CHAPTER I

INTRODUCTION

Background of the Study

Disaster is a serious disruption of the functioning of

community or a society at any scale due to hazardous events
interacting with conditions of exposure, vulnerability and
capacity, leading to human, material, economic and environmental
losses and impacts (UNISDR, 2018).

The Philippines ranked third out of 173 countries vulnerable

to disaster risks. This evaluation was based on the potential of
a natural hazard to cause heavy human casualties, damage to
properties and infrastructures, and decline of human welfare such
as health status and livelihoods. Aside from the impact of
disaster risks, the country is also vulnerable to the effects of
climate change (DRRM, 2010)

Disasters are monstrous in nature and it can damage a lot of

things and even the lives of people. Proper preparations are
neglected of many since they don`t have proper emergency
training, kits and supplies. Further, schools don`t have proper
equipment and facilities that will combat the sudden impact of
the disasters. Moreover, the results, observed that more lack of
understanding and awareness about disaster prevention.

Awareness, readiness and resiliency are factors to lessen the

impact of disasters, the freshmen students of Capiz State

University Tapaz Satellite College must be given opportunity to

1
acquire prevention. It is in this premise that this study was
conducted.

Statement of the Problem

This study is anchored on the integration of disaster risks

reduction management in the curriculum and other educational
programs. Hence, this study was conducted to assess freshmen
student`s disaster awareness, readiness, and resiliency at Capiz
State University Tapaz Satellite College for school year 2022-
2023.

Specifically, this study sought to answer the following

questions.

1. What is the level of disaster awareness of freshmen

students as a whole and when classified according to age,
sex, and course?
2. What is the level of disaster readiness of the respondent
as a whole and when classified according to age, sex, and
course?
3. What is the level of disaster resiliency of respondents as
a whole and when classified according to age, sex, and
course?
4. Are there significant differences in awareness, readiness
and resiliency of the freshmen students towards disaster
when classified into their age, sex, and course?

Hypothesis of the Study

In light of aforementioned research questions, the following null

hypothesis were formulated:

2
1. There are no significant differences in terms of Disaster
Awareness, Readiness, and Resiliency when they are classified
into their age, sex, and course.

Theoretical Framework

Disaster risk is expressed in terms of potential loss of

lives, deterioration of health status and livelihoods, and
potential damage to assets and services due to impact of existing
natural hazard. Disaster risk reduction is a systematic approach
to identifying, assessing, and reducing disaster risk, and it
helps minimize the vulnerability of a society or community
(Maxwell and Bundchanan-Smith 1994; Bendimerad F 2003; Kameda
2007; Onstada et al. 2012)

Most universities and college campuses across the United

States are engaged in developing policies, programs, and systems
to reduce risks and maintain safety and security on their
campuses. Conducting regular training and exercises, and
developing strong community partnerships are the most important
elements for creating a disaster-resilient university, well
prepared to tackle any calamity or tragedy. (Naim Kapuco and Sana
Khosa, Administration and Society, 2013).

Finally, Resiliency in Disasters according to Walter (2004)

is the capacity to survive, adapt and recover from a natural
disaster. Resilience relies on understanding the nature of
possible natural disasters and taking steps to reduce risk before
an event as well as providing for quick recovery when a natural
disaster occurs. These activities necessitate institutionalized
planning and response networks to minimize diminished
productivity, devastating losses and decreased quality of life in
the event of a disaster.

3
 Conceptual Framework

This study was based on the premise that the respondent’s

disaster awareness, readiness and resiliency is interrelation
with the variables such as age, sex, and course.

Awareness

Personal Variables

Age

Sex Readiness

Course

Resiliency

Figure 1. Shows the student`s disaster awareness, readiness and

resiliency in relation to their sex, age, and course.

Significance of the Study

This study in titled, Disaster Awareness, Readiness and

Resiliency is beneficial to the following:

Capiz State University key-officials this study will impart

knowledge on the organization and the school as well as their
personnel to prepare, assess and shape students and officials to
be disaster ready.

Local Government Unit (LGU) in this study the Local Government

Unit will have an idea on how they are going to support,
strengthen and what measures they are going to do, in order for

4
them to increase Capiz State University Students as well as the
school`s level of Disaster Awareness, Readiness and Resiliency.

School this study will help the school to strengthen their

readiness, awareness and be resilient at all times on the sudden
disasters that will occur in the future.

Teachers this study might help the teachers to be more aware,

ready and resilient in dealing and making decisions as the
facilitator of the students under their supervision.

Parents this study will help them to also be aware, ready and
resilient to stand for their family’s safety and security on the
times of the disaster.

Students this study may expand the students Disaster Awareness,

Readiness and Resiliency, especially on the difficult situations.

Researchers this study will give insights and realization for us,
that this study has a crucial role on identifying how aware,
ready and resilient the students are, including ourselves
researchers. Upon analyzing the findings of this study, we found
out that being aware and ready can result in resiliency.

Future Researcher this study will give them insights through the
finding of this research. Other researcher may also use this
study as a reference and replication to deepen the study about
Disaster Awareness, Readiness and Resiliency.

5
 Scope and Limitations of the Study

This investigation was conducted to determine how aware,

ready and resilient, freshmen students are at Capiz State
University Tapaz Satellite College. For the school year 2022-
2023. This was conducted from March to May 2023, utilizing the
one hundred sixty (160) freshmen students as participants of this
study, the Slovin`s Formula was used to identify this sample
size. The survey questionnaire was adopted survey questionnaire
by Tuladhar, (2015). On disaster, awareness, readiness and
resiliency questionnaire. Descriptive-Correlational design was
used in this study. After securing the letter from the Director`s
office, the study was conducted in all officially enrolled
freshmen students, both Agriculture and Education students in
Capiz State University Tapaz Satellite College. Microsoft Excel
was used to analyze and interpret the data of our study.

Definition of Terms

For precise and clear understanding, the following terms are

defined conceptually and operationally.

Disaster Awareness

Disaster Awareness consists of a set of measures undertaken

by governments, organizations, communities or individuals to
better respond and cope with the immediate aftermath of a
disaster, whether it be human-made or caused by natural hazards.
(European Commission, 2020)

In this Study, it is the knowledge and understanding of the

students of what is a disaster and its impact on oneself and
infrastructures.

Disaster Readiness

6
 Disaster readiness is promoting survival actions and
communications planning for the immediate post disaster period
(Gowan, 2015).

In this study, Disaster Readiness refers to the level of

readiness of Capiz State University First Year Students.

Disaster Resilience

Disaster resilience is determined by the degree to which

individuals, communities and public and private organizations are
capable of organizing themselves to learn from past disasters and
reduce their risks to future ones, at international, regional,
national and local levels (Hyogo Framework for Action, UNISDR,
2005)

In this study, Disaster Resilience is the student’s capacity

to recover quickly from disasters.

7
 CHAPTER II

REVIEW OF RELATED LITERATURE

Disaster

RA 10121 provides a comprehensive, all-hazard, multi-

sectoral, inter-agency, and community-based approach to disaster
risk management through the formulation of the National Disaster
Risk Management Framework.

Presidential Decree 1566 aimed at strengthening the

Philippine disaster control capability and establishing the
national program on community disaster preparedness

RA 10821 aimed to protects the fundamental rights of children

before, during, and after disasters and other emergency
situations when children are gravely threatened or endangered by
circumstances that affect their survival and normal development.

RA 10121 is the act elaborates on the rules that have been

enacted as “an act of strengthening the Philippines disaster risk
reduction and management system, providing for the national
disaster risk reduction and management plan.

Philippine Disaster Risk Management Act 2006, provide for a

comprehensive, all hazards, multi-sector / interagency and
community-based approach to disaster risk management that focuses
on preventing or reducing disaster risks, mitigating socio-
economic and environmental impacts of disasters undertaking
disaster preparedness and initiating rapid and effective disaster
response and integrated rehabilitation and recovery program.

