ABSTRACT

TITLE : LEVEL OF DISASTER AWARENESS AND PREPAREDNESS

OF THE STUDENTS, TEACHERS, AND PERSONNEL

OF

SAINT MICHAEL ACADEMY

RESEARCHERS : NATHANIEL HERNANDEZ

CHRISTIAN MARK LUNA

ARTHUR SULTAN

LEANDRO JOSE TAGROS

RYAN FRANCEL VIBAL

ADVISER : CARMELA B. DALMACION, LPT

STAND : STEM, TECHNOLOGY, ENGINEERING, AND

MATHEMATICS

SCHOOL : SAINT MICHAEL ACADEMY, CATARMAN, NORTHERN

SAMAR

YEAR : 2021

This study assessed the level of disaster awareness

and preparedness of Saint Michael Academy students,

teachers, and administrators. The objectives included are

to determine the demographic profile of the respondents in

terms of sex and grade level or position of the personnel,

to determine the disaster awareness and preparedness level

in terms of disaster-related knowledge, disaster

preparedness and readiness, disaster adaption and disaster

1
awareness, and find out the level of disaster awareness and

preparedness of the students, teachers, and administrators.

The research used quantitative and descriptive survey

research design to analyze the variables of the study.

The respondents of the study are the 276 students, 28

teachers and 3 administrators, this was determined using

Slovin’s formula and simple random sampling. Data were

collected using questionnaires sent through google for

students and a self-administered questionnaire for the

teachers and administrators.

The research has established that the students,

teachers, and administrators of Saint Michael Academy is

disaster aware and prepared. However, the institution needs

to educate the students and the personnel on the disaster

practices in order to avoid or lessen the damages that the

disaster may cause. The study suggested to hardwire

Disaster Risk Reduction not only to Senior High STEM

students but also to all grade levels.

2
 ACKNOWLEDGEMENT

The researchers strongly believe that this piece of

work would not have been possible without the guidance and

support of the people who extended unselfish help, valuable

time and immeasurable assistance from the beginning up to

the completion of this endeavor.

Thus, the researcher’s expresses their deep gratitude

to the following individuals:

Mr. Ariel Carl Angelo Balleta and Carmela Dalmacion,

the research advisers, for their patience, guidance,

enthusiastic encouragement and professional critiques of

this piece of work.

The researchers would also like to extend our special

thanks to our teacher, Mr. Harold Tatoy for guidance

throughout the research, unending support and encouragement

as we went along to finish this hard earned task.

To the teachers, students and administrators in

answering our survey questionnaire, we thank you for your

cooperation.

Finally, the researcher’s expresses our profound

gratitude to our family for providing us with unfailing

support and continuous encouragement throughout the years

of study, hence, accomplishments would not have been

possible without them.

3
 Above all, to the almighty God for His divine

providence, infinite wisdom, support and guidance which

always made the researchers to be even stronger and patient

every time hindrances came along.

4
 DEDICATION

The researchers would like to dedicate this research

to the Almighty God, thank you for the guidance, strength,

power of mind, protection and skills and for giving us a

healthy life.

To our family, who have been our source of inspiration

and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, emotional, and

financial support.

To Mr. Harold Tatoy for the guidance, advice,

encouragement and moral support. To our research advisers,

Mr. Balleta and Miss Dalmacion, for guidance, enthusiastic

encouragement and professional feedbacks. We owe from all

of you. Thus, this humble piece of endeavor is yours

gratefully dedicated. All of these we offer to you.

5
 CHAPTER I
Introduction

Background of the study

Northern Samar has a large population, every disaster

that come to this province has large destruction in both

human an environment. According to the Chairman of the

Provincial Disaster Risk Reduction, Honorable Neil

Hernandez, there are reports that there are people died

because of the recent typhoon, Tisoy, others lost their

houses and source of living. The Provincial Government of

Northern Samar (CAPITOL) listed damages in Northern Samar

such as loss of shelter and number of deaths after the

typhoon Tisoy.

Every individual in our society needs to have

knowledge about the awareness and preparedness about

disaster, especially to the young people who need to

increase their knowledge about disaster preparedness and

awareness, so each individual can provide preventive and

protective support for society.

Past years, Saint Michael Academy experienced

different disasters like flood, typhoon, and earthquake

that caused damages to the school. In 2019, an earthquake

attacked Northern Samar, in which some of the structures

of Saint Michael Academy were slightly damaged. As an

institution with students and personnel, the school should

6
be ready before, during and after the disaster. Knowing the

steps to take before, during, and after the disaster

whether it is a flood, typhoon, and earthquake or another

type of disaster can greatly reduce the danger and distress

of the disaster.

The knowledge of awareness and preparedness can help

“Michaelians” to reduce the consequences of disaster. It

is important to increase knowledge of students of Saint

Michael Academy regarding the natural and man-made

disasters in order to make them cope up with the disasters’

negative effects. With this, the researchers wanted to find

out whether Saint Michael Academy is disaster aware and

prepared or not.

Objectives of the Study

Generally, this study aims to determine the level of

disaster awareness and preparedness of the selected high

school students, teachers, and administrator of Saint

Michael Academy - Catarman, Northern Samar. Specifically,

it aims to:

1. Determine the demographic profile of the respondents

in terms of:

1.1. Sex

1.2. Grade level/ Position

7
2. Determine the disaster awareness and preparedness

level in terms of:

A. Disaster-Related knowledge

B. Disaster Preparedness and Readiness

C. Disaster Adaption

D. Disaster Awareness

3. Find out the level of disaster awareness and

preparedness of the students, teachers, and administrators.

Significance of the study

The findings of this study shall be helpful and

valuable to the following beneficiaries:

Students. This study will assess the level of disaster

awareness and preparedness and help learners gain knowledge

on how to respond according to the disaster.

Teacher. This study will help the teachers to assess

their level of disaster awareness and preparedness, as well

as their students. This will enable them to make the counter

measure based on the result that will be shown in this

study.

8
 Institution. This study is conducted to be able to

provide data and information to the institution that can

help the students of Saint Michael Academy strengthen and

improve the awareness and preparedness when it comes to

disaster and calamities. With this, it will help to avoid

future conflicts and accidents, provide safe, peaceful and

panic free people when disaster and calamity arise, may it

be within or outside the institution when the disaster or

calamity comes within an unexpected period.

