum. Secondary students and teachers will have a
better understanding on the associated exposure factors.

39
CHAPTER III
METHODOLOGY
Research Locale
Davao Occidental is the 81st province of the Philippines created by
R.A 10360. This province is an elongated shape landmass that is roughly
predominant hilly and mountainous with a long stretch of coastline. It was
composed of five Municipalities namely: Sta. Maria, Malita, Don Marcelino,
Jose Abad Santos and Sarangani as shown in Table 1. All the twenty-eight
(28) public secondary schools were reflected in the study.
In Santa Maria, the schools that were selected are Heracleo Casco
Memorial National High School, Basiawan National High School, and Pedro
Mariscal National High School. In the Municipality of Malita, nine (9)
Secondary Schools including two (2) Integrated Schools were reflected:
Mariano Peralta National High School, Tubalan Comprehensive National
High School, Fishing Village Comprehensive National High School, Tomas
Lim Alcordo Sr. National High School, Demolok Valley National High
School, Benjamin Velasco Bautista Sr. National High School, Ticulon
National High School, B’laan National High School, Clotildo Reyes Barrios
40
Sr. National High School, Bolobolo Integrated School, Tingolo Integrated
School.
On the other hand, Municipality of Don Marcelino has five (5)
Secondary Schools that were covered namely: Don Marcelino National
High School, Lawa National High School, John Martin Johnson National
High School, Luisa Joyce Mallari National High School, and Calian National
High School.
In addition, Municipality of Jose Abad Santos has six (6) Secondary
Schools that were reflected namely: Jose Abad Santos National High
School, Mangile National High School, Emeliano S. Fontanares Sr. National
High School, Kalbay National High School, Edna Guillermo Memorial
National High School, and Balangonan National High School.
Furthermore, in the Municipality of Sarangani, there were three (3)
Schools considered: Alberto Olarte National High School, Jose de Arce
Memorial National High School, and Patuko Integrated School. Results
were stated at the end of the study to put objectives into action to the
schools less or poorly prioritized the needs for conducive learning.

41
Table 1. Location of DepEd Secondary School in the Division of Davao

Occidental
Name Of Schools Location
Municipality Sta. Maria
Basiawan National High Basiawan, Sta. Maria, Davao

1
School Occidental
Heracleo Casco Memorial Poblacion, Sta. Maria, Davao
2
National High School Occidental
Pedro Mariscal National High
San Isidro, Sta. Maria, Davao
3 School
Occidental
Municipality of Malita
Benjamin Velasco Bautista Sr.

4 Mana, Malita, Davao Occidental
National High School
Tingulo, Malita, Davao
5 Tingolo Integrated School
Occidental
Fishing Village Comprehensive Fishing Village, Malita, Davao
6
Mariano Peralta National Poblacion, Malita, Davao
7
High School Occidental
Tubalan Comprehensive Tubalan, Malita, Davao
8
Little Baguio, Malita,
9 B'laan National High School
Davao Occidental
Ticulon, Malita, Davao
10 Ticulon National High School
Occidental
Bolobolo, Malita, Davao
11 Bolobolo Integrated High School
Occidental
Clotildo Reyes Barrios Sr. Lagumit, Malita, Davao
12
Demolok Valley National High Demoloc, Malita, Davao
13
School Occidental
Tomas Lim Alcordo Sr. National
Pinalpalan, Malita, Davao
14 High School
Occidental
42
Municipality of Don Marcelino
Don Marcelino National Talaguton, Don Marcelino,

15
High School Davao Occidental
Lawa, Don Marcelino, Davao
16 Lawa National High School
Occidental
John Martin Johnson National Lamidan, Don Marcelino, Davao
17
Luisa Joyce Mallari National Lapuan, Don Marcelino, Davao
18
Calian, Don Marcelino, Davao
19 Calian National High School
Occidental
Balangonan National Balangonan, Jose Abad Santos,
20
Edna Guillermo Memorial Nuing, Jose Abad Santos, Davao
21
Jose Abad Santos National Caburan, Jose Abad Santos,
22
Kalbay, Jose Abad Santos,
23 Kalbay National High School
Davao Occidental
Emeliano S. Fontanares Sr. Sugal, Jose Abad Santos, Davao
24
Mangeli, Jose Abad Santos,
25 Mangeli National High School
Davao Occidental
Municipality of Sarangani
Alberto Olarte Sr. National Mabila, Sarangani, Davao

26
Jose De Arce Memorial Laker, Sarangani, Davao
27
Patuko, Sarangani, Davao
28 Patuko Integrated School
Occidental
43
Respondents of the Study
The twenty-eight (28) DepEd Secondary Schools in the Division of
Davao Occidental who are part of the school-based Disaster Risk
Reduction were included in the study, students, teachers of the
aforementioned were encouraged to reduce disaster risk in community
and establish disaster safe society.
Five (5) key informant interviewees or respondents identified as
school-based implementers of the Disaster Risk Reduction Program
(DRRP) in the Division of Davao Occidental were interviewed.
The respondents include: one (1) from School DRRM Alternate
Focal Person, one (1) from School DRRM Program Coordinator, one (1)
from representative of the Supreme Student Government, one (1) from
Parents, and Teachers Association Officers (PTAO) representative, and
one (1) from the Junior/Senior High School Faculty President shown in
Table 2. All in all, there were a total of 140 respondents.
The five survey questionnaires were also rephrased with
terminologies suited for DRR issues based on the study of Tuladhar et al.
(2000).
44
Table 2. Distribution of the Respondents from each of the twenty-eight

(28) DepEd Public Secondary Schools in the Division of Davao
Occidental.
Respondents Sample Size

School Disaster Risk Reduction Management
Focal Person (SDRRMFP) 1
School Disaster Risk Reduction Management

Alternate Focal Person (SDRRMAFP) 1
Faculty President of Junior/

1
Senior High School
Supreme, Students Government (SSG)

1
Representative
Parents, Teachers Association Officer (PTAO)

1
Representative
Total 5
Research Design
45
The study used Descriptive Research Design to assess the
responses provided to the twenty-eight (28) respondents on the
implementation of school-based disaster risk reduction management
which comprises the schools’ profile, schools’ natural hazards, schools’
human-induced hazards, the schools’ sensitivity to the impact of exposure
and the schools’ adaptive capacity level to several disaster that refers to
the adjustment of a students, teachers or school community, institution,
and to any government agencies that should conduct and implement any
responses to actual or expected hazards and their effects.
Disaster awareness evaluates the respondents’ level of
consciousness on disasters to reduce the risk or effect to natural hazards
and human-induced hazards that interferes DepEd Secondary Schools in
the Division of Davao Occidental, involved five (5) respondents in each
school, and the respondents were randomly selected to obtain 140
respondents.
Sampling Design and Technique
The study used purposive sampling technique and key informant
interview (KII) subsequently, all of the functions of respondents were
identified and its involvement in implementing the School-based Disaster

46
Risk Reduction Management (SDRRM)for the most part on the delivery of
education services which referred to all efforts, assistance rendered by
schools particularly to convey continuous instruction, checking of students
attendance, students’ performance, students drop-out rate, schools’
maintenance, managing and supervision.
All twenty-eight (28) DepEd Secondary Schools were delimited
within the duration of study and five (5) key informant
interviewees/respondents were taken from stakeholders from each school.
Research Instrument
The questions and checklist were modified and adapted from
School-based Disaster Risk Reduction Management Services (DRRMS),
and Comprehensive School Safety (CSS) Monitoring Tool Indicators, based
on DepEd’s DRRM Policies and School DRRM Manual aligned the Global
Comprehensive School Safety Framework (CSSF) developed by the
International Strategy for Disaster Reduction of the United Nations.
These instruments investigated the schools natural hazards,
schools human-induced, schools sensitivity level and schools adaptive
capacity to the effect of different hazards in education department on
improving students’ knowledge, readiness and preparedness that

47
correlates hazards education on hazards awareness, risk perceptions,
psychological factors, knowledge, and hazards adjustments of students
and teachers.
The questionnaires were composed of four parts, namely: 1.)
schools profile, which includes the brief information and description of
each school, its geographical features and its exact location were tracked
and were taken using the Global Positioning System (GPS) Essentials.
Comparison of the schools can be made utilizing the Schools Profile. 2.)
Schools were exposed to natural hazards and human-induced hazards
may result in the terrible consequences of death and injuries. 3.) Schools
sensitivity level likewise, covers the schools from prevention and
managing risks, disasters and hazards and, 4.) Schools adaptive capacity
of every Secondary School in the Division, Province of Davao Occidental
comprised the institutional support and capability of the schools to avoid,
risks, disasters and hazards in any eventualities where in fact, schools on
the vulnerability level associated to hazards and any risks can be avoided
by the action we embraced.
Expectedly, the study also coordinated with other agencies within
the vicinity which address the implementation recommended by UNISDR
by disseminating of the Disaster Risk Reduction Management Program to

48
assess and give knowledge among government employees, local
households, and other stakeholders, students and teachers by way of
designing frameworks for Disaster Risk Reduction measures in all public
secondary schools.
Besides, hazards only become a disaster when it affects a
population and severity depends on how the populations capacity by using
its resources. However, school community may not experience disaster if
they are well prepared. Decreasing vulnerabilities and increasing
capacities of a community exposed to a hazard could prevent disasters.
The vulnerability of the system affected, determined by the degree of its
exposure to the hazard, its sensitivity, and its adaptive capacity contribute
greatly to disastrous outcomes (O’Brien, 2008; IPCC, 2012).
Data Analysis
In assessing the schools profile which consist of the following; the
school faculty members, number of students per year level and number of
classrooms per school, were identified while, the schools position and
coordinates were taken from the Global Positioning System (GPS)
Essentials, whereas, distance of every public secondary schools to

49
shoreline, river and to any bodies of water were also identified and
measured approximately by the respondents.
However, a five-point Likert scale was used to determine the result
on natural and human-induced hazards gathered data, on the other hand,
schools’ sensitivity level and schools’ adaptive capacity to natural and
human-induced hazards were shown by a five-point scale and a three
level scoring rubrics matrix (High, Moderate, and Low) to assess the
responses of senior high school students on different indicators in the
comprehensive school safety and monitoring tool.
However, survey questionnaire was also guided by criteria and
modified categorically in which the results interpreted by the used of
statistical results computed and analyzed by Microsoft Excel paralleled
thru percentage ratings, descriptive values and interpretation equivalents.
Data were triangulated across data sources through personal
dialogue with the DepEd Personnel, Division of Davao Occidental, Division
-Project Development Officer II, and School-based Disaster Risk Reduction
Management Focal Person and school level task force members, both from
twenty-eight (28) secondary schools situated in the different places in the
province. This is necessary to acquire pertinent data that were tabulated
and subjected to the statistical analysis.

50
The schools individual results on exposure to natural hazards,
human-induced hazards, schools sensitivity level, and schools adaptive
capacity showed by using a graph, and the schools’ general results in
every municipality were presented by using table and by a road map. All
responses on the five-point rating scale of each question were
descriptively presented as percentage and mean. Results of the statistical
analysis were the basis of implications, conclusions and recommendations.
Data Analysis to Natural Hazards and Human-Induced Hazards
The following scales revealed the categorical description of the
mean ratings in the five-point Likert scale survey on natural hazards and
human-induced hazards in all Secondary Schools in the Division of Davao
Occidental.
Natural Hazards Assessments
In identifying the natural hazards to all Secondary Schools in the
Division of Davao Occidental, the following scale was used:
Direction: To measure the schools impact on the exposure to natural

hazards were guided by the criteria below that
descriptively affect schools surroundings:
Scale Probability of Description Interpretation

51
Occurrence
81 to 100% to The hazards is highly
5 High (H)
occur/observed observed
61 to 80% to
4 occur/observed Moderate The hazards is moderately
3 41 to 60% to (M) observed
occur/observed
21 to 40% to
The hazards is least
2 occur/observed
observed
1 1 to 20% to Low (L)
occur/observed
Human-Induced Hazards Assessment
In identifying the human-induced hazards to all Secondary Schools
in the Division of Davao Occidental, the following scale was used:
Direction: To measure the schools impact on the exposure to human-

induced hazards were guided by the criteria below that
Scal Probability of
Description Interpretation
e Occurrence
81 to 100% to The hazards is highly
5 High (H)
61 to 80% to
4 The hazards is
occur/observed Moderate (M)
3 moderately observed
41 to 60% to
occur/observed
21 to 40% to
2 The hazards is least
occur/observed Low (L)
1 observed
1 to 20% to
occur/observed
52
Schools Sensitivity Assessment
In identifying the schools sensitivity level on natural and human-
induced hazards to all Secondary School in the Division of Davao
Occidental, the following scale was used:
Direction: To assess the schools sensitivity level to the impact of

exposure to natural and human-induced hazards were
guided the by the criteria below that descriptively affect
schools surroundings:
Probability of
Scale Description Interpretation
Occurrence
School sensitivity to natural
81 to 100% to
5 High (H) and human induced hazards is
occur/observed
highly observed
61 to 80% to School sensitivity to natural

4 Moderate
occur/observed and human induced hazards is
3 (M)
41 to 60% to moderately observed
occur/observed
21 to 40% to School sensitivity to natural

2 Low
occur/observed and human induced hazards is
1 (L)
1 to 20% to least observed
occur/observed
Schools Adaptive Capacity Assessment

53
In identifying the schools adaptive capacity level to all Secondary
Schools in the Division of Davao Occidental to natural and human-induced
hazards, the following scale was used:
Direction: To assess the schools adaptive capacity level to the impact of

exposure to natural and human-induced hazards to natural
and human-induced hazards descriptively affect the schools
surroundings, the criteria below was used.
Scal Probability of Descriptio

Interpretation
e Occurrence n
School adaptive capacity to

81 to 100% to High
5 natural and human induced
occur/observed (H)
hazards is highly observed
School adaptive capacity to
61 to 80% to
4 occur/observed Moderate natural and human induced
3 (M) hazards is moderately
41 to 60% to
21 to 40% to School adaptive capacity to

2 Low
occur/observed natural and human induced
1 (L)
1 to 20% to hazards is least observed
occur/observed
Schools Sensitivity and Adaptive Capacity Test Analysis
The results taken from gathered data on schools’ profile; schools
exposure to natural and human-induced hazards, schools sensitivity
assessment and schools adaptive capacity assessments were based on

54
the criteria of negative representation refers to parameters that help or
hinder the recovery of the system after being affected by natural human-
induced hazard organized in the matrix as follows:
Sensitivity
L (1-2) M (3-4) H (5)
L(1-2) LLL MLL HLL L (less than 3)
Exposure M(3-4) LMM MMM HMM M(3-4) LAC
H(5) LHH MHH HHH H (more than 4 )
Sensitivity and Exposure subscore conversion Lack of Adaptive Capacity
- low is an average of 1.0 to 2.0 - low is an average of less than 3.0
- moderate is an average of more than 2.0 to 4.0 - moderate is 3.0 to 4.0
- high is an average of more than 4.0 - high is more than 4.0
Sensitivity rubrics used a five-point scale, three-level scoring rubrics
that requires a distinction be made for scores within the “low” (1 or 2
points) and “moderate” (3 or 4 points) levels whereas only one score (5
points) is allowed for “high”.
For lack of adaptive capacity (LAC), a five-point scale, three level
scoring rubrics (High, Moderate, and Low) with following interpretation:
High (H) average more than 4, Moderate (M) 3-4, and Low average less
than 3 was used with the assumption that a low lack of adaptive capacity
(LAC), cannot completely negate a high sensitivity score. Both scoring
systems aim to deter the assignment of “fence sitting” middle scores.

