Coastal Schools Action Research For Deped

Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
COMPLETED BASIC RESEARCH ON
EXTENT OF IMPLEMENTATION OF SCHOOL DISASTER AND RISK REDUCTION
MANAGEMENT AND ITS IMPACT ON THE SCHOOL PREPAREDNESS OF
COASTAL SCHOOLS IN THE DIVISION OF CAPIZ

DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
EXTENT OF IMPLEMENTATION OF SCHOOL DISASTER AND RISK REDUCTION

MANAGEMENT AND ITS IMPACT ON THE SCHOOL PREPAREDNESS OF COASTAL
SCHOOLS IN THE DIVISION OF CAPIZ
I. Introduction
Philippines is an archipelago state, consisting of some 7,100 islands and islets, and
covering a land area of approximately 300,000 km2. The country comprises three groups or
large islands: (1) the Luzon group in the north and west, consisting of Luzon, Mindoro, and
Palawan, (2) the Visayas group in the center, consisting of Bohol, Cebu, Leyte, Masbate,
Negros, Panay and Samar, and (3) Mindanao in the South. Manila and nearby Quezon City, the
country’s most-populous cities, are part of the National Capital Region (NRC or Metro Manila),
located on the largest island Luzon (Cullinane as cited in Disaster Risk Reduction in the
Philippines, 2019). With this geographic attribute of our country, we are prone to various
hazardous natural disasters like typhoons, earthquakes, fires, floods, and among others.
Natural disasters can have catastrophic economic, social, and environmental impacts.
Damage to infrastructure such as roads, telecommunications, and power networks and
destruction of assets like machinery and livestock can severely obstruct economic activity.
Human and social impacts can arise from loss of property, homelessness, and disruption of
communities, compounded by death, disability, ill health, and mental trauma. Environmental
damage can range from the felling of trees to the reshaping of entire landscapes. Indirect and
longer-term impacts arise from the reduction of productivity, increased competition for
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resources, closing of businesses, and loss of livelihoods (Jha, Martinez, Quising, Ardaniel, and
Wang, 2018).
According to the Regional Training Manual on Disaster Risk Reduction of Coastal Zone
Managers (2009), coastal ecosystems and associated watersheds provide a wide range of
services to coastal communities, including food provision, natural shoreline protection against
storms and floods and flood regulation among others. Thus, protecting coastal ecosystems and
reducing disaster risk in coastal communities requires the active participation of a broad cross
section of stakeholders.
The Schools Division of Capiz, being a large division, is comprised of both coastal and
non-coastal schools. To which, twenty (25) schools are situated in islet and nearby the seashore
specifically in the districts of Panay, Pontevedra, Pres. Roxas, Pilar, Ivisan and Sapian. Coastal
schools program on School Disaster Risk and Reduction Management Program is vital because
they are more vulnerable to effects of the occurrence of disaster as to typhoons, tidal wave
caused by earthquakes and others. Schools’ safety is important and SDRRM aims at
reducing the vulnerability. It prepares both the teachers and learners for potential disasters to
happen, thereby reducing the effects of disaster. Moreover, a school with adequate plan for
disaster management which was prepared through a participatory technique and properly
integrated into policies and plans will definitely reduce and perhaps zero-in the effects of
disaster as it happens. If the school can transfer the knowledge to the learners, teachers and
parents, it brings out general concepts or knowledge and the entire community was aware and
prepare as well.
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With these observations, the researcher has come up with this research study to
determine the extent of implementation of school disaster risk and reduction management and
its impact to the preparedness of coastal schools in the Schools Division of Capiz.
II. Literature Review
The Philippines is known as one of the most hazard-prone countries in the world. In a
study conducted by World Bank in 2008, the country was identified as a natural disaster hot-
spot with approximately 50.3 percent of its total area and 81.3 percent of its population
vulnerable to natural disasters. Based on the 2012 World Risk Report published by the United
Nations University Institute of Environment and Human Security (UNU-EHS), the Philippines is
the third most disaster risk country worldwide with a Risk Index2 of 27.98 percent. Vanuatu and
Tonga, which are both located in the Southern Pacific Ocean, were the most disastrous
countries in the world with Risk Indices of 36.31 and 28.62 percent, respectively.
Since 1990, the Philippines has been affected by 565 disaster events which have
caused an estimated $US 23 billion in damages. Approximately 85.2% of the sources of the
country’s production have been reported to be susceptible to disasters, and 50.3% of the total
land area is considered to be economically at risk. Much of the damage has been resulting from
recurrent, massive-scale super typhoons, including Ondoy and Pepeng in 2009, Washi in 2011,
Bopha in 2012, Haiyan in 2013, Koppu in 2015, Haima in 2016, and Mangkhut in 2018. Much of
the country’s exports and trade income have relied on resource-extractive industry, which
further create implications in terms of disaster vulnerability and sustainable economic growth
(Disaster Risk Reduction in the Philippines Status Report, 2019). The Philippines population has
reached more than 100 million, according to the 2015 Population Census. 57% of the population
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resided in Luzon, 23% in the Visayas, and 20% in Mindanao, and in total, 51.2% of the overall
population lived in urban regions. The population density in the urban regions is 60 times higher
than the national average of 337 according to the 2015 census. A number of ethnic groups and
cultures are found throughout the islands. Indigenous peoples constitute approximately 10–15%
of the total population of the Philippines and are present in 65 of the country’s 78 provinces
(Cariño, 2012). The dominant ethnic groups include the Tagalog (28%), Cebuano (13%),
Ilocano (9%), Bisaya (7.6%), Ilonggo (7.5%), and Bikol (6)% (PSA, 2010), along with numerous
other minorities and indigenous peoples who inhabit the islands across the archipelago. The
majority of indigenous peoples (61%) are found in Mindanao, 33% are found in Luzon, and 6%
in the Visayas (National Commission on Indigenous Peoples (UNDR, 2019).
The geographical location of the Philippines makes the country uniquely exposed to a
plethora of hazards, including recurrent typhoons, earthquakes and 53 active volcanoes,
