CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Philippines is highly vulnerable to natural hazards which can cause human

casualties, damage to properties, effects on infrastructures and economic problems.

Aiming to avoid all of these, safety policies, plans, and programs were implemented by

the government around the world which is generally called the DRR (Disaster Risk

Reduction). This is an organized and step-by-step approach to identify, assess, and reduce

the risks brought by disasters. It is an integral effort in managing disasters by

strengthening the capacities of communities toward the risks and adverse impacts of

natural hazards.

The Philippine government is committed to promote and implement measures and

guidelines for DRR. Several approaches were made to address disaster risks and to

prepare people for the risks and threats of natural disasters. In fact, DRR Education was

also integrated in the school curriculum of elementary, secondary, and tertiary levels.

Comprehensive and integrated knowledge building about disaster education is intensified

among students under the K-12 Education Program. For Senior High School, it is

integrated in Earth and Life Science, a core subject offered to all tracks, and to a

specialized track subject called Disaster Readiness and Risk Reduction.

Among all disasters, earthquake is the most destructive. It is a sudden, rapid,

shaking of the earth caused by the breaking and shifting of underground rocks. We

cannot predict when and where it will happen. It happens without warning and it causes

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fires and damage roads. It also causes building to collapse and heavy items to fall

resulting in injuries and property damage. The occurrence of earthquakes further results

to other disasters such as tsunamis, landslides, and avalanches. This is the reason why

schools all over the country are conducting series of earthquake drills. Shake exercises

are extremely important parts of school preparedness plan because they teach students

and teachers how to respond to an actual earthquake in case it happens while classes are

ongoing.

Padre Garcia National High School joins the country on the conduct of the

quarterly simultaneous earthquake drills. Yet, researchers observed that the school fails to

have successful and comprehensive shake drills. Majority of students are not taking the

practice seriously. It was also observed that even some teachers were not able to perform

their roles and necessary actions. In addition, a large portion of stakeholders are not fully-

aware about the assigned evacuation areas inside the campus. Most of the time,

administrators call for the repetition of an earthquake drill due to the failure of the first

one. These show a need to know and evaluate the earthquake readiness level of students

in Padre Garcia National High School.

PGNHS is composed of 2,950 students and 111 teaching and non- teaching staffs

who are having their daily stay inside the school. Some students are occupying the

second, third, and fourth floors of their buildings so going down on the ground floor

during emergencies is very challenging. Specialized earthquake warning alarms are not

available inside the school, especially in Junior High School buildings. With these, if

students are not equipped with initial knowledge about disaster preparedness, their lives

would be at sake whenever disasters come.

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 With the presented information, the researchers would like to know the current

earthquake preparedness level of students in Padre Garcia National High School. They

also want to evaluate the impact of having preparedness symposium by investigating the

difference between the earthquake awareness level of students before and after the

symposium. With the results of this study, the school is expected to formulate different

related strategies to increase the school disaster preparedness and to strengthen the

conduct of earthquake drills.

Statement of the Problem

This study aims to assess the effectiveness of preparedness symposium in

increasing the disaster readiness, particularly the Grade 11 students of Padre Garcia

National High School.

Specifically, this seeks to answer the following questions:

1. What is the level of earthquake preparedness of Grade 11 students in Padre

Garcia National High School?

2. What strategic plan may be developed to increase the level of earthquake

preparedness of students?

3. What is the level of earthquake preparedness of Grade 11 students after the

strategic plan has been applied?

4. Is there any significant difference between the level of earthquake

preparedness of students before and after doing the strategy?

Scope and Delimitation

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 The focus of the study is to identify the earthquake preparedness level of Grade

11 students in Padre Garcia National High School for the school year 2019-2020. The

researchers will also suggest a strategy that may increase the earthquake preparedness

level of students. Furthermore, they will also determine the earthquake preparedness level

of Grade 11 students after the strategic plan has been applied. Lastly, they will investigate

the significant difference between the earthquake preparedness level of students before

and after doing the proposed strategy.

The study does not cover the preparedness level of students when it comes to

other disasters like fires, floods, landslides and others. Also, the researchers investigated

only the Grade 11 students in Padre Garcia National High School, assuming that students

from other grade levels reacts and thinks similarly with the students that serve as the

respondents.

Significance of the Study

The study may be a significant endeavour in determining the earthquake

preparedness level of Grade 11 students in Padre Garcia National High School.

Furthermore, the results of the study may be deemed important to the following:

School. This study may serve as an eye- opener for the school to find out the current need

of the institution when it comes to earthquake preparedness. Moreover, this may help to

conduct successful earthquake drills that will strengthen the government’s mandate when

it comes to school civil defence. The result of this study may also be a basis of the school

on formulating different related strategies and programs that may increase the earthquake

preparedness level of students and teachers.

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Teachers. This study may help them to recognize their roles during the conduct of shake

drills as well as the way how they will handle their students during earthquake. It may

also encourage them to provide students with classroom tasks and activities related to

earthquake preparedness. Furthermore, they may use their knowledge on disaster

preparedness whenever they want to pursue higher level of educational attainment.

Students. This study may help them to be aware and well- educated when it comes to

earthquake preparedness. In addition, they may realize the importance of taking

earthquake drills seriously and they may effectively execute their knowledge and apply it

into action. They may also become advocates of earthquake awareness. With the

knowledge that they will learn, it may urge them to educate their family members and to

extend the practice of earthquake preparedness within their homes.

Future Researchers. This study may help the future researchers who may also get

interested on studying the same topic. The results of this study may serve as their basis

and additional literature for their future investigations. It may also provide information

for future researchers as they go through different steps and actions towards a more

reliable conclusion which can be utilized for the continuation and improvements of this

study.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related literature, conceptual and research,

both local and foreign which are closely related to the present study. These form the

background structure of the study that helped the researchers to conceptualize framework

necessary for the study.

Conceptual Literature

Earthquake preparedness refers to measures taken to prepare for and reduce the

effects of earthquake. That is, to predict and, where possible, prevent disasters, mitigate

its impact on vulnerable populations, and respond to and effectively cope with its

consequences, at local, national and international levels.

Earthquake

Earthquake is a term used to describe both sudden slip on a fault and the resulting

ground shaking and radiated seismic energy caused by the slip, or by volcanic or

magmatic activity, or other sudden stress changes in the earth (USGS, 2012). In other

words, earthquakes are sudden rolling or shaking events caused by movement under the

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earth’s surface. Earthquakes happen along cracks in the earth's surface, called fault lines,

and can be felt over large areas, although they usually last less than one minute.

According to Geology Page (2017), an earthquake is the shaking of the surface of

the Earth, resulting from the sudden release of energy in the Earth’s lithosphere that

creates seismic waves. Earthquakes can range in size from those that are so weak that

they cannot be felt to those violent enough to toss people around and destroy whole cities.

The seismicity or seismic activity of an area refers to the frequency, type and size of

earthquakes experienced over a period of