Emergency Preparedness of Grade 7 Special Program learners in

Bukidnon National High School

Jodi Line J. Paglinawan

Raymond John Gonzaga

Joshua Kyle Panes

Argillion Payao

Juffer Sandiman

Division of Malaybalay

Bukidnon National High School

 2023

Chapter I

The Problem

Background of the Study

Encountering emergencies is inevitable especially in a crowded

setting. According to Suwardianto (2018), the state of emergency at

school is a crisis condition. An emergency can happen to anyone,

anywhere, anytime. Whereas, emergency preparedness training is only

being implemented on teachers, students with extra-curricular

activities and Senior High school sports track learners in Bukidnon

National High school.

According to Torani et al., (2019) both natural and man-made

disasters can seriously disrupt a community and result in numerous

casualties. They cause physical damage to society and the

environment, as well as psychological trauma (Rouhanizadeh &

Kermanshachi, 2019). It is crucial that young people learn emergency

preparedness skills like First Aid and Basic Life Support (BLS)

because it is also important for the students to practice rescue skills

that they might need during an actual disaster. Educating children

about hazards plays a vital role in preparing them for disasters (Amri

et al., 2017).

The main motive of this study is to give opportunities to young

individuals, particularly Grade 7 Special Program learners in

nurturing their knowledge regarding emergency response and shape a

new conscious society. Manesh (2017) stated that young people

participating in various activities before, during, and after disaster,

have better ability to handle emergency situations practically and

mentally. Hence, acknowledging youth as future assets in disaster

management. Prior research has tended to target or concentrate more

on older than younger audiences within an institution. By filling this

research gap, this study will have a substantial impact.

Framework of the Study

Disaster preparedness is an all-encompassing strategy to reduce

vulnerability. Adopting a theoretical framework that directs the

development, implementation, and assessment of emergency

preparedness programs can help achieve this.

The disaster cycle is one theoretical framework that is frequently

applied in emergency planning. The disaster cycle involves four

phases: preparation, response, recovery, and mitigation (Klein &

Irizarry, 2022). Preparedness involves activities such as risk

assessments, hazard mapping, and the development of emergency

plans, procedures, and protocols. Response involves the mobilization

of resources and the implementation of preparedness plans during an

emergency. Recovery involves the restoration of affected communities,

institutions, and individuals to their pre-disaster level of functioning.

Mitigation involves actions that reduce the likelihood of future

disasters and minimize their impact.

Figure 1

Disaster Cycle

According to Kilanowski (2017), the social-ecological model

(SEM) was first introduced as a conceptual model for understanding

human development by Urie Bronfenbrenner in the 1970s and later

formalized as a theory in the 1980s. It is a theoretical framework that

is widely applied in emergency preparedness. This concept

acknowledges that a variety of elements, such as human behavior,

community networks, organizational structures, and political and

economic systems, have an impact on disaster preparedness. To

improve emergency preparedness, the social-ecological model

underlines the significance of tackling these interconnected elements.

The socio-technical systems approach, which looks at the intricate

connections between technological systems and social elements in

emergency circumstances, and the risk perception model, which

focuses on individual perceptions of risk and the factors that impact

these perceptions.

Figure 2

The Socio-ecological model

Statement of the Problem 

 This research study aims to determine the emergency

preparedness of Grade 7 Special Program Learners in Bukidnon

National High School in the school year 2023-2024.

Specifically, this study will seek to answer the following

questions: 

1. What is the level of Emergency preparedness of learners in

Bukidnon National High School?

2. Is there a significant difference in the emergency preparedness of

learners when grouped according to sex, age, and program?

Significance of the Study

The findings of this research will prove useful to the following

entities:

Grade 7 Special Program learners in Bukidnon National High

School

The study will benefit the Grade 7 Special Program learners in

Bukidnon National High School because they would be acquiring new

skills and help their institution.

Bukidnon National High School

 The study will benefit Bukidnon National High School because it

will be equipped with young people on hand who can handle potential

emergencies within the institution.

Parents and Guardians

The study will benefit the Parents and Guardians because

emergency preparedness will give them peace of mind knowing that

the institution is capable of responding to emergencies.

First responders

The study will benefit first responders because they will gain

additional help in emergency situations.

Future researchers

The study will benefit future researchers because this study will

serve as guide and reference.

