LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 1

KNOWLEDGE AND PREPAREDNESS ON NATURAL DISASTERS

AMONG JUNIOR HIGH SCHOOL STUDENTS:
A KEYSTONE FOR A PRIMER

JANICA ANN G. BANLASAN

CHOLO S. CAGALPIN
ANGELIE D. DE VILLA
SUNSHINE V. NAAG
Science, Technology, Engineering and Mathematics (STEM)

ABSTRACT

The study aimed to determine the level of knowledge and preparedness on natural disasters among Junior
High School students of Lutucan Integrated National High School in terms of fire, typhoon, tsunami and earthquake
during the school year 2018-2019 as a basis for a primer on school disaster preparedness. The study made use of
descriptive-evaluative and descriptive-correlational methods of research. It involved a total of 98 respondents from
Grades 7 to 10 selected through stratified random sampling. Diagnostic test and questionnaire were used as main
tool for gathering data. Percentage rating, weighted arithmetic mean and Pearson r were employed to analyze the
statistical data gathered in the study. Results revealed that the students’ level of knowledge on natural disasters in
terms of fire, typhoon, tsunami and earthquake did not meet expectations and are prepared in the same parameters.
Hence, there is a weak relationship between the students’ level of knowledge and preparedness on natural disasters.
In the endview of the study, a primer on school disaster preparedness was developed. However, it was recommended
that students should pay serious attention when the school is conducting drills on natural disasters; instruction
should be improved by teachers by means of designing lessons incorporating disaster preparedness and adopting the
output of the study in imparting safety and emergency procedures; school administrators should strictly impose the
regular conduct of drills concerning disasters; and future researchers may conduct parallel or follow-up studies for
dimensions not explored in the study and may adopt and asses the effectiveness of the proposed output of the study.

Keywords: Knowledge, natural disasters, preparedness, primer on school disaster preparedness

I. INTRODUCTION
A disaster is an extreme disruption of the functioning of a society that causes widespread human,
material, or environmental losses that exceed the ability of the affected society to cope using only its own
resources (Ferreras & David, 2014).
Safety of everyone is one of the concerns in every part of the world. With that organizations and
institutions have a safety measures put in place. Educational institutions is also adhering the practices
concerns about the safety of the students. Notwithstanding the possibility of the effect of disasters such as
earthquakes, fire, typhoon and tsunami are expecting to have more serious cases of injuries. One of the
reasons of that increase may stem from the consumption of nature and environment by the people in the
community that can cause a lot of floods, fires, lots of quakes and the like (Ozmen, 2012).
The safety of the students in school is not stable due to the recurrence of the disasters. According
to Carter (2013), other than the family and community, the second important grooming ground for
children is a school, where children are imparted more knowledge and skills. It is unfortunate to expose
children to vulnerable environment unknowingly or knowingly. School safety is a human concern for
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 2
every school and community. It must be taken seriously. It is also a legal concern because schools can
be held liable if they do not make efforts to provide a safe and secure school environment. How schools
are built and maintained is an integral part of school safety or disaster preparedness.
Disaster in school or secondary schools has been occurring worldwide, and there will be no
country is secure from this problem. However, the extent and severity is different from one country to
another, because of the point that the level of disaster awareness and preparedness is different from each
other nations.
The Philippines is a country that is prone in the disasters. In the 2017 typhoon Tembin that killed
more than 200 people because of mudslides and floods as the typhoon hits other typhoon that hits the
Philippines is the super – typhoon Haiyan that nearly killed 8,000 people and 200,000 families homeless
in the central Philippines. As of July 6, 2017, a 6.5 magnitude earthquake struck the Masarayao, Leyte.
The earthquake has a depth of 6.49 kilometers an estimated 371,689 people live within 15 kilometers of
the epicenter. The national, regional and provincial authorities have conducted assessments and provided
assistance, including search and rescue and emergency medical aid. The response to the earthquake is
well within the capacity of the Government of the Philippines (ASEAN, 2017).
The magnitude and severity of a disaster varies depending on the level of preparedness and
knowledge of citizens particularly the students in school. For that reason, the researchers will conduct a
study the relationship between the preparedness and knowledge regarding the disasters as a basis for
developing a primer to enhance the knowledge and preparedness of the learners.