eruptions of which are classified as the most deadly and costly globally. The subduction zone
between the two tectonic plates (Eurasian and Pacific) creating the seismic activity in the region
are predicted to have the capacity to generate major earthquakes in the near future, and in the
vicinity of metropolitan cities. Other hazards include floods, landslides, tsunamis and wildfires,
all of which are occurring in a frequency which has fundamentally changed the perception of
hazards in the country (UNDR, 2019).
The Disaster Risk Reduction and Management Act of 2010 strengthens the Philippines’
implementation of actions and measures for direction and mitigation in catastrophes and is a
very important step towards achievement of an enhanced response program for disaster risk
reduction. Based on the provisions “the participation of civil society organizations (CSOs), the
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private sector and volunteers in 4 the government’s disaster risk reduction programs towards
complementation of resources and effective delivery of services to the citizenry”, the
government can direct other groups in the country to join resources towards the domain of
disaster risk and reduction management programs. This opens up institutional capacity to
bolster good relationships among response operations key players that may result to
institutional interoperability.
Since natural disasters will continue to happen and are becoming more frequent
because of climate change, urbanization, and demographic changes, building the resilience of
the people is important (Hallegatte et al. 2017). Resilience measures are based on the belief
that the disasters will have an impact on the community and therefore measures must be in
place to facilitate a quick return to normalcy. These include community emergency response
teams, temporary shelter and evacuation areas, backup generators to restore power for critical
systems, credit expansion to ease credit constraints, and provision of subsidies targeted at the
poor and vulnerable populations. In times of crisis, social capital can also help communities to
cope.
Usamah et al. (2014) found that a strong social relationship supports the strong
perception and level of resilience of the communities. In the Philippines, Ballesteros and
Domingo (2015) note that there are sufficient legislative provisions to support a proactive
response to disaster events (both for businesses and communities), but gaps in policy execution
exist. Many developing countries need responsive, accountable, transparent, and efficient
governance structures in disaster risk management (Davis 2011, UNDP 2010). Investment in
mitigation measures such as national disaster risk assessment, early warning systems, and
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construction code and zoning regulations is inherently in the nature of public goods and the
adequacy of their provision and enforcement is driven by government incentives and the quality
of institutions (Besley and Burgess 2002, Drèze 1991, Sen 1984, World Bank and UN 2010).
The capacity of households, businesses, and local communities to recover and restore
livelihoods depends critically on the efficiency and effectiveness of post-disaster recovery and
reconstruction efforts led by central and local governments. Ballesteros and Domingo (2015)
emphasized the need for harmony and strong cooperation among the public sector (both local
and national governments), the private sector, and the local communities to enhance business
continuity and resiliency. Using a multidisciplinary perspective on risk management strategies
and societal and communal resilience, Aldrich, Sawada, and Oum (2015) argue for a holistic
approach to disaster recovery and mitigation. They recommend a sensible combination of
community-level networks, private market mechanisms, and state-based assistance strategies
in handling disasters.
Preparedness through the adoption of risk mitigation and management practices before
a disaster strikes is critical. Recognizing that natural disasters compromise development,
governments must take a comprehensive approach to disasters by shifting the focus from
reactive actions of disaster response and recovery to the more proactive actions of risk
reduction, preparedness, and mitigation. The focus should be on removing the underlying
causes of vulnerability rather than on minimizing the consequences of vulnerability (ADBI 2013).
A bottom-up approach involving constant dialogue with communities, especially those living in
risk-prone areas, is important to make them fully aware of the hazards they are exposed to and
how they can best prepare for, and cope with, them. Constant communication with the people
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will increase their awareness and desire to seek information, reduce rumors, influence
evacuation behavior, and facilitate proper intervention. It is also important to complement these
practices with improved governance.
Bangladesh, Indonesia, and Pakistan provide good examples of preventive measures
(ADB 2013b). By setting up community-led early warning systems (based on volunteers with
bicycles and megaphones, and text message alerts), public awareness campaigns, and
communal facilities, Bangladesh has significantly reduced the number of deaths in the annual
onslaught of tropical cyclones. After the 2004 earthquake and tsunami, Indonesia laid the
groundwork for a much more effective disaster response by decentralizing the reconstruction
agency away from Jakarta to improve disaster coordination in the archipelago. In Pakistan,
following a succession of calamitous events including the 2005 earthquake, the government
created a federally coordinated disaster risk system and integrated risk reduction plan.
Disaster resistance is a long-term process built through mitigation and preparedness
activities coupled with actions that include revenue diversification to make people’s income less
vulnerable to local shocks, financial inclusion to protect their savings, health insurance, disaster
risk insurance to protect people against shocks, adaptive social protection to provide affected
people with timely post-disaster support, and disaster risk financing instruments to ensure that
governments and local authorities have the resources to act in times of crisis (Green 2008,
Hallegatte et al. 2017). These activities should be sustained even with the change of political
administrations because disasters do not time their occurrence based on who is currently in
power. Only a sustained, long-term effort, maintained and carried through even when there are
no disasters, can provide true resistance and resilience.