Provincial Disaster Risk Reduction Management Office

(PDRRMO). The study will serve as a basis for the said

office on what to plan and conduct based the interpreted

result.

Future Researcher. The study will serve as a guide for

the students who will conduct a research with the same

topic.

Scope and Limitation of the Study

This study focused on disaster awareness and

preparedness level of the students, teachers, and

administrators of Saint Michael Academy. The study only

utilized data using Slovin’s formula with the total

respondents of 276 students from the 1002 population of the

students in Saint Michael Academy. Meanwhile, 28 teachers

9
completed the survey out of 32 members of the faculty and

3 administrators with the total of 307 respondents with 5%

margin of error to maintain validity of the data. The

research instrument used for this study is survey

questionnaire. This instrument was used by the researchers

for the reason that it is suitable for study and it enables

the researchers to generate results through standardize

collection procedure. By this strategy, the researchers

will be aware of the awareness and preparedness of students

in Saint Michael Academy in terms of Disaster-Related

knowledge, Disaster Preparedness and Readiness, Disaster

Adaption, Disaster Awareness. This research will not cover

other problems that are not contemplated to disaster

awareness and preparedness. Those students whom will not

be a part of the chosen students from grade 7 to grade 12

will not be a part of this study.

10
 CHAPTER II

REVIEW OF RELATED LITERATURE

Disaster Awareness and Preparedness

Disaster preparedness is both a condition and a

choice. While the knowledge of disasters is a condition for

learning their eventual management, the choice of

capacities to build is directly proportional to the degree

of disaster risk reduction which the researchers may deem

acceptable or tolerable to a certain community. In being

so, disaster preparedness may yet prove to be the one,

single factor which finally would institute the much-needed

resilience as well as change – internal and external – for

the social development of the Saint Michael Academy, or of

any other schools, for that matter.

According to Maminta on her study about level of

disaster awareness and preparedness the effects of

disasters are very tremendous, it can be loss of lives,

loss of access, and the loss of services. The country’s

vulnerability to natural hazards alone costs the Philippine

government an average of 15 billion pesos annually. Knowing

the place where they live and hazards that they are prone

to this can help the government and non- government

organizations formulate programs and projects. To mitigate,

prepare, and respond to their natural calamities- active

11
involvement and concern of the stakeholders should be

intensified. Involvement of parents in the conduct of

earthquake and fire drills in the schools quarterly and

every General PTA Assembly. Information dissemination

regarding earthquake, tropical cyclone, floods, and

landslides through giving of brochures or leaflets. Level

of Awareness on Disaster Preparedness is given emphasis by

the city government after experiencing the disastrous

typhoons that hit in Iligan City. This study concludes with

informative implications to residents in Mimbalot to be

ready at all times and is recommended to sustain the

practices on disaster preparedness as an effective strategy

in handling situations during emergencies.1

According to Glago on his study about household

disaster awareness and preparedness, Flood disasters are

major environmental challenges faced by residents of

Asamankese, the capital of the West Akim Municipality in

Ghana. Residents’ level of awareness of flood disaster

risks tends to be high because of their own experiences

irrespective of their individual level of education,

occupation and gender. The rather rampant flood disasters

in Asamankese are the combined result of natural

environment and inappropriate human behaviors. Despite the

high level of awareness of flood disaster risks, there

1 Maminta L (2019), “level of disaster awareness and preparedness “

12
appears to be an incommensurate level of flood disaster

preparedness in the settlement. This is mainly because of

low level of individual economic capacity to withstand and

recover from these disasters.2

In times of devastating floods, it is equally

important to note the influence of strong social capital

in one’s preparedness and ability to recover from flood

disasters in the township. This strong element of social

capital and institutions was the major means by which many

people could recover their possessions that were lost in

floods. Moreover, while an early warning system might be

in place (partly through church gatherings and market

centres), the fact is that preparedness for flood disasters

in Asamankese is low, which means that people might not be

able to respond properly to and recover fully from the

impact of floods.3

According to Mamogale on her study assessing disaster

preparedness of learners and educators in Soshanguve North

School, disaster preparedness of learners and educators

seemed to have been achieved by learners based on the

knowledge received in classrooms during hazards and

2
Glago F (2019), “Household disaster awareness and preparedness:
Acase study of flood hazards in Asamankese in the West Akim
Municipality of Ghana

3 Ibid

13
disaster education in Social Sciences, and during

rehearsals performed at school. Principals and educators

including members from school safety committee need to be

trained regarding disaster management to understand the

disaster management framework so that they can use it as a

tool to manage disasters at school. Schools should have

disaster management plans in place to address the threats

of floods, fires and storms as research findings revealed

to be possible disasters participants identified. The

Department of Education should consider funding the

training of educators in disaster management and organizing

workshops to empower them with knowledge.4

According to Grant disaster awareness in school, can

be incorporated in institution through strategically

posting safety rules, installing fire-fighting equipment,

evacuation exist, maintain building, organizing seminars

on disaster awareness and involving child to child peer

education, the use of song, electronic and print media,

action learning and using science education as a means to

introduce studies of disaster risk. The results of the

study revealed that the disaster risk reduction management

(DRRM) program in public schools of Bayawan City Division

is well implemented. Public schools are also very capable

4
Mamogale H (2011), “Assessing disaster preparedness of learners and
educators in Soshanguve North schools ”

14
to respond to hazards in the occurrence of disasters. It

concluded that there is a significant relationship between

the status of DRRM implementation and the level of

capabilities among the public school administrators.5

A review of DRR-related studies featured in this

research reveals a range of approaches to the inclusion of

disaster risk reduction in school curricula. The most

frequently found approach is that of infusion or permeation

whereby DRR themes and topics appear within the curriculum

of specific school subjects.

It is with a great appreciation of the vast literature

and related studies the researchers have shown that, in the

future, disaster awareness and preparedness will be

completely hardwired to the educational system, be

recognized as a regular subject and later on, may even be

an enduring college course.

As comprehensive and as well-researched as the

literature and related studies of local and foreign

disaster awareness and preparedness, presently there is

also a growing threat in the increasing magnitude and

frequency of disasters risks that the nations and

communities of this world are painfully beginning to

realize.