Statement of the Problem

The researchers aimed to determine the relationship between the level of knowledge and
preparedness on natural disasters among Junior High School students in Lutucan Integrated National High
School during the school year 2018-2019.
Specifically, the researchers aimed to answer the following questions:
1. What is the level of knowledge on natural disasters among Junior High School students in
terms of:
1.1 fire,
1.2 typhoon,
1.3 tsunami, and
1.4 earthquake?
2. What is the level of preparedness on natural disasters among Junior High School students in
terms of:
2.1 fire,
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 3
2.2 typhoon,
2.3 tsunami, and
2.4 earthquake?
3. Is there a significant relationship between the level of knowledge and preparedness on natural
disasters among Junior High School students?
4. What material can be developed to enhance the level of knowledge and preparedness of
Junior High School on natural disasters?

Hypothesis
There is no significant relationship between the level of knowledge and preparedness on natural
disasters among Junior High School students.

Significance of the Study

This study would be of great contribution to the vast knowledge in relation to the preparedness of
the people on natural disasters. Vital results of this investigation could be highly significant and beneficial
primarily to students, teachers, school emergency response unit, school administrators and future
researchers.
Students will benefit the most from knowledge and awareness on natural disaster preparedness.
The proposed output which is the primer on school disaster preparedness will help them develop their
level of knowledge and preparedness on the occurrence of natural disasters.
Meanwhile, with the results of this study, teachers would have an idea about the level of
knowledge and preparedness of the students on natural disasters that could help them in designing lessons
that incorporates preparedness during natural disasters. Further, teachers will develop an obligation to
instruct their students on the measures needed during, before and after the occurrence of natural disasters.
Thus, the output of this study is a vital tool for teachers to responsibly undertake the exercise of disaster
preparedness in the school
Consequently, the output of the study would help the members of the school emergency response
unit in facilitating drills as it includes protocols concerning the advent of natural disasters. The proposed
output of the study is regarded a vehicle for them to responsibly ensure safety in the school.
On the other hand, the school administrators would be given an information about the level of
knowledge and preparedness of the students on natural disasters. Through this, they will be guided on
what administrative assistance and professional help can they give to improve and ensure safety in the
school. Hence, they can utilize the output of this study to improve the students’ knowledge and
preparedness on natural disasters.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 4
Finally, the results may serve as baseline data for future researchers for follow-up, further
exploration and probing, and at the same time, an expanded investigation of the natural disaster
knowledge and preparedness of the students. They may also assess the effectiveness of the output of the
present study as a learning tool that may be used to enhance the level of knowledge and preparedness of
the students on natural disasters. Likewise, the future researchers may also consider parallel studies about
preparedness of other agencies or organizations on natural disasters.

Scope and Limitation

The study focused on the determination of the relationship between the level of knowledge and
preparedness on natural disasters among Junior High School students as a basis for the development of a
primer on school disaster preparedness. It was limited only to four natural disasters namely, fire, typhoon,
tsunami and earthquake.
The study was conducted at the Junior High School Department of Lutucan Integated National
High School. The respondents were composed of 98 respondents from Grades 7 to 10 enrolled during the
school year 2018-2019 using the stratified random sampling
This study was limited to the use of descriptive-evaluative and descriptive-correlational methods
of research. The diagnostic test made by the researchers was used to assess the respondents’ level of
knowledge while the questionnaire also made by the researchers was used to measure the respondents’
preparedness on natural disasters. Both diagnostic test and questionnaire were consisted of 40 items; 10
items for each disaster. Prior to the actual conduct of the research instruments, they were validated by
science teachers and school DRRM coordinator of Lutucan Integrated National High School.
Percentage rating, weighted arithmetic mean and Pearson r were employed to analyze the
statistical data gathered in the study.
The duration of the study was from July to October 2018.