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Similarly, the government prioritized public spending on disaster risk reduction
investment by integrating natural disaster risk into its overall development plan, strengthening
risk management institutions, and investing in early warning systems, weather forecasting, and
effective disaster response systems (World Bank, 2014). Disasters in the past, measured during
the period between 1900-2014, illustrate extreme spatial variability. Frequency and the extent of
impacts are unevenly distributed across the regions, with majority of the events affecting Central
Luzon, Cordillera Administrative Region and the Central Visayas (Doroteo, 2015).
On average, about 20 tropical cyclones enter the Philippines waters each year, with
approximately eight or nine making landfall. They are also the largest contributors to disaster
damage. Of all the disasters, cyclones and the accompanying landslides, storm surges and
floods have caused the largest losses of life and property, mostly because majority of the
population is living within 60km from the coast (UNDR, 2019).
However, 80% of all the damages and deaths caused by typhoons between 1970-2014
have been caused by 6 super-scale events, Haiyan included (Espada, 2018). Based on
vulnerability studies, the most vulnerable regions to tropical cyclones in the country are the
National Capital Region (NCR), Southern Tagalog, Cagayan Valley, Central Luzon, the
Cordillera Administrative Region, and Bicol Province (Cruz, et al., 2017).
Visayas and Mindanao are likewise becoming more at risk due to an increasing number
of tropical cyclones entering the southern part of the country. Furthermore, the varying
geomorphology affects the distribution of hazards. For example, the Baguio district is most
landslide prone region due to highest recorded rainfalls resulting from the interaction of the
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monsoon season, cyclones, and the orographic lifting of air by the Cordillera mountains
(Nolasco-Javier, et al., 2015).
In the study of Malahay (2019), findings reveal that the secondary schools' level of
compliance in developing disaster preparedness plan is only satisfactory since the compliance
measures are not strictly complied. While the extent of problems encountered in developing
school disaster preparedness plan is moderate. Further, the results reveal that lack of
involvement of teachers, community, non-governmental organizations, and other stakeholders;
and lack of needs assessment in terms of personnel, material resources, and infrastructures in
developing disaster preparedness plan are the top moderate problems encountered in
developing school disaster preparedness plan respectively. Furthermore, there is no significant
relationship between the level of compliance and the extent of problems encountered in terms of
developing disaster preparedness plan among secondary schools. Hence, there is a need to
enhance the disaster preparedness planning in school through active participation and
involvement of all school stakeholders; and strict compliance of the protocol in developing
school disaster preparedness plan.
Furthermore, in the research conducted by Malahay and Estrope (2018), findings
revealed that there were moderate problems encountered by the teachers. Moreover, the
teachers are generally not aware of the existing school physical vulnerabilities. However, four
out of nine common school physical vulnerabilities were identified namely big trees surrounding
the buildings, clogged canals, prominent cracks on school building walls, and the school is
located nearby mountains. This further suggests that teachers have to be more aware of the
school physical vulnerabilities in order to come up with appropriate interventions. The results
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revealed the positive correlation between the teachers 'extent of problems encountered in the
implementation of school disaster preparedness measures and their extent of agreement on the
school physical vulnerabilities. This suggests a strong linkage between the two variables.
Finally, there is no significant difference between the coastal and upland secondary school
teachers' responses in terms of the extent of problems they encountered and their extent of
agreement of the school physical vulnerabilities. Thus, the same interventions can be done by
the school management to address the physical vulnerabilities and reduce the problems
encountered in the implementation of the disaster preparedness measures in both upland and
coastal schools.
Moreover, he also entailed that to overcome the challenges in disaster preparedness,
there is a need for the serious cooperation and commitment of the various stakeholders. The
Department of Education can work closely with other stakeholders to address the gaps in the
implementation of school disaster preparedness measures. These gaps are further widened by
the existence of school physical vulnerabilities which make the school more vulnerable to
disasters. The same interventions can be done by the school authorities to address the physical
vulnerabilities and reduce the problems encountered in the implementation of the disaster
preparedness measures in upland and coastal schools.
Severe, reoccurring flooding on the other hand is common in the lowland areas.
Earthquakes also tend to have their unique characteristics depending on the local context.
Seismic activity produces severe secondary impacts in areas with cohesion less soil conditions.
Liquefaction is a significant concern in central Luzon, especially in the provinces of Pangasinan