5 Grant, T. (ND). Bring Your First Aid Kit. Unannounced Drill.

Journal of School Nursing.18 (3)-174-178.

15
Theoretical Framework

In order to create an academic context for the study,

the researchers identified a theoretical framework for

guidance. A theoretical framework is a conceptual model of

how the researchers make logical sense of the relationship

among several factors that have been identified as

important to the problem. This study is anchored to Social

Cognitive Theory as the main theory with the supporting

theory, the Social Capital Theory.

Social Cognitive Theory (SCT). This study utilizes the

social cognitive theory proposed by Albert Bandura wherein

the social cognitive perspective that posits that a

person’s behavior can be explained in terms of individual

and environmental factors rather than just being controlled

by external stimuli or inner forces. It assumes that

factors such as a person’s cognitive, affective, and

physiological aspects, behavioral patterns, as well as

environmental events operate as interacting determinants

and influence one another (Bandura, 1999). Thus, it

presents a framework that highlights the interactive

16
dynamic relationship of personal and environmental factors,

which determines an individual’s behavior.6

A study that used SCT in the context of disaster

preparedness showed that people’s motivation to prepare for

disasters is a function of the cognitive and affective

reactions to a natural hazard. When individuals are

motivated, intentions to prepare are formed on the basis

of their outcome expectancies and self-efficacy. However,

translating these intentions to actions depend on whether

or not they transfer responsibility of preparedness to

others, have a strong sense of community, trust the sources

of disaster information, and perceive that the hazard

occurs infrequently.

This theory will help this research to determine the

level of disaster awareness and preparedness in terms of

disaster related knowledge.

Social Capital Theory. The choice of Social Capital Theory

founded by Bourdieu and Coleman has been motivated by the

fact that it encourages the involvement of local people in

identifying and solving problems. It is also motivated by

the fact that The Social Capital Theory enables individuals

and/or groups through collective action to reach desirable

6
Mendiola, T, (ND), A Social Cognitive Approach to Disaster
Preparedness, Philippine Journal of Psychology, 2015, 48(2), 161-174

17
outcomes. Public awareness seeks to prepare people for

collective efforts in dealing with emergencies.7

There is a saying that ‘Knowledge is Power’ which

therefore, makes public awareness an important component

of disaster risk reduction by empowering the communities

at risk. It is also believed that education is the

development of knowledge and skills to empower people and

allow responsible decision-making so therefore there’s a

need to educate the respondent about preparedness and

awareness on disaster.8

This theory will help the research to determine the

level of disaster awareness and preparedness in terms of

disaster preparedness and readiness, disaster adaption and

disaster awareness.

Conceptual Framework

The variables of this study are the demographic

profile of the respondents in terms of sex and grade level,

and the level of disaster awareness and preparedness of the

respondents.

7
puseletso (ND), “Disaster Management Training and Education Center
for Africa” page 24
8PUSELETSO (ND), “Disaster Management Training and Education Center
for Africa” page 24

18
Definition of Terms

The following terms are herein defined conceptually

and operationally in order to facilitate common

understanding of this research:

Disaster. Conceptually refers to a calamity that may cause

damage or destruction to property or distress or injury to

persons.9 Operationally, it is the natural and human-caused

disasters that may cause catastrophic loss of life and

physical destruction.

Disaster Adaption. Conceptually, it is the physical or

behavioral characteristic of a person to survive better in

the surrounding environment.10 Operationally, it is the way

on how the respondents respond to the disaster.

Disaster awareness. Conceptually it means having relevant

knowledge and skills on disaster management that can help

one identify and mitigate disaster occurrences.11

Operationally, it is what being measured in the study.

Disaster preparedness. Conceptually it means to measures

taken to prepare for and reduce the effect of disasters.12

Operationally, it is what being measured in the study.

9 SAMHSA, Disaster Technical Assistance Center (DTAC), (2020)

10 Carlsson, et.al, The Climate Decade: Changing Attitudes on Three
Continents, (2021)
11 The International Federation of Red Cross, Disaster Preparedness

(2019)
12 Ibid

19
 CHAPTER III

METHODOLOGY

Locale of the study

Figure 2. The map shows the location of Saint Michael

Academy

This study was conducted in Saint Michael Academy,

Catarman, Northern Samar an OP-Siena school. It is located

on Bonifacio Corner, Quezon Street, Barangay Acacia,

Catarman Northern Samar. Saint Michael Academy was

established by the congregation of Dominican Sister of

Saint Catherine of Siena – Philippines in June 1946 upon

the request of Most Reverend Miguel Acebedo, DD, and Bishop

of the Diocese of Calbayog. The request was to open the

school in Catarman that would help to the church’s mission

to teaching its doctrines and practicing its morals. The

Saint Michael Academy is headed by Sr. Mary Ann L. Allag

O.P. school year 2020-2021.

20
 Saint Michael Academy – Catarman is consist of twenty

– three (23) sections from junior high to senior high. The

total population of teacher is 32. The population of

student is 1002; of which are the high school students:

Under 12th grade (172); under the 11th grade (160); under

the 10th grade (191); under the 9th grade (178); under the

8th grade (163); under the 7th grade (138). A total of 1002

high school student.

The researchers chose Saint Michael Academy as the

locale of the study, as a students of Saint Michael academy

the researchers wanted to know if the students, teachers

and administrators are disaster aware and prepared.

Research Design

This study is a quantitative type of research and

employed descriptive design. Descriptive design aided in

the analysis of the variables which are the demographic

profile of the respondents and the level of disaster

awareness and preparedness.

The Variable of Study

The study utilized two variables which are demographic

profile which includes sex, grade level of the students,

and position of the personnel, and the level of disaster

awareness and preparedness.

21
Population and Samplings

The population of the study are the administrators and

selected students and teachers of Saint Michael Academy.

The researchers determined the respondents using the

Slovin’s formula and found out that 276 out of 1002 students

are the sample size or the number of target respondents for

students, 28 out of 32 teachers are the sample size or the

number of target of respondents for teachers and 3

administrators are the sample size or the number of target

of respondents for administrator. The 307 respondents are

selected using the Simple random sampling technique.