II. BRIEF REVIEW OF LITERATURE AND STUDIES

The knowledge on natural disasters uses heavily from education planning, the education planning
is from a vision that will start a benefit or change. Therefore, the educational planner develops a key point
that will help to bring the desired change. Likewise the knowledge on disaster includes recognizing
actions to be taken care of within the context of disaster risk management. Natural disaster can be mange
properly of the schools with the proper knowledge of disaster risk management. It is mandatory of the
school community to be engaged in the learning about identifying answers to problems of the disasters in
school (Kay, 2013).
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 5
According to Grant (2012) disaster awareness in schools, can be integrated in organizations by
the strategy of posting signage of rules, installing firefighting equipment, exits for the evacuations,
maintenance of building, establishing a seminars or symposium about the disaster awareness and
preparedness and involving children to child-to-child peer education, usage of songs, electronic and print
media, action learning and education using science as a means to be aware of the disaster risk.
The concept of disaster preparedness involves aimed measures at increasing life safety in the
occurrence of disasters, such as protective actions during an earthquake, flash floods, fire, hazardous
metal spill, and tsunami. This also includes action designed to enhance the ability to commence
emergency actions in order to protect property and enclose disaster damage and disruptions, also the
ability to engage in post-disaster reestablishment and early recovery activities. In addition preparedness is
commonly known of consisting activities aimed at cultivating response activities and to deal with
capabilities. Still, emphasis is increasingly being placed on recovery preparedness – that is, on planning
not only in order to respond effectively during and immediately after disasters but also in order to
successfully handle challenges connected with short – and longer – term recovery (Waugh, 2010).
According to the Asian Disaster Preparedness Centre, there must be a pre-disaster measures
aimed at avoiding or reducing the impact of the disaster in community to have an effective approach of
the disaster management. In the order to effectively achieve the pre-disaster it involves public awareness
campaigns in conveying and giving information for the safety of the community. The disaster
management range from the sequence of actions which includes the mitigation stage that focus on
acquiring knowledge concerning the nature of hazards, disasters, vulnerability, and capacities. Next is the
preparedness stage that includes the ways to increase personal and social protection of all the community.
Last stage is the prevention which encompasses the implementation of the safety measures aimed at
preventing the incident disaster and any other occurrences with harmful effects. In the time of the pre-
disaster campaign, the general public and organizations should collect information on preventive
measures and put it use to be safer and to work together as a whole community (Levine, 2010). In
addition Poyarkov (2015) states that the information should be clear and concise in order to avoid
confusion and misunderstandings and facilitate the information exchange.
Furthermore, if education is supported before, during and after a disaster it can save lives, protect
children and benefit whole communities and countries. Schools can have a catalytic effect on
strengthening humanitarian effectiveness, reducing vulnerabilities and supporting risk mitigation for
future hazards. Additionally, while the cost of education in emergencies interventions can be high, such
costs can be minimized with investment to ensure that national education systems are less vulnerable, and
local schools are better prepared to bounce back from crisis and return children to learning as soon as
possible.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 6
One of the natural disaster that may occur in school is fire. Kay (2013) stated that to avoid the
occurrence of fires in school all trash should be disposed properly as they tend to catch fire. According to
the Explosive Act inflammable substances such as petroleum, paint, chemical and other substances should
tightly stored in close cans or containers and away from any source of heat. On the other hand the
inflammable substances should never be stored in classrooms and dormitories that will be easily moved
by the students and the used of hurricane lamps should be properly regulated.
According to Ministry of Education (2018) an electrician should regularly checked the electrical
wiring and replace any that is weak, broken or worn out and the student should not carry matches as they
can result catching fire the clothing, plastics or any other items. Thorough this instances school should
have request the local fire department to have a talk and demonstrations to the students and school stuff
about the fire prevention.
Another natural disaster that frequently happen in schools is typhoon. Typhoon is accompanied
with very strong winds, heavy rains and large ocean waves. Whenever a typhoon makes a landfall, loss of
lives and the destruction of properties are mainly due to the hazards generated within its circulation
(PAGASA, 2019). In 2013, according to DepEd data, 16.3% of elementary schools (that is, over 5,000
schools) were flooded at least once. Close to 5%, or 1,467 schools were flooded three or more times and
568 schools experienced 5 or more floods. Among public high schools 17.2% were flooded at least once.
Philippine schools are used to getting flooded periodically during a year. In National Capital Region
(NCR), 42.4% of elementary schools and 40.3% of high schools experienced floods at least once in 2013
(Rappler, 2015).
According to Kay (2013) in case sections of the school are flooded because of typhoons, students
should not attempt to wade through floodwater on their own. The school authorities should ensure all
electrical lights, wirings, and appliances are all checked before using. It is also required to ensure that
drinking water are clean at all times.
Kay (2013) further avows that, during heavy rains, schools in landslide-prone areas should
be on the lookout for signs of unusual land movement. On detection of unusual land movement,
alternative learning facilities should be used until the threat ends. Rapid evacuation measures should be
implemented when a landslide takes place.
According to Ministry of Education (2018) during thunderstorms, students should remain in the
school and stay in-doors. Students should also be seated inside school buildings. No one should take
shelter in the verandahs or open places. Student should further be warned that during thunderstorms, they
should never take shelter under trees or walk in the rain. In areas prone to thunderstorms and
lightning, school authorities should install lightning arresters.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 7
The third natural disaster that may take place in schools located in the coastal areas is tsunami.
According to Arida (2012), a tsunami is a series of ocean waves caused by any large and sudden
disturbance of the sea surface. Tsunamis can be generated by landslides, volcanic eruptions and
earthquakes.
In a total of 46 tidal waves classified as a tsunami since 1627 a total of 507 people died in the
Philippines. Tsunamis therefore occur comparatively often in this country. The strongest tidal wave
registered in the Philippines so far reached a height of 58 meters. At this Tsunami on July 6, 2011 a total
of 4 people have been killed. The biggest impact in terms of lifes, injuries, destroyed homes and economy
had been a tsunami on August 31, 2012. A tidal wave of up to 51 meters killed 7 humans and destroyed
vast areas (Live Science, 2011).
Earthquake is another natural disaster that may happen in schools. Allied Universal (2011)
explained that earthquakes are one of the most common, unpredictable occurrences on earth. There is
always a chance of an earthquake, but there is no way of predicting or giving any warning to when one
may occur. Earthquakes may be very dangerous and occur in highly populated areas placing many people
at risk. Homes and building can be severely damage and the ground can literally split apart.
Fortunately the right steps are being taken in the Philippines. A number of organizations
including the National Disaster Risk Reduction & Management Council (NDRRMC) and the Philippines
Disaster Resilience Foundation (PDRF) continue to engage both the public and private sectors in
increasing resilience and undertaking preparedness activities.