55
Exposure factors were scored relative to the site of concern. Scores
range from 1 to 5 with 1 being the lowest level of exposure and 5 being
the highest. Exposure scores were interpreted as follow: High (H) 5,
Moderate (M) 3-4, Low (L), 1-2.
Data Gathering Procedures
The researcher properly followed the protocol in conducting the
study.
First, the researcher asked permission and wait for approval from
his thesis adviser en route for conducting his study to the twenty-eight
(28) DepEd secondary schools in the DepEd Secondary Schools in the
Division of Davao Occidental as his respondents.
Second, authorization and request letter were secured from the
office of Schools Division Superintendent upon conducting the study in all
the selected DepEd Secondary Schools within the Division of Davao
Occidental.
Third, an endorsement letter from the Graduate School Chairman
recommending the approved research methodology prepared by the
researcher was submitted to the office of Schools Division Superintendent.

56
Fourth, securing approved letter from office of the Schools Division
Superintendent, allowing the researcher to conduct the study in all DepEd
Secondary Schools in the Division of Davao Occidental.
Finally, approved letter signed by the schools division
superintendent officially given to the respective School Principal or School
Head, allowing the researcher to distribute the questionnaires; School
Disaster Risk Reduction Management Focal Person (SDRRMFP), School
Disaster Risk Reduction Management Alternate Focal Person (SDRRMAFP),
Supreme, Students Government (SSG), Parents, Teachers Association
Officer (PTAO), Faculty President from Junior/Senior High School
Department of Davao Occidental. Using random sampling method and
through individual interviews by interview guide in order to obtain the
data to be sought.
Assuring the reliability of responses, the researcher personally
distributed and administered the survey questionnaires to the
respondents. Gathering all necessary data after the respondents had
finished answering the questionnaires. On the other hand, the
respondents were assured to their confidentiality on their feedbacks. All
accomplished questionnaires immediately retrieved right after the surveys
were coped. All data were encoded and tabulated for statistical analysis.
57
Data Gathered
The data were obtained to assess the views of respondents
through survey, key informant interview (KII) guide, and focused group
discussions, school records such as enrolee’s rates, number of faculty,
reports on damaged and other effects of natural hazards and human-
induced hazards.
Results on surveys were composed of, first, the school profile –
providing a brief information and description of the school; and comprises
of what were the possible natural hazards and human-induced hazards
that schools might be harmed; seconds, schools sensitivity- that covers
the sensitivity to prevent and manage natural hazards and human-induced
hazards; third, the schools adaptive capacity–embraces institutional
support and capability of schools, upon considering the possible threats to
their safety in the mode of learning per actual class session given by each
adviser or subject teachers, by knowing and understanding the hazards
that may affect learners and teachers in their particular classes.
Statistical Tools
In gathering data, the following statistical tools were employed:

58
Mean
This was used to determine the average score of schools’ sensitivity
and adaptive capacity to natural and human-induced hazards in all
Secondary Schools in the Division of Davao Occidental.
x̅ = ∑X
Where: x̅ = mean
∑ = sum of scores
n = total number of scores
Percentage
The statistical tool was used in finding a relative share of responses
to a specific question and to find out the number of respondents in a
given population.
Formula:
Where: %= percentage
f= frequency
n= total number of cases

59
CHAPTER IV
RESULTS AND DISCUSSION
As the result of the study, most schools were situated in
mountainous area in their respective municipalities. As reflected in Table
3, it showed that in every classroom, there were 45 to 60 students per
class and it means that small classes were not justified to increase
students learning, and whether it gives positive impact to their classroom
performances, effects on academic achievement, high, quality sufficient
and relevant education, as basis for DepEd in the implementation of K-12
programs.
60
In the survey, it revealed that among twenty-eight (28) established
DepEd secondary schools in the Division of Davao Occidental, Mariano
Peralta National High School (MPNHS) obtained the highest number of
enrolled students with 1,489 males and 1,729 females as majority in the
total number of 3,218 in the total population enrolled in S.Y 2018-2019,
with bearing position of N06˚24.669' (longitude) and latitude of
E125˚36.059' (see Table 5).
While, Lawa National High School was the second-highest number
of enrolled students with 583 total number of males, majority number
goes to female with the total number of 606 enrolees and 1,189 total
number of enrolled students in S.Y 2018-2019, with bearing position of
N06˚11.105' (longitude) and latitude of E125˚41.934' (see Table 5).
On the contrary, Bolo-Bolo Integrated School obtained the lowest
number of enrolees in the S.Y 2018-2019 with 31 males and 66 females
with the total number of 97 students, but, if the school have enough
classrooms and teachers to accommodate these number of students,
substantially, a good result in a few students per class is a long-term
effects on student achievement and other meaningful outcomes, which
would create illusion that smaller classes were better where in fact, family
61
characteristics, distance of school from their house, food, weather, were
the real reason.
Moreover, Bolo-Bolo Integrated School location is in the hilly area
of Sitio Bolobolo, Barangay Little Baguio, Malita, Davao Occidental, with
bearing position of N06˚11.148' (longitude) and latitude of E125˚31.037'
(see Table 5).

62
Table 3: Number of Students per DepEd Secondary School in the Division of Davao Occidental Region
Name of Schools Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total
M F M F M F M F M F M F
1 Basiawan NHS 38 61 84 33 38 36 36 12 48 61 24 32 503

2 Heracleo CMNHS 81 80 108 62 81 55 56 32 122 80 31 20 808
3 Pedro MNHS 94 98 67 50 94 98 97 67 112 98 58 65 998
4 Benjamin VBSNHS 175 169 122 134 95 109 64 75 48 61 84 33 1169

5 Tingolo IS 62 59 46 34 0 0 0 0 0 0 0 0 201
6 Fishing VCNHS 80 92 87 87 65 71 43 114 112 98 67 50 966
Mariano
7 352 371 257 315 234 275 213 251 295 319 138 198 3218
PNHS
8 Tubalan CNHS 76 56 43 64 24 57 56 35 41 31 37 22 542
9 B'laan NHS 36 21 38 41 50 41 35 32 29 34 8 15 380
10 Ticulon NHS 78 67 56 65 54 55 89 76 56 43 64 24 727
11 Bolobolo IS 33 0 33 31 0 0 0 0 0 0 0 0 97
12 Cleotildo RBSNHS 67 50 94 98 97 134 95 109 64 75 48 92 1023
13 Demolok VNHS 64 24 57 56 76 34 41 60 52 113 122 67 766
14 Tomas LASNHS 37 22 16 7 13 87 65 71 43 114 112 56 643
63
15 Lawa NHS 175 169 122 134 95 109 64 86 69 56 102 134 1315
16 Don MNHS 89 76 81 67 74 71 72 85 92 86 97 125 1015
17 John MNHS 80 92 87 87 65 71 43 36 87 73 65 89 875
18 Luisa JMNHS 78 67 56 65 54 55 89 9 88 89 56 79 785
19 Calian NHS 76 56 43 64 24 57 56 76 99 87 65 79 782
Municipality of Jose Abad Santos
20 Balangonan NHS 75 48 61 84 33 38 36 36 12 24 32 44 523

21 Edna GMNHS 113 122 80 108 62 81 55 56 32 31 20 25 785
22 Jose ASNHS 114 112 98 67 50 94 98 97 67 58 65 98 1018
23 Kalbay NHS 76 56 43 64 24 57 56 76 99 87 87 65 790
24 Emeliano SFSNHS 35 41 31 37 22 16 7 13 0 0 0 0 202
25 Mangeli NHS 50 94 98 97 67 58 9 88 89 56 79 67 852
26 Alberto OSNHS 47 26 28 43 47 52 49 31 42 32 37 43 477

27 Jose DAMNHS 34 24 20 24 24 15 8 11 5 4 2 6 177
28 Patuko IS 37 44 26 27 0 0 0 0 0 0 0 0 134
Total 2272 2180 1947 2012 1529 1800 1512 1605 1768 1748 1448 1363 22030
64
Number of Faculty per DepEd Secondary School in the Division of

Davao Occidental Region
As shown in Table 4, Mariano Peralta National High School
(MPNHS) had the highest number of faculty in the Division of Davao
Occidental with 132 individuals from Grade 7 to Grade 12 and the majority
of the faculty were male with 65 individuals. Heracleo Casco Memorial
National High School in Sta. Maria, Davao Occidental consists of 110
faculty.
There were few teachers in some secondary schools in the Division
of Davao Occidental, namely: Tingolo Integrated High School with 3
teachers, Bolobolo with 2 teachers, and Patuko Integrated High School in
Sarangani Island, Davao Occidental with 1 teacher.
Empirically, the reasons why schools obtained less number of
teachers in their respective secondary schools might be the location and
population.
Table 4. Number of Faculty per DepEd Secondary Schools in the Division of Davao Occidental 65
Name of Schools Grade Grade Grade Grade Grade Grade

Total
7 8 9 10 11 12
M F M F M F M F M F M F
1 Basiawan National High School 5 4 5 7 2 5 6 5 2 3 2 2 48

2 Heracleo Comprehensive MNHS 9 14 7 9 9 7 12 9 9 10 8 7 110
3 Pedro Mariscal NHS 4 6 3 3 3 2 2 5 6 3 3 4 44
4 Benjamin Velasco BSNHS 3 2 3 3 4 3 2 1 1 2 3 2 29

5 Tingolo Integrated School 1 1 1 0 0 0 0 0 0 0 0 0 3
6 Fishing Village CNHS 6 5 4 8 7 5 6 6 4 6 6 4 67
7 Mariano Peralta NHS 9 10 7 8 7 7 8 11 16 13 17 19 132
8 Tubalan Comprehensive NHS 4 5 3 4 3 4 3 4 3 4 3 4 44
9 B'laan National High School 1 1 2 3 3 3 3 4 1 4 2 3 30
10 Ticulon National High School 2 1 2 3 3 3 3 4 2 2 1 3 29
11 Bolobolo Integrated School 1 1 0 0 0 0 0 0 0 0 0 0 2
12 Clotildo R. Barrios SNHS 1 2 2 1 0 0 0 0 0 0 0 0 6
13 Demolok Valley NHS 3 4 4 5 4 3 2 2 6 4 3 3 43
14 Tomas Lim Alcordo SNHS 1 3 4 1 4 1 0 1 0 0 0 0 15
66
15 Lawa National High School 6 4 2 5 4 7 8 2 5 4 5 1 53

16 Don Marcelino NHS 3 5 4 6 7 4 5 3 3 4 3 1 48
17 John Martin Johnson NHS 5 4 4 5 5 4 3 4 3 1 4 0 42
18 Luisa Joyce Mallari NHS 3 4 2 4 2 0 1 0 0 0 0 0 16
19 Calian National High School 1 1 2 3 1 0 0 0 0 0 0 0 8
20 Balangonan NHS 1 4 2 3 1 2 3 4 2 3 1 1 27
21 Edna Guillermo Memorial NHS 4 6 3 5 4 6 5 4 3 4 4 3 51
22 Jose Abad Santos NHS 6 6 6 9 7 8 6 8 5 3 3 4 71
23 Kalbay National High School 5 3 4 3 2 1 3 2 2 3 1 0 29
24 Emeliano S. Fontanares SNHS 2 1 1 1 1 2 1 0 0 0 0 0 9
25 Mangeli National High School 2 3 3 2 0 1 0 0 0 0 0 0 11
26 Alberto Olarte Senior NHS 1 2 4 4 1 2 0 0 1 5 4 3 27

27 Jose De Arce Memorial NHS 1 2 3 2 1 1 0 0 1 0 0 0 11
28 Patuko Integrated School 1 0 0 0 0 0 0 0 0 0 0 0 1
Total 91 104 87 107 85 81 82 79 75 78 73 64 1006
67
Number of School Classrooms per DepEd Secondary Schools in

the Division of Davao Occidental
As shown in Table 5, Division of Davao Occidental has 639 total
number of classrooms in public secondary schools. Sta. Maria has 65
classrooms and Pedro Mariscal National High School has 26 classrooms,
the highest number among the three secondary schools.
Mariano Peralta National High School has 87 classrooms out of
276 total number of classroom established in the Municipality of Malita.
The school as well is the highest number of classroom in the Municipality
and in the entire Division of Davao Occidental. While Tingolo Integrated
School has 9 classrooms, 2 of those classrooms are intended for grade 7
and grade 8. Don Marcelino National High School has the highest total
number of (35) classrooms, Lawa National High School has 18 total
number of classrooms out of 126 classrooms among the five secondary
schools in Don Marcelino.
Whereas, in the Municipality of Jose Abad Santos has 118 total
number of classrooms were built in 6 particular barangays, Jose Abad
Santos National High School, however, has 28 classrooms, the highest
among 6 schools in the municipality.