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and Tarlac. Extremely destructive earthquakes and associated tsunamis have been known to
occur during the known history and are a likely threat in the future (UNDR, 2019).
In terms of climate, the Philippines is among the top countries at risk of adverse impacts
of climate change due to sensitive ecological systems (including reefs and marine fauna), large
numbers of coastal populations and exposure to frequent weather extremes which are likely to
grow in intensity. Climate change effects are considered to be a key factor contributing to the
occurrence of stronger typhoons, sea-level rise, and elevated storm surges in coastal regions.
Intensified storm surges are predicted to affect more than 40% of the coastal population living in
informal settlements and they are likely to face the first impacts of increased storm surges and
flooding (CFE-DM, 2018).
Studies indicate that temperature and precipitation have increased steadily during the
past six decades, and temperature extremes are becoming more frequent (Cinco, et al.,2014).
Data also illustrates temporal and spatial variability of rainfall which has unique regional
characteristics of increased precipitation in western and central regions.

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III. Research Questions
The main objective of the study is to determine the extent of implementation of School
Disaster and Risk Reduction Management and its impact on the school preparedness in the
coastal schools of the Schools Division of Capiz for School Year 2020-2021.
Specifically, this aims to answer the following questions:
1. What is the extent of implementation of school disaster risk and reduction management
in the coastal schools of the Schools Division of Capiz?
2. What is the level of preparedness of the school disaster risk and reduction management
in the coastal schools of the Schools Division of Capiz?
3. What is the extent of implementation of school disaster risk and reduction management
in the coastal schools of the Schools Division of Capiz when grouped according to
school category?
4. What is the level of preparedness of the school disaster risk and reduction management
in the coastal schools of the Schools Division of Capiz when grouped according to
school category?
5. Is there a significant difference in the extent of implementation of school disaster risk
and reduction and level of preparedness in the coastal schools?
6. Is there a significant relationship in the extent of implementation of school disaster risk
and reduction and level of preparedness in the coastal schools?