Conceptual Framework
In order to create an academic context of the study, the researchers identified a conceptual
framework for guidance.
Under the theme “Disaster Risk Reduction Begins at School”, the United Nations International
Strategy for Disaster Reduction (UNISDR) report in 2008 the set goals of school disaster prevention
which include: to save lives and prevent injuries; to prevent interruption of education due to recurring
natural hazards, and to develop a resilient citizenry able to reduce the social, economic and cultural
impacts of recurring hazards. The objectives are to create and maintain safe learning environments, teach
and learn disaster prevention, and build a culture of safety around school communities.
With the theme of “Building a Culture of Prevention”, the UNISDR report (2017) states that
disaster risk reduction is everyone’s business, and to be a reality and part of everyone’s daily life a culture
of disaster safety should prevail within the society, and this can be done through schools.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 8
With this case, the researchers identify the level of preparedness and level of knowledge of the
Junior High School Students in Lutucan National High School with concepts which serves as the
foundation of the study.

Research Paradigm

PROCESS
INPUT

OUTPUT
Level of Knowledge Analysis of the
and Preparedness on relationship
Natural Disasters between the level
among Junior High of knowledge and Proposed Primer
School Students on School Disaster
preparedness on
Fire natural disasters Preparedness
Typhoons among Junior High
Tsunami School Students
Earthquake

Figure1.The input-process-output (IPO) model of the study.

The figure shows the input – process – output of the study. The input phase includes the
determination of the level of knowledge and preparedness on natural disasters among Junior High School
Students of Lutucan Integrated National High School in terms of fire, typhoon, tsunami, and earthquake.
The process phase covers the analysis of the relationship between the students’ level of knowledge and
preparedness on natural disasters. For the final stage, the end view of the aforesaid analysis is proposing a
primer on School Disaster Preparedness that will serve as the output of the study.

III. METHODOLOGY
Research Design
This study made use of the descriptive-evaluative and descriptive-correlational methods of
research because they provided valuable information based on the essential knowledge of the purposes of
the study. The descriptive-evaluative method was employed to ascertain the level of knowledge and
preparedness of the Junior High School students on natural disasters in terms of fire, typhoon, tsunami
and earthquake. Correspondingly, the descriptive-correlational method was utilized to determine the
significant relationship between the students’ level of knowledge and preparedness on natural disasters.
Hence, these became the basis of developing a primer on school disaster preparedness.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 9
Research Locale
This study was conducted in the Junior High School Department of Lutucan Integrated National
High School located at Barangay Lutucan Malabag, Sariaya, Quezon. The locale was chosen because it is
the current school of the researchers. As well, like any educational institution it can never be spared to
different disasters happening in the environment.

Population and Sampling

The respondents of the study were composed of 98 students from Grades 7 to 10 of the Junior
High School Department of Lutucan Integrated National High School. Stratified random sampling
technique was utilized in the selection of the respondents to ensure that each grade level is represented in
good proportion. It included 28 students from Grade7, 26 students from Grade8, 23 students from Grade9,
and 21 students from Grade10. Moreover, random selection of respondents were employed in determining
the students to be included per section in each of the grade levels.