68
Furthermore, in the Municipality of Sarangani, Balut and
Sarangani have 43 total number of classrooms. It was a challenge to
build more classrooms in the islands considering the topography and its
location. Alberto Olarte National High School has a total number of 23
classrooms while, Patuko Integrated School has only 9 classrooms, 1
classroom was used by grade 7 throughout the year, another 1 was
proposed for grade 8 for the school year of 2020.
The schools in the Division of Davao Occidental encounters
cramped spaces and lack of classrooms. In fact, the Education
Department continues to accept more students each year, not all
schools can keep up with the growth in population of students. For
instance, classrooms’ availability was a problem from previous years
until now.
Several teachers who were assigned at mountainous areas had to
split classrooms in half – imposing the same number of students into a
smaller space, and they did not resort to double shift classes to
temporarily address the backlog in classrooms, while considerable
number of classes are under the shed of big trees having a larger
number of students as teachers strive hard to accommodate numbers of

69
students in a class sitting which, all secondary schools are still facing
unfinished construction of senior high school buildings apparently.
The K-12 implementation is on its track, it led to the demand of
more school classrooms. For senior high students, buildings have yet to
be completed, with a waiting time of two or three years from
construction, unfortunately, a number of classrooms have not yet started
its construction.
70
Table 5. Number of Classroom per DepEd Secondary Schools in the Division of Davao Occidental
Name of
Total
Schools Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total
Number of
Classroom
P S-P T P S-P T P S-P T P S-P T P S-P T P S-P T P S-P T

1 Basiawan
0 3 0 0 1 0 2 0 1 1 0 0 2 2 0 2 1 1 7 7 2 16
NHS
2 Heracleo
4 1 0 3 0 0 4 1 0 4 1 0 2 0 0 3 0 1 19 3 1 23
CMNHS
3 Pedro
3 0 0 3 0 0 4 1 1 4 1 0 3 1 0 4 0 1 21 3 2 26
MNHS
TOTAL 7 4 0 6 1 0 10 2 2 9 2 0 7 3 0 9 1 3 47 13 5 65

4 Benjamin
3 3 0 3 1 2 4 0 3 3 1 1 3 2 0 3 1 1 19 8 7 34
VBSNHS
5 Tingolo
2 2 1 1 2 1 0 0 0 0 0 0 0 0 0 0 0 0 3 4 2 9
IS
6 Fishing
3 0 0 3 0 0 2 0 0 2 0 0 3 0 0 2 0 0 15 0 0 15
VCNHS
7 Mariano
9 6 0 8 7 0 7 6 0 7 7 0 7 8 0 8 7 0 46 41 0 87
PNHS
8 Tubalan
3 0 0 3 0 0 3 0 0 3 1 1 3 0 1 3 2 0 18 3 2 23
CNHS
9 B'laan
3 0 0 2 0 0 0 3 0 0 1 0 2 2 0 2 2 0 9 8 0 17
NHS
10 Ticulon
3 1 0 3 0 0 4 1 0 4 1 0 2 0 0 3 0 1 19 3 1 23
NHS
11 Bolobolo 2 2 1 1 2 2 0 0 0 0 0 0 0 0 0 0 0 0 3 4 3 10
71
IS
12 Cleotildo
0 3 0 0 1 0 2 0 1 1 0 0 2 2 0 2 1 1 7 7 2 16
RBSNHS
13 Demolok
3 1 1 3 0 1 2 1 0 2 1 0 3 0 1 4 1 1 17 4 4 25
VNHS
14 Tomas
2 0 0 2 0 0 3 0 0 3 0 0 3 0 1 2 1 0 15 1 1 17
LASNHS
TOTAL 33 18 3 29 13 6 27 11 4 25 12 2 28 14 3 29 15 4 171 83 22 276

15 Don
Marcelino 4 0 1 5 1 0 5 0 0 5 1 0 5 1 0 6 0 1 30 3 2 35
NHS
16 Lawa
3 0 0 2 0 0 3 0 0 3 0 0 3 0 0 4 0 0 18 0 0 18
NHS
17 John
Martin 4 0 0 4 0 1 5 0 0 4 0 1 6 0 0 3 1 0 26 1 2 29
JNHS
18 Luisa
2 3 1 0 2 1 1 2 0 0 2 0 2 1 1 2 2 0 7 12 3 22
JMNHS
19 Calian
0 2 2 0 3 2 0 1 2 0 3 1 1 2 0 0 2 1 1 13 8 22
NHS
TOTAL 13 5 4 11 6 4 14 3 2 12 6 2 17 4 1 15 5 2 82 29 15 126

20 Balangon
3 0 0 2 0 0 0 3 0 0 1 0 2 2 0 2 2 0 9 8 0 17
-an NHS
21 Edna
1 1 1 2 3 0 2 3 1 0 2 1 1 2 0 0 2 0 6 13 3 22
GMNHS
22 Jose 5 0 0 4 0 1 6 0 0 3 1 0 4 0 0 3 0 1 25 1 2 28
72
ASNHS
23 Kalbay
3 0 1 2 1 0 2 1 1 3 1 1 2 0 1 2 1 0 14 4 4 22
NHS
24 Emeliano
0 1 0 0 2 0 0 1 1 0 1 0 0 0 0 0 0 0 0 5 1 6
SFSNHS
25 Mangeli
3 0 0 3 0 0 4 1 0 3 1 1 2 0 0 2 1 2 17 3 3 23
NHS
TOTAL 15 2 2 13 6 1 14 9 3 9 7 3 11 4 1 9 6 3 71 34 13 118

26 Alberto
3 0 0 3 0 0 3 0 0 3 1 1 3 0 1 3 2 0 18 3 2 23
OSNHS
27 Jose De
2 0 0 1 0 0 2 0 0 2 0 0 2 0 0 2 0 0 11 0 0 11
AMNHS
28 Patuko IS 2 1 0 2 0 0 2 0 0 2 0 0 0 0 0 0 0 0 8 1 0 9
TOTAL 7 1 0 6 1 0 7 0 0 6 1 1 5 0 1 5 2 0 35 5 2 43

Grand Total 75 32 9 65 27 11 72 25 12 62 28 8 71 27 6 69 30 13 411 169 59 639
73
Position and Coordinate of DepEd Secondary Schools in the

Division of Davao Occidental Region
As shown in Table 6, the location, coordinates and position of the
following DepEd Secondary Schools namely: Mangeli National High School
with bearing points of N06˚00.234' (longitude) and of E125˚41.218'
(latitude), Balangonan National High School with bearing points of
N05˚34.294' (longitude) and of E125˚38.704' (latitude), Benjamin Velasco
Bautista Sr. National High School with bearing points of N06˚20.406'
(longitude) and of E125˚38.704' (latitude), Fishing Village Comprehensive
National High School with bearing points of N06˚26.116' (longitude) and
of E125˚35.249' (latitude), Tingulo Integrated School with bearing points
of N06˚21.220' (longitude) and E125˚37.810' (latitude) though it is far
from river but it is more likely to be flooded the same with Ticulon
National High School with bearing points of N06˚18.017' (longitude) and
E125˚36.120' (latitude), Clotildo Reyes Barrios Sr. National High School
with bearing points of N06˚16.112' (longitude) and E125˚35.186'
(latitude), Tomas Lim Alcordo Sr. National High School with bearing points
of N06˚24.171' (longitude) and E125˚29.661' (latitude), Bolobolo
Integrated School with bearing points of N06˚11.148' (longitude) and
E125˚31.037’ (latitude), John Martin Johnson National High School with

74
bearing points of N06˚21.420' (longitude) and of E125˚27.576' (latitude),
Luisa Joyce Mallari National High School with bearing points of
N06˚00.234' (longitude) and E125˚41.218' (latitude), Calian National High
School with bearing points of N06˚07.092' (longitude) and E125˚41.534'
(latitude), Mangeli National High School with bearing points of
N06˚00.234' (longitude) and E125˚41.218' (latitude), Kalbay National
High School with bearing points of N05˚43.451' (longitude) and
E125˚30.076' (latitude), Emeliano S. Fontanares Sr. National High School
with bearing points of N05˚40.370' (longitude) and E125˚28.521'
(latitude), Balangonan National High School with bearing points of
N05˚34.294' (longitude) and E125˚38.704' (latitude), and Patuko
Integrated School with bearing points of N05˚28.955' (longitude) and
E125˚28.664' (latitude) located at Sarangani Island were seemingly,
found in the low-lying places adjacent to shoreline and forefront to high
tide.
Exclusively, Bolobolo Integrated School found at the high-lying
area of Barangay Little Baguio, Malita, Davao Occidental, the school was
positioned in the steep area alongside a river that makes the school to
floods and landslide.

75
The Bolobolo Integrated School is at high altitude, it has steep
slopes as well other schools like Mariano Peralta National High School,
Clotildo Reyes Barrios Sr. National High School, Demolok Valley National
High School, Don Marcelino National High School, and Edna Guillermo
Memorial National High School.
Table 6: Position and Coordinate of DepEd Secondary School in the

Division of Davao Occidental
Name of Schools Longitude (N) Latitude (E)

1 Basiawan NHS N06˚30.419' E125˚31.078'
2 Heracleo CMNHS N06˚33.330' E125˚28.387'
3 Pedro MNHS N06˚31.420' E125˚27.586'
4 Benjamin VBSNHS N06˚20.406' E125˚38.704'
5 Tingolo IS N06˚21.220' E125˚37.810'
6 Fishing VCNHS N06˚26.116' E125˚35.249'
7 Mariano PNHS N06˚24.669' E125˚36.059'
8 Tubalan CNHS N06˚29.305' E125˚33.968'
9 B'laan NHS N06˚11.991' E125˚33.037'
10 Ticulon NHS N06˚18.017' E125˚36.120'
11 Bolobolo IS N06˚11.148' E125˚31.037'
12 Clotildo RBSNHS N06˚16.112' E125˚35.186'
13 Demolok VNHS N06˚22.387' E125˚27.867'
14 Tomas LASNHS N06˚24.171' E125˚29.661'

15 Don MNHS N06˚15.570' E125˚39.727'
16 Lawa NHS N06˚11.105' E125˚41.934'
17 John MJNHS N06˚21.420' E125˚27.576'
18 Luisa JMNHS N06˚00.234' E125˚41.218'
76
19 Calian NHS N06˚07.092' E125˚41.534'

20 Balangonan NHS N05˚34.294' E125˚38.704'
21 Edna GMNHS N05˚37.154' E125˚26.357'
22 Jose ASNHS N05˚54.700' E125˚38.589'
23 Kalbay NHS N05˚43.451' E125˚30.076'
24 Emeliano SFSNHS N05˚40.370' E125˚28.521'
25 Mangeli NHS N06˚00.234' E125˚41.218'
26 Alberto OSNHS N05˚24.817' E125˚25.240'
27 Jose DAMNHS N05˚25.672' E125˚28.587'
28 Patuko IS N05˚28.955' E125˚28.664'
Distance of Respective DepEd Secondary Schools in the Division

of Davao Occidental Region to Shoreline, Riverand other
Bodies of Water
As shown in table 7, a real issue was taken into attention that
there were schools among the DepEd secondary school of Davao
Occidental built near the sea or seafront schools, nonetheless, it has an
approximate measurement above sea level and some does not describe
highly susceptible to big waves and surges, because of its location and
tragic position such as; Fishing Village Comprehensive National High
School has approximate measurements above sea level of 32.8 ft. and
approximate distance of 620 ft. from the river and other bodies of water
such as ponds, and 131.2 ft. with approximate distance to shoreline, as

77
well as, Benjamin Velasco Bautista Sr. National High School with
approximate measurements below sea level of -24.3 ft. and 968.5 ft. from
the river and highly prone to natural hazards such as; sand erosion, tidal
waves, wave surges, tsunamis, flooding and inundation with approximate
distance to shoreline of 196.85 ft. Kalbay National High School with
approximate distance to shoreline of 331.4 ft., and Emeliano S.
Fontanares Sr. National High School with 397.0 ft. approximate distance
to shoreline, and Patuko 262.46 ft. from the shoreline.
Basiawan National High School has approximate measurements
below sea level of -76.1 ft. and with an approximate distance of 1968.
5ft., from the shoreline and other bodies of water, the school is highly
susceptible to any natural activity of the river flooding cause of the
indirect flow of water because to its distance from shoreline.
Jose Abad Santos National High school has an approximate
distance of 2.95 ft. above sea level, and with an approximate distance of
183.7 ft. from other bodies of water such as hot spring. Rainfall intensity
and duration of during rainy days will last in the extent of the day,
contributing factor to water rise rapidly and perhaps reach the heights of
30 feet or more through slow-moving rainstorms, and repeatedly moving

78
over at the same area, or heavy rains from typhoons and tropical storms
and schools nearby river, were feasibly susceptible to flooding.
In contrast, measures on safeguarding the coastal, riverside, ponds
and other bodies of water were necessary and vital to find alternative
solutions to produce a high degree of protection from indirect effects that
maybe more significant than the direct effects such as sea-level rise that
can erode beaches, increase the salinity of rivers and estuaries, and
inundate low-lying schools.
Schools must engage in the transfer of knowledge given by agency
who is responsible and focus on natural hazards, that most schools in
upland places are prone to flooding, potential users of these knowledge
has reputation to promote an approach to school community development
in which these actions will help to alleviate any adverse impact to students
and teachers and attempts to promote sustainable strategies involving
such nonstructural measures as land-use planning in putting-up school.
Sustainable operation of effective School-based Disaster Risk
Reduction Management is one of the solutions for minimizing damages
and awareness. Additionally, in the school level, the school head and
principal, take responsibility on the safety of the school children and be
considerate in allowing students to go home early from their classes hours

79
during rainy days in far-flung secondary schools as the schools do not
have a warning system or device to detect floods, plus the schools do not
have a dam or dike. Furthermore, schools in coastal areas might be prone
to rising seawater levels due to global warming.
Lastly, all the schools in coastal areas may experience bad weather
and issues such as damages of property. School management may carry
out a routine inspection of all fixtures and fittings, repaint external and
internal surfaces with protective paint and finishes and address issues
with flooring, and damp.
Table 7. Distance of Respective DepEd Secondary Schools in the Division

of Davao Occidental to Shoreline, River and other Bodies of Water
Approximate
Approximate
Approximate Distance to
Measurement
Name of Schools Distance to River and
above Sea
Sea (ft.) other Bodies
Level (ft.)
of Water (ft.)
1 Basiawan NHS -76.1 ft. 5577.4 ft. 1197.5 ft.