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IV. Scope and Limitations of the Study
This descriptive research aims to determine the extent of implementation of School
Disaster and Risk Reduction Management and its impact on the school preparedness in the
coastal schools of the Schools Division of Capiz for School Year 2020-2021. The respondents
of this study was the twenty (25) elementary coastal school coordinators of Disaster and Risk
Reduction Management in the Schools Division of Capiz.
The descriptive statistics which was used in the study are mean and standard deviation
and the inferential statistics will utilize Pearson’s r and t-Test. All inferential tests was set at 0.05
alpha level of significance.
V. Research Methodology
The Descriptive Method was utilized by the researcher to have in – depth look into the
status of the implementation of School Disaster Risk and Reduction Management and its impact
to school preparedness of the coastal schools in the Division of Capiz. Intervention plans was
made to enhance the extent of implementation inclines to school preparedness.
A. Sampling
The researcher employed total population sampling because of the less number of
respondents for the proposed study. Total population sampling is a type of purposive sampling
technique that involves examining the entire population that have a particular set
of characteristics. According to Rafeedalie (2010) total population sampling is infrequently used
having specific types of research where total population sampling can be very useful. Since total
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population sampling involves all members within the population of interest, it is possible to
get deep insights into the phenomenon you are interested in. With such wide coverage of the
population of interest, there is also a reduced risk of missing potential insights from respondents
that are not included. Twenty-nine (29) School Disaster and Risk Reduction Management
Coordinators was utilized as respondents in the conduct of the study. The distribution of
respondents by identified district is shown below.
Table 1. Distribution of respondents.

Districts No. of respondents
Panay 10
Pontevedra 4
Pres. Roxas 4
B. Data
Pilar 4
Ivisan 5
Sapian 2
TOTAL 29
Collection
Data was gathered using a questionnaire. The questionnaire was divided into three (3)
parts into parts, namely: Part I: Socio-Demographic Profile, Part II: Extent of Implementation
and Part III: Level of Preparedness. Part I is composed of the name of the respondent and the
school category. Part II contains the extent of implementation which were taken from DepEd
Order No. 21, 2. 2015, entitled: Disaster Risk Reduction and Management Coordination and
Information Management Protocol. Part III includes the level of preparedness which is also
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taken from DepEd Order No. 21, 2. 2015. The questionnaire was distributed through google
form to follow the health protocols of COVID-19 and to reduce the likelihood of exposure.
However, in the event that the respondent will have difficulty in terms of the access of the
Google form, the researcher will distribute to the identified coastal schools in the division of
Capiz.
For the descriptive interpretation of mean scores, the scale below was used:
Mean Score Description
4.21 – 5.00 Very High

3.41 – 4.20 High
2.61 – 3.40 Average
1.81 – 2.60 Low
1.00 – 1.80 Very Low
C. Ethical Issues
The researcher wrote a letter of permission to conduct this study to Schools Division
Superintendent of the Schools Division of Capiz. After the approval of the SDS, the letter was
sent to the school heads of elementary, secondary and integrated schools of the said division.
The identity of the respondents who will participate in the conduct of the research as well as the
results of the study was kept with confidentiality.
D. Plan for the Data Analysis

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Descriptive statistics : mean, frequency and percentage was used to analyze the data to be
gathered and an appropriate statistical tool was chosen to analyze the data in this study. To
assure high certainty , a 95% confidence level was set, with alpha value at 0.05.
VI. Time Table and Gantt Chart
November December January

Activities
1st 2nd 3rd 4th 1st 2nd 3rd 4th 1st 2nd 3rd 4th
Proposal Preparation and

Approval
Preparation of materials
Actual conduct of the study
Data analysis, preparation

and submission of the study
Initial Findings, Conclusion

and Recommendation
Approval of Accomplishment
Report
Reproduction and book

binding of the manuscript
Dissemination of result
advocacy
Plans for Dissemination/Advocacy

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The findings of this study will benefit the coastal schools of the Schools Division of Capiz
to identify possible interventions in their school disaster risk and reduction management. The
results will also be disseminated through In-Service Training. Furthermore, the result was
presented during the conduct of the division research congress to share with other schools and
division personnel.
VII. Results and Discussion
Extent of Implementation and Level of Readiness
Descriptive Statistics
N Minimum Maximum Mean Std. Kurtosis
Deviation
Statistic Statistic Statistic Statistic Statistic Statistic Std.
Error
extimplm 19 3.45 4.07 3.7832 .18921 -1.206 1.014
lvlreadiness 15 3.21 4.21 3.7333 .24254 1.084 1.121
Valid N
15
(listwise)
Table 2. Extent of implementation and level of readiness school disaster risk and reduction
management of the coastal schools in the Division of Capiz.
The table above shows the mean values for the extent of implementation and level of readiness
of the school disaster risk and reduction management of the coastal schools in the Division of
Capiz respectively. For the extent of implementation, the mean value is at 3.78 which can be
interpreted as HIGH. Likewise the level of readiness of the school disaster risk and reduction
management of the coastal schools has a mean value of 3.73, which can also be interpreted as
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HIGH. This clearly means that school disaster risk management practices are being done and
successfully implemented in the various coastal schools in the Division of Capiz.
Extent of Implementation and Level of Preparedness of School Disaster Risk and