Research Instrument
The study made use of the diagnostic test and questionnaire as main tool for gathering data.
The diagnostic test constructed by the researchers was used to measure the level of knowledge of
the respondents on natural disasters. It is composed of 40 multiple choice test items; 10 items from each
of the occurring disasters namely, fire, typhoon, tsunami, and earthquake. Item distribution was
constructed so as to ensure the equal allotment of test items for each of the disaster. The directions were
made brief but clear so as to avoid confusion on the part of the respondents. Four options were provided
for each of the test items. Furthermore, the items belonging to the same topic were put together and
checked if there is no pattern in the order of responses.
To find out the level of preparedness of the respondents on natural disasters, 40-item survey
questionnaire was made by the researchers. It includes 10 items for each of the disaster. It was in the
form of a checklist which utilized the 5-point Likert scale.
To establish the validity of the research instruments, the researchers sought the assistance of the
Science teachers and School DRRM coordinator of Lutucan Integrated National High School to validate
the content of the diagnostic test and questionnaire to determine its correctness, appropriateness and
relevance. Their suggestions were considered for modification, rephrasing and improvement of the
research instruments. After working on the revisions, the research instruments were submitted to the
research adviser for the final approval.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 10
Data Gathering Procedure
To accomplish this study, the following steps were considered and followed.
Necessary permits to conduct the research were secured. A permission was asked from the school
principal of Lutucan Integrated National High School for the conduct of study in the Junior High School.
Upon the approval, the researchers sought permission from the chief advisers of each of grade level.
Upon completing the necessary permits, the researchers accessed each section and grade level to
personally administer the research instruments. After the retrieval of the research instruments, tallying,
tabulation and analysis of the data followed.
After analyzing the results, the areas with low level of knowledge and preparedness on natural
disasters were determined and served as the basis of the researchers in the development of the proposed
primer on school disaster preparedness.

Statistical Treatment of Data

The researchers utilized percentage rating to find out the level of knowledge of the respondents
on natural disasters. Meanwhile, weighted arithmetic mean was used to determine the level of
preparedness on natural disasters of the respondents. Moreover, Pearson moment correlation was used to
find out the relationship between the respondents’ level of knowledge and preparedness on natural
disasters.

IV. RESULTS AND DISCUSSION

Table 1

Level of Knowledge of Junior High School Students on Natural Disasters

O VS S FS DNME
Natural Disaster
f % f % f % f % f %
1. Fire 3 3.06 3 3.06 3 3.06 20 20.41 69 70.41
2. Typhoon 0 0.00 13 13.27 24 24.49 14 14.29 47 47.95
3. Tsunami 7 7.14 4 4.08 29 29.59 18 18.37 40 40.82
4. Earthquake 3 3.06 3 3.06 10 10.20 26 26.54 56 57.14
Overall 13 3.31 23 5.87 66 16.84 78 19.90 212 54.08
Legend: O = Outstanding 90-100% FS = Fairly Satisfactory 75-79%
VS = Very Satisfactory 85-89% DNME = Did Not Meet Expectations Below 75%
S = Satisfactory 80-84% f = number of respondents

Table 1 shows the level of knowledge of Junior High School students on natural disasters in
terms of fire, typhoon, tsunami and earthquake.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 11
Overall, as presented in the table, 54.08% of the students did not meet expectations, 19.90%
students got fairly satisfactory, 16.84% obtained satisfactory grade, 5.87% got very satisfactory grade,
and only 3.31% among them are outstanding in terms of knowledge on natural disasters.
In particular, majority of the Junior High School students did not meet expectations on all the
natural disasters namely, fire with 70.41% of the respondents, earthquake with 57.14% of the
respondents, typhoon with 47.95 of the respondents, and tsunami with 40.82% of the respondents.
According to Kay (2013) natural disasters can be managed properly of the schools with the
proper knowledge on disaster risk management. It is mandatory of the school community to be engaged in
the learning about identifying answers to problems of the disaster. In addition disaster awareness can be
integrated in organizations by the strategy of posting signage of rules, installing fire fighting equipment,
exits for the evacuations, maintenance of building, establishing a seminars or symposium about the
disaster awareness and preparedness and involving children to child-to-child peer education, usage of
songs, electronic and print media, action learning and education using science as a means to be aware of
the disaster risks.