2 Heracleo CMNHS 49.9 ft. 4855.6 ft. 1637.1 ft
3 Pedro MNHS 172 ft. 6233.6 ft. 1033.5 ft.
4 Benjamin
VBSNHS -24.3 ft. 518.4 ft. 236.2 ft.
5 Tingolo IS 110 ft. 656.2 ft. 754.6 ft.
80
6 Fishing VCNHS 32.8 ft. 131.2 ft. 219.8 ft.

7 Mariano PNHS 21.7 ft. 6561.7 ft. 160.8 ft.
8 Tubalan CNHS 36.4 ft 4790.0 ft. 577.4 ft.
9 B'laan NHS 3281 ft. 26246.7 ft. 1040.0 ft.
10 Ticulon NHS 216 ft. 9842.5 ft. 1135.2 ft.
11 Bolobolo IS 2788 ft. 27427.8 ft. 187.0 ft.
12 Clotildo RBSNHS 368 ft. 5216.6 ft. 282.2 ft.
13 Demolok VNHS 1336 ft. 23248.0 ft. 433.1 ft.
14 Tomas LASNHS 1520 ft. 23087.3 ft. 190.3 ft.
15 Don MNHS 129 ft. 7050.5 ft. 1269.9 ft.

16 Lawa NHS 314 ft. 4608.9 ft. 272.3 ft.
17 John MJNHS 142 ft. 4280.8 ft. 249.3 ft.
18 Luisa JMNHS 67.7 ft. 3693.2 ft. 485.6 ft.
19 Calian NHS 126 ft. 4065.1 ft. 400.2 ft.
20 Balangonan NHS 2.95 ft. 3671.2 ft. 183.7 ft.

21 Edna GMNHS 110 ft. 6561.7 ft. 948.2 ft.
22 Jose Abad SNHS 46.9 ft. 3900.9 ft. 938.3 ft.
23 Kalbay NHS 75.1 ft. 331.4 ft. 954.7 ft.
24 Emeliano SFSNHS 44.3 ft. 397.0 ft. 232.9 ft.
25 Mangeli NHS 67.7 ft. 666.7 ft. 206.7 ft.
26 Alberto OSNHS 122 ft. 6975.5 ft. 1154.9 ft.

27 Jose De AMNHS 249 ft. 3872.7 ft. 1187.7 ft.
28 Patuko IS 53.1 ft. 2395.0 ft. 2395.0 ft.
81
Mean Responses among Respective DepEd Secondary Schools

Respondents in the Division of Davao Occidental Region to
Natural Hazards
Graph 1 shows that most schools in the Division of Davao
Occidental were moderately observed in terms of mean responses ratings
to natural hazards such as Edna Guillermo Memorial National High School
3.96, Kalbay National High School 3.98, and Jose de Arce Memorial
National High School with the highest percentage obtained 3.98 mean
responses followed by Jose Abad Santos Senior National High School,
Emeliano S. Fontanares Sr. National High School and Alberto Olarte Sr.
National High School gained 3.96 mean responses, whereas, Mangeli has
only 3.9 mean responses, while, Patuko got 3.95 mean responses, and
Balangonan National High School 3.84 lastly, Lawa National High School
obtained 3.12 mean responses among DepEd Secondary School in the
Division of Davao Occidental Region.
This numerical percentage signifies that the natural hazards were
moderately observed by the respondents as per checklists being answered
in respective schools. Moreover, the results highlighted that the public
secondary schools in the division of Davao Occidental had a moderate
probability that all students and teachers belong in the different locations
82
of the schools are at risk. The possibility of a disaster of every school was
high considering the geographical location of each school. However, these
can be avoided or minimized through the application of science and
technology.
Natural disasters and other emergencies can happen to school at
any time, and everyone should be prepared with their safety. School
administrators, teachers, staff and personnel, parents, and students will
work together to promote and maintain school-wide safety and minimize
the effects of emergencies and other dangerous situations in the school
community.
Some natural disasters can be predicted and may provide the
schools with enough warning to evacuate or take other safety
precautions. Schools’ preparation for emergencies take place in several
ways, such as regular and emergency-specific drills when to respond
appropriately and recover as quickly as possible.
The biggest hurdle in emergency preparedness is understanding
the importance of training. Schools should focus more on their safety
budget, staff training for emergency on physical security features such as
buildings and surroundings. Similarly, emergency plans must be examined
and adjusted to ensure they match the new school features.

83
3.95
3.98
3.97
3.6
3.97
3.98
3.97
3.98
3.85
2.85
2.77
2.69
3.12
2.65
Scale
2.65
2.86
2.66
3.08
2.92
2.17
2.14
2.35
2.97
2.15
2.94
2.35
2.06
2.51
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Responses to Natural Hazards

Patuko IS Jose DAMNHS Alberto OSNHS Mangeli NHS Emeliano SFSNHS Kalbay NHS Jose ASNHS Edna GMNHS
Balangonan NHS Calian NHS Luisa JMNHS John MJNHS Lawa NHS Don MNHS Tomas LASNHS Demolok VNHS
Cleotildo RBSNHS Bolobolo IS B'laan NHS Tubalan CNHS Tingulo IS Ticulon NHS Mariano Peralta NHS Fishing VCNHS
Benjamin VBSNHS Pedro Mariscal NHS Heracleo CMNHS Basiawan
84
Graph 1. Mean Responses among Respective DepEd Secondary Schools Respondents in the Division of
Davao Occidental to Natural Hazards
85
Descriptive Responses among Respective DepEd Secondary

Schools in the Division of Davao Occidental Region to
Natural Hazards
As reflected in Table 8, results revealed that natural hazards among
DepEd Secondary Schools in the Division of Davao Occidental Region were
moderately observed with a grand mean adjectival percentage rating of
78.50%. This numerical percentage signifies that the natural and human-
induced hazards were moderately observed by the respondents as per
checklists being answered.
Moreover, the results emphasized that the public secondary schools
in Davao Occidental will have a moderate probability of risk. It is noted
that the Philippines is a country with high susceptibility to natural hazards
and geographical location is prone to disaster. However, these can be
avoided or minimized through the application of science and technology.

86
Table 8. Descriptive Responses among Respective DepEd Secondary

Schools in the Division of Davao Occidental Region to Natural
Hazards
PROBABILITY
NATURAL OF DESCRITIVE
INTERPRETATION
HAZARDS OCCURRENCE RATING
%
The natural hazards87

1. Volcanoes 37.42 Moderate
was moderately
observed
The natural hazards

2. Tsunamis 53.57 Moderate
was moderately
observed
The natural hazards

3. Floods 84.42 High
was highly observed
4. Tropical The natural hazards

42.28 Moderate
Storms was moderately
observed
The natural hazards

5. Storm Surge 41.28 Moderate
was moderately
observed
The natural hazards

6. Drought 63 High was highly observed
7. Earthquakes 76 High The natural hazards

was highly observed
The natural hazards

8. Landslides 73.42 Moderate was moderately
observed
The natural hazards

was moderately
9. Sea Erosion 47.42 Moderate observed
The natural hazards

10. Soil Erosion 71.71 Moderate was moderately
observed
11. Ocean
The natural hazards
Currents 47.71 Moderate
was moderately
and Tides
observed
12. Thunder
The natural hazards
and 63.85 Moderate
was moderately
Lightning
observed
13. Pest
65.28 High The natural hazards
Attacks
was highly observed
The natural hazards

Mean 59.03 Moderate
88

Respondents in the Division of Davao Occidental Region to
Human-Induced Hazards
Graph 2, results revealed that human-induced hazards among
respective Secondary Schools in the Division of Davao Occidental were
moderately observed with a grand mean adjectival percentage rating of
Jose Abad Santos National High School with a mean of 4.18, Lawa
National High School with a mean of 4.21, Mariano Peralta National High
School with a mean of 4.20 and Basiawan National High School with a
mean of 4.10, Demolok Valley National High School with a mean of 4.0.
This numerical percentage signifies that human-induced hazards were
high in the school identified by the respondents. Moreover, the results
emphasized that all students and teachers in these public secondary
schools within the division of Davao Occidental have a high probability of
risk.
Further, schools included in the study had no cordon or warning
devices with the ongoing construction of buildings within the school, no
signage, existing weak design and foundation of school building, some of
the school still have their condemnable old structure, collapsing edifice,
and identifiable cracks were found, open and incomplete fence, presence
89
of electrical post and busted plugs, light bulbs and other electrical
facilities. However, all of these manmade disasters are preventable. Most
of the schools in the Division of Davao Occidental do not have a single fire
extinguisher and water sprinkler.
Identifying potential danger in school is necessary such as
flashfloods, mudslide/landslide, a volcanic eruption if any, and cracked
buildings caused by the earthquake. Talking about the number of people
likely to be affected, class advisers must always have a master list of
her/his students for checking in case of disasters.
To make school a safer place, the schools may coordinate with
other state agencies, school-based rescuers, students, teachers, and local
authorities. Lastly, individual readiness for any disaster is a need to equip
teachers, staff and students. Both schools and communities can benefit
from working together to create a safe physical environment at schools.
This requires a coordinated approach from the stakeholders including
government, schools and development agencies to ensure that all human-
induced hazards do not harm the educational achievement of secondary
schoolchildren in the Division of Davao Occidental.

90
3.73
3.84
3.86
4.12
4.12
4.12
4.18
4.11
3.95
3.98
3.92
3.80
4.21
3.89
Scale
3.99
3.68
3.60
3.55
3.70
3.64
3.76
3.74
4.20
3.30
3.57
3.81
3.91
4.10
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50
Responses to Schools' Human-Induced Hazards

Patuko Integrated Jose De Arce Memorial Alberto Olarte Sr. Mangell Emeliano S. Fortanares Sr. Kalbay
Jose Abad Santos Edna Guillermo Memorial Balangonan Calian Luisa Joyce Mallari John Martin Johnson
Lawa Don Marcelino Tomas Lim Alcordo Sr. Demolok Valley Cleotildo Bolobolo Integrated
B'laan Tubalan Comprehensive Tingulo IS Ticulon nhs Mariano Peralta Fishing Village
Benjamin Velasco Pedro Mariscal Heracleo Basiawan
91
Davao Occidental Region to Human-Induced Hazards
92

Schools in the Division of Davao Occidental Region to
Human-Induced Hazards and DRRM action
Table 9 showed that human-induced hazards were proliferating to
all secondary schools in Davao Occidental. Schools should have the highest
priority for risk reduction which has a probability of occurrence of a
percentage rating of 77. 63, which has a descriptive rating of “moderate” it
means that all student and teachers in all public secondary schools within
the division of Davao Occidental will have a moderate probability at risk
caused by human-induced hazards.
Human-induced hazards in school may be eliminated through
considerable amount. Therefore, Principal, School Heads, decision-makers
and stakeholders need information on the feasibility and costs of specific
resources to use for safety and risk reduction. Stakeholders, parents, and
partners may review the funds spent on school safety. The school may
accept donations and assistance from partner agencies.