Scope and Delimitation of the Study

This research attempts to bridge the critical gap of knowledge

and preparedness. Primarily, the focus of this research is on Grade 7

Special Program learners in Bukidnon National High School.

It should be noted that the present study will not cover Grade 7

learners (JHS) because they focused more on students with extra-

curricular activities and Senior High School learners.

Definition of Terms

For clearer and better understanding of this study, the following terms

are defined operationally:

Emergency Preparedness.

In this study, this is the steps you take to make sure you are safe

before, during and after an emergency or natural disaster.

Basic Life Support (BLS).

In this study, this refers to the type of care that first-responders,

healthcare providers and public safety professionals provide to anyone

who is experiencing cardiac arrest, respiratory distress or an

obstructed airway.

Disaster Management.

In this study, the organization, planning and application of

measures preparing for, responding to and recovering from disasters.

Chapter II

Review of Literature

Legal Bases
 The Philippine Disaster Risk Reduction and Management Act of

2010 (Republic Act 10121) aims to create a comprehensive and

integrated disaster risk reduction and management system in the

country. One of the key provisions of this law is the integration of

disaster risk reduction and management (DRRM) into the school

curriculum to promote disaster preparedness among the youth.

Under Section 16, RA 10121 requires educational institutions to

include disaster risk reduction and management and climate change

adaptation education in their curricula at all levels, to instill

knowledge and skills in disaster risk reduction, preparedness,

response, and rehabilitation, among others. Schools can incorporate

Disaster Risk Reduction Management in their curricula by providing

lessons and activities to raise awareness about disaster risks and

prepare students for emergencies. This can include drills and

exercises, training sessions for first aid, and conducting simulations

on disaster response. By integrating DRRM in the school curricula

through RA 10121, the youth could develop the knowledge, attitudes,

and skills essential in promoting emergency preparedness during

disasters. They can also serve as agents of change and leaders in

advocating for hazard mitigation measures and disaster risk reduction

efforts within their own homes and communities.

The Department of Education Order No. 21, s. 2015 emphasizes

that DRRM education should be integrated into the curriculum of all

levels of education. Schools should also conduct regular disaster

drills, establish communication protocols, and have a comprehensive

plan for the pre-disaster, during-disaster, and post-disaster phases.

In conclusion, by implementing DepEd Order No. 21, s. 2015,

schools can contribute to the government's efforts to enhance DRRM

in the Philippines as mandated by RA 10121.

Theories or Concepts

According to Huay et al. (2022), The disaster management cycle

(DMC), which comprises of the four core phases of disaster:

preparedness, response, recovery, and mitigation, is frequently

regarded as one of the fundamental approaches to managing disaster

risk. Every stage of the cycle needs emergency preparedness. The first

phase is preparedness. It is the period which actions are done to

minimize potential effects and get communities and organizations

ready by studying lessons from previous disasters. Then, Response.

The response phase refers to activities immediately implemented after

a disaster. Afterwards, Recovery. This is the actions taken to restore

the situation to its pre-disaster condition, including reconstruction

and rehabilitation. Lastly, Mitigation Phase that refers to actions

taken after and before a disaster to reduce the effects of disasters.

The socio-ecological model is a framework used to understand the

complex interplay between various factors that influence individual

and community behavior. This model is closely related to emergency

preparedness, as it helps to identify the various social, economic, and

environmental factors that can either promote or hinder preparedness

efforts.

A study published in the International Journal of Disaster Risk

Reduction noted that the socio-ecological model can also be used to

develop community-based disaster risk reduction strategies that

involve local communities in the planning and implementation of

preparedness measures (Garschagen et al., 2016). This approach can

help to build trust and cooperation between communities and

authorities, leading to more effective emergency response and better

outcomes during disasters.

Overall, the socio-ecological model is an important tool for

understanding the complex social and environmental factors that

influence emergency preparedness efforts and can help to inform more

effective disaster risk reduction strategies.

Studies Conducted

Several studies have been conducted on emergency preparedness

among youth, which is important as they are an important segment of

the population that may be vulnerable in emergency situations. The

studies have examined the knowledge, attitudes, and behaviors of

youth related to emergency preparedness, as well as factors that

contribute to their preparedness.

A previous study by Bhattacharya et al. (2020) was among

paramedic students of a tertiary care hospital of North India to assess

the impact of a training program on disaster preparedness. The study

results indicated a considerable number of students that had “average

knowledge,” with limited opportunities for training despite their beliefs

toward disaster management.