Table 2

Level of Preparedness of Junior High School Students on Natural Disasters in Terms of Fire

Indicators WAm Verbal Description

Before
1. Ensuring to familiarize and identify escape routes or fire exits 3.71 Prepared
2. Keeping exit doorways, corridors and aisles free of
3.57 Prepared
obstructions and combustible materials.
3. Checking the availability and functionality of fire extinguishers 4.03 Prepared
4. Clearing all combustibles away from any potential fire source,
4.09 Prepared
such as kitchen stoves and oven, furnace, and water heaters

During
3.61 Prepared
5. Following the emergency or evacuation procedures during fire
6. Manipulating fire extinguishers safely 3.18 Somewhat Prepared
7. Using fire blankets and its alternatives 3.93 Prepared

After
8. Moving to a safe area free from fire and heat 3.90 Prepared
9. Checking for burns and injuries and approach the nearest first
3.85 Prepared
aid provider for assistance
10. Coordinating with the Bureau of Fire through saved emergency
4.60 Highly Prepared
number
Average Weighted Arithmetic Mean 3.84 Prepared
Legend: 4.21 – 5.00 Highly Prepared 1.81 – 2.60 Not Prepared
3.41 – 4.20 Prepared 1.00 – 1.80 Highly Not Prepared
2.61 – 3.40 Somewhat Prepared
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 12

Table 2 reveals that on the whole, Junior High School students are prepared with regards to fire
preparedness as revealed with an average weighted arithmetic mean of 3.84. In particular, the students are
highly prepared after fire concerning coordinating with the Bureau of Fire through saved emergency
number with a weighted arithmetic mean of 4.60.
In addition, the students are prepared with clearing all combustibles away from any potential fire
source, such as kitchen stoves and oven, furnace, and water heaters (4.09 WAm) before the incidence of
fire but they are only somewhat prepared with manipulating fire extinguishers safely (3.18 WAm) during
fire.
The aforesaid results show the need for an effective approach for disaster management in schools.
According to Ferreras and David (2014), being alert about possible hazards is an important aspect in a
school to maintain a safe environment for the students. Every stakeholder in the school need to gain
knowledge through a training program on fire preparedness management such as use of fire extinguishers
and fire safety equipment.

Table 3

Level of Preparedness of Junior High School Students on Natural Disasters in Terms of Typhoon

Indicators WAm Verbal Description

Before
1. Participating actively on school’s response drill and simulation 3.57 Prepared
2. Ensuring that building can withstand heavy rain and strong
4.06 Prepared
winds
3. Identifying evacuation areas which are on higher grounds 3.84 Prepared
4. Establishing and maintaining coordination with the local
4.09 Prepared
disaster coordinating councils

During
5. Monitoring through radio and other reliable sources of latest 3.61 Prepared
news on the typhoon
6. Gathering on the most stable, strong and safe building 3.99 Prepared
7. Staying indoors and away from windows 4.41 Highly Prepared

After
8. Attending to victims immediately 3.32 Prepared
9. Checking for damages and losses 3.50 Prepared
10. Coordinating with the Barangay officials for the assistance 4.32 Highly Prepared
Average Weighted Arithmetic Mean 3.84 Prepared
Legend: 4.21 – 5.00 Highly Prepared 1.81 – 2.60 Not Prepared
3.41 – 4.20 Prepared 1.00 – 1.80 Highly Not Prepared
2.61 – 3.40 Somewhat Prepared
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 13
Table 3 depicts that junior high school students are prepared with typhoon disaster management
as supported by an average weighted arithmetic mean of 3.84. Conversely, the students are highly
prepared when it comes to staying indoors and away from windows, and coordinating with the Barangay
officials for assistance with weighted arithmetic mean of 4.41 and 4.32, respectively. Hence, they are just
prepared with attending to victims immediately which obtained the lowest WAm of 3.32. This confirms
the study of Tabios (2010) which explained that to ensure preparedness for the response phase of disaster
management, people should be train and organize quick response volunteer teams to provide rescue and
first aid as well as logistic and psychosocial support.

Table 4

Level of Preparedness of Junior High School Students on Natural Disasters in Terms of Tsunami

Indicators WAm Verbal Description

Before
1. Participating on school advocacy on tsunami awareness, 3.30 Prepared
preparedness and mitigation
2. Turning on the radio and other communication device to update
3.15 Prepared
on tsunami warnings
3. Keeping aware of tsunami facts 3.64 Prepared
4. Knowing evacuation plans and procedures 3.09 Prepared

During
5. Moving away from the beach or coastal areas immediately 3.43 Prepared
6. Moving inland to predetermine higher ground immediately 3.53 Prepared
7. Not staying on low-lying coastal areas that are not to withstand
3.77 Prepared
tsunami impacts

After
8. Staying away from flooded and damaged areas 3.52 Prepared
9. Waiting for the announcement of local officials if it is safe to
3.61 Prepared
return
10. Checking structural damage to ensure there is no danger of
3.81 Prepared
structural collapse
Average Weighted Arithmetic Mean 3.48 Prepared