93
Table 9. Descriptive Responses among Respective DepEd Secondary

Schools in the Division of Davao Occidental Region to Human-
Induced Hazards, and DRRM action
PROB. OF
HUMAN-INDUCED DESCRITIVE INTERPRETA-
OCCURRENCE
HAZARDS RATING TION
%
The human-
1.Broken Windows induced
84.85 High
hazards was
highly observed
The human-
2. Slippery Pathways 83.28 High induced hazards
was highly
observed
The human-
induced
3. Blocked Corridors 78.28 Moderate
Hazards was
moderately
observed
The human-
4. Heavy Objects
induced hazards
Mounted on 82.14 High
was highly
Cabinets/Shelves
observed
The human-
induced hazards
5. Flooded Area 97.57 High was highly
observed
The human-
6. Busted Plugs/Light induced hazards
Bulbs/Electrical 77 Moderate was moderately
Facilities observed
78 Moderate The human-

94
induced hazards
7. Exposed Electrical was moderately
Wires observed
The human-
8. Protruding Nails induced hazards
from Chairs and 79.14 Moderate was moderately
Tables observed
The human-
induced hazards
9. Broken Door Knobs 83 High was highly
observed
The human-
10. No Warning Signs
induced hazards
for Slippery
88 High was highly
Pathways/
observed
Corridors
The human-
induced hazards
11. Plants Mounted on
78.14 Moderate was moderately
Building Railings
observed
The human-
12. Exposed induced hazards
Chemicals and 39 Least was least
Liquids observed
The human-
induced hazards
13. Lack/Absence of
Storage for
observed
Equipment
The human-
induced hazards
14. Unlabelled
Chemicals
observed
95
The human-
induced hazards
15. Dripping Ceilings 87.28 High was moderately
observed
The human-
induced hazards
16. Mine Fires 27.57 Least was least
observed
The human-
induced hazards
17. Open Pit 71.57 Moderate was moderately
observed
The human-
induced hazards
18. Stagnant Water 82.42 High was highly
observed
The human-
19. Unpruned induced hazards
Trees/Bushes/ 88.85 High was highly
Shrubs/Coconuts observed
The human-
induced hazards
20. Mine Flooding 29.14 Least was highly
observed
The human-
induced hazards
21. Open/Clogged
88.14 High was highly
Canals
observed
85.85 High The human-

22. No Ramps for induced hazards
Elevated School was highly
Buildings or other observed
96
Facilities
The human-
induced hazards
23. Swing-in Doors 87.71 High was highly
observed
The human-
induced hazards
24.Broken/Dilapidated
Ceiling
observed
The human-
induced hazards
25.Open/Incomplete
88 High was highly
Perimeter Fence
observed
The human-
26. Presence of Stray induced hazards
Animals inside the 88.22 High was highly
School Campus observed
The human-
27. Presence of induced hazards
Electrical was highly
82.14 High
Post/Transformer observed
near or within the
School Perimeter
The human-
29. No Posted induced hazards
Emergency 80.57 moderate was moderately
Hotlines around observed
the School
30. Garbage Area The human-

(Segregation of induced hazards
Biodegradable was moderately
80 Moderate
and Non- observed
Biodegradable)
31. Detached or 86.42 High The human-
97
induced hazards
peeled off GI
is highly
sheet
observed
The human-
32. Broken Toilet Bowl induced hazards
73.42 Moderate
and/or Sinks is moderately
observed
The human-
induced hazards
33. Broken Chairs/
Desks/Tables
observed
The human-
induced hazards
34. Blocked/No
Emergency Exits
observed
The human-
induced hazards
35. Unmounted
Cabinets/Shelves
observed
The human-
induced hazards
36. No Medical Kits in
every Classroom
observed
The human-
induced hazards
was moderately
37. No Bells/Alarms 70.14 Moderate
observed
38. Condemnable 80.71 Moderate The human-

building (i.e. very induced hazards
old structure, was moderately
collapsing building observed
and/or prominent
98
cracks on
classroom walls)
The human-
39. Cordoned under induced hazards
construction 55.42 Moderately was moderately
building observed
The human-
40. Heavy Furniture’s induced hazards
are not strapped Moderate was moderately
77.28
on the wall. observed
The human-
41. School is near a induced hazards
body of water or 90.14 High was highly
in a low lying area observed
or in a river bed.
The human-
42. Weak design and induced hazards
foundation of a 83.28 High was highly
School Building. observed
The human-
induced hazards
Mean 77.63 Moderately
was moderately
observed

Respondents in the Division of Davao Occidental Region on the
Sensitivity Level to Natural Hazards and Human-Induced Hazards
The responses of respective secondary schools on the sensitivity to
natural hazards revealed in Graph 3, showed that Mariano Peralta National
High School perceived 3.61, highest mean among the secondary schools’
99
on the sensitivity to natural hazards, and Fishing Village Comprehensive
National High School followed with the mean responses of 3.46.
Mariano Peralta National High School has the highest probability to
the risks posed using the questionnaire, while Patuko Integrated School
with the mean rating of 1.01 has the lowest sensitivity. The schools in the
Division of Davao Occidental showed moderate responses signifying that
they have moderate risk to any natural hazards.
These results indicate that students and those who have not
experienced disaster were less conscious of the impending risks. Based on
these differences in students' risk awareness for natural disasters,
appropriate precautionary measures and educational programs should be
incorporated into the curriculum to develop and maintain a sustainable
society in school, and these should consider generational and
environmental differences of students as well. Further research on the
subject should engage to have a clear understanding of why things remain
the way they are and what stakeholders are thinking to avert the situation.
Safety of learners is important. Knowledge about school hazards
and rapport between health and safety shapes students' attitudes to
develop toward their welfare. One effective way to learn hazards was to
become an active participant in school environmental hazards education.

100
A safe and healthy physical school environment requires a good
location and safe buildings; protection from excessive noise; natural light;
clean indoor air and water; a healthy outdoor environment; and healthy
school-related activities including safe management and maintenance
practices.
101
Davao Occidental Region on the Sensitivity Level to Natural Hazards and Human-Induced Hazards
1.01
2.81
2.97
2.89
2.84
2.83
2.97
2.79
2.94
2.67
2.64
2.61
2.70
2.91
Scale
2.89
2.54
2.80
2.84
2.46
2.53
2.83
3.61
3.46
2.97
2.94
2.56
2.64
2.60
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Responses on Schools' Sensitivity to Natural hazards and Human-Induced Hazards

Patuko IS Jose DAMNHS Alberto OSNHS Mangeli NHS Emeliano SFSNHS Kalbay NHS Jose Abad SNHS Edna GMNHS
Balangonan NHS Calian NHS Luisa JMNHS John MJNHS Lawa NHS Don Marcelino NHS Ticulon NHS Clotildo RBSNHS
Tomas LASNHS Demolok VNHS Bolobolo IS B'laan NHS Tubalan CNHS Mariano PNHS Fishing VCNHS Tingolo IS
Bejamin VBSNHS Pedro MNHS Heracleo CNHS Basiawan NHS
102

Schools in the Division of Province of Davao Occidental
Region on the Sensitivity Level to Natural and
As shown in Table 10, the result revealed that the association of
responses as perceived by the respondents on the schools' sensitivity to
natural and human-induced hazards had a mean percentage rating of
56.64 % with the adjectival description of “Moderate”. This means that
the school sensitivity to natural and human-induced hazards is moderately
observed by the respondents. Further analysis showed that a high
sensitivity percentage among schools observed the existence of hazardous
maps, evacuation plans, school disaster risks reduction management
structures, tsunami drills, and classroom disaster risk reduction
management corners.
While moderately observed by the respondents’ school cleanup and
repairs monitoring, conduct of fire drill, earthquake drill, School-based
Disaster Reduction Management communication plan, contingency plan,
DRRM early warning plan, DRRM communication plan, DRRM development
plan framework, DRRM action plan, and emergency numbers are posted in
School.
103
This result showed that the sensitivity level of the school had a
majority moderately responses to the natural and human-induced hazard
in the area where the secondary schools were located. These only show
that this is particularly important for students because school children are
the most vulnerable victims of a degraded environment as well as
powerful agents for remedial social change.
Students, if well-informed will be able to identify the school
problems as well as various health-related problems associated with
natural and human-induced hazards.
Table 10. Descriptive Responses among Secondary Schools in the

Division of Davao Occidental Region on Sensitivity Level to
Natural, Human-Induced Hazards and DRRM action
PROB.
SCHOOLS
OF
SENSITIVITY TO
DESCRIPTIV
NATURAL AND OCCUR INTERPRETATION
E RATING
HUMAN INDUCED
-RENCE
HAZARDS
%
School sensitivity to
1. Does the school natural and human
have a hazard 72.57 Moderate induced hazards was
map? moderately observed
2. Does the school
natural and human
have an
75.85 Moderate induced hazards was
evacuation plan?
moderately observed
104
3. Does the school

have a School
Disaster Risks
natural and human
Reduction 76.14 Moderate
induced hazards was
Management
moderately observed
Structure
(SDRRMS)?
4. Does the school

conduct any of
the following
natural and human
activities such as 77.42 Moderate
induced hazards was
school clean-up,
moderately observed
monitor repairs
using their own
resources?
5. Does the school
natural and human
conduct regular 77.57 Moderate
induced hazards was
fire drill?
moderately observed
conduct regular 52.71 Moderate induced hazards was
tsunami drill? least observed.
7. Does the school
natural and human
conduct regular 82.28 High
induced hazards was
earthquake drill?
highly observed
8. Does the school School sensitivity to

have contingency 29 Least natural and human
plan? induced hazards was
least observed
9. Does the school 34.71 Least
have School's School sensitivity to
DRRM natural and human
105
Communication induced hazards was

Plan? least observed
10. Does the school School sensitivity to

have School's natural and human
39.85
DRRM Early Least induced hazards was
Warning plan? least observed
11. Does the school

have School's
natural and human
DRRM 30.28 Least
induced hazards was
Development
least observed
Plan
Framework?
have Classroom 60.28 Moderate induced hazards was
DRRM Corner? moderately observed
13. Does the school
have School's
33.14 Least natural and human
DRRM Action
induced hazards was
Plan?
least observed
14. Does emergency
numbers are
natural and human
posted in 51.14 Moderate
induced hazards was
School?
moderately observed
natural and human
Mean 56.64 Moderate
induced hazards was
moderately observed
106
Mean Responses among Respective DepEd Secondary Schools in

the Division of Davao OccidentalRegion on Adaptive Capacity
Level to Natural Hazards and Human-Induced Hazards
Graph 4 presented the mean responses of respective DepEd
secondary schools’ on the adaptive capacity to natural and human-
induced hazards involved schools in detailed. Data revealed that school
such as Pedro Mariscal National High School with mean rating of 2.77,
Benjamin Velasco Bautista Sr. National High School with mean rating of
2.72, Fishing Village Comprehensive National High School with mean
rating of 2.75, Mariano Peralta National High School with mean rating of
2.91, Ticulon National High School with mean rating of 2.07, Tubalan
Comprehensive National High School with percentage rating of 2.7,
Demolok Valley National High School with mean rating of 2.1, Lawa
National High School with mean rating of 2.71, Alberto Olarte Sr. National
High School with mean rating of 2.82, which mean that all of these
schools were descriptively described as moderate to adapt prevention and
apprehension to natural and human-induced hazards in their respective
schools.
As such, adaptive capacity can be understood as a combination of
vulnerability and resilience. For schools with reasonably high exposure to

107
natural disasters of some type, the adaptive capacity, therefore, range
from low (high vulnerability and low resilience) to high (low vulnerability
and high resilience) to natural and human-induced hazards.
There were cases among schools with high vulnerability but high
resilience, or with low vulnerability but low resilience that surely, that
holds adaptive capacity in the face of natural disasters as part of the
function to the social assistance such infrastructure, disaster program,
levels of aid inflows to affected schools.
Reasonably, hazards cannot be prevented although scientific
constraints are extant and simply cannot at the moment stop all kinds of
natural hazards such as tectonic plates as a major geophysical occurrence,
from moving around as we have experienced lately. So, plans have not
and will not in the foreseeable future to aim at any risk prevention.
Various climate stimuli, including rising temperatures, changes in
variability in rainfall and sea and extreme climates (floods and droughts),
have a variety of negative impacts not only to DepEd Secondary School
buildings in rural and urban areas, but also in such as commercial
buildings, government employees and also reducing the agricultural
production as well.
108
This impact requires efforts to increase adaptive capacity through
changes in knowledge, attitudes, and skills individually through a gradual
approach that will have a better effect on change.
Influence on adaptive capacity may perhaps achieve sustainable
development to schools, learning efforts from the realm of knowledge,
attitudes or in critical awareness and skills may use to socio-economic
factors of our community, technology, infrastructure, and government
policies. The level of knowledge of each individual reflected in the
progress and sustainability of natural and human-induced hazards.
Moreover, the ability to adaptation measured through the tried experience
with the sustainable adaptation capacity of each student and teachers in
determining and implementing actions that must be taken to increase
awareness to changes and escalate methods individually.
In the school development cycle, the capacity building process is
carried out repeatedly and continuously so that, awareness and
improvement will become a culture and part of each student and teachers
inside the school campus and will also be applied to each family. In this
case, the role of convergent communication, the extension of performance
is very necessary, the process of sharing information and knowledge
through government agencies and among school stakeholders.