Reduction Management in the Coastal Schools of the Division of Capiz when Grouped
According to School
Extent of Implementation Level of Preparedness

a,b
Test Statistics Test Statisticsa,b
extimplm lvlreadiness
Chi-Square .710 Chi-Square .418
df 2 df 2
Asymp. Sig. .701 Asymp. Sig. .811
a. Kruskal Wallis Test a. Kruskal Wallis Test
b. Grouping Variable: schcateg b. Grouping Variable: schcateg
Table 2. Extent of implementation and level of preparedness of school disaster grouped

according to school
Analysis of the data was done using the Kruskal-Wallis test. The Kruskal-Wallis test is a
nonparametric (distribution free) test, and was used because the assumptions of one-way
ANOVA are not met. Since the analysis requires to assess for significant differences on a
continuous dependent variable (extent of implementation and level of readiness) by a
categorical independent variable ,with two or more groups, (school category). The analysis
showed that for both variables - extent of implementation and level of preparedness there is no
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significant difference when grouped according to school. This simply means that regardless of
the type of school, elementary, high school, or integrated, the extend of implementation of the
school disaster risk reduction and their level of readiness is most likely the same or consistent.
Significant Difference in the Extent of Implementation and Level of Preparedness
Paired Samples Test

Paired Differences t df Sig. (2-
Mean Std. Std. 95% Confidence tailed)
Deviation Error Interval of the
Mean Difference
Lower Upper
Pair extimplm -
.04000 .38693 .09990 -.17427 .25427 .400 14 .695
1 lvlreadiness
Table 3. Significant Difference in the Extent of Implementation and Level of Preparedness
The table above shows the analysis of the variables: extent of implementation of school disaster
risk reduction and level of preparedness of schools. To test if there is a significant difference
between the two variables, the Paired Samples T-test was used for the analysis. Before the
data was treated with t-test it was analyzed first for normality using the Kolmogorov-Smirnov
test, the initial test resulted a fairly normal distribution of the data. The t-test result revealed that
there is no significant difference between the extent of implementation of school disaster
risk reduction and level of preparedness of schools, since the computed p value = 0.695,
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is higher than the alpha value set at 0.05. This means that both the extent of implementation
and the level of readiness is fairly the same with a “HIGH” level scale.
Significant Relationships between the Extent of Implementation and Level of