8
 According to Mizutori, 2020 “Disasters happen when a
community is not appropriately resourced or organized to
withstand the impact, and whose population is vulnerable because
of poverty, exclusion or socially disadvantaged in some way”.
Disasters are serious disruptions to the functioning of a
community that exceed its capacity to cope using its own
resources. Disasters can be caused by natural, man-made and
technological hazards, as well as various factors that influence
the exposure and vulnerability of a community.

An occurrence of a natural catastrophe, technological

accident, or human caused event that has resulted in severe
property damage, deaths, and/or multiple injuries. As used in
this Guide, a large-scale disaster is one that exceeds the
response capability of the local jurisdiction and requires State,
and potentially Federal, involvement. As used in the Stafford
Act, a major disaster is any natural catastrophe or, regardless
of cause, any fire, flood, or explosion, in any part of the
United States, which in the determination of the President causes
damage of sufficient severity and magnitude to warrant major
disaster assistance under the Act to supplement the efforts and
available resources or States, local governments, and disaster
relief organizations in alleviating the damage, loss, hardship,
or suffering caused thereby.(FEMA, 2004).

According to Briton, 1986 “Disaster is a social product. The

propensity for disaster is dependent upon the interplay between
humans and their use of the physical and social world. Within
this perspective disaster can be seen in broader ecological terms
to be an expression of the vulnerability of human society”.

McEntire, 2000 stated that disasters defined as the

disruptive and/or deadly and destructive outcome or result of
physical or human-induced triggering agents when they interact

9
with, and are exacerbated by vulnerabilities from diverse but
overlapping environments.

Disaster is a sudden or disruptive event or set of events

that overtaxes a community resources so that outside aid is
necessary. (Schaefer, 2003).

Disaster Awareness

According to (Grant, 2002) disaster awareness in schools can

be incorporated in institutions through strategically posting
safety rules, installing firefighting equipment, creating
evacuation exits and maintaining buildings. It can also be
enhanced through the use of songs, electronic and print media,
and action learnings well as using science education as a means
to introduce studies of disaster risk.

Disaster awareness is defined as "having relevant knowledge and

skills on disaster management which can help one identifies and
mitigates disaster occurrences". Wanjala et. al (2018)

Poortinga, et al 2011) states that disaster risk awareness,

which denotes the extent of common knowledge about disaster
risks, and the factors that lead to disasters, influence the
actions that could be taken individually or collectively to
address exposure and vulnerability to hazards. Awareness is a
very crucial element for a society to effectively adapt to a
flood risk.

As stated by Shen (2009), awareness is diminished when the

provision of an appropriate information is minimal or when
memories of past experiences or events are diminished.

10
 Awareness and preparedness towards disasters vary depending
on the characteristics of individuals within the community and
characteristics of communities across space. (Gerdan, 2014; IFRC
2011). For instance, Gerdan 2014 has suggested that there is a
direct link between education or sensitization and awareness.

Difficult times can happen anywhere and anytime. When

calamities occur in a place where people are not ready to
respond, the subsequent damage can lead to mortality, loss, and
suffering. The school is an example of such communities where
many vulnerable children are susceptible to the negative impact
of natural or manmade hazards. This study aimed to determine the
disaster-related knowledge, adaptation, preparedness and
readiness, risk perception, and awareness of 503 students from
the senior high school department of Eastern Samar State
University, Philippines. Students' understanding of disaster risk
reduction knowledge was gathered using an adapted questionnaire
and analyzed with descriptive statistics and non-parametric
tests. Survey results revealed that despite the school is
situated in a rural area, senior high school students are ready,
aware adapted, and prepared from the risks inflicted by
disasters. Moreover, the sex of the respondents has significant
differences with disaster preparedness and readiness, adaptation,
and disaster-related knowledge. Likewise, the respondents' grade
level, only the disaster-related knowledge, showed a significant
difference among all categories. Also, all of the categories of
disaster risk reduction have a significant difference with the
respondents' academic strands. However, the family monthly income
shows no differences in all categories of their perceptions of
disaster risk reduction. Furthermore, disaster risk reduction
education and initiatives in schools should be enhanced to reduce
student's susceptibility to disaster. (Aris A. Lapada, 2022).

11
 The Island Province of Catanduanes is prone to all types of
natural hazards that includes torrential and heavy rains, strong
winds and surge, flooding and landslide or slope failures as a
result of its geographical location and topography. RA 10121
mandates local DRRM bodies to “encourage community, specifically
the youth, participation in disaster risk reduction and
management activities, such as organizing quick response groups,
particularly in identified disaster-prone areas, as well as the
inclusion of disaster risk reduction and management programs as
part of youth programs and projects. The study aims to determine
the awareness to disaster of the student of the Catanduanes State
University. The disaster-based questionnaire was prepared and
distributed among 636 students selected randomly from different
Colleges and Laboratory Schools in the University. The
Catanduanes State University students understood some disaster-
related concepts and ideas, but uncertain on issues on
preparedness, adaptation, and awareness on the risks inflicted by
these natural hazards. Low perception on disaster risks are
evidently observed among students. The responses of the students
could be based on the efficiency and impact of the integration of
DRR education in the senior high school curriculum. Specifically,
integration of the concepts about the hazards, hazard maps,
disaster preparedness, awareness, mitigation, prevention,
adaptation, and resiliency in the science curriculum possibly
affect the knowledge and understanding of students on DRR.
Preparedness drills and other forms of capacity building must be
done to improve awareness of the student towards DRRM. The study
further recommends that teachers and instructor must also be
capacitated in handling disaster as they are the prime movers in
the implementation of the DRRM in education. Preparedness drills
and other forms of capacity building must be done to improve
awareness of the student towards DRRM. Core subjects in Earth
Sciences must be reinforced with geologic hazards. Learning
competencies must also be focused on hazard identification and

12
mapping, and coping with different geologic disaster, Dexter M.
Toyado, 2022.

Disasters are emergencies that cannot be handled by those

affected without outside assistance. Disasters are inevitable.
They are caused by unsustainable development that has not taken
account of possible hazard impacts in that location. It is
important that everyone is aware about risk management, risk
reduction and mitigation to reduce the risk of certain disasters.
Descriptive-survey design was used, the respondents of the study
are students of Balligui Highschool and there were 70 total
respondents. In gathering the data, the survey questionnaire
wasused. It was adapted and modified from Padernal (2016) of
Surigao State College of Technology, to determine the level of
awareness in disaster risk reduction of the students for
earthquakes, typhoons, flood and landslides and all items were
answered using a Likert scale format ranging from very much aware
to not aware, the data were treated by using Frequency and
percentage, mean and standard deviation and oneway-ANOVA. The
results revealed that majority of the respondents are grade 7,
grades 8,9,10, 11 and 12 are much aware about risk reduction as
to earthquake, typhoon, floods and landslides while grade 7 rated
aware. It can be inferred also from the result that there
is significant difference between the levels of awareness
of the respondents on the mentioned natural disasters as
experience by the community. The result implies that the
awareness of the group of respondents are different, in short,
further information and dissemination about DRR awareness will be
considered regardless of their grade level. (Gemslee Pasion, et
al. 2020).