109
1.87
Schools' Adaptive Capacity to Natural Hazards 1.97
and Human-Induced Hazards
1.19
0.99
1.96
1.97
1.99
1.93
1.97
1.91
1.99
1.93
2.71
1.87
Scale
1.73
2.1
1.96
1.33
1.89
2.7
1.99
2.07
2.91
1.5
2.73
1.51
1.86
1.96
0 0.5 1 1.5 2 2.5 3 3.5
Patuko IS Jose DAMNHS Alberto OSNHS Mangeli NHS Emeliano SFSNHS Kalbay NHS Jose ASNHS Edna GMNHS
Balangonan NHS Calian NHS Luisa JMNHS John MJNHS Lawa NHS Don MNHS Tomas LASNHS Demolok VNHS
Cleotildo RBSNHS Bolobolo IS B'laan NHS Tubalan CNHS Tingulo IS Ticulon NHS Mariano PNHS Fishing VCNHS
Benjamin VBSNHS Pedro Mariscal NHS Heracleo CMNHS Basiawan NHS
110
Graph 4. Mean Responses among Respective DepEd Secondary Schools’ Respondents in the Division of
Davao Occidental Region on Schools’ Adaptive Capacity Level to Natural Hazards and Human-
Induced Hazards
111

Schools in the Division of Davao Occidental Region on
Adaptive Capacity Level to Natural Hazards and
The adaptive capacity of the DepEd secondary schools in the
Division of Davao Occidental as perceived by the respondents on the
natural and human-induced hazards is shown in Table 11. Results
revealed that an adjective grand mean rating of 42.70 % which
descriptively described as “moderate”, which means that the location of
the different secondary schools had the moderate capacity to adapt the
prevention and apprehension of natural and human-induced hazards in
their respective areas.
This general finding was manifested from the responses, to with
are: moderate accessibility of hospital, few of their nearby places the
placement of fire department unit, less availability of early warning
devices, minimal or less existence of quick response team nearby school
community, less number of collaboration of school officials to other
agencies in the disaster risk reduction program, limited number of medical
kits in each classroom, and minimal number of organized disaster
reduction management team in the school.

112
Nonetheless, there were strong or high occurrence of the
availability of evacuation center in the school, the readiness of vehicles
during calamities, availability of rubber boats when needed, and the
support of local officials to disaster risk reduction program is moderately
adaptive to natural and human-induced hazards among the places of the
secondary schools as in placed. Students need to be protected from
injuries that could occur outside the school buildings and areas and
schools should be free from hazards. Adaptive capacity to natural and
human-induced hazards will give secondary school students knowledge on
maintaining a safe environment. Both the school and the community can
benefit from working together to create a safe physical environment for
schools. Parents may subsequently utilize their services to improve the
indoor air quality of their own homes.

113
Table 11. Descriptive Responses among DepEd Secondary Schools in the

Division of Davao Occidental Region on Adaptive Capacity
Level to Natural Hazards and Human-Induced Hazards
ADAPTIVE
PROB.
CAPACITY TO
OF
NATURAL AND DESCRIPTIVE
OCCUR- INTERPRETATION
HUMAN- RATING
RENCE
INDUCED
%
HAZARDS
Adaptive capacity to
1. Hospital are
35.28 Least natural and human-
accessible.
induced hazards was
least observed
2. Fire department
units are
33.85 Least natural and human-
presenting the
induced hazards was
locality.
least observed
3. Evacuation Adaptive capacity to

Center are 57.85 Moderate natural and human-
available. induced hazards was
moderately observed
4. Early Warning Adaptive capacity to

Devices are 38.71 Least natural and human-
available. induced hazards was
least observed
5. Quick Response
Team exists in
43.85 Moderate natural and human-
the school
induced hazards was
community.
moderately observed
6. Standby 30.42
transportation Adaptive capacity to
vehicles are Least natural and human-
readily available induced hazards was
114
during
least observed
calamities.
7. Standby rubber Adaptive capacity to

boats are readily 32.71 Least natural and human-
available during induced hazards was
calamities. least observed
8. Local Officials
support Disaster
Risk Reduction
induced hazards was
Program.
moderately observed
9. School Officials
collaborates Adaptive capacity to
with other natural and human-
40.57 Moderate
agencies in the induced hazards was
Disaster Risk moderately observed
Reduction
Program
10. Medical Kits are
natural and human-
found in every 39.14 Least
induced hazards was
Classroom.
least observed
11. There is a
Disaster Risk
Reduction
Manage Team
induced hazards was
organized in
moderately observed
the School
12. Training on
Disaster
natural and human-
Preparedness 49.57 Moderate
induced hazards was
and Response
moderately observed
conducted.
13. There is proper 50 Moderate Adaptive capacity to

Waste natural and human-
115
Disposal/
Segregation induced hazards was
and moderately observed
Maintenance.
14. School
natural and human-
maintenance 53.14 Moderate
induced hazards was
are well
moderately observed
implemented.
natural and human-
Mean 42.70 Moderate induced hazards was
moderately observed
116
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
The study aims to determine the schools profile which includes; the
number of faculty, number of students, number of classrooms, schools’
position and its coordinates.
There were twenty-eight (28) public secondary schools in the
Province of Davao Occidental as the representative of the study. There
were five (5) samples embodied by each school with a total number of
140 individuals. Purposive sampling technique and key informant interview
(KII) were used to determine respondents who answered the checklist
and questionnaires adapted and developed by the researcher from DRRMS
Comprehensive School Safety Framework (CSSF), Monitoring Tool
Indicator.
Statistically, mean was used to determine the average score on the
schools’ sensitivity and schools’ adaptive capacity to the extent of schools
exposure to natural and human-induced hazards respectively while,

117
percentage was used in finding relative share of responses to specific
questions with a certain number of respondents in a given population.
There were 967 total number of DepEd secondary school teachers
in the school profile teaching and non-teaching personnel within the
Division of Davao Occidental, assigned in the different barangays of each
municipality. Mariano Peralta National High School held the highest
number with the total number of 132 teachers followed by the Heracleo
National High School with the overall number of 110 teachers. On the
other hand, Bolobolo Integrated School obtained 97 enrollees at grades
level 7 and 8 and composed of two teachers.
Natural and human-induced hazards among DepEd Secondary
Schools in Davao Occidental were moderately observed and will have a
moderate probability of risk.
Application of adaptation ability of students and teachers to any
disaster stands in the form of technical capabilities as knowledge learned
through mock drills through curriculum based instructions, while the
technical ability of adaptation is in the action and responses to natural and
human-induced hazards. Furthermore, the implication is that the technical
adaptability of students and teachers will be high if the socio-cultural
values of each individual and cooperation of government agencies are

118
maintained as schools' sensitivity and adaptability well planned and
implemented.
In contrast, sensitivity of schools were highly observed that showed
the high sensitivity percentage among schools in the existence of hazard
map, evacuation plan, school disaster risks reduction management
structures, tsunami drill, contingency plan, DRRM communication plan,
DRRM early warning plan, DRRM development plan framework, and
classroom DRRM corner.
Furthermore, public secondary schools of Davao Occidental had a
moderate capacity to adapt the prevention from catastrophic natural and
human-induced hazards in their respective areas.

119
Conclusion
Based on the findings, the forgoing conclusion is derived at:
1. In terms of schools profile the highest faculty number was
from Mariano Peralta National High School (MPNHS) with 132
faculty members, majority of these were male with the total
number of 65 individuals from Grade 7 to Grade 12.
Expectedly, it was the biggest DepEd public secondary
school among 28 established schools in the Division of Davao
Occidental with the highest number of students enrolled in S.Y
2018-2019 with the total of 3477 students. Mariano Peralta
National High Schools’ (MPNHS) topography is at National Highway,
Poblacion, Malita, Davao Occidental with bearing position of
N06˚24.669’ longitude and latitude of E125˚36.059'by using the
Global Positioning System (GPS) Essentials.
2. The natural and human-induced hazards in Secondary
Schools were moderately observed by the respondents and had a
moderate probability that all humans in the different locations of
the schools are at risk.

120
3. The sensitivity of Secondary Schools to the impact of
exposure to natural and human-induced hazards revealed that the
schools had a “moderate” sensitivity to natural and human-induced
hazards.
4. The secondary schools’ adaptive capacity to reduce the level
of risk was indicated with description of moderate which means
that the schools adaptive capacity is moderately observed by the
respondents correspond to natural and human-induced hazards.
Secondary schools lack the capability to adapt the safety and
any preventive measures from different scenario caused by natural
and human-induced hazards in the Division of Davao Occidental in
their respective areas.

121
Recommendation
1. Students and teachers must be vigilant, sensible and
equipped with knowledge on the routes to move at anytime,
anyplace of safety and available evacuation area from possible
disaster that may evolve in particular areas such as, schools nearby
to shoreline, river banks and other bodies of water like creeks and
lakes.
2. First aid kit or medical kit complete with medicine supplies
and materials must be found nearest to entrance and exit door in
the school classroom and must be ready to reach and use at any
time for healing and aid in calming blood in the wound or laceration
at any affected part of human body.
Meanwhile, teaching and non-teaching staff at far flung
places must also be well-trained with basic first aid to help and
alleviate the effect of any form of accident such as fracture,
laceration or cuts as necessary medical care by doctors or nurses
are not readily available and most of secondary schools are far
from hospitals.
122
3. Every secondary school in the Division of Davao Occidental
should have standby vehicles for emergency use.
4. All items such as shelves, blackboards, detached or peeled
GI sheet, dilapidated ceiling, mounted cabinets etc., as well as any
other items that may fall and cause injury to students and teachers
such as ceiling fans, coolers, water tanks, etc. need to be secured
to the walls or floor.
5. Each classroom should have two doors opening outside,
especially doors of high-occupancy rooms for easy evacuation to
make students safer.
6. Exit pathways, should not be slippery, broken doorknobs
should be functional, corridors should not be blocked and kept
clear; all non-structural building elements are securely fastened to
the building to resist wind or earthquake;
7. Chemical or any hazardous materials in the school laboratory
should be labeled and not exposed to any students handled and
stored as per instructions to prevent any harm to students and
school staff.
8. Pots/plants in the playground or corridors should be kept in
a manner that does not affect the smooth evacuation.

123
9. Emergency equipment such as fire extinguishers, ropes,
detection and alarm systems, and fire suspension need to be
acquired and maintained regularly by the School-based Disaster
Risk Reduction Management authorities.
10. Electrical systems must be maintained and operational in
compliance with fire safety design criteria. Other fire suppression
and control equipment should regularly be tested and maintained
and all schools shall have water storage tanks.
11. School management and school committee should
encourage the implementation of safe school initiatives in school
programs conducted by the national office, local government,
community, private companies, and other parties concerned in the
safety of schools.
12. Non-structural activities and regular training drills and
rehearsals such as fire drills, earthquake drills, tsunami drills as
emergency response simulations should be held to test and develop
disaster response capacity at all levels and can be funded from
school routine operational funds.
13. School safety is integrated into the school short term, middle
term, and long term planning.

124
14. Emergency plans such as Disaster Risk Reduction
Management Development Plan, Contingency Plan and
Communication Plan to natural and human-induced hazards in
school should be in place at all grade levels in the school.
15. School-based research or action plan methods and tools
must be developed and strengthened to assess multi-risk and cost-
benefit by students and teachers.
16. Schools early warning system/devices or plan recommended
to be available in the school subject to responsiveness to natural
and human-induced hazards such as flooding, earthquake, fire, etc.
17. New building construction, weak building design and
foundation, or any condemnable or collapsing building must be
cordoned for the safety of students and teachers.
18. School drainage, clogs must be cleaned and maintained by
the school janitor or students for the continuous flow of water
during rainy days.
19. Schools waste management must also be continued and put
into practice to help the school surroundings more favorable and be
a contributing factor to students’ well-being.

125
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APPENDIX I
Division Permission Letter
Republic of the Philippines

Department of Education
Region XI
DIVISION OF DAVAO OCCIDENTAL
Malita, Davao Occidental
February 08, 2019
MR. REYNALDO B. MELLORIDA, CESO V

Schools Division Superintendent
Greetings of Peace!
Presently, I am undertaking the study entitled: “SCHOOLS’

SENSITIVITY AND ADAPTIVE CAPACITY TO NATURAL AND
HUMAN INDUCED-HAZARDS” in line with the provisions of the
Philippine Disaster Risk Reduction and Management Act of 2010 (DRRM
Act 2010).
In relation to this, may I respectfully request permission to conduct the
study personally to all the Public Secondary Schools of Davao Occidental,
with the following respective respondents; School Disaster Risk Reduction
138
Management Focal Person, School Disaster Risk Reduction Management

Alternate Focal Person, Supreme Student Government, Parents, Teachers
Association Officers, and Faculty President from Junior to Senior High
School.
The data gathered shall be kept and strictly confidential in accordance

with the “Ethics of Research”.
Very truly yours,

BENLEY NIEVRES BASILISCO
Researcher
APPROVED:
Cont.…..
The study were conducted to the following Public Secondary

Schools in the Division of Davao Occidental.
Santa Maria Davao Occidental

Heracleo Casco Memorial National High School
Basiawan National High School
Pedro Mariscal National High School
Malita Davao Occidental
Mariano Peralta National High School
Tubalan Comprehensive National High School
Fishing Village Comprehensive National High School
Tomas Lim Alcordo Sr. National High School
Demolok Valley National High School
Benjamin Velasco Bautista Sr. National High School
Ticulon National High School
139
B’laan National High School

Cleotildo Reyes Barrios Sr. National High School
Bolobolo Integrated School
Tingolo Integrated School
Don Marcelino, Davao Occidental
Don Marcelino National High School
Lawa National High School
John Martin Johnson National High School
Luisa Joyce Mallari National High School
Calian National High School
Jose Abad Santos, Davao Occidental
Jose Abad Santos National High School
Mangile National High School
Emeliano S. Fontanares Sr. National High School
Kalbay National High School
Edna Guillermo Memorial National High School
Balangonan National High School
Sarangani, Davao Occidental
Alberto Olarte National High School
Jose de Arce Memorial National High School
Patuko Integrated High School
140
APPENDIX II
Request Letter to the Schools Division Superintendent

REGION XI
January 08, 2019

Sir:
As a final requirement for the completion of my master’s degree (Master
of Arts in Education major in Science Teaching), I am conducting my study
entitled ‘‘SCHOOLS’ SENSITIVITY AND ADAPTIVE CAPACITY TO
NATURAL AND HUMAN INDUCED-HAZARDS”.
In this respect, I wish to request permission and approval from your good
office to allow me to conduct my study.
I will be grateful if this request could be given due consideration and

approval.
Respectfully yours,
Noted:
BENLEY NIEVRES BASILISCO ROLEEN B. MOLEÑO, Ed. D