Preparedness
Correlations
extimplm lvlreadiness
Pearson Correlation 1 .557*
Sig. (2-tailed) .031
extimplm Sum of Squares and Cross-products .644 -.369
Covariance .036 -.026
N 19 15
Pearson Correlation .557* 1
Sig. (2-tailed) .031
lvlreadiness Sum of Squares and Cross-products -.369 .824
Covariance -.026 .059
N 15 15
*. Correlation is significant at the 0.05 level (2-tailed).
Table 4. Significant Relationship in the Extent of Implementation and Level of Preparedness
The table above shows the analysis of the relationship between the extent of implementation
and level of readiness. Pearson’s r was utilized for this analysis and it yielded a significant
correlations between the extent of implementation and level of readiness. The Pearson’s r value
= 1: 0.557 , can be interpreted as positive, which means that there is a directly proportional
relationship between extent of implementation and level of readiness. This signifies that if there
s a high extent of implementation, there is also a high level of readiness, regardless of the
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intervening factors. This finding is consistent with Comighud, (2018) in here study about the
disaster risk reduction management program in the public schools of Bayawan City
Division, Bayawan City, Negros Oriental, Philippines . She ascertained that the
implementation of the DRR as to the four (4) DRRM Aspects: Disaster Prevention and
Mitigation, Disaster Preparedness, Disaster Response, and Disaster Recovery and
Rehabilitation is well-implemented, and as a result the schools of Bayawan City Division are
very capable in disaster risk reduction management as to human resources, material
facilities, knowledge, innovation and education, policies, plans and procedures, and
capacities and mechanisms.
Conclusions
The study determined the extent of implementation of and its impact on the level of
preparedness of disaster risk reduction management program in the different coastal public
schools in the Division of Capiz, Philippines in the year 2020. The status of implementation of
public schools’ disaster risk reduction management programs were assessed using
questionnaires , framed from the National Risk Reduction and Management Plan. Each
area has long term goals and activities which will lead to the attainment of overall vision in
DRRM. Also, the level of capabilities of the respondents was anchored on the Hyogo
Framework of Action. In line with this, the SDRRM will be most effective if they are
performing their functions and mandates. And as prescribed by the law, they should give
priorities to the various areas of high risks in their schools. , based on the above findings,
both extent of implementation and the level of readiness are high; there are no significant
difference between the extent of implementation and the level of readiness and there is a
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
significant relationship or a high correlation between the extent of implementation of disaster
risk reduction management program in coastal schools and the level of readiness among the
public schools.
Recommendations
Based on the results and in the light of the findings and conclusions drawn, the
following recommendations are proposed.
1. To maintain the high extent of implementation and level of readiness, iIt would be
better for school heads, DRRM coordinators, and team members as part of the core
group to conduct regular meetings and monitoring for disaster mitigation
measures. Also, for community to have access on effective and applicable disaster
risk management.
2. To promote a disaster and climate change resilient infrastructure in public
schools, especially those located in coastal areas, there should be an implementation
of building code as well as conduct of monitoring and/or tracking of the approval of
infrastructure projects and permits in learning institutions to promote the safety
standards required for schools as well as the so-called environmental health control.
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
3. There is a great need to conduct research, develop new modalities and
schemes leading to the mitigation and prevention of disasters, especially at the
community level. Through this, their vulnerabilities are lessened through the
options available for them.

DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
References
Asian Development Bank Institute (ADBI), 2013, Disaster risk management in Asia and the
Pacific: Issues Paper, a joint study of ADB and ADBI.
Ballesteros, M. and S. Domingo, 2015, Building Philippine SMEs Resilience to Natural

Disasters, Philippine Institute for Development Studies (PIDS) Discussion Paper Series
No. 2015-20 (revised). Quezon City, Philippines: PIDS.
Cinco, T. A., Guzman, R. G., Hilario, F. D. & Wilson, D. M., 2014. Long-term trends and
extremes in observed daily precipitation and near surface air temperature in the
Philippines for the period 1951–2010. Atmospheric Research, Volume 145-146,
Comighud, Sheena Mae. (2020). Implementation of the Public Schools' Disaster Risk Reduction
Management Program and Level of Capabilities to Respond. International Journal of
Science and Research (IJSR). 9. 752. 10.21275/SR20404215026.
CFE-DM, 2018. Philippines: Disaster Management Reference Handbook, Pearl Harbor, Ford
Island: Center for Excellence in DIsaster Management and Humanitarian Assistance.
Cruz, R. V. O. et al., 2017. 2017 Philippine Climate Change Assessment: Impacts

Vulnerabilities and Adaptation, Manila: The Oscar M. Lopez Center for Climate Change
Adaptation and Disaster Risk Management Foundation, Inc..
Davis, I., 2011, Reducing Disaster Risks 1980–2010: Some Reflections and Speculations.
Environmental Hazards 10(1): 80–92.
Doroteo, H. J. E., 2015. Disaster Risk Profile and Disaster Risk Management Framework of the
Philippines: Natural Disasters. s.l., University of Oviedo.
Espada, R., 2018. Return period and Pareto analyses of 45 years of tropical cyclone data
(1970–2014) in the Philippines. Applied Geography, Volume 97, pp. 228-247.
Hallegatte, S., Adrien Vogt-Schilb, Mook Bangalore,and Julie Rozenberg, 2017, Unbreakable :
Building the Resilience of the Poor in the Face of Natural Disasters, Climate Change and
Development, Washington, DC: World Bank.
https://openknowledge.worldbank.org/handle/10986/25335 License: CC BY 3.0 IGO.
Malahay, R. (2009). Disaster Planning for Coastal and Upland Secondary Schools. International
Journey of Advanced Research. 7.561-567. 10.21474/IJAR01/9073.
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
Nolasco-Javier, D., Kumar, L. & Tengonciang, A. M. P., 2015. Rapid appraisal of rainfall
threshold and selected landslides in Baguio, Philippines. Natural Hazards, 78(3), pp.
1587-1607.
Rafeedalie. E. (2010). Research: Population and Sample 2 nd Edition, San Francisco, West
Publishing Company.
Republic Act No. 10121, (2010) 7925, (1994). Philippine Disaster Risk Reduction and
Management Act of 2010. An Act Strengthening the Philippine Disaster Risk Reduction
and Management System, Providing for the National Disaster Risk Reduction and
Management and Institutionalizing the National Disaster Risk Reduction and
Management Plan, Appropriating Funds Therefore and for other Purposes: Quezon City,
14th Congress of the Philippines.
United Nations Development Programme (UNDP), 2010, Disaster Risk Reduction, Governance
& Mainstreaming, New York: UNDP.
Usamah, Muhibuddin, John Handmer, David Mitchell, and Iftekhar Ahmed, 2014, Can the
vulnerable be resilient? Co-existence of vulnerability and disaster resilience: informal
settlements in the Philippines, International Journal of Disaster Risk Reduction, 10, 178–
189.
World Bank. 2014. “Philippine Economic Update, Pursuing Inclusive Growth through
Sustainable Reconstruction and Job Creation. Report No. 83315-PH
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
CURRICULUM VITAE