The state of Jammu and Kashmir is well known for disasters

like floods, landslides and avalanches. Disaster causes a serious
disturbance of the functioning of a population or a society

13
whether it is a natural or human-caused. Expected disasters
present equally opportunities and threats. Since last three
decades, loss of life and property has increased due to
disasters. Disasters like floods, fire, earthquakes, etc. pose
serious threat to people throughout world. The concern over
natural disasters is increasing worldwide. The state of Jammu and
Kashmir as per its geography is ripe for a major earthquake that
could endanger the lives of a million people. Disaster education
is essential to increase the understanding and approach of people
concerning the natural and human-caused disasters in order to
make them capable to handle their undesirable effects. In this
paper, a questionnaire survey has been conducted in Jammu region
to access the knowledge, attitudes, and practices of college
going students in Jammu region regarding disaster preparedness.
The respondents for our present study were 400 students elected
randomly from Jammu region using stratified random sampling
procedure to get the participants' perception towards disaster
preparedness. It is observed that in general there is a lack of
understanding among college students in Jammu region concerning
disaster awareness and preparedness. Mostly level of practice
amongst participants was negative with satisfactory knowledge and
the participants show positive approach concerning to disaster
vigilance. Disaster never happened does not mean, it cannot
happen. There is an urgent need for disaster safety education in
our state. Students can be very helpful workers in any calamity
situation so they must be acquainted with basic strategies
carried out in any disaster. It concluded that it is not likely
to prevent disasters, but it is probable to be prepared for them.
(Bilal Ahmad, et al. 2019).

The objective of the study is to analyze the awareness and

preparedness level in Indonesia and Japan with regard to the

14
natural disasters based on a questionnaire survey. The
respondents of the questionnaire survey consist of 123 students
of Indonesia, 158 students of Japan. The survey results suggest
that Indonesian students have a higher level of disaster
preparedness but they underestimate the possibility of disaster,
and Japanese students feel strong possibility of disaster happens
but they have low capability to cope with disasters. (Dicky
Muslim et al, 2019).

Disaster Readiness

According to Jared Chambers, disaster readiness is the

process we use to mitigate, prepare, respond, and recover from
disasters. It’s how we save lives, protect property, and make
sure the day the after a disaster is better than the day before.

Disaster preparedness is an area of study in public health

that instructs the public on how to prepare for disasters, both
man-made and natural. The emphasis is on developing proactive
approaches to public health and disasters as opposed to a general
reactive approach. Disaster preparedness can work on a local,
state, national or even global scale, with different
organizations working together to ensure public safety and well-
being. (Public health, 2018).

As stated by the National Academies Press, 1991, disaster

preparedness is the process of turning awareness of the natural
hazards and risks faced by a community into actions that improve
its capability to respond to and recover from disasters.

According to Harris Poll, 2004, disaster preparedness refers

to the steps you take to make sure you are safe before, during
and after an emergency or natural disaster. These plans are
important for your safety in both natural disasters and man-made

15
disasters. Examples of natural disasters are floods, blizzards,
tornadoes and earthquakes. Man-made disasters can include
explosions, fires, chemical and biological attacks.

Disaster preparedness refers to the knowledge and capacities

to effectively anticipate, respond and recover from impacts of
imminent or current hazardous events or conditions. (PAHO, 2019).

The Philippines has been classified as highly vulnerable to

natural disasters. Hence, reinforcing the capacities of
communities towards the risk and adverse impacts of natural
hazards is essential in order to reduce vulnerability and manage
disasters. The study assessed disaster-related knowledge
including (1) disaster preparedness and readiness, (2) disaster
adaptation, (3) disaster awareness, and (4) disaster risk
perception of the local people in a selected community. Methods:
A descriptive-cross sectional study was utilized and a
convenience sampling technique was used to select the 60
participants. The disaster risk reduction knowledge was assessed
using the Disaster Risk Reduction Knowledge questionnaire. The
gathered data were analyzed using frequency, percentage, mean,
standard deviation, and univariate linear regression. Results:
The study revealed that the local people in the selected
community have good knowledge on disaster preparedness and
readiness, disaster adaptation, and disaster awareness and fair
knowledge on disaster-related knowledge and disaster risk
perception. Further, age, sex, civil status, and education did
not predict the level of disaster risk reduction knowledge.
Conclusion: The initiatives for disaster education in the
Philippines are sufficient as evidenced by a good level of
disaster risk reduction knowledge among the local people in the
selected community. (Gil Platon Soriano, 2019).

16
 A critical component of disaster preparedness is the
knowledge of available local resource information and how to
response at the time of disaster. Impacts of natural disasters
can be reduced through pre-disaster activities for mitigating
risks and such activities are among the most crucial aspects of
disaster risk reduction to consider in forming a coordinated
strategy or plan. Mobilizing resources raises the awareness level
within the community and aids in assessing local knowledge and
resources. This paper presents the results of a pilot study on
awareness level among the different community of Rajiv Gandhi
University which is located in one of the high seismic zone in
the North eastern part of India. The study concludes that
disaster awareness among the community varies with the
educational background, origin and age and the level can be
strengthened through a combination of appropriate community based
disaster preparedness, information technology and collaborative
relationships between government, Non-Government Organizations
and community-based organizations. (Rajiv Kangabam, 2012).

Disaster is a natural or human-caused hazard that causes a

serious disruption of the functioning of a community or a society
involving widespread human, material, economic or environmental
losses and impacts, which exceeds the ability of the affected
community or society to cope using its own resources’ (UNISDR).
The concern over natural disasters is increasing globally. During
the last two decades, loss of life and property due to disasters
has increased. Disasters like floods, earthquakes, fire, etc.
pose serious threat to people. Disaster education, which
includes education on disaster risks, mitigation and
preparedness strategies, is one approach to reducing the
negative consequences of disasters (Smith 1993; Mulyasari
et.al. 2011). It is imperative to increase the knowledge and
attitude of people regarding the natural and man-made disasters
in order to make them able to cope up with their adverse effects.

17
In this paper an attempt has been made to access the
knowledge, attitudes, and practices of college students
studying in district Ganderbal of Kashmir valley regarding
disaster preparedness. The results obtained showed that there is
a general lack of information among students regarding disaster
awareness and preparedness. This highlights the need for disaster
safety education. The level of practice was largely negative with
acceptable knowledge and positive attitude regarding disaster
preparedness among college students of district Ganderbal Kashmir
valley. It is concluded that disaster never happened does not
mean, it cannot happen. Students can be proving useful workforce
in disaster situation. College students need to know basic
strategies carried out in disaster. (Bilal Ahmad, et al, 2017).

Regarding the prognoses of disasters in the future connected

with climate change, disaster risk management (DRM) is becoming
one of the decisive elements of sustainable development. The
possibility of involving the general public to DRM implementation
is, currently, a frequently discussed topic. In particular,
population preparedness for the involvement of the public is
questionable and, therefore, the understanding of the conditions
that facilitate public preparedness for disasters is decisive.
This article presents the results of research that investigates
the factors affecting (1) the objective preparedness of the
population, as well as (2) the subjective perception of our
preparedness for disasters. The statistical analysis discovered
that both sides of the public's preparedness depended especially
on their experience with disasters, the awareness of the possible
risks and appropriate procedures to solve situations, and the
economic potential of the households. The results emphasize the
need to support the process of increasing the awareness of risks
and the possible preventive procedures that can be carried out
before disasters by the public, including the more economically
vulnerable groups. In this area, the collaboration of the

18
responsible authorities and general public is very desirable.
Therefore, our study and its results can serve as a support for
creating the DRM policies and sustainable development. (Michal
Titko, et al. 2020).

Disaster preparedness and readiness are important in

institutions to prevent damage to property and to safeguard the
life of students. The purpose of this paper is to know the level
of readiness of the public secondary school in Bangkok
specifically in Wat Dusitaram Secondary School on disaster risk
reduction and management. This study dealt with disaster risk
reduction and management of the public secondary schools in
Bangkok. It descriptive survey research which use the survey
method of research. Data were gathered, tabulated and analyzed.
The total respondents are from the regular teachers of Wat
Dusitaram Secondary school where disaster risk reduction and
management being measured. Female teachers dominated the total
number of respondents. The teachers have a favorable attitude
that serves as a second mother in school, and their knowledge and
skills on disaster risk reduction management are being measured.
The level of readiness and level of participation towards
disaster risk reduction and management are used. All schools
should be given drills and training on disaster risk reduction
and management to develop their skills and knowledge when it
comes to the disaster that may occur in school.( Russel John
Panes, et al. 2019).

