Results and Discussions

Demographic Profile of the Respondents

Table 1 presented the demographic profile of the respondents and it was

analyzed based on the age, gender, and department of the 300 respondents who were

college students. Gender-wise, the majority of people were female (59.3%), followed by

men (39%), while a tiny minority (1.7%) classified as LGBTQ+. Age breakdown shows

that the largest percentage of people are between the ages of 18 and 20 (51.0%),

closely followed by those between the ages of 21 and 23 (46.3%). The 24-to 28-year-

old age group accounted for a lower percentage of responses (2.7%). The Department

of Criminal Justice and Enforcement (DCJE), which accounted for 30.7% of the

respondents, was where most students were enrolled in terms of departmental

distribution. The departments of DTE (27.7%) and DBA (23%) are also noteworthy. In

comparison, the percentages for DAS (9%), DTP (5%), DAE (3%), and COE (1.7%)

were smaller.

Table 1. Demographic profile of respondents, n=300

f %

Gender F 178 59.3

LGBTQ+ 5 1.7
M 117 39

Age 18-20 153 51.0

21-23 139 46.3
24-28 8 2.7
Dept COE 5 1.7
DAE 9 3
DAS 27 9
DBA 69 23
DCJE 92 30.7
DTE 83 27.7
DTP 15 5

Table 2. Level of Physical Activity Engagement Among College Students n=300

f %
Types 1 4 1.3
2 17 5.7
3 109 36.3
4 84 28
5 86 28.7

Frequency 1 38 12.7
2 64 21.3
3 91 30.3
4 74 24.7
5 33 11

Intensity 1 10 3.3
2 39 13
3 129 43
4 85 28.3
5 37 12.3

Duration 1 60 20
 2 111 37
3 69 23
4 36 12
5 24 8

Total Length 1 58 19.3

2 86 28.7
3 77 25.7
4 43 14.3
5 36 12

Types. The responses to the first indicator as reflected in Table 2 reveal that, out

of 300 students, only 109 (36.3%) This implies “moderate” and indicates that physical

activity engagement among college students is sometimes observed this means that

students performing one type of physical activity. Followed by 86 (28.7%) students who

answered “Always” which implies “very high” and 84 (28.7%) Often) which implies “high”

which means that physical activity engagement among college students is always

observed this indicates that students perform all types of cardiovascular exercise,

resistance exercise, and flexibility exercise. This is followed by 17(5.7%) students who

answered “seldom” which implies “low” and showed that they infrequently engage

themselves in physical activity, while only 4 (1.3%) students answered “never” which

implies “very low” This clause suggests that physical activity engagement among

college students is never observed.

According to Orcajada's (2022) findings, teenagers between the ages of 12 and

16 can improve their physical fitness and body composition by engaging in physical
exercise that supports an active lifestyle. The findings also imply that engaging in

certain physical activities as part of our everyday routines is essential. Variety ensures

that different muscle groups are addressed and overall fitness is increased, whether it is

through strength training with weights, running or swimming for aerobics, or doing yoga

for flexibility World Health Organization (2018). Additionally, Ge's (2019) research

revealed that students with higher levels of physical fitness and physical activity

demonstrate improved health-related quality of life.

Frequency. On the other hand, the responses to the second indicator as

reflected in Table 2 reveal that out of 300 students, only 91(30.3%) answered

“sometimes” which implies “moderate” and indicates that physical activity engagement

among college students is sometimes observed this means that students participate in

physical activity 3 days a week in their free time. 74(24.7%) students answered “often”

which implies “high”. This indicates that physical activity engagement among college

students is frequently observed. This indicates that students participate in activities 4-5

days a week in their free time. This is followed by 64(21.3%) students who answered

“seldom” which implies “low”. This indicates that physical activity engagement among

college students is rarely observed this means that students participate in activity 4-5

days a week. 38(12.7%) students answered “never” which implies “very low”. This

clause suggests that the physical activity engagement of students is never observed

and sometimes participate in physical activity in their free time.