Researcher Dean
Approved:
REYNALDO B. MELLORIDA, MPA, CESO V

141
APPENDIX III
Endorsement Letter of the Graduate School Chairman

SOUTERN PHILIPPINES AGRI-BUSINESS AND
MARINEAND AQUATIC SCHOOL OF TECHNOLOGY
Institute of Teacher Education and Information Technology (ITEIT)
January 08, 2019

Sir:
The bearer, Benley Nievres Basilisco, a candidate for Master of Arts in
Education with specialization in Science Teaching this school year 2018-
2019, undertaking the study entitled: “SCHOOLS’ SENSITIVITY AND
ADAPTIVE CAPACITY TO NATURAL AND HUMAN INDUCED-
HAZARDS”in partial fulfilment of the requirements for the degree. The thesis
committee after approving his thesis proposal believes that his study would
come up with findings that will bring valuable contribution to the Division of
Davao Occidental.
Appertaining to this, I am respectfully endorsing to your good office herein an
approved research methodology of Benley Nievres Basilisco to conduct
the study and wish him all the way of his endeavor.
I highly appreciate any support you can extend to the researcher.
Very truly yours,
ROLEEN B. MOLEÑO Ed. D

Dean
142
APPENDIX IV
Letter of Approval from the Office of the Superintendent

REGION XI
February 13, 2019
BENLEY NIEVRES BASILISCO

Researcher
SPAMAST—Main Campus
Dear Mr. Basilisco:
This has reference to your letter received on January 08, 2019 requesting
permission approval allow you to conduct your study to all the public
secondary schools of the Division. Relative to this, your request is hereby
granted however, it must be ensured that no-disruption of classes as
stipulated in DepEd Order No. 9, s 2015 shall be strictly observed.
Further, teachers and students’ participation relative to your study shall be

on voluntarily basis only and must not affect their class schedule. And
please be advised also that arrangement with the Principal/ Supervisor
shall be done prior to the actual conduct of your survey.
This office looks forward of having you successfully come up with a quality
research output as this will provide valuable inputs in assessing the status
of our school DRRM readiness in the secondary schools.
Thank you and good luck!

143
APPENDIX V
Survey Questionnaire
Part I: School Profile
Direction: Please fill in details the needed information on the blanks.
Name: (optional)

Name of School:

School ID:

School Address:

144

Contact Person:

Contact Number:

Teaching Staff:

Total

Males
145

Females
Ancillary Staff:

Total

Males

Females
No: of Enrolment:
Grade 7:

Total

Males

Females
Grade 8:

Total

Males

Females
146
Grade 9:

Total

Males

Females
Grade 10:

Total

Males

Females
Grade 11:

Total

Males

Females
Grade 12:

Total

Males

Females
147
No. of Classrooms:
Total:
Permanent:
Semi-Permanent:
Temporary:

148
Position/Coordinates:
Longitude/Latitude:

Sch. Land Area:

149
Approx. Distance of the Sch. to Shoreline:

Approx. Distance of the Sch. to River:

Approx. Distance of the Sch. to other Bodies of Water:

Part II- Natural Hazards
Direction: To measure the schools’ impact on the exposure to natural

hazards were guided by the criteria below that descriptively
affect schools surroundings:
Scale
Probability of Occurrence
Description
Interpretation
5
81 to 100% to occur/observed
High (H)
The natural hazards is highly observed
4
3
Moderate (M)
The natural hazards is moderately observed

2
1
150
Low
(L)
The natural hazards is least observed
Natural Hazards
Scale
5
4
3
2
1
1. Volcanoes

2. Tsunamis

3. Floods

151
4. Tropical Storms

5. Storm Surge

6. Drought

7. Earthquakes

8. Landslides

9. Sea Erosion

152

10. Soil Erosion

11. Ocean Currents and Tides

12. Thunder and Lightning

13. Pest Attacks

Part III- Human-Induced Hazards
Direction: To measure the schools’ impact on the exposure to Human-

Induced hazards were guided by the criteria below that
153
Scale
Probability of Occurrence
Description
Interpretation
5
High (H)
The human-induced hazards is highly observed
4
3
Moderate (M)
The human-induced hazards is moderately observed
2
1
Low
(L)
The human-induced hazards is least observed
Scale
5 4 3 2 1
1. Broken Windows
2. Slippery Pathways
3. Blocked Corridors
4. Heavy Objects Mounted on Cabinets/ Shelves
5. Flooded Area
6. Busted Plugs/Light Bulbs/Electrical Facilities
7.Exposed Electrical Wires
8. Protruding Nails from Chairs and Tables
9. Broken Door Knobs
10. Warning Signs for Slippery Pathways/Corridors
154
11. Plants Mounted on Building Railings

12. Exposed Chemicals and Liquids
13. Lack/Absence of Storage for Equipment
14. Unlabeled Chemicals
15. Dripping Ceilings
16. Mine Fires
17. Open Pit
18. Stagnant Water
19. Unpruned Trees/Bushes/Shrubs/Coconuts
20. Mine Flooding
21. Open/Clogged Canals
22. No Ramps for Elevated School Buildings/other
Facilities
23. Swing-in Doors
24. Broken/Dilapidated Ceiling
25. Open/Incomplete Perimeter Fence
26. Presence of Stray Animals inside the School Campus
27. Presence of Electrical Post/ Transformer near or
within the School Perimeter
28. No System of Learner Release to Parents during
Emergencies
29. No Posted Emergency Hotlines around the School
30. Garbage Area (Segregation of Biodegradable and
Non-Biodegradable)
31. Detached or peeled off GI sheet
32. Broken Toilet Bowl and/or Sinks
33. Broken Chairs/Desks/Tables
34. Blocked/No Emergency Exits
35. Unmounted Cabinets/Shelves
36. No Medical Kits in every Classroom
37. No Bells/Alarms
38. Condemnable building (i.e. very old structure,
collapsing building and/or prominent cracks on
classroom walls)
39. Cordoned under construction building
40. Heavy Furniture’s are not strapped on the wall.
41. School is near a body of water or in a low lying area
or in a river bed.
155
42. Weak design and foundation of a School Building.

Mean
Part III: Sensitivity Assessment
Direction: To assess the schools’ sensitivity level to the impact of

exposure to natural and human-induced hazards were
guided the by the criteria below that descriptively affect
schools surroundings:
Probability of
Occurrence
81 to 100% to natural and human-
5 High (H) induced hazards is highly
occur/observed
observed
61 to 80% to School sensitivity to
4 occur/observed natural and human
Moderate (M)
3 41 to 60% to induced hazards is
occur/observed moderately observed
21 to 40% to School sensitivity to

2
occur/observed Low (L) natural and human
1
1 to 20% to induced hazards is least
Schools Sensitivity to Natural Hazards and Scale

Human-Induced Hazards 5 4 3 2 1
1. Does the school have a hazard map?
2. Does the school have an evacuation plan?
3. Does the school have a School Disaster Risks
Reduction Management Structure (SDRRMS)?
4. Did the school conduct any of the following
activities such as school clean-up, monitor repairs
using their own resources?
5. Does the school conduct regular fire drill?
156
6. Does the school conduct regular tsunami drill?

7. Does the school conduct regular earthquake drill?
8. Does the school have contingency plan?
9. Does the school have Schools DRRM
Communication Plan?
10. Does the school have Schools DRRM Early Warning
plan?
11. Does the school have Schools DRRM Development
Plan Framework?
12. Does the school have Classroom DRRM Corner?
13. Does the school have Schools DRRM Action Plan?
14. Does emergency numbers are posted in School?
Mean
Part IV: Adaptive Capacity of Schools
Direction: To assess the schools’ adaptive capacity level to the impact

of exposure natural hazards and human-induced hazards
descriptively affect the schools surroundings, the criteria
below was used.
Probability of
Occurrence
School adaptive
capacity to natural and
81 to 100% to human-induced
5 High (H)
occur/observed hazards is highly
observed
61 to 80% to School adaptive

4 occur/observed capacity to natural and
Moderate (M) human induced hazards
3 41 to 60% to
occur/observed is moderately observed
21 to 40% to School adaptive

2 occur/observed capacity to natural and
Low (L) human induced hazards
1 1 to 20% to
occur/observed is least observed
157
Adaptive Capacity to Natural Hazards and Scale

Human-Induced Hazards 5 4 3 2 1
1. Hospital are accessible.
2. Fire department units are presenting the locality.
3. Evacuation center are available.
4. Early Warning Devices are available.
5. Quick Response Team exists in the school community.
6. Standby transportation vehicles are readily available
during calamities.
7. Standby rubber boats are readily available during
calamities.
8. Local Officials support Disaster Risk Reduction
Program.
9. School Officials collaborates with other agencies in the
Disaster Risk Reduction Program.
10. Medical Kits are found in every Classroom.
11. There is a Disaster Risk Reduction Manage Team
organized in the School.
12. Training on Disaster Preparedness and Response
conducted.
13. There is proper Waste Disposal/Segregation and
Maintenance.
14. School maintenance are well implemented.
Mean
158
APPENDIX VI
Figure 2a. Location map of DepEd Secondary Schools in Municipalities of

Sta. Maria, Malita and Don Marcelino using the Global
Positioning System (GPS) Application.
159
Figure 2a. Location map of DepEd Secondary Schools in Municipalities of

Jose Abad Santos and Sarangani using the Global Positioning
System (GPS) Application.
160
N06˚31.420'
N06˚11.148'
N06˚22.387' E125˚31.037'
N06˚16.112'
N06˚33.330'E125˚28’
N06˚24.171'
N06˚21.220'E125˚37.810'
E125˚35.186'
N06˚11.991'E125˚33.968'
E125˚29.661'
N06˚29.305'
N06˚30.419'
N06˚24.669'E125˚36.059'
N06˚18.017'
E125˚33.968'
E125˚31.078'
N06˚26.116'
N06˚20.406'
E125˚36.120'
N06˚15.570'
E125˚35.249'
E125˚38.704'
E125˚39.727'
E125˚27.586'
E125˚27.867'
161
N06˚33.330'E125˚28.387'
N06˚30.419'E125˚31.078'
N06˚31.420'E125˚27.586'
N06˚29.305'E125˚33.968'
N06˚26.116'E125˚35.249'
N06˚24.669'E125˚36.059'
N06˚22.387'E125˚27.867'
N06˚24.171'E125˚29.661'
N06˚21.220'E125˚37.810'
N06˚20.406'E125˚38.704'
N06˚16.112'E125˚35.186'
N06˚18.017'E125˚36.120'
N06˚11.991'E125˚33.037' N06˚15.570'E125˚39.727'
N06˚11.148'E125˚31.037'
N06˚11.105' E125˚41.934'
N06˚00.234' E125˚41.218'
N06˚07.092' E125˚41.534'
N06˚21.420' E125˚27.576'
162
Municipalities of Sta. Maria, Malita and Don Marcelino using the Global
N06˚00.234' E125˚41.218'
N05˚54.700'' E125˚38.589'
N05˚43.451' E125˚30.076'
N05˚40.370' E125˚28.521'
N05˚37.154' E125˚26.357'
N05˚34.294' E125˚38.704'
N05˚28.955' E125˚28.664'
N05˚25.672’ E125˚28.587'
N05˚24.817'’ E125˚25.240'
163
Figure 2b. Position and Coordinate of DepEd Secondary Schools in

Municipalities of Jose Abad Santos and Sarangani using the
Global Positioning System (GPS) Application.
49.9 ft. 7217.8 ft.
172 ft. 6233.6 ft.
-76.1 5577.4 ft.

ft.
36.4 ft. 4790.0 ft.
32.8 ft. 6200.9 ft.
1520 ft. 1640.42 ft. 21.7 ft. 7874.0 ft..
1336 ft.. 5479.0 ft..
-24.3 ft. 1968.5 ft.
110 ft. 5774.3 ft.
216 ft. 4166.7 ft.

368 ft. 5216.6 ft.
129 ft. 6233.6 ft.

3281 ft. 5872.7 ft.
2788 ft. 3707.3 ft.
314 ft. 3608.9 ft.

67.7 ft. 4593.2 ft.
126 ft. 265.1 ft.
142 ft. 3280.8 ft.

164
Figure 2c. Distance of Public Secondary Schools in Municipalities of

Sta. Maria, Malita and Don Marcelino to Shoreline and River
using the Global Positioning System (GPS) Application.
67.7 ft. 4166.7 ft.
46.9 ft. 6889.8 ft.
75.1 ft. 5577.4 ft.
44.3 ft. 4527.56 ft.
110 ft. 6561.7 ft.
2.95 ft. 4757.2 ft.
53.1 ft. 2395.0 ft.
249 ft. 2395.0 ft.
122 ft. 5216.5 ft.