Where:

307= Number of Samples

1002= Total population of Students

32= Total population of teachers

3= Total population of administrators

0.05%= Margin of error

Respondent of the study

This study, which focuses on the disaster awareness

and preparedness level of Saint Michael Academy, which are

the students, teachers, administrators. It involves twelve

(12) students each section from grade 7 to 12 whereas there

are 36 from grade 7, 48 from grade 8 to 12 for a total of

276. There are twenty-eight (28) total number of population

for teachers, and three (3) administrators of Saint Michael

22
Academy with a total of 307 respondents. It is to measure

their awareness and preparedness level.

Research Instrument

The researchers formulated a questionnaire by

consolidating the research instrument as well as the

conclusions of previous studies and researches. A

questionnaire was used to obtain data regarding the level

of disaster awareness and preparedness of the respondents.

This survey questionnaire is adapted and slightly

modified from the study of April Columna et al. titled

“Assessment on the Level of Disaster Awareness and

preparedness of Senior High School and College Students in

STI College, Las Pinas City.”

Part I of the questionnaire showed the demographic

profile of the respondents which includes the sex, grade

level of the students, and position of the personnel.

Part II covered questions regarding the level of

disaster awareness and preparedness.

23
Validation of research instrument

The researchers adapted and modified their survey

questionnaire composed of a letter that will rate the

disaster awareness and preparedness of the respondents. A

letter was attached at the beginning of the questionnaire,

and the research instrument were checked and validated

asking from their expertise of the three advisers, namely,

Mr. Ariel Carl Balleta, Mr. Harold Tatoy and Miss Carmela

Dalmacion. With the help of their advisers, the researchers

were able to identify what the error of their paper is. One

of the major concerns of the paper is to make sure that

everything is properly interconnected with each other.

After that, the questionnaire was validated.

Scoring and Interpretation

This verbal interpretation is used for all the item

in the research questionnaire to interpret the data:

5 – Always

4 – Occasionally

3 – Rarely

2 – Never

1 – No knowledge

24
For the grand mean in the disaster awareness and

preparedness level:

5.00 – 4.20 Very high

4.19 – 3.40 High

3.39 – 2.60 Medium

2.59 – 1.80 Low

1.79 – 1.00 Very Low

Data Gathering Procedure

After the validation of the instrument, the

researchers distributed the questionnaire to the

respondents. The researchers used google form to send their

survey online to the respondents and a hard copy of survey

to the teachers and administrators. The researchers

collected the data by means of survey questionnaire that

comprises their sex and grade level/position. The problems

encountered by the respondent identified through the second

part of the survey questionnaire that was given to them.

After, the respondents have taken the test; the papers were

checked, tallied, interpreted and analyze.

25
Statistical Treatment of Data

After the questionnaire were retrieved, the

researchers tallied the result and calculate the data. The

researchers used weighted mean formula in tallying the

data. After, they statistically and analyzed the data

gathered.

Frequency and Distribution

The researchers used frequency and distribution formula in

finding the total percentage of sex and total percentage

of the respondents.

Weighted Mean Formula

The researchers used weighted mean formula in finding the

total mean of every data.

∑(𝑤)
𝑋̅𝑤 =
𝑥

Where: 𝑋̅𝑤 = Weighted Mean w = Mean

∑ = Sum of x = number of samples

26
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter focuses on the presentation, analysis,

and interpretation of the data gather on assessment of

disaster awareness and preparedness level of students,

teachers, and administrator in Saint Michael Academy.

DEMOGRAPHIC PROFILE OF THE RESPONDENTS

SEX
Table 1.1
Distribution of the Respondents According to sex
Sex Frequency (f) Percentage (%)
Female 196 64%
Male 111 36%
TOTAL 307 100%

Table 1.1 shows the distribution of the respondents

according to their sexes: male and female. A larger

percentage of the respondents were female with the total

frequency of 196 and a percent of 64%. Conversely, only 112

respondents or 36% of the total population.

GRADE LEVEL/POSITION
Table 1.2
Distribution of the respondents in terms of grade
level/position
Grade Frequency (f) Percentage (%)
level/Position
Grade 7 36 11.64%
Grade 8 48 15.58%
Grade 9 48 15.58%
Grade 10 48 15.58%

27
Grade 11 48 15.58%
Grade 12 48 15.58%
Teacher 28 9.42%
Administrator 3 0.92%
TOTAL 307 100%

Table 1.2 shows the distribution of the respondents

in terms of grade level/position. Majority of the

respondents were grade 8 to 12 with a total of frequency

140 and a percent of 21.87%. The respondents from grade 7

have a total frequency of 21 and a percent of 12.28%. The

respondents from teachers have a total of 7 and a percent

of 4.09%. On the other hand, the respondents from

administrators obtained the lowest number of respondents

with a frequency of 3 and a percent of 1.75%.

DISATER AWARENESS AND PREPAREDNESS LEVEL

DISASTER-RELATED KNOWLEDGE

Disaster-Related knowledge of the students

Table 2.1.1
Mean Distribution on Disaster-Related Knowledge of the
students
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I know 53 160 45 8 10 276 3.83 High
when a
disaster
will
happen.
2. I know 101 132 25 12 6 276 4.12 High
disaster
cannot be
prevented.
3. I have 60 166 28 10 12 161 3.91 High
attended

28
disaster
risk
reduction
and
management
program
TOTAL WEIGHTED MEAN 3.95 High

The table 2.1.1 shows the Mean Distribution on

Disaster-Related Knowledge of the students. It appeared

that number 2 question which state that “I know disaster

cannot be prevented” has the highest mean of 4.12 and is

interpreted as high. On the other hand, number 1 question

which state “I know when disaster will happen” got the

lowest mean of 3.83 and is interpreted as High. The total

weighted is 3.95 and is interpreted as high. It means that

the students have a knowledge about Disaster-Related.