Legend: 4.21 – 5.00 Highly Prepared 1.81 – 2.60 Not Prepared

3.41 – 4.20 Prepared 1.00 – 1.80 Highly Not Prepared
2.61 – 3.40 Somewhat Prepared

Table 4 exhibits the level of preparedness on natural disasters of Junior High School students in
terms of tsunami. It further shows that with an average weighted arithmetic mean of 3.48, the students are
considered prepared in respect of tsunami preparedness.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 14
Particularly, the students are prepared with checking structural damage to ensure there is no
danger of structural collapse, not staying on low-lying coastal areas that are not to withstand tsunami
impacts, and keeping aware of tsunami facts with weighted arithmetic mean of 3.81, 3.77 and 3.64,
respectively.
Ferreras and David (2014) emphasized that education is considered to be the best way for making
A safe and disaster resilient society. School is an important agency to reduce disasters risk through
knowledge, preparedness and education. Teachers and students play crucial roles in the development of a
culture of prevention and preparedness because they can transfer knowledge and skills to the family and
community.

Table 5

Level of Preparedness of Junior High School Students on Natural Disasters in Terms of Earthquake

Indicators WAm Verbal Description

Before
1. Participating actively on school’s earthquake drills 3.39 Prepared
2. Requesting appropriate authorities to determine the building
3.47 Prepared
site is along an active fault
3. Scraping heavy furniture/cabinets inside the classroom to the
3.86 Prepared
wall to prevent sliding or toppling
4. Checking the presence of other potential sources of hazard due
3.59 Prepared
to secondary effect of earthquake

During
5. Staying inside a structurally sound building 3.54 Prepared
6. Embracing shelves in a doorway or by getting under a sturdy
3.31 Prepared
desk or table
7. Performing the duck, cover and hold 3.56 Prepared

After
8. Getting out calmly 3.60 Prepared
9. Checking for cuts and injuries and approach to the nearest
3.29 Prepared
teacher or first aid provider for assistance
10. Moving to evacuation areas or open fields 3.60 Prepared
Average Weighted Arithmetic Mean 3.52 Prepared

Legend: 4.21 – 5.00 Highly Prepared 1.81 – 2.60 Not Prepared

3.41 – 4.20 Prepared 1.00 – 1.80 Highly Not Prepared
2.61 – 3.40 Somewhat Prepared

Table 5 discloses that the Junior High School students are prepared with earthquake preparedness
management gaining an average weighted arithmetic mean of 3.52.
In particular, the table denotes that the students are prepared with scraping heavy
furniture/cabinets inside the classroom to the wall to prevent sliding or toppling, getting out calmly, and
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 15
moving to evacuation areas or open fields which obtained a weighted mean of 3.86, 3.60 and 3.60,
respectively. This verifies the assertion of Asian Disaster Preparedness Centre (2014) that there must be a
pre-disaster measures aimed at avoiding or reducing the impact of the disaster in community to have an
effective approach of the disaster management. The disaster management range from the sequence of
actions which includes the mitigations stage that focus on acquiring knowledge concerning the nature of
hazards, disasters, vulnerability, and capacities.

Table 6

Relationship between the Level of Knowledge and Preparedness on Natural Disasters among Junior High
School Students

Impression at
Computed rxy Computed Critical
Variables df Mean Decision 0.05 level of
value t-value t-value
significance
X1=71.97 rxy=0.23
Fire 96 X2=4.05 2.33 0.207 Reject Ho Significant
Weak Relationship
X1=75.84 rxy=0.26
Typhoon 96 X2=4.14 2.59 0.207 Reject Ho Significant
Weak Relationship
X1=76.23 rxy=0.25
Tsunami 96 2.53 0.207 Reject Ho Significant
X2=3.96 Weak Relationship
X1=73.46 rxy=0.10
Earthquake 96 Very Weak 1.03 0.207 Reject Ho Significant
X2=3.86 Relationship

Table 6 shows the relationship between the level of knowledge and preparedness on natural
disasters among junior high school students vis-à-vis fire, typhoon, tsunami and earthquake.
The table reveals that there is a weak relationship between the students’ level of knowledge and
preparedness on natural disasters, particularly on fire, typhoon and tsunami, supported by an r value of
0.23, 0.26 and 0.25, respectively. Consequently, there is a very weak relationship on students’ level of
knowledge and preparedness on earthquakes with an r value of 0.10.
Moreover, since all the computed t-values for fire (2.33), typhoon (2.59), tsunami (2.53) and
earthquake (1.03) are greater than the tabular value of 0.207 at 0.05 level of significance, the null
hypothesis stating that “there is no significant relationship between the level of knowledge and
preparedness on natural disasters among Junior High School students” is rejected. This could be deduced
from the fact that since the level of knowledge of the students on natural disasters did not meet
expectations, it corresponds that the students are just prepared.
The abovementioned results confirms the findings of De Guzman, Duenas and Rosales (2017)
that there is a very weak correlation between the Senior High School students’ knowledge and
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 16
preparedness on disasters. Since their level of knowledge is fairly satisfactory and they are quite prepared
due to some factors.