Disaster Resilience

Disaster resilience is part of the broader concept of

resilience – ‘the ability of individuals, communities and states
and their institutions to absorb and recover from shocks, whilst

19
positively adapting and transforming their structures and means
for living in the face of long-term changes and uncertainty’
(OECD, 2013b, 1).

In conceptual terms, vulnerability and disaster resilience

are closely related. Some authors see vulnerability as the
opposite of disaster resilience, while others view vulnerability
as a risk factor and disaster resilience as the capacity to
respond (Manyena, 2006, 436, 439-443).

If you live in an area hit by a disaster, it is likely you

will have an emotional response. There are risk factors that make
it more likely you will have ongoing reactions after a disaster.
There are also factors that make it more likely you will recover.
Resilience factors are things that help you "bounce back" after a
traumatic event. Learn about risk and resilience factors and how
they affect your ability to cope with disaster. (National Center
for PTSD).

Resilience is a measure of how well people and societies can

adapt to a changed reality and capitalize on the new
possibilities (Paton & Johnstone, 2006).

According to Maguire, et al. 2007, Social resilience is the

capacity of social entity e.g. group or community to bounce back
or respond positively to adversity. Social resilience has three
major properties, resistance, recovery and creativity.

Purpose Educational initiatives can provide the crucial

foundation for capacity-building of stakeholders in the field of
disaster risk management and disaster resilience. The purpose of

20
this paper is to scope current initiatives to deliver disaster
risk and resilience education (DRRE) in higher education
institutions (HEIs) in Asia and explore factors that serve as
barriers or as opportunities for promoting DRRE.
Design/methodology/approach This study implemented mixed methods
– scoping of existing programs of Asian universities, an online
survey and a small-group workshop of Asian HEI representatives –
and explored both the development and implementation phases of
degree programs and coursework and other educational initiatives.
Primarily involved were country partners of the Erasmus + CABARET
network (Capacity-Building in Asia for Resilience Education).
Findings Results reflect that most of the existing formal degree
programs are at the graduate level though a wide range of courses
and research opportunities exist for both the undergraduate and
graduate levels. Findings underscore the importance of
institutional support from university leaders as a key factor for
overcoming barriers, given the resources and logistics needed by
DRRE as an interdisciplinary and multi-sectoral endeavor.
Universities who participated in the small-group workshop gave
mixed feedback on the level of adequacy of the potential drivers
for DRRE, which indicates the need to level off capacities and
expertise in the region. This study provides a baseline
assessment of DRRE currently lacking for the region, with
recommendations for how to further build capacities of Asian
HEIs. (Charlotte Kendra Gotangco, et al.2020).

Bangladesh is one the disaster-prone countries in the world

and has been suffering from different negative impacts. However,
over the years, the coastal communities have developed their
resilience capacity. This research as-sessed the local peoples’
resilience against natural disasters at Kazirchar village in
Muladi Upazila of Barishal district of the coastal region. In
this study, an extensive literature review on disaster
resilience, well-structured questionnaire survey, and focus group

21
discussions were conducted to collect primary data. Most of the
indicators show low values for socioeconomic resilience. The
index value of literacy rate (1.12), primary health care facility
(1.25), food consumption (1.30) and income (1.30) showed low
disaster resilience. The result from the survey area implies a
low level of institutional resilience (1.75). The reason behind
low institutional resilience was weak disaster management
activities. The index value of training (1.42), school/college
(1.92), public awareness programme (2.14), and coordination (1)
showed medium to very low of disaster resilience index. Results
also showed that the villagers have low physical resilience. From
the survey, electricity supply (1.08), dependency on rainfall
(1.08), cyclone and flood warning system (2.10), water bodies
(1.56) and housing pattern (2.94) were the physical indicators of
this village and showed medium to low disaster resilience index.
The overall disaster resilience score ranges from 1 to 2.94.
Depending on the score, disaster resilience level was divided
into five categories from high (3>2.5), medium (2.5>2), low
(2>1.5) to very low (1.5>1.0). Based on the resilience index, the
overall disaster resilience of Kazirchar village was low because
of its low socio- economic (1.67), institutional (1.75), and
physical (1.68) resilience values. The findings of this study
will help to take necessary actions for building a more disaster-
resilient coastal Bangladesh. (Hossain Tanvir, et al.2022).

Schools have many roles and capacities before and after

disasters. Resilience plays an important role in maintaining
schools' performance after disasters. This study systematically
reviewed the literature to identify the components of school
resilience in emergencies and disasters. Methods: In this study,
Scopus, Web of Science, PubMed, and Google Scholar databases were
systematically searched using "re-silience", "risk", "disaster",
"emergency" and "school" as keywords. In total, 8,053 studies
were reviewed in several stages and eventually, 26 articles were
selected. Other articles were excluded due to the lack of

22
inclusion criteria or being irrelevant. Five other articles were
included in the study by reviewing the references. Finally, 31
relevant articles were analyzed. The quality of the articles was
assessed based on the PRISMA checklist. Results: The evaluation
of articles based on content analysis resulted in the emergence
of 4 themes, 11 subthemes, and 99 codes. The themes included
structural factors, non-structural factors, functional-process
factors, and facilities. The subthemes included building
standards, school environment, physical safety of the building,
equipment and facilities, safety and retrofit of non-structural
components, infrastructures, communication (internal and
external), education, management, health, and human-financial
resources. Conclusions: The factors and dimensions affecting the
resilience of schools were recognized. Different dimensions
should be considered to increase the school's ability, and
maintain its performance and appropriate response to disasters.
The determined indices can be used by policy-and decision-makers
when confronting emergencies and disasters to assess the
resilience of schools against the risks. (Samaneh Mirzaei, et al.
2019).

Disaster risks are major bottlenecks to economic

development. In the Asia-Pacific region alone, disasters have
caused 2 million deaths and accounted for $2.4 trillion in
economic losses since 1971. The current trend shows that
disasters are getting stronger due to climate change and are
disproportionately affecting people in developing countries and
the poorest of the population. Despite the growing literature on
disaster risk management (DRM), there still exist knowledge gaps
particularly on how to strengthen local institutions to manage
risks. As one of the first of its kind in the Philippines, the
institutionalization process of the Marikina City Disaster Risk
Reduction and Management Office (MCDRRMO) can provide lessons on
how to create and sustain local DRM bodies. Using the
institutionalization process framework by [1], interviews and

23
document analysis were conducted. The study identified that
variation in political leadership, funding, technology,
legislation, and ability to meet the desired outcomes can
facilitate or hamper the institutionalization process of a DRM
structure. These findings can aid policymaking, especially in
improving local resilience. (Ron Ponce Dangcalan, 2019).

Past researches indicate that school disaster management

needs to consider various aspects, and there is need for a
comprehensive assessment tool. School Disaster Resilience
Assessment (SDRA) is a tool to assess the resilience in a
comprehensive way and to link it to decision making. This chapter
highlights the application of SDRA to public schools in Kesennuma
City with the following purposes: (1) to understand the
resilience of school against disasters, (2) to identify the
process of proposing activities for enhancing school disaster
resilience based on the results of SDRA, and (3) to understand
the tendencies of proposed activities. According to the results
of SDRA, schools are expected to make sufficient relationship
with parents and the community for enhancing school disaster
resilience. Activities for enhancing disaster resilience of each
school were proposed through consultation with teachers, the
Board of Education in Kesennuma City, a university, and an NGO.
Other schools, family, community, and community-related
organizations are included in the many proposed activities. SDRA
can be used for capacity development of school teachers and
government officers. In addition, SDRA can support PDCA (plan-do-
check-action) cycle with scientific quantitative data so that
schools review and improve their own conditions. (Koichi Shiwaku,
et al. 2018).