Disaster-Related Knowledge of the Teacher

Table 2.1.2
Mean Distribution on Disaster-Related Knowledge of the
Teacher
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I know when 17 4 4 3 28 3.25 Medium
a disaster
will happen.
2. I know 7 18 3 28 4.14 High
disaster
cannot be
prevented.
3. I have 5 19 3 1 28 4.32 Very High
attended
disaster risk
reduction and
management
program
TOTAL WEIGHTED MEAN 3.90 High

29
 The table 2.1.2 shows the Mean Distribution on

Disaster-Related Knowledge of the Teacher. It appeared that

number 3 question which state that “I have attended

disaster risk reduction and management program” has the

highest mean of 4.32 and is interpreted as Very high. On

the other hand, number 1 question which state “I know when

disaster will happen” got the lowest mean of 3.25 and is

interpreted as Medium. The total weighted is 3.90 and is

interpreted as high. It means that the teachers have a

knowledge about Disaster-Related.

Disaster-Related Knowledge of the Administrator

Table 2.1.3
Mean Distribution on Disaster-Related Knowledge of the
Administrator
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I know when 1 0 2 0 0 3 3.67 High
a disaster will
happen.
2. I know 1 0 2 0 0 3 3.67 High
disaster cannot
be prevented.
3. I have 2 1 0 0 0 3 4.67 Very High
attended
disaster risk
reduction and
management
program
TOTAL WEIGHTED MEAN 4.00 High

The table 2.1.3 shows the Mean Distribution on

Disaster-Related Knowledge of the Administrators. It shows

30
that number 3 question which state that “I have attended

disaster risk reduction and management program” has the

highest mean of 4.67 and is interpreted as Very high. On

the other hand, number 1 question which state “I know when

disaster will happen” got the lowest mean of 3.67 and is

interpreted as Medium. The total weighted is 4.00 and is

interpreted as high. It means that the administrators have

a knowledge about Disaster-Related.

DISATER PREPAREDNESS AND READINESS

Disaster Preparedness and Readiness of the Students

Table 2.2.1
Mean Distribution on Disaster Preparedness and Readiness
of the Students
INDICATORS 5 4 3 2 1 N MEAN INTERPRETATI
S ON
1. I know 11 13 1 2 1 276 4.07 High
what to do 0 9 4 1
when
disaster
occurs
today.
2. I am 12 12 1 3 1 276 4.23 Very high
aware that 1 5 0 7
teachers
know what to
do when
disaster
occurs
today.
3. I am 12 11 8 1 2 276 4.09 High
aware that 3 5 9
the school
has a plan
before and
after a
disaster.

31
4. I know 11 12 1 4 2 276 4.13 High
the school 9 1 0 2
is ready to
provide
assistance
before and
after a
disaster.
5. I know 13 12 5 4 6 276 4.37 Very High
the 3 8
importance
of sharing
knowledge
and
experience
of disaster.
6. I know 93 14 3 2 1 127 4.09 High
government 0 0 1 6
will provide
enough
facilities
after
disaster and
we will not
face
problem.
7. I am 81 14 3 1 1 276 4.04 High
confident 9 4 1
that
reconstructi
on
activities
can be
implemented
after
disaster
8. I 11 13 1 5 1 276 4.18 High
recognize 0 7 1 3
the
importance
of making
conversation
about
disaster
with family
members,
relatives,
neighbors,
friends and
classmates.

32
9. I gain 90 14 2 6 1 276 4.07 High
enough 4 5 1
knowledge
about
disaster
experts who
work or
conduct
activities
for disaster
risk
reduction
and
management.
10. I know 14 11 1 1 3 276 4.40 Very High
that school 1 2 9
perform such
a drill at
school.
11. I know 13 12 1 0 0 276 4.40 Very High
that 0 7 9
disaster
preparedness
taught to
learners in
classroom.
TOTAL WEIGHTED MEAN 4.19 HIGH

Table 2.2.1 shows the Mean Distribution on Disaster

Preparedness and Readiness of the students. It appeared

that number 10 and 11 question which state that “I know

that school perform such a drill at school” and “I know

that disaster preparedness taught to learners in

classroom.” has the highest mean of 4.40 which interpreted

as very high. On the other hand, number 7 question which

state that “I am confident that reconstruction activities

can be implemented after disaster” got the lowest mean of

4.04 which interpreted as high. The total weighted mean is

33
4.19 which interpreted as high. It means that the

respondents are prepared and ready when disaster occur.

Disaster Preparedness and Readiness of the Teachers

Table 2.2.2
Mean Distribution on Disaster Preparedness and Readiness
of the Teachers
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I know what 7 19 2 28 4.17 High
to do when
disaster occurs
today.
2. I am aware 3 17 6 28 3.39 Medium
that teachers
know what to do
when disaster
occurs today.
3. I am aware 6 17 3 28 3.82 High
that the school
has a plan
before and
after a
disaster.
4. I know the 26 2 28 3.92 High
school is ready
to provide
assistance
before and
after a
disaster.
5. I know the 17 9 1 28 4.42 Very High
importance of
sharing
knowledge and
experience of
disaster.
6. I know 3 19 6 28 3.89 High
government will
provide enough
facilities
after disaster
and we will not
face problem.
7. I am 3 22 3 28 4.00 High
confident that

34
reconstruction
activities can
be implemented
after disaster
8. I recognize 10 17 1 28 4.32 Very High
the importance
of making
conversation
about disaster
with family
members,
relatives,
neighbors,
friends and
classmates.
9. I gain 7 20 1 28 4.21 Very High
enough
knowledge about
disaster
experts who
work or conduct
activities for
disaster risk
reduction and
management.
10. I know that 8 20 28 4.28 Very High
school perform
such a drill at
school.
11. I know that 18 9 1 28 4.60 Very High
disaster
preparedness
taught to
learners in
classroom.
TOTAL WEIGHTED MEAN 4.09 HIGH

Table 2.2.2 shows the Mean Distribution on Disaster

Preparedness and Readiness of the teachers. It appeared

that number 11 questions which state that “I know that

disaster preparedness taught to learners in classroom.” has

the highest mean of 4.60 which interpreted as very high.

On the other hand, number 2 question which state that “I

35
am aware that teachers know what to do when disaster occurs

today.” got the lowest mean of 3.39 which interpreted as

medium. The total weighted mean is 4.09 which interpreted

as high. It means that the Teachers are prepared and ready

when disaster occur.