165
Figure 2c. Distance of Public Secondary Schools in Municipalities of Jose

Abad Santos and Sarangani to Shoreline and River using the
Global Positioning System (GPS) Application.
166
Figure 3a. Schools’ Sensitivity and Schools’ Adaptive Capacity to Natural

Hazards and Human-Induced Hazards of Public Secondary
Schools in Municipality of Sta. Maria using the Global
167

Schools in Municipality of Malita using the Global Positioning
System (GPS) Application.
168

Schools in Municipality of Don Marcelino using the Global
169

Schools in Municipality of Sarangani using the Global
170

Schools in Municipalities of Sarangani using the Global
171

Hazards and Human-Induced Hazards in the Province of
Davao Occidental using the Global Positioning System (GPS)
Application.
172
Figure 3b. DepEd Secondary Schools in Municipality of Sta. Maria, Davao

Occidental using Geo Hazard Map of the Department of
Environment and Natural Resources.
173
Figure 3b. DepEd Secondary Schools in Municipality of Malita, Davao

Occidental using Geo Hazard Map of the Department of
174
Figure 3b. DepEd Secondary Schools in Municipality of Don Marcelino,

Davao Occidental using Geo Hazard Map of the Department of
175
Figure 3b. DepEd Secondary Schools in Municipality of Jose Abad Santos,

Davao Occidental using Geo Hazard Map of the Department of
176
Figure 3b. DepEd Secondary Schools in the Province of Davao Occidental

using Geo Hazard Map of the Department of Environment and
Natural Resources.
177
Figure 3b. DepEd Secondary Schools in the Province of Davao Occidental

using Geo Hazard Map of the Department of Environment and
Natural Resources.
178
APPENDIX VII
Location map of DepEd Secondary Schools in Municipality of Sta.

Maria, using the Global Positioning System (GPS) Application;
Basiawan National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 1
179

Heracleo Casco Memorial National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 2
180

Pedro Mariscal National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 3
181
Location map of DepEd Secondary Schools in Municipality of

Malita using the Global Positioning System (GPS) Application;
Legend:
Demolok Valley National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 4
182

Bolobolo Integrated School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 5
183

Tomas Lim Alcordo Sr. National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 6
184

B’laan National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 7
185

Tubalan Comprehensive National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 8
186

Clotildo Reyes Barrios Sr. National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 9
187

Ticulon National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 10
188

Benjamin Velasco Bautista Sr. National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 11
189

Tingolo Integrated School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 12
190

Fishing Village Comprehensive National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 13
191

Mariano Peralta National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 14
192
Location map of DepEd Secondary Schools in Municipality of Don

Marcelino using the Global Positioning System (GPS) Application
Don Marcelino National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 15
193

Luisa Joyce Mallari National High School

Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 16
194

Lawa, using the Global Positioning System (GPS) Application;
Lawa National High School

Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 17
195

Calian National High School

Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 18
196

John Martin Johnson National High School

Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 19
197
Location map of DepEd Secondary Schools in Municipality of Jose

Abad Santo using the Global Positioning System (GPS)
Application;
Jose Abad Santos National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 20
198

Application;
Mangeli National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 21
199

Application;
Kalbay National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 22
200

Application;
Emiliano S. Fontanares Sr. National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 23
201

Application;
Edna Guillermo Memorial National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 24
202

Application;
Balangonan National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 25
203

Sarangani using the Global Positioning System (GPS) Application;
Patuko Integrated School

Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 26
204

Jose De Arce Memorial National High School

Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 27
205

Alberto Olarte Sr. National High School
Legend:
School Site Trees
Road Sea/River
GPS Camera
Plate 28
206
APPENDIX VIII
HUMAN-INDUCED HAZARDS IN SCHOOL
Light Bulb Missing No Light Inside
Switch Missing Outlet Damaged
Fluorescent Light Switch Fluorescent Lights

Damaged Malfunctioning
Damaged Ceiling Cracked Ceiling

207
Door Knob Missing Teachers Table Damaged
Window Panes Missing Arm Chair Damaged
Stairs No Railings No Ceiling at All
Door Knob Damaged Blackboard Damaged
Stairs Railings Damaged Fire Alarm Damaged

208
First Aid Box lacking of

No Door
Materials and Medicine
Wall Hole due to removed Sink Lobby Railings Damaged
Fixed Glass Damaged Wall Pan Malfunctioned
Board Damaged Cracked
Wall Cracked Lobby Ceiling Damaged

209
APPENDIX IX
SCHOOL READINESS
210
APPENDIX X
SCHOOL DISASTER RISK REDUCTION MANAGEMENT CORNER

211
APPENDIX XI
SCHOOL DISASTER RISK REDUCTION MANAGEMENT STRUCTURE

(SDRRMS)
212
APPENDIX XII
213
APPENDIX XIII
RESCUELYMPIC 2018
Activity Report

DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO OCCIDENTAL
FISHING VILLAGE COMPREHENSIVE NATIONAL HIGH SCHOOL

Fishing Village, Malita, Davao Occidental
School ID. 304268
1st QUARTER NATIONWIDE SIMULTANEOUS EARTHQUAKE DRILL

(NSED)
February 21, 2019/2:00 PM
I. INTRODUCTION
Pursuant to OUA Memorandum No. 12-0119-0083 issued January

14, 2019, Division, District offices and schools are enjoined to participate
in the 2019 Quarterly Nationwide Simultaneous Earthquake Drill (NSED),
the School Disaster Risk Reduction Management (SDRRM) Team of
Fishing Village Comprehensive National High School was successfully
conducted FIRST QUARTER NATIONWIDE SIMULTANEOUS EARTHQUAKE
DRILL (NSED) yesterday, February 21, 2019 at exactly 2:02 PM. It was
participated by the students, School Responders, Junior Police students,
FVCNHS Faculty and Staff, Teachers and stakeholders together with the
Division Personnel, School Heads from other institution and selected
visitors came to the Division Office for the MANCOM. This is to ensure that
the students, teachers, stakeholders and visitors knows how to response
to earthquake through readiness and awareness the natural calamities.
214
II. OBJECTIVES
1. To evaluate the readiness and awareness of learners, DepEd

Personnel, Stakeholders and visitors on earthquake drill.
2. To evaluate the coordination and communication mechanisms
during evacuation procedure and response.
III. ACTIVITIES TAKEN
Before the said activity, Pre-drill orientation was conducted through

room to room information dissemination on how to conduct proper
earthquake drill procedures. This orientation was headed by the SDRRM
Coordinator ARIEL M. LAROBIS, SDRRM Alternate LEO D. MANISAN,
School Responders and Junior Police discussed the proper coordination
and communication on Early Warning Mechanism of the school.
Before
215
PRE-PLANNING WITH MY SDRRM ALTERNATE
1st Quarter NSED

Classroom Orientation on
EarthquakeDrill
Bandaging Responders Orientation at SDRRM Office
During Lover’s Carry
Three Man’s Carry
Backboard Management
216
Evacuation Site
Division Personnel Participation on NSED

217
AFTER
Evaluation
IV. PROBLEMS MET
After the activity, same evaluation and observations that some

students were shouting and smiling. Some of the teacher did not
participate in the actual conduct of NSED because of lack of interest and
misunderstanding. However, because of the full support of all Committees
on the activity the naughtiness of the students were immediately stop.
V. RECOMMENDATION
There should be a strict implementation both students and teachers

on how to coordinate and communicate mechanisms before, during and
218
after the activity. The exchanging of ideas of the committees will surely
generate a well prepared plan and actions aside from alternate plan.
Furthermore, series of drills must be done to every school in order to be
ready and to be prepared on how to act according the right procedures on
Earthquake Drill.
Prepared by: Noted by:
ARIEL M. LAROBIS ELVIRA T. FAILMA

SDRRM Coordinator Principal I
219
APPENDIX XIV
CURRICULUM VITAE
PERSONAL DATA
Name : BENLEY NIEVRES BASILISCO

Nickname : Barvz
Birthdate : September 25, 1979
Birth Place : Uson St. Poblacion. Malita, Davao Del Sur
Home Address : Uson St. Poblacion. Malita, Davao Occidental
Email Address : benleybasilisco@gmail.com
Contact No. : 09464487863
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father : Benito Gildore Basilisco
Mother : Elsie Nievres Basilisco (deceased)
EDUCATIONAL BACKGROUND
Elementary: Mariano Peralta Elementary School, Malita, Davao Del Sur,
March, 1994.
220
Secondary: Davao Del Sur National High School, Digos City, March, 1999.
College: Southern Philippines Agri-Business and Marine and Aquatic
School of Technology (SPAMAST), April 2010
* Bachelor of Secondary Education, Major in Biological Science
Second Course: One-Year Certificate in Pre-school Education, (April 2016)
Masters’ Degree: (SPAMAST), Master of Arts in Education, Major in
Educational Management, 24 units
Master of Arts in Education, major in Science Teaching
(“Schools’ Sensitivity and Adaptive Capacity to
Natural Hazards and Human Induced-Hazards”, in all Secondary
Schools in the Division of Davao Occidental, Masters’ Thesis, (DEC.
2019)
ELIGIBILITY
Licensure Examination for Teachers (September, 2013 to Present)
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
: COMPETENCY ASSESSOR ACCREDITED –
BEAUTY CARE NCII
HAIRDRESSING NCII
EVENT MANAGEMENT SERVICES NCIII
: COMPETENCY ASSESSOR ACCREDITED-
HILOT WELLNESS MASSAGE NCII
: COMPETENCY ASSESSOR ACCREDITED-
MASSAGE THERAPY NCII
: NATIONAL TVET TRAINER CERTIFICATE LEVEL I –
221
BEAUTY CARE NCII

HAIRDRESSING NC II
EVENT MANAGEMENT SERVICES NCIII
HILOT WELLNESS MASSAGE NCII
MASSAGE THERAPHY NCII
: TRAINERS’ METHODOLOGY LEVEL I
: MASSAGE THERAPHY NC II
: HILOT WELLNESS MASSAGE NCII
: EVENT MANAGEMENT SERVICES NCIII
: FRONT OFFICE SERVICES NCII
: HAIRDRESSING NCII
: BEAUTY CARE NCII
: FOOD, BEVERAGE and SERVICES NCII
WORK EXPERIENCE
INCLUSIVE DATES
(mm/dd/yyyy) POSITION DEPARTMENT / AGENCY /
TITLE OFFICE / COMPANY
From To
01/01/202 MARIANO PERALTA NATIONAL HIGH
PRESENT TEACHER II
0 SCHOOL/SENIOR HIGH SCHOOL
01/01/201 12/31/201 MARIANO PERALTA NATIONAL HIGH
TEACHER II
9 9 SCHOOL/SENIOR HIGH SCHOOL
01/01/201 12/31/201 TEACHER II MARIANO PERALTA NATIONAL HIGH
222

TEACHER II
TEACHER II
01/01/201 05/30/201 DEMOLOK VALLEY NATIONAL HIGH
TEACHER I
6 6 SCHOOL
07/17/201 12/31/201 DEMOLOK VALLEY NATIONAL HIGH
TEACHER I
5 5 SCHOOL
07/16/201
********* TEACHER I BIAO ELEMENTARY SCHOOL
5
06/17/201 07/15/201
TEACHER I BIAO ELEMENTARY SCHOOL
4 5

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1

THE PROBLEM AND ITS BACKGROUND

Education is a human right, universal and inalienable. It is equally

important in enabling people to reach their full potential and exercise

planning and expected hazards mitigated to the determined application of

knowledge, education, and ingenuity. It is an inevitable desire of every

teacher to ensure the safety and well-being of the learners. In school,

an adequate infrastructure and educational facilities to create a positive

The concept of a safe school and overall wellbeing of school

children is gaining its connotation under the commitment towards quality

education for all. Our government is providing strong legislative and

institutional arrangements for disaster risk reduction. The Department of

Education of the Philippines implemented one of the provisions of the

Philippine Disaster Risk Reduction and Management Act of 2010 (DRRM

Act 2010) to integrate especially, in the school curriculum and other

educational programs to heighten the level of resiliency of students

toward natural disasters (Mamon Ma, Ra and Son, 2017).

Earthquakes, landslides, volcanic eruptions, floods, hurricanes,

fires, sink-hole, tornadoes, blizzards, tsunamis, cyclones are examples of

major adversities. While, fires, stampedes, traffic accidents, industrial

mishaps, oil spills, terrorist attack, wars with chemical, biological,

radiological, nuclear or explosives (CBRNE), water pollution, chemical spill

Students, teachers, school staff and others are most affected in an

unsafe environment. Schools' infrastructure, facilities, and equipment

characterize remarkable waste of government, community, donor, and

investments. Classrooms facilities, sanitation facilities, equipment,

damaged supplies require costly repair or replacement and access to

schools becomes not possible or dangerous. The impacts of multiple

natural and human-induced hazards challenge the Department of

and depriving and threatening the lives of children of their right to

continue quality basic education in a safe environment (Luistro, 2016).

Reducing disaster risk confronting the education sector is

tantamount to the achievement of the Department of Education’s

outcomes, namely: access, quality, and governance (Bayangos, 2014).

At the national level, the Disaster Risk Reduction and Management

Council (NDRRMC), in collaboration with the Department of Education is

leading to build the resilience of education by advancing school safety. By

reduction management in basic education framework, the pillars namely:

Safe Learning Facilities, School Disaster Management, and Disaster Risk

The implementation of these pillars aligned with the four thematic

areas of the Philippine Disaster Risk Reduction Management Act of 2010

These areas were Prevention, Mitigation, Preparedness and Response,

Recovery and Rehabilitation. DepEd has established the office of the

Disaster Risk Reduction and Management Service (DRRMS), with regular

that schools have a functioning disaster management team. It ensures the

availability of resources and/or interventions to support affected areas and

establish the mechanism to guide education partners in channelling their

assistance during disaster response and recovery. This School Disaster

Risk Reduction and Management Manual guides the division coordinators

and schools in the implementation of the Comprehensive Disaster Risk

Reduction Management in Basic Education Framework to support the

focus on School Disaster Management.

The creation and upgrading of the Disaster Risk Reduction

Management (DRRM) service in the Department of Education

institutionalized through the Department Order No. 50 series of 2011 and

Department Memorandum 112 series of 2015. However, plantilla positions

for Disaster Risk Reduction Management Coordinators from national to