Another study by Tanner and Doberstein (2015) examined the level

of emergency preparedness among University of Waterloo, Ontario,

Canada students. It was anticipated that most students inadvertently

have emergency preparedness supplies; however, they are not

prepared to handle emergency situations.

A third study by Tan et al. (2016) did an assessment of status and

demand for Disaster Education among University Students in

Guangzhou,China. The study results suggested a systematic disaster

course focused on rescue skills in all types of universities.

A study by Zhu and Zhang (2017) investigated disaster education in

elementary and secondary schools: evidence from China and resulted

to a consensus that school-based disaster education should be

enhanced to raise the awareness and capability of students to address

disasters and suggested that schools should develop disaster-related

curricula, incorporate disaster education curricula into the

compulsory curricula, and design special textbooks for disaster

education.
 Lastly, a study by Bolletino et. al (2018) highlighted Filipinos’

perceptions of their own level of disaster resilience and experience

with disaster preparedness systems. Results showed that although

majority of the Philippine population felt self-resillient when it comes

to disasters by focusing on getting ready and had high access to

communication technologies, participation to training was low by only

20 percent (%) of the population.

In conclusion, the review of related literature has provided a

comprehensive understanding of the current state of knowledge on the

research topic. Through the synthesis of various studies, theories and

findings. The researchers have gained insights into the key concepts

and variables that influence the phenomenon under investigation. The

literature has also identified gaps in the existing research and

highlighted areas that require further investigation.

Chapter III

Methodology

Research Design
 The researchers will use the descriptive quantitative design. The

researcher used descriptive research design in collecting the data from

respondents because it is concerned with answering questions such

as who, how, what which, when and how much (Cooper & Schindler,

2003). A descriptive study is carefully designed to ensure complete

description of the situation, making sure that there is minimum bias

in the collection of data and to reduce errors in interpreting the data

collected.

Research Locale

The study will be conducted at Bukidnon National High School

located in Barangay 3, Sayre Highway along Fortich Street in

Malaybalay City, Bukidnon. District III.

Figure 3

Map of Malaybalay City Division Map covering the research locale

Research Respondents
 The respondents of the study will be the Grade 7 Special

Program learners in Bukidnon National High School, who are enrolled

in the school year 2023-2024. The sample size will be taken from the

total population of Grade 7 Special Program learners, who are enrolled

in the Department of Education learner information system (LIS). The

sample size will be determined using Slovin’s formula. The

respondents will be taken from the various special programs, namely:

Special Program in Journalism (SPJ), Special Program in Foreign

Language (SPFL), Special Program of Arts (SPA), Special Program in

Sports (SPS) and Science, Technology and Engineering (STE).

Data Collection Method

The following steps will be taken to collect the data: The

researchers will first obtain permission from the School Principal of

Bukidnon National High School to perform the study. When the

request is approved, the researchers will select respondents from the

five different special programs, including the Special Program in

Journalism (SPJ), Special Program in Foreign Language (SPFL),

Special Program of Arts (SPA), Special Program in Sports (SPS), and

Special Program in Science, Technology, and Engineering (STE).

Following that, the researchers will give out the consent and parental

authorization forms, which the respondents must sign. Following the

receipt of the completed consent form, the researchers will hand out

the respondents' verified questionnaires and when the respondents

have already provided their responses, the researchers would

immediately retrieve them for data interpretation.

Validation of Instruments

Researchers will work with three specialists to validate the

questionnaires and survey to be employed related to this study. The

Grade 7 Special Program participants will receive the questionnaires

after the instruments have been validated.

Research Ethics

Before conducting this research, the researchers will send a

permission letter to the School Principal to perform this study in

Bukidnon National High School. In order to prevent further issues,

selected respondents will be given parental consent forms to sign, and

they will also be requested to give their own approval to participate.

The researchers will assure the participants that they would adhere to

the guidelines regarding informed consent, protect respondents'

privacy, and uphold confidentiality. Researchers will be held

accountable if any research ethics are violated.

Data Analysis

Appropriate statistical tools will be used to analyze the data.

The results of the questionnaire given to Grade 7 Special Program

Learners will be examined, and descriptive statistics will be used to

obtain the data needed for the study. The Emergency Preparedness

mean and standard deviation will be calculated using Excel, and the

data will be analyzed and the results will be interpreted in light of the

study's objectives.

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