Disaster Preparedness and Readiness of the Administrator

Table 2.2.3
Mean Distribution on Disaster Preparedness and Readiness
of the Administrators
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I know what 2 1 0 0 0 3 4.67 Very high
to do when
disaster occurs
today.
2. I am aware 2 1 0 0 0 3 4.67 Very high
that teachers
know what to do
when disaster
occurs today.
3. I am aware 1 2 0 0 0 3 4.33 Very high
that the school
has a plan
before and
after a
disaster.
4. I know the 1 2 0 0 0 3 4.33 Very High
school is ready
to provide
assistance
before and
after a
disaster.
5. I know the 0 1 1 0 1 3 2.67 Medium
importance of
sharing
knowledge and
experience of
disaster.
6. I know 0 3 0 0 0 3 4.00 High
government will
provide enough
facilities
after disaster

36
and we will not
face problem.
7. I am 0 3 0 0 0 3 4.00 High
confident that
reconstruction
activities can
be implemented
after disaster
8. I recognize 1 1 1 0 0 3 4.00 High
the importance
of making
conversation
about disaster
with family
members,
relatives,
neighbors,
friends and
classmates.
9. I gain 1 1 1 0 0 3 4.00 High
enough
knowledge about
disaster
experts who
work or conduct
activities for
disaster risk
reduction and
management.
10. I know that 1 1 1 0 0 3 4.00 High
school perform
such a drill at
school.
11. I know that 0 1 2 0 0 3 3.33 High
disaster
preparedness
taught to
learners in
classroom.
TOTAL WEIGHTED MEAN 4.00 HIGH

Table 2.2.3 shows the Mean Distribution on Disaster

Preparedness and Readiness of the teachers. It appeared

that number 5 question which state that “I know what to do

when disaster occurs [today.” has the highest mean of 4.67

which interpreted as very high. On the other hand, number

37
11 question which state that “I know that disaster

preparedness taught to learners in classroom.” got the

lowest mean of 3.33 which interpreted as medium. The total

weighted mean is 4.00 which interpreted as high. It means

that the administrators are prepared and ready when

disaster occur.

DISASTER ADAPTION

Disaster Adaption of the students

Table 2.3.1
Mean Distribution on Disaster Adaption of the Students
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I am 97 130 39 1 6 276 4.11 High
aware of
the shelter
areas or
evacuation
centers and
open spaces
in case of
a disaster.
2. I am 87 148 22 4 15 127 4.04 High
aware about
which
government
office
needs to be
coordinated
with before
and after
the
disaster.
3. I am 74 164 27 5 6 276 4.07 High
informed
about
disaster
prone
areas.

38
4. I know 89 198 30 3 6 276 4.13 High
that my
school
could be
seriously
affected by
disaster.
5. I know 105 155 2 1 13 276 4.22 Very High
the
importance
of
community
activities
for
disaster
risk
reduction.
6. I am 87 149 36 0 4 276 4.14 High
fully aware
and
informed
about
evacuation
system and
plan in my
locality or
barangay.
TOTAL WEIGHTED MEAN 4.12 HIGH

Table 2.3.1 shows the mean distribution on disaster

adaption of the students. It appeared that the number 5

question which state that “I know the importance of

community activities for disaster risk reduction” has the

highest mean of 4.22 which interpreted as

very high. On the other hand, the number 2 question which

state that “I am aware about which government office needs

to be coordinate with before and after disaster” got the

lowest mean of 4.04 which interpreted as high. The total

weighted mean is 4.12 which interpreted as high. It means

that the students can adapt when disaster occur.

39
Disaster Adaption of the Teachers
Table 2.3.2
Mean Distribution on Disaster Adaption of the Teachers
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I am aware 6 18 3 28 3.96 High
of the shelter
areas or
evacuation
centers and
open spaces in
case of a
disaster.
2. I am aware 6 20 2 28 4.14 High
about which
government
office needs
to be
coordinated
with before
and after the
disaster.
3. I am 7 18 2 1 28 4.11 High
informed about
disaster prone
areas.
4. I know that 8 18 2 28 4.21 Very High
my school
could be
seriously
affected by
disaster.
5. I know the 8 20 28 4.28 Very High
importance of
community
activities for
disaster risk
reduction.
6. I am fully 12 16 28 4.23 Very High
aware and
informed about
evacuation
system and
plan in my
locality or
barangay.
TOTAL WEIGHTED MEAN 4.16 High

40
 Table 2.3.2 shows the mean distribution on disaster

adaption of the teachers. It appeared that the number 5

question which state that “I know the importance of

community activities for disaster risk reduction” has the

highest mean of 4.28 which interpreted as very high. On the

other hand, the number 1 question which state that “I am

aware of the shelter areas or evacuation centers and open

spaces in case of a disaster.” got the lowest mean of 3.96

which interpreted as high. The total weighted mean is 4.16

which interpreted as high. It means that the students can

adapt when disaster occur.

Disaster Adaption of the Administrator

Table 2.3.3
Mean Distribution on Disaster Adaption of the
administrator
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I am aware 0 1 2 0 0 3 3.33 Medium
of the shelter
areas or
evacuation
centers and
open spaces in
case of a
disaster.
2. I am aware 0 2 1 0 0 3 3.66 High
about which
government
office needs
to be
coordinated
with before
and after the
disaster.

41
3. I am 1 1 1 0 0 3 4.00 High
informed about
disaster prone
areas.
4. I know that 0 2 1 0 0 3 3.66 High
my school
could be
seriously
affected by
disaster.
5. I know the 0 1 2 0 0 3 3.33 Medium
importance of
community
activities for
disaster risk
reduction.
6. I am fully 1 1 1 0 0 7 4.00 High
aware and
informed about
evacuation
system and
plan in my
locality or
barangay.
TOTAL WEIGHTED MEAN 3.95 HIGH

Table 2.3.3 shows the mean distribution on disaster

adaption of the administrator. It appeared that the number

3 and 6 questions which state that “I am informed about

disaster prone areas” and “I am fully aware and informed

about evacuation system and plan in my locality or barangay

has the highest mean of 4.00 which interpreted as high. On

the other hand, the number 1 questions which state that “I

am aware of the shelter areas or evacuation centers and

open spaces in case of a disaster” and “I know the

importance of community activities for disaster risk

reduction” got the lowest mean of 3.33 which interpreted

as high. The total weighted mean is 3.95 which interpreted

42
as high. It means that the administrators can adopt when

disaster occur.