24
25
 CHAPTER III

RESEARCH METHODOLOGY

Research Design

This descriptive-correlational design was used in this

study. Descriptive studies are aimed at finding out “what is” so
observational and survey methods are frequently used to collect
descriptive data (Borg & Gall, 1989) descriptive research design
is a type of research design that aims to obtain information to
systematically describe a phenomenon, situation or population.
More specifically, it helps answer the what, when, where and how
questions regarding the research problem, rather than the why.

Locale of the Study

The study was conducted in Capiz State University Tapaz

Campus wherein the target respondents of this study, specifically
the firstyear students from the Bachelor of Elementary Education,
Bachelor of Secondary Education major in Mathematics, Bachelor of
Secondary Education major in Social Studies, Bachelor of Science
and Agriculture major in Animal Science and Bachelor of Science
in Agriculture major in Crop Science. The survey will be
conducted by the student researchers at the University which is
the most convenient way for them to reach out to us if there are
possible questions and discussions. And also a convenient way for
us researchers to reach out to them.

Respondents of the Study

The respondents of this study, are the officially enrolled

students of Capiz State University, Tapaz Campus for the School
Year 2022-2023.

26
 Sampling Technique

The respondents of the study were selected by random

sampling. The total sample size was computed using the Slovin`s
formula.

N
n= 2
1+ Ne

Where:

n= sample size

N= Total number of First Year Students

e= margin of error set at 0.05

To determine the sample size of the respondents and by course.

Table 1. Shows the actual number, or student`s population, sample

size taken and the percentage of the respondents.

__________

COURSES POPULATION OF THE SAMPLE SIZE PERCENT

STUDENTS

BEEd 71 44 28%
BSEd Math 21 12 8%
BSEd Social Stud. 36 21 13%
BSA Animal Science 87 52 32%
BSA Crop Science 53 31 19%

Research Instrument

The data gathering instruments used in this study were the

standardized questionnaires. The questionnaires consisted of five
parts: Part I of the questionnaire gathered data on the
respondents’ personal and profession-related characteristics such
as age, sex, and course. Part II is Tuladhar`s Disaster Awareness
questionnaire (2015), which comprised of 8-item statements with
responses and scores as follows:

27
Disaster Awareness

Response Score

Well Aware- consistently, totally 5

Aware- frequently largely 4

Confusing - neutrally 3

Unaware - sometimes 2

I don`t know- not at all 1

Part III of the survey questionnaire dealt on the Tuladhar`s

Disaster Readiness Questionnaire (2015), which comprised of 8-
item statements with responses and scores as follows:

Disaster Readiness

Response Score

Well Prepared-consistently, totally 5

Prepared - frequently, largely 4

Confusing- neutrally 3

Unprepared - sometimes 2

I don`t know- not at all 1

Part IV, is Tuladhar`s Disaster Resiliency questionnaire

(2015), that comprise of 8-items statement with responses and
scores as follows:

28
Disaster Resiliency

Response Score

Well Adaptive- consistently, totally 5

Adaptive- frequently, largely 4

Confusing- neutral 3

Not Adaptive- sometimes 2

I don`t know- not at all 1

Validity and Reliability of the Research Instrument

The three gathering Instrument used namely: Tuladhar

Disaster Awareness (2015), Tuladhar Disaster Readiness (2015),
and Tuladhar`s Disaster Resiliency Questionnaire were taken at
face value, considering that they were published, standardized
and had been previously validated.

However, some of the responses in the questionnaire were also

rephrased with terminologies suited for DRR issues based on the
study of Tuladhar et al.

29
 Categorization of Variables

Disaster Awareness

Category Scale

Highly Aware 4.1-5.0

Aware 3.1-4.0

Confusingly Aware 2.1-3.0

Not Aware 1.00-2.00

Disaster Readiness

Category Scale

Highly Ready 4.1-5.0

Ready 3.1-4.0

Confusingly Ready 2.1-3.0

Not Prepared 1.00-2.0

Disaster Resiliency

Category Scale

Highly Adaptive 4.1-5.0

Adaptive 3.1-4.0

Confusingly Adaptive 2.1-3.01

Not Adaptive 1.00-2.00

30
 Data Gathering Procedure

A letter request seeking approval to conduct the study was

secured from the office of the Satellite College Director, and
the Program Chairperson of Education Department and Agriculture
Department. After the approval of the request, the researchers
personally distributed the twenty four-item questionnaire and
retrieved the data-gathering instruments from the respondents.
The investigators scheduled their activity on weekdays to ensure
that the majority of the respondent are present and can be
reached out easily.

Data Analysis

The analysis of the data was done using descriptive

statistics such as frequency count, mean, percentage and standard
deviation. To determine if relationships or differences exist
between the independent variables such as, age, sex, and course
on relation to the dependent variables such as Disaster
Awareness, Disaster Readiness and Disaster Resiliency. The
responses on the five point rating scale of each variable were
descriptively presented as percentages and were analyzed using
nonparametric t- test. Nonparametric test are used if the data
are not normally distributed and have unequal variances. The data
were accumulated, tabulated and computed using Statistical
Packaged for Social Sciences (SPSS) and Microsoft Excel. The
level of significance in all case was set at 0.05, which is a
common alpha value that means strong evidence against null
hypothesis or in favor to the alternative.

Frequency Counts were used to ascertain the number of respondents

sex, age, course Disaster Awareness, Disaster Readiness and
Disaster Resiliency.

31
Percentage was used to determine the portion of the respondent`s
sex, age, course, Disaster Awareness, Disaster Readiness and
Disaster Resiliency.

Mean was used to determine the Disaster Awareness, Disaster

Readiness and Disaster Resiliency of the respondents in terms of
sex, age, and course.

Standard Deviation was used to determine the dispersion of the

means of the respondent`s awareness, readiness and resiliency in
disaster and in terms of sex, age and course.

t-test was used to determine the significant differences in the

respondent`s awareness, readiness and resiliency in disaster and
in terms of sex, age and course.

32
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Descriptive Data Analysis

This chapter is devoted to the analysis and interpretation

of the data on disaster awareness, readiness and resiliency of
freshmen students who were officially enrolled at Capiz State
University Tapaz Satellite College, Tapaz, Capiz during the
Academic Year 2022-2023.

Disaster Awareness of Freshmen Students

As shown in table 3, the Disaster awareness of the

respondents as an entire group was Highly Aware with the mean
score of 4. 24 (SD=0.39). This means that the respondents are
dominantly Highly Aware. When grouped according to age, both aged
from 19 to 21 and aged 22 to 25 are highly aware with the mean
score of 4.25 (SD= 0.39) and 4.22 (SD= 0.39). This indicates that
the respondents were highly aware regardless of their age. When
grouped according to sex, both male and female were perceived to
be highly aware with the mean scores of 4.19 (SD=0.35) and 4.28
(SD=0.41) respectively. As to course, it was verbally interpreted
as highly aware with the mean scores of 4.14 (SD=0.38) for BEEd,
4.21 (SD=0.39) for BSA and 4.45 (SD=0.32) for BSEd.