The significance of physical activity involvement for people of all ages and

backgrounds is highlighted by these statistics. It includes a range of physical activities,

sports, and leisure pursuits that encourage mobility, raise fitness levels, and improve

general well-being. The World Health Organization suggests that persons between 18

and 64 should perform at least 150 minutes of moderate-intensity aerobic physical

activity (PA) or 75 minutes of vigorous-intensity PA per week. These findings are

backed by the WHO. Additionally, it is advised to engage in muscle-strengthening

activities two or more days a week (World Health Organization [WHO], 2010). The UK

Department of Health and Social Care (Department of Health and Social Care [DHSC],

2019) has accepted the same guidelines. Walking quickly, riding a bicycle, and other

similar activities are considered moderate aerobic exercises. Physical activity and

cardiorespiratory health are directly correlated, according to a study by Zahrt, O. H., &

Crum, A. J. (2020); however, significant risk reductions can only be attained with 150

minutes a week of moderate to vigorous exercise. Further health advantages are noted

when physical activity levels rise to 300 minutes per week or higher.

Intensity. As can we see in Table 2 indicator 3, out of 300 students 129(43%)

responded “sometimes” which signifies “moderately”. This clause indicates that physical

activity engagement among students is sometimes observed and this means that

students are moderately engaged in physical activity. 85(28.3%) responded “often”

which signifies “high”. This clause indicates that physical activity engagement among

students is frequently observed and this means that students are hardly engaged in

physical activity. Followed by 39(13%) who responded “seldom” which signifies “low”.

This clause indicates that physical activity engagement among students is rarely

observed and this means that students are lightly engaged in physical activity.

37(12.3%) responded “always” which signifies “high”. This clause indicates that physical
activity engagement among students is always observed and this means that students

are highly engaged in physical activity. 10(3.3%) responded “never” which signifies

“very low”. This clause indicates that physical activity engagement among students is

never observed and this means that students are very light in physical activity.

All adults should engage in 150–300 minutes of moderate-intensity physical

activity, 75–150 minutes of vigorous-intensity physical activity, or an equivalent

combination of moderate-intensity and vigorous-intensity aerobic physical activity, per

week, according to a study (World Health Organization 2020 guidelines on physical

activity and sedentary behavior). An average of 60 minutes per day of moderate-to-

vigorous aerobic physical activity spread out over a week is beneficial to children's and

teenagers' health. All age groups should engage in frequent muscle-strengthening

exercises, according to the guidelines. Furthermore, it is advised that sedentary

behavior be decreased for people of all ages and abilities, even though there is not

enough data to determine a threshold for sedentary behavior. The Physical Activity

Guideline for America state that the majority of 60 minutes of physical activity should

consist of either moderate- or vigorous-intensity aerobic physical activity and should

include vigorous-intensity physical activity on at least three days a week. Additionally,

muscle- and bone-strengthening activities should also be a key component of these

activities. The Physical Activity Guidelines for Americans "recommend that children and

adolescents ages 6 through 17 years should do 60 minutes (1 hour) or more of

moderate-to-vigorous physical activity daily." Unfortunately, self-reported data from

American high school students shows that the percentage of adolescents who meet the

recommended level of physical activity—60 minutes or more per day—was only 27.1%
nationwide, declining from the 9th (31.0%) to the 12th (23.5%) grades Piercy, K. L., et

al. (2018). Kim, Sukwon; Song, Ji Hwan; Ho Hyun Song. (2021). Merely 33% of

teenagers meet the suggested objective of engaging in physical activity for at least 60

minutes daily. Thompson, D. L., and Howley, E. T. (2022). To attain the benefits of

moderate-intensity physical activity and cardiorespiratory fitness (CRF), vigorous (hard)

exercise must be performed three to four days a week for 30 to 45 minutes a day, which

is the same as jogging or running about (3 to 5 km) 3 to 4 days per week. According to

Costigan, S. A. (2019), there was a stronger correlation in females than in males

between intense physical activity and negative affect. The results emphasize how

crucial it is for teenagers to participate in intense physical exercise to increase positive

affect and decrease negative affect.

Duration

Total Length

Level of Disaster Preparedness

Community-related disaster preparedness (CRDPOverall). Table 3 presents

the level of disaster preparedness among college students. The overall Community-

related disaster preparedness (CRDPOverall) had a high mean value of 3.62 (SD=

0.88) This implies a significant level of overall preparedness in addition to some

variation in preparedness levels among individuals. Despite this variance, the high

mean shows a generally upward tendency, suggesting that college students are

generally well-aware of and prepared for possible disasters.