DISATER AWARENESS

Disaster awareness of the students

Table 2.4.1
Mean Distribution of Disaster Awareness of the students
INDICATORS 5 4 3 2 1 N MEAN INTERPRETATI
S ON
1. I 64 14 3 1 2 27 3.78 High
actively 4 6 2 0 6
participate
in disaster
awareness
campaign.
2. I am 64 15 3 0 1 27 3.92 High
aware on the 8 8 6 6
importance
of building
or
infrastructu
re
retrofitting
.
3. I am 88 17 3 1 2 27 4.55 Very High
prepared 6 0 0 6
with
emergency
kits and
bags in case
of disaster.
4. I think 16 89 2 1 2 27 4.49 Very high
repairs of 4 0 6
road
blockage and
transportati
on break are
important.
5. I give 92 15 2 3 5 27 4.49 Very High
priority to 6 0 6
disaster
awareness in
local,

43
regional and
national
level.
6. I know 12 12 1 5 5 27 4.31 Very High
recovery 1 2 5 6
after
disaster is
crucial
work.
TOTAL WEIGHTED MEAN 4.21 VERY HIGH

Table 3.4.1 shows the mean distribution of disaster

awareness of the awareness of the students. It appeared

that number 3 questions which state that “I am prepared

with emergency kits and bags in case of disaster” has a

highest mean of 4.55 which interpreted as very high. On the

other hand, the number 1 question which state that “I

actively participate in disaster awareness campaign” got

the lowest mean of 3.78 which interpreted as high. The

total weighted mean is 4.21 which interpreted as Very high.

It means that the students are aware when disaster occur.

Disaster awareness of teacher

Table 2.4.2
Mean Distribution of Disaster Awareness of the Teachers
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I actively 13 12 3 28 4.36 Very High
participate in
disaster
awareness
campaign.
2. I am aware 13 13 2 28 4.39 Very High
on the
importance of
building or
infrastructure
retrofitting.
3. I am 14 11 2 1 28 4.36 Very High
prepared with

44
emergency kits
and bags in
case of
disaster.
4. I think 15 11 2 28 4.46 Very High
repairs of road
blockage and
transportation
break are
important.
5. I give 15 13 28 4.53 Very High
priority to
disaster
awareness in
local, regional
and national
level.
6. I know 12 16 28 4.23 Very High
recovery after
disaster is
crucial work.
TOTAL WEIGHTED MEAN 4.39 VERY HIGH

Table 2.4.2 shows the mean distribution of disaster

awareness of the respondents. It appeared that number 5

question which state that “I give priority to disaster

awareness in local, regional and national level” has a

highest mean of 4.53 which interpreted as very high. On the

other hand, the number 6 question which state that “I know

recovery after disaster is crucial work” got the lowest

mean of 4.53 which interpreted as very high. The total

weighted mean is 4.39 which interpreted as very high. It

means that the teachers are aware when disaster occur.

45
Disaster awareness of the administrators
Table 2.4.3
Mean Distribution of Disaster Awareness of the
administrator
INDICATORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I actively 0 2 1 0 0 3 3.66 High
participate in
disaster
awareness
campaign.
2. I am aware on 1 1 1 0 0 3 4.00 High
the importance of
building or
infrastructure
retrofitting.
3. I am prepared 1 1 1 0 0 3 4.00 High
with emergency
kits and bags in
case of disaster.
4. I think 1 1 1 0 0 3 4.00 High
repairs of road
blockage and
transportation
break are
important.
5. I give 1 1 1 0 0 3 4.00 High
priority to
disaster
awareness in
local, regional
and national
level.
6. I know 1 1 1 0 0 3 4.00 High
recovery after
disaster is
crucial work.
TOTAL WEIGHTED MEAN 4.04 HIGH

Table 2.4.3 shows the mean distribution of disaster

awareness of the administrator. It appeared that number 2

to 6 questions which state that “I am aware on the

importance of building or infrastructure retrofitting”, I

am prepared with emergency kits and bags in case of

46
disaster”, “I think repairs of road blockage and

transportation break are important”, I give priority to

disaster awareness in local, regional and national level”

and “I know recovery after disaster is crucial work” has a

highest mean of 4.00 which interpreted as very high. On the

other hand, the number 1 question which state that “I

actively participate in disaster awareness campaign” got

the lowest mean of 3.66 which interpreted as high. The

total weighted mean is 4.04 which interpreted as high. It

means that the administrator is aware when disaster occur.

THE TOTAL RESPONSE OF THE RESPONDETS: STUDENTS,

TEACHERS, ADMISTRATORS ON THEIR PREPAREDNESS AND
AWARENESS ON DISASTER Table 3
Mean Distribution of Total Response of the Respondents on
their Preparedness and Awareness on Disaster
INDICATIORS 5 4 3 2 1 N MEANS INTERPRETATION
1. I know when a 60 174 51 9 14 308 3.83 High
disaster will
happen.
2. I know disaster 116 140 34 12 6 308 4.03 High
cannot be
prevented.
3. I have attended 73 184 29 10 12 308 4.55 Very High
disaster risk
reduction and
management
program
4. I know what to 120 158 16 3 11 308 4.21 Very high
do when disaster
occurs today.
5. I am aware that 130 142 11 3 17 308 4.19 High
teachers know
what to do when
disaster occurs
today.
6. I am aware that 132 136 10 1 29 308 4.11 High
the school has a

47
plan before and
after a disaster.
7. I know the 125 146 11 4 22 308 4.12 High
school is ready to
provide
assistance before
and after a
disaster.
8. I know the 155 134 8 4 7 308 4.38 Very High
importance of
sharing knowledge
and experience of
disaster.
9. I know 103 153 38 2 12 308 4.08 High
government will
provide enough
facilities after
disaster and we
will not face
problem.
10. I am confident 88 172 36 1 11 308 4.05 High
that
reconstruction
activities can be
implemented after
disaster.
11. I recognize 127 149 13 5 14 308 4.20 Very High
the importance of
making
conversation
about disaster
with family
members,
relatives,
neighbors,
friends and
classmates.
12. I gain enough 96 166 29 6 11 308 4.07 High
knowledge about
disaster experts
who work or
conduct
activities for
disaster risk
reduction and
management.
13. I know that 165 118 21 1 3 308 4.43 Very High
school perform
such a drill at
school.