33
Table 3. Respondent’s level of Disaster Awareness as to age, sex
and course.

___________________________________________________________

Variables f M SD Level of Awareness

A. Entire Group 160 4.24 0.39 Highly Aware

B. Age
19-21 145 4.25 0.39 Highly Aware
22-25 15 4.22 0.39 Highly Aware
C. Sex
Male 67 4.19 0.35 Highly Aware
Female 93 4.28 0.31 Highly Aware
D. Course
BEEd 44 4.14 0.38 Highly Aware
BSA 83 4.21 0.39 Highly Aware
BSEd 33 4.45 0.32 Highly Aware

Scale Interpretation
4.1 - 5.00 Highly Aware
3.1 - 4.00 Aware
2.1 - 3.00 Confusingly Aware
1.00 - 2.00 Not Aware

34
 Disaster Readiness of the Respondents

The table 4 shows the Respondent’s Level of Disaster

Readiness as an entire group and when grouped as to age, sex and
course. Generally, the respondent’s level of disaster readiness
was described as highly ready with the mean score of 4.18
(SD=0.42). When grouped as to age, both aged 19-21 and 22-25 were
perceived to be highly ready with the mean scores of 4.17
(SD=0.40) and 4.19 (SD=0.63). When grouped as to sex, both male
and female were verbally interpreted as highly ready with the
mean scores of 4.09 (SD=0.41) and 4.23 (SD=0.41). As to course,
the respondent’s level of disaster readiness were described as
highly ready with the mean scores of 4.03 (SD=0.23) for BEEd,
4.16 (SD=0.5) for BSA and 4.37 (SD=0.34) for BSEd.

35
Table 4. Respondent’s level of Disaster Readiness as to age, sex
and course.

_____________________________________________________________

Variables f M SD Level of Readiness

A. Entire Group 160 4.18 0.42 Highly Ready

B. Age

19-21 145 4.17 0.40 Highly Ready

22-25 15 4.19 0.63 Highly Ready
C. Sex
Male 67 4.09 0.41 Highly Ready
Female 93 4.23 0.41 Highly Ready

D. Course

BEEd 44 4.03 0.23 Highly Ready

BSA 83 4.16 0.5 Highly Ready
BSEd 33 4.37 0.34 Highly Ready

Scale Interpretation

4.1 - 5.00 Highly Ready

3.1 - 4.00 Ready

2.1 - 3.00 Confusingly Ready

1.00 - 2.00 Not Ready

36
 Disaster Resiliency of the Respondents

The table 5 shows the respondent’s level of resiliency as an

entire group and when categorized as to age, sex, and course.
Generally, disaster resiliency was described as highly adaptive
with the mean score of 4.25 (SD=0.46). This simply implied that
the freshmen students of Capiz State University, Tapaz Satellite
College were highly adaptive when there’s a disaster. When
grouped as to age, respondent’s level of resiliency was verbally
interpreted as highly adaptive with the mean scores of 4.24
(SD=0.45) for aged 19-21 and 4.23 (SD=0.59) for aged 22-25. As to
sex, respondent’s level of disaster resiliency perceived as
highly adaptive with the mean scores of 4.15 (SD=0.51) for male
and 4.25(SD=0.40) for female. When grouped according to their
course, respondent’s level of disaster resiliency was interpreted
as highly adaptive with the mean scores of 4.11 (SD=0.58) for
BEEd, 4.27 (SD=0.39) for BSA and 4.40 (SD=0.39) for BSEd.

37
Table 5. Respondent’s level of Disaster Resiliency as to age, sex
and course.

_________________________________________________________________

Variables f M SD Level of Resiliency

A. Entire Group 160 4.25 0.46 Highly Adaptive

B. Age

19-21 145 4.24 0.45 Highly Adaptive

22-25 15 4.23 0.59 Highly Adaptive

D. Sex
Male 67 4.15 0.51 Highly Adaptive
Female 93 4.25 0.50 Highly Adaptive

D. Course

BEEd 44 4.11 0.58 Highly Adaptive

BSA 83 4.27 0.39 Highly Adaptive
BSEd 33 4.40 0.39 Highly Adaptive

Scale Interpretation

4.1 - 5.00 Highly Adaptive

3.1 - 4.00 Adaptive

2.1 - 3.00 Confusingly Adaptive

1.00 - 2.00 Not Adaptive

38
Test of differences in the Respondent’s Level Disaster Awareness

Data in table 6 shows that there was no significant

difference in the respondent’s level of disaster awareness when
they are classified according to age. This was revealed by the T-
value of 0.785. This means that there was no significant
differences between the two variables. Therefore, the null
hypothesis which states that there are no significant differences
in respondent’s level of disaster awareness when grouped
according to age is accepted. This implied that the respondent’s
level of disaster awareness was similar regardless of their age.

The findings of our study, contradicts Tuladhar 2015, Age is an

important factor in influencing disaster management. This finding
could be inferred that there was a significant difference when
assessing the age of the respondents towards disaster. The study
showed that young as 15 years old are more knowledgeable in the
community than on the aged of 18 to 19 and 20 above. When in
fact, even the aged of 19 to 21 and aged 22 to 25 based on the
result of our study, can also be disaster aware. There is no
significant difference in the respondent’s level of disaster
awareness when grouped according to sex. This was revealed by the
T-value of 0.145. This means that there was no significant
differences between the two variables. Therefore, the result
accepted the null hypothesis which states that there are no
significant differences in respondent’s level of awareness when
grouped according to sex. This simply implied that the
respondent’s level of disaster awareness was similar regardless
of their sex.

Furthermore, this was also proven by the past researches

that states, No significant gender-based difference was found
regarding the respondents disaster knowledge, awareness,
preparedness, and disaster risk perception (Tudlahar, et al,2015)

39
 No significant differences was found among the BSA and BEEd
when grouped together with the T-value of 0.31 , meanwhile BSEd
and BSA when grouped together, the data shows that they have
significant differences with the T-value of 0.00, also the same
with the BEEd and BSEd when grouped together with the T-value of
0.00. This implied that the respondent’s level of disaster
awareness when grouped according to course was different, BSA
and BEEd when grouped together shows no significant differences
while the BSEd and BSA as well as the BEEd and BSEd shows
significant differences in their disaster awareness. Hence, it
reject the null hypothesis that states that there is no
significant difference in the respondent’s level of disaster
awareness when grouped according to course.

According to the result of the study of Comighud, 2020.

Knowledge, innovation, and education garnered the next highest
weighted mean among indicators on the level of the capabilities
of the respondents. Hence, better understanding and education can
assist people in finding ways to minimize the potential risk of
the disaster. One way to minimize risk is planning. It is in
educational planning where disaster awareness borrows the concept
of starting with a vision that will bring change or benefit. The
educational planner therefore develops a road map that will help
bring desired change. Similarly disaster awareness involves
identifying activities to be undertaken within the topic of
disaster risk management. Schools with proper disaster awareness
manage the disaster risk very well. It is incumbent to have the
entire school community being directly engaged in learning about
disaster preparedness and identifying solutions to protect the
schools (Kay,2013) Moreover, according to Grant, (2012),
disasters in schools can be incorporated in institution through
strategically posting safety rules, installing firefighting
equipment, evacuation exits, maintain buildings, conduction of
seminars and symposiums and many more.

40
 Table 6. Test of differences in the respondent’s Level of
Disaster Awareness

CATEGORY TEST TYPE T-VALUE REMARKS

A. Age t-test 0.785 Not significant

B. Sex t-test 0.145 Not significant

C. Course

BSA Vs. BEEd t-test 0.31 Not Significant

BSA Vs. BSEd t-test 0.00** Highly significant

BEEd Vs. BEEd t-test 0.00** Highly significant

**-Highly Significant

Test of differences in the Respondent’s Level Disaster Readiness

Data in table 7 shows that there was no significant

difference in the respondent’s disaster awareness when they are
classified according to age. This was revealed by the T-value of
0.852. This means that there was no significant differences
between the two variables. Therefore, the null hypothesis which
states that there are no significant differences in respondent’s
level of disaster readiness when grouped according to age is
accepted. This implied that the respondent’s level of disaster
readiness was similar regardless of their age. There was
significant difference in the respondent’s level of disaster
readiness when grouped according to sex. This was revealed by the
T-value of 0.035. This means that there was significant
differences between the two variables. Therefore, the result
contradicts the null hypothesis which states that there are no

41
significant differences in respondent’s level of disaster
readiness when grouped according to sex.