 Community-related disaster preparedness is essential in all kinds of emergency

situations. There is growing evidence that many communities find it difficult to prepare in

advance of a disaster, even in spite of resources and post-disaster training. It is

predicted that increasing public involvement in emergency preparedness will close the

expectation gap. People learn more about disaster preparedness the more involved

they are in society. According to Schoch-Spana et al. (2006), low citizen participation is

the norm regardless of its negative impact on the expectation gap.

A community can more quickly recover from natural disasters, reduce the

likelihood that its members would experience mental stress, and address physical

health issues right away (Johnston et al., 2022). The community's role in disaster

recovery has received more attention in recent years. In particular, the significance of

local knowledge, action, participation, and control in defining the character of disaster

response has been highlighted (Brennan, et al, 2022). It makes sense that, in the event

of a crisis, the local community should be the first to respond and prepare (Gamboa-

Maldonado, et al., 2012).

Disaster Information for the Family (DisInfoFamOverall). Corresponding to

this, the level of overall Disaster Information for the Family (DisInfoFamOverall) yielded

a mean score of 3.89 (SD= 0.75). This indicates a high mean value of information

sharing among the relatives of the participants. Students that were surveyed appear to

have greater uniformity and group awareness of material relevant to disasters, as

indicated by the reduced standard deviation. Overall, this data suggests that students

are not only ready on an individual basis, but they also contribute to the development of

a preparedness and awareness culture in their families.

 Disaster behavior have considered the family as a basic unit (Drabek, 1986;

Trost & Hultaker, 1983). The value of disaster information for families could examine

how having knowledge can improve readiness, lessen vulnerability, and enable efficient

emergency response. It might also emphasize how important communication is to

building resilience and ensuring family members' safety during emergencies. The

historical persistence of institutionally entrenched family disaster behaviors, which have

developed and adjusted to both natural and man-made environmental changes, gives

credibility to this theory. Families have demonstrated themselves to be crucial social

and reproductive units that improve the chances of survival for their members (Clason,

1983).

Disaster Supply Kit/ Vehicle at Home (DisSupKitOverall). In addition, the

overall Disaster Supply Kit (DisSupKitOverall) evaluation produced a mean score of

4.07 (SD= 0.75). This suggests an exceptionally high mean value of readiness with

regard to disaster supply kit upkeep. A strong and consistent dedication among college

students to proactively ensure well-equipped disaster supply kits is highlighted by the

standard deviation's consistency. In this area, students show that they are proactive in

obtaining necessary supplies for future situations, which is a concrete example of

preparedness.

Natural and man-made disasters can happen without warning, so being proactive

in your preparation is essential. The vital role emergency vehicles and disaster supply

packages play in strengthening home preparedness for unexpected disasters. A fully

equipped disaster supply bag guarantees quick access to necessities including water,

non-perishable food, first aid supplies, and communication equipment, enabling people
to act appropriately in the early stages of a crisis (FEMA, 2020). But keeping emergency

vehicles, such evacuation-ready cars, ensures that families may leave affected regions

promptly and safely, lowering the likelihood of harm during catastrophes (NHTSA,

2019). A thorough preparedness plan must include keeping emergency vehicles at

home and including disaster supply kits. These actions enable households to react to

hardship quickly and efficiently.

Table 3. Level of Disaster Preparedness Among College Students in terms

x̄ SD

3.6 0.8
CRDPOverall
2 8

3.8 0.7
DisInfoFamOverall
9 5

4.0 0.7
DisSupKitOverall
7 5
 Correlations

PhysicalEngagement
Overall DisasterPreparednessOverall

Spearman's PhysicalEngagementOverall Correlation 1.000 .383**

rho Coefficient

Sig. (2-tailed) . .000

N 300 300

DisasterPreparednessOveral Correlation .383** 1.000

l Coefficient

Sig. (2-tailed) .000 .

N 300 300

**. Correlation is significant at the 0.01 level (2-tailed).