Proposed Primer on School Disaster Preparedness

The first and foremost desire of every school is to ensure the safety of their students. To ensure
safety when disaster occur, the active participation of students in school disaster safety programs is
desired for moving the world towards a safer living place and sustainable developed society.
From the results of the inventory conducted in the study to determine the students’ level of
knowledge and preparedness on natural disasters, the weak areas were identified and utilized as basis for
development of a primer on school disaster preparedness. The material basically contains information on
fire, typhoon, tsunami and earthquake; and measures that needed to be employed and carried out before,
during and after a natural disaster. Henceforth, this will improve the level of knowledge and preparedness
of the students on natural disasters for them to be better prepared to cope with such disasters that may
happen in the future.

V. Findings
The following are the findings of the study:
1. On the level of knowledge on natural disasters, the Junior High School students comprising 54.08%
did not meet expectations. Specifically, the students did not meet expectations on fire with 70.41%,
typhoon with 47.95%, tsunami with 40.82%, and earthquake with 57.14%.
2. The Junior High Schools students are prepared on all the natural disasters with a grand weighted
arithmetic mean of 3.67. In particular, the students are prepared on fire with 3.84 WAm, typhoon with
3.84 WAm, tsunami with 3.48 WAm, and earthquake with 3.52 WAm.
3. There is a weak correlation between the students’ level of knowledge and preparedness on natural
disasters, particularly on fire, typhoon and tsunami, supported by an r value of 0.23, 0.26 and 0.25,
respectively; and very weak relationship in terms of earthquake with an r value of 0.10. Since, all the
computed t-values for fire (2.33), typhoon (2.59), tsunami (2.53) and earthquake (1.03) are greater
than the tabular value of 0.207 at 0.05 level of significance, the null hypothesis stating that “there is
no significant relationship between the level of knowledge and preparedness on natural disasters
among Junior High School students” is rejected.
4. A primer on school disaster preparedness was developed which primarily aims to enhance the
students’ level of knowledge and preparedness on natural disasters.
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 17
VI. Conclusions
Based on the findings revealed in the study, the following conclusions are drawn:
1. The level of knowledge of the students on natural disasters did not meet expectations, thus suggests
an imperative for them to be much informed and aware of the safety and emergency procedures
during disaster.
2. The students were prepared on natural disasters which calls for more engage and active involvement
on disaster preparedness seminar, trainings, drills and simulations to strengthen their level of
preparedness.
3. There is a weak relationship between the students’ level of knowledge and preparedness on natural
disasters.
4. The developed primer on school disaster preparedness as an output of the study is an endeavor to
address the insufficiency of the students’ knowledge and preparedness on natural disasters.
Henceforward, it is ready for adoption.

VII. Recommendations
Based on the findings and conclusions, the following are recommended:
1. Students should pay serious attention when the school is conducting drills on natural disasters. The
proposed output which is the primer on school disaster preparedness must be adopted for use to help
enhance their level of knowledge and preparedness on natural disasters.
2. Instruction should be improved by teachers by means of designing lessons incorporating disaster
preparedness. They should be the first one to be trained for them to effectively instruct their students
during disaster drills and simulations. The output of the study may be adopted by the teachers in
imparting safety and emergency procedures.
3. The school administrators should strictly impose the regular conduct of drills concerning disasters.
They may encourage and support teachers and personnel who are members of the school emergency
response team to continually attend trainings in order to be adept with the national, if not the
international standard. They should provide the needed or additional equipment for rescue and first
aid, as well as hire or designate a safety officer to ensure that the output can be best implemented.
4. To the future researchers, it is necessary to explore the possibility of conducting a parallel study with
an actual test on measuring the handling of simulated disaster scenario as the main data gathering
tool. This may provide a greater degree of accuracy since it will veer away from self-assessment.
5. Future researchers may also conduct parallel or follow-up studies using additional dimensions of
disaster preparedness not explored in the study. They may also adopt the proposed output of the study
 LUTUCAN INTEGRATED NATIONAL HIGH SCHOOL 18
and assess its effectiveness as a learning tool to enhance students’ level of knowledge and
preparedness on natural disasters.

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