This contradicts Alkalash et. Al, (2023), that say`s, there was a
significant association between good knowledge about disaster
management preparedness and female gender. As female students are
more interested to follow the news and browse social media and
internet, they possessed more knowledge in comparison to males.
No significant differences were found among the BSA and BEEd when
grouped together with the T-value of 0.20, meanwhile BSEd and BSA
when grouped together, the data shows that they have significant
differences with the T-value of 0.03 also the same with the BEEd
and BSEd when grouped together with the T-value of 0.00. This
implied that the respondent’s level of disaster readiness when
grouped according to course was different, BSA and BEEd when
grouped together shows no significant difference, BSEd and BSA as
well as the BEEd and BSEd shows significant differences in their
disaster readiness. Hence, it rejects the null hypothesis that
states that there is no significant difference in the
respondent’s level of disaster awareness when grouped according
to course.

Furthermore, realizing and further evaluating the school`s

disaster preparedness strategies is a significant action to
reduce the effect of a disaster (Miasco, 2017) Similarly,
authorities neglect is an important issue in why schools fail to
answer sufficiently throughout difficult times (Alexander, 2015.
The collaboration of the national government with local
government as well as with the various schools would help to
educate disaster preparedness and related-knowledge among the
students. Thus, introducing DRRM drills to students and teachers
and giving services and equipment for disaster drills is a major
assistance that the government can offer to schools within the
country (Kelly, 2010 & Villanueva & Villanueva, 2017).

42
Table 7. Test of differences in the respondent’s Level of
Disaster Readiness

CATEGORY TEST TYPE T-VALUE REMARKS

A. Age t-test 0.852 Not significant

B.Sex t-test 0.035* Significant

C.Course

BSA Vs. BEEd t-test 0.20 Not Significant

BSA Vs. BSEd t-test 0.03** Highly significant

BEEd Vs. BSEd t-test 0.00** Highly significant

**-Highly Significant

*-Significant

Test of differences in the Respondent’s Level Disaster Resiliency

Data in table 8 shows that there was no significant

difference in the respondent’s disaster resiliency when they are
classified according to age. This was revealed by the T-value of
0.875. This means that there were no significant differences
between the two variables. Therefore, the null hypothesis which
states that there are no significant differences in respondent’s
level of disaster resiliency when grouped according to age is
accepted. This implied that the respondent’s level of disaster
resiliency was similar regardless of their age. There is no
significant difference in the respondent’s level of disaster
resiliency when grouped according to sex. This was revealed by
the T-value of 0.182. This means that there were no significant
differences between the two variables. Therefore, the result was

43
accepted the null hypothesis which states that there are no
significant differences in respondent’s level of disaster
resiliency when grouped according to sex. Significant differences
were found among the BSA and BEEd when grouped together with the
T-value of 0.015, meanwhile BSEd and BSA when grouped together,
the data shows that they have no significant differences with the
T-value of 0.104, also the same with the BEEd and BSEd when
grouped together with the T-value of 0.068. This implied that the
respondent’s level of disaster resiliency when grouped according
to course was different, BSA and BEEd when grouped together
shows significant difference, BSEd and BSA as well as the BEEd
and BSEd shows no significant differences in their disaster
resiliency. Hence, it rejects the null hypothesis that states
that there is no significant difference in the respondent’s level
of disaster awareness when grouped according to course.

Nevertheless, in the previous study of the, International

Journal of Science and Research (IJSR) 2020, the data of the
study revealed that the disaster recovery and rehabilitation is
high, depending on the capabilities in terms of the school
capacities and mechanism. This finding is then again, supported
by (Idawati et, al. 2016) In the long run, strengthening capacity
is about strengthening the possibility people have in influencing
their own lives. Although doing it takes time and work, it`s
success will help communities, withstand hazards, overcome
vulnerability, and provide sense of ownership both in short and
long run.

Table 8. Test of differences in the respondent’s Level of

Disaster Resiliency

44
 CATEGORY TEST TYPE T-VALUE REMARKS

A. Age t-test 0.875 Not significant

B.Sex t-test 0.182 Not Significant

C.Course

BSA Vs. BEEd t-test 0.015* Significant

BSA Vs. BSEd t-test 0.104 Not significant

BEEd Vs. BEEd t-test 0.068 Not significant

*-Significant

45
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

The study was conducted among the first-year college

students of Capiz State University, Tapaz Satellite College, San
Julian Tapaz, Capiz, in June 2023 of the academic year 2022-2023,
to determine the Level of Disaster Awareness, Readiness and
Resiliency of the freshmen students.

The respondents of the study were taken using the Slovin`s

Formula from the population of 286 freshmen students, 160 was
taken to answer the adapted survey questionnaire of Tuladhar and
colleagues (2015).

This study made use of 4-part questionnaire, Part 1 gathers data

from the respondent’s profile specifically for their age, sex and
course. Part 2 are questions for Disaster Awareness, Part 3 is
for Disaster Readiness and for the Part 4 Disaster Resiliency for
the total of 24-statements and the data was gathered from BSA,
BSEd and BEEd freshmen students of Capiz State University, Tapaz
Campus. Their answers for the Part 2 were represented as Well
Aware, Aware, Confused, Unaware and I don`t know, for the part 3,
the answers are represented as Well Prepared, Prepared, Confused,
Unprepared, and I don`t know. In the part 4, the answers are
represented as Well Adaptive, Adaptive, Confused, Not Adaptive
and I don’t know.

The data gathered were statistically analyzed using

descriptive and inferential statistics. Frequency counts,
percentages, mean, and standard deviation were utilized for the
analysis for descriptive data. For inferential statistics, T-test

46
were employed. Significance level of the result was then set at
0.05 alpha.

Results of the study showed that most of the respondents are

with aged of 19-21 years old and most of them were female. The
sample size showed that the respondents are BSA dominated group.
Majority of the freshmen students has the high level of awareness
on the Disasters effects and impact on the mankind and society,
they also had a high level of readiness when there`s a possible
disaster, and lastly, they also had a high level of Resiliency
even when the disaster strikes. Results showed that there are no
significant differences in the respondent`s level of awareness
when classified according to their age and sex. Meanwhile, when
classified as to their course the data shows significant
differences.

Respondents level of readiness showed no significant

differences when they are grouped according to their age but
showed significant differences when they are grouped according to
their sex and course. This means that male and female had a
difference in the level of their disaster readiness, female is
more than ready than the male. In terms of their course, there
was no significant differences between BSA and BEEd while there
were significant differences between BSEd and BSA and BEEd and
BSEd.

Respondent`s level of Resiliency indicates no significant

difference when they are grouped as to their age, sex and course.

47
 Conclusions

Based on the findings and the results of the study, the following
were the conclusions drawn:

1. Most of our respondents are female. And BSA course is the

dominating group of our respondents.
2. Respondents were highly aware of the Disasters effects
and impact. This also only means that disaster symposiums
and seminars are effective in informing students of the
different measures before, during and after the disaster.
3. Freshmen were highly ready in case of disasters. This
means that they know how to survive disaster that might
happen or may come.
4. As to resiliency, they are also highly resilient or
adaptive. They don`t want to be stranded on being
destroyed because of such calamities, they still wanted
to continue living in a positive way despite of the
different difficulties they will encounter.
5. They have no significant differences on their level of
Awareness when grouped according to their age and sex. As
to course there was significant differences.
6. As to readiness, no significant differences on their
level of disaster preparedness when classified according
to their age, but has a significant difference on their
sex and course.
7. First Year students has no significant differences on
their level of disaster resiliency as to their age and
sex but has significant differences as to their course.

Recommendation

48
 With respect to the findings observed in the present
study, the following recommendations are presented:

1. Natural disasters are often unpredictable and can cause

significant human and material damage. That`s why by

maintaining the innovation of the technologies is

important.

2. Disaster risk reduction education and initiatives in

schools should be continued to reduce student’s

susceptibility to disasters.

3. Academic institutions must stay actively engage in

developing, maintaining and sustaining a culture of

disaster-resilient community especially in schools.

Symposiums and trainings are proven to be effective in

raising awareness and preparedness in schools, so it

should be consistently implemented and enhanced, or by

using more real-life scenarios that can trigger the

student`s capabilities in doing the appropriate

solutions.

4. The school, community and the government should maintain

and build stronger connections, and continue working

together effectively.

49
 REFERENCES

Akeyo, Stephen O. (2010). Youth Involvement in Disaster

Management

Bandary et,al.(2015). Disaster risk Reduction Knowledge

Of People in Nepal

Borg and Gall, (1989). The Descriptive-Correlational

Design

Disaster Risk Reduction Management (2010)

Dowlati et. Al. (2019). The Importance of Education on

Disasters and Emergencies.Journal of Education
and Health Promotion 8.

Dwiningrum et, al. (2020). Jurnal Cakrawala Pendidikan

39,720-723.

Johnston, David and Ronan, Kevin(2005).Promoting Resilience

in Disasters: The roles of Schools,
Youth and Families. Sringer Science and
Business Media.

Holloway 2003: Birkman and Teichman V. (2010); and Nunn

(2012).Negative Effects of Natural Disasters.
https://sciencing.com/negative-effects-natural-
disasters8292806.html

https://www.researchgate.net/publication/348754313

https://www.megaessays.com/viewpaper/68805.html

http://www.ci.bothell.wa.us/329/Preparedness

https://www.sciencedirect.com/topics/earth-and-planetary-
sciences/natural-disasters

https://www.srd.org/research/understanding-impacts-natural-
disasters-children

https://studymoose.com/disaster-preparedness-essay

https://www.ci.bothell.wa.us/329/Preparedness

50
https://www.ceal.org/sites/default/files/publication/files/
5596/s045330en.pdf

https://www.ifrc.org/what-disaster

https://schoolar.google.com/scholar?
hl=en&assdt=0%2C5&q=Disaster+Awareness+readiness+and+Resilie
ncy+among+students&btnG=#d=gsqabs&t=1652704146661&u=%23p
%3DjNPaAxnDcqMJ

https://schoolar.google.com/scholar?
hl=en&assdt=0%2C5&q=Disaster+Awareness+readiness+and+Resilie
ncy+among+students&btnG=#d_gsqabs&t=1652704497899&u=%23p
%3D2mIEN4aA_boJ

https://schoolar.google.com/scholar?
hl=en&assdt=0%2C5&q=Disaster+Awareness+readiness+and+Resilie
ncy+among+students&btnG=#d=gsqabs&t=1652704146661&u=%23p
%3DjNPaAxnDcqMJ

International Journal of Disaster Risk Reduction, (2016)

Kameda(2007);Onstada:(2012)Yamin et,al (2017). Disaster

Awareness, Readiness and Resiliency among College Students.
https://schoolar.google.com/scholar?
hl=en&assdt=0%2C5&q=Disaster+Awareness+readiness+and+Resilie
ncy+among+students&btnG=#d=gsqabs&t=1652704146661&u=%23p
%3DjNPaAxnDcqMJ

Kapucu N. and Khosa,Lakip I. Mamon M.A and Vargas R.A

(2017). Disaster
Risk Reduction Knowledge of Grade 11 students
Impacts of Senior High School Disaster Education
in the Philippines. International Journal of
Health System and Disaster Management 5(3(,69
2017.

Khosa, Sana(2013). Disaster Resiliency

and culture of Preparedness for university
and College Campuses. Administration and Society 45
(1),3-37.

Masten and Stefanidi(2020. Multisystem Resilience for

51
 Children and Youth in Disaster: Reflections of COVID

Manyena (2006), 436, 439-443

Maxwell and Bundchanan-Smith (1994). Bendimerad F. (2003);

Masten A.S, Motti-Stefandi F. (2020). Adversity and
Resilience science 1 (2), 95-106.

Mizutori, 2020. Disaster definition

Munadi et. Al (2015). International Journal of Disaster

Risk Reduction 12, 300-310.

Oktari, Rina S.et,al(2015). The Important roles of

Schools and Colleges in building Resilient Community

Paton D.,Johnstone D,. and Thomas C.C.(2017). Disaster

resilience: An integrated approach. Publisher 2017

Prabha S. Chandra, (2017). Disaster Readiness on

Colleges and University.

Ronan K. and Johnstone D. (2005) Springer Science &

Business Media.

Tuladhar et. Al.(2015) Disaster Awareness, Readiness and

Resiliency Questionnaire (2015)
United Nations International Strategy for Disaster Reduction
(UNISDR, 2018, 2005)

52
APPENDICES

53
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
Tapaz Satellite College
San Julian Tapaz, Capiz

TEACHER EDUCATION DEPARTMENT

NOMINATION OF AN ADVISORY/GUIDANCE COMMITTEE

ARLENE C. GONZALES, Ph.D.

Satellite College Director
This University

Madam:

We have the honor to nominate the following members of

our Guidance/Advisory Committee.

NOTED BY THE ADVISORY COMMITTEE:

REY C. CASTILLON,MAEd.
Adviser

RONILO G. BERONDO, Ed.D. ROLLY G. GIMOTO

Member Member

Very truly yours,

REGEAN B. GARDOSE

JAM SHENDIE G. GEQUILASAO

CRISLYN G. ORTIZANO

Recommending Approval:

MELANIE C. LECCIO, Ed.D. RONILO G. BERONDO, Ed.D. MARIA DIÑA B. PALOMAR, Ed.D.
TED, Chairperson Research Coordinator Research Chairman

Approved:

ARLENE C. GONZALES, Ph.D.

Satellite College Director

54
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
Tapaz Satellite College
San Julian Tapaz, Capiz

TEACHER EDUCATION DEPARTMENT

REQUEST FOR THE APPROVAL OF THE THESIS TITLE

ARLENE C. GONZALES, Ph.D.

Satellite College Director
This University

Madam:

We have the honor to request approval of our thesis

title indicated below.
PROPOSED TITLE: "DISASTER AWARENESS, READINESS,
AND RESILIENCY OF CAPIZ STATE UNIVERSITY-TAPAZ
STUDENTS"

NOTED BY THE ADVISORY COMMITTEE:

REY C. CASTILLON, MAEd.

Adviser

RONILO G. BERONDO, Ed.D. ROLLY G. GIMOTO

Member Member

Very truly yours,

REGEAN B. GARDOSE

JAM SHENDIE G. GEQUILASAO

CRISLYN G. ORTIZANO
Recommending Approval:

MELANIE C. LECCIO, Ed.D. RONILO G. BERONDO, Ed.D. MARIA DIÑA B. PALOMAR, Ed.D.
TED, Chairperson Research Coordinator Research Chairman

Approved:

ARLENE C. GONZALES, Ph.D.

Satellite College Director

55
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
Tapaz Satellite College
San Julian Tapaz, Capiz

DR. ARLENE C. GONZALES

Satellite College Director
This Campus

Dear Ma`am,

Currently, we are conducting our research study entitled

“DISASTER AWARENES, READINESS AND RESILIENCY OF CAPIZ STATE UNIVERSITY
STUDENTS”. In connection with this, we would like to ask permission
from your good office to conduct our research study in your vicinity.

Further, please be assured that the data gathered will be used

strict confidentiality and to be used in academic purpose only. Your
positive response regarding this matter is very much appreciated.
Thank you very much.

Very truly yours,

Regean B. Gardose

Jam Shendie G. Gequilasao

Crislyn G. Ortizano

Researchers

Noted:

REY C. CASTILLON
Thesis Adviser

Approved:

ARLENE C. GONZALES
Satellite College Director

56