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Republic of the Philippines

COMPLETED BASIC RESEARCH ON

EXTENT OF IMPLEMENTATION OF SCHOOL DISASTER AND RISK REDUCTION

MANAGEMENT AND ITS IMPACT ON THE SCHOOL PREPAREDNESS OF

COASTAL SCHOOLS IN THE DIVISION OF CAPIZ

EXTENT OF IMPLEMENTATION OF SCHOOL DISASTER AND RISK REDUCTION

Damage to infrastructure such as roads, telecommunications, and power networks and

II. Literature Review

in the Visayas (National Commission on Indigenous Peoples (UNDR, 2019).

plethora of hazards, including recurrent typhoons, earthquakes and 53 active volcanoes,

hazards in the country (UNDR, 2019).

complementation of resources and effective delivery of services to the citizenry”, the

continuity and resiliency. Using a multidisciplinary perspective on risk management strategies

approach to disaster recovery and mitigation. They recommend a sensible combination of

community-level networks, private market mechanisms, and state-based assistance strategies

a disaster strikes is critical. Recognizing that natural disasters compromise development,

practices with improved governance.

Bangladesh, Indonesia, and Pakistan provide good examples of preventive measures

Disaster resistance is a long-term process built through mitigation and preparedness

no disasters, can provide true resistance and resilience.

Similarly, the government prioritized public spending on disaster risk reduction

population is living within 60km from the coast (UNDR, 2019).

Cordillera Administrative Region, and Bicol Province (Cruz, et al., 2017).

(Nolasco-Javier, et al., 2015).

involvement of teachers, community, non-governmental organizations, and other stakeholders;

developing school disaster preparedness plan respectively. Furthermore, there is no significant

school disaster preparedness plan.

Furthermore, in the research conducted by Malahay and Estrope (2018), findings

Moreover, he also entailed that to overcome the challenges in disaster preparedness,

preparedness measures in upland and coastal schools.

Liquefaction is a significant concern in central Luzon, especially in the provinces of Pangasinan

flooding (CFE-DM, 2018).

characteristics of increased precipitation in western and central regions.

III. Research Questions

Specifically, this aims to answer the following questions:

in the coastal schools of the Schools Division of Capiz?

in the coastal schools of the Schools Division of Capiz?

5. Is there a significant difference in the extent of implementation of school disaster risk

and reduction and level of preparedness in the coastal schools?

6. Is there a significant relationship in the extent of implementation of school disaster risk

and reduction and level of preparedness in the coastal schools?

IV. Scope and Limitations of the Study

This descriptive research aims to determine the extent of implementation of School

Reduction Management in the Schools Division of Capiz.

alpha level of significance.

made to enhance the extent of implementation inclines to school preparedness.

of characteristics. According to Rafeedalie (2010) total population sampling is infrequently used

respondents by identified district is shown below.

Table 1. Distribution of respondents.

Mean Score Description

4.21 – 5.00 Very High

results of the study was kept with confidentiality.

D. Plan for the Data Analysis

VI. Time Table and Gantt Chart

November December January

Proposal Preparation and

Actual conduct of the study

Data analysis, preparation

Initial Findings, Conclusion

Reproduction and book

Plans for Dissemination/Advocacy

VII. Results and Discussion

Extent of Implementation and Level of Readiness