48
14. I know that 152 135 21 0 0 308 4.41 Very High
disaster
preparedness
taught to
learners in
classroom.
15. I am aware of 103 147 46 3 9 308 4.07 High
the shelter areas
or evacuation
centers and open
spaces in case of
a disaster.
16. I am aware 97 168 24 4 15 308 3.84 High
about which
government office
needs to be
coordinated with
before and after
the disaster.
17. I am informed 94 167 7 1 13 308 4.12 High
about disaster
prone areas.
18. I know that my 97 167 34 4 6 308 4.12 High
school could be
seriously
affected by
disaster.
19. I know the 126 161 7 1 13 308 4.27 Very High
importance of
community
activities for
disaster risk
reduction.
20. I am fully 94 169 41 0 4 308 4.13 High
aware and
informed about
evacuation system
and plan in my
locality or
barangay.
21. I actively 64 167 40 12 20 308 3.82 High
participate in
disaster
awareness
campaign.
22. I am aware on 74 178 40 0 16 308 3.95 High
the importance of
building or
infrastructure
retrofitting.

49
23. I am prepared 105 155 36 10 2 308 4.14 High
with emergency
kits and bags in
case of disaster.
24. I think 173 110 22 1 2 308 4.46 Very high
repairs of road
blockage and
transportation
break are
important.
25. I give 114 163 23 3 5 308 4.14 High
priority to
disaster
awareness in
local, regional
and national
level.
26. I know 139 141 17 5 6 171 4.29 Very High
recovery after
disaster is
crucial work.
TOTAL WEIGHTED 4.16 High
MEAN:

The table 3 shows the total response of the

respondents in their preparedness and awareness on

disaster. It appeared that number 3 question which state

that “I have attended disaster risk reduction and

management program” has a highest mean of 4.55 which

interpreted as very high. On other hand, the number 22

question which state that “I am aware on the importance of

building infrastructure” got a lowest mean of 3.82 which

interpreted as high. It means that the respondents are

prepared and aware when disaster occur.

50
 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

The study shows the level of assessment of disaster

awareness and preparedness level of the students, teachers

and administrators in Saint Michael Academy. The

researchers evaluated through conducting an online survey

handed to the students and self-administered questionnaire

to the teachers and administrators.

The objectives of the study are: (1) determine the

demographic profile of the respondents in terms of sex and

grade level/position, wherein there are 276 students, 28

teachers, and 3 administrators. (2) Determine the level

disaster awareness and preparedness in terms of: (A)

Disaster-Related Knowledge, wherein the respondents have

knowledge when it comes to disaster (B) Disaster

Preparedness and Readiness, wherein the respondents are

prepared and ready in times of disaster. (C) Disaster

Adaption, wherein the respondents can adapt their knowledge

before, during, and after a disaster (D) Disaster

Awareness, wherein the respondents are aware when a

disaster occur. (3) Find out the level of disaster

awareness and preparedness of the students, teachers, and

administrators.

51
 Furthermore, the researchers evaluated the level of

disaster awareness and preparedness of the students,

teacher and administrator showing high result. The findings

of the study revealed that Saint Michael Academy students,

teachers, and administrators knowledgeable when it comes

to disaster awareness and preparedness.

Conclusion

The researchers have determined the awareness and

preparedness level of the respondents for the conducted

study. The result of the study has showed the answer to

our objectives about the disaster awareness and

preparedness of the respondents.

The study found out that the respondents are prepared

and aware with the total weighted mean of 3.95 which is

interpreted as high on disaster-related knowledge.

The study found out that the respondents are prepared

and ready with a total weighted mean of 4.09 which is

interpreted as high on disaster preparedness and readiness.

The study found out that the respondents can adapt

with a total weighted mean of 4.07 which is interpreted as

high on disaster adaption.

52
 The study found out that the respondents is aware with

the total weighted mean of 4.21 which is interpreted as

very high on disaster awareness.

The researchers also found out that disaster awareness

and preparedness education is important for students,

teachers, and administrators. Such as implementation of

the subject DRRR and disaster drills in schools can help

the respondents to be aware and prepared in times of

disaster. In addition the school must have a disaster risk

reduction subject not only in grade 12 students but also

to every grade level as a preparation for disaster.

Recommendation

For the further research to have more knowledge

about the study, these are some recommendations that can
be used or considered:

1. For the students to apply their knowledge in times

of disaster and attend seminars/drills about

disaster preparedness and awareness.

2. For the teachers to teach the disaster awareness

and preparedness of every individual when there is

a disaster.

3. For PDRRMO to conduct seminars and practices to

where the respondents of this research need more

understanding.

53
4. For the institution, to practice disaster awareness

and preparedness and hardwire DRR subject from

grade 7 to 12.

5. For future researcher, to continue the study with

additional information about disaster-related

survival skills and adaptability.

6. For further research, more intensive research and

data gathering can be done to explore more

information regarding the topic to be sure to

receive back all the questionnaire distributed to

chosen respondents and seek for more helpful

sources such as involving different individual who

have knowledge on disaster awareness.

54
 LITERATURE CITED
Maminta L (2019), “level of disaster awareness and preparedness “

Glago F (2019), “Household disaster awareness and preparedness: Acase

study of flood hazards in Asamankese in the West Akim Municipality of
Ghana

Mamogale H (2011), “Assessing disaster preparedness of learners and

educators in Soshanguve North Schools”

Grant, T. (ND). Bring Your First Aid Kit. Unannounced Drill. Journal
of School Nursing.18 (3)-174-178.

Mendiola, T, (ND), A Social Cognitive Approach to Disaster

Preparedness, Philippine Journal of Psychology, 2015, 48(2), 161-174

PUSELETSO (ND), “Disaster Management Training and Education Center

for Africa” page 24

PUSELETSO (ND), “Disaster Management Training and Education Center

for Africa” page 24

SAMHSA, Disaster Technical Assistance Center (DTAC), (2020)

The International Federation of Red Cross, Disaster Preparedness

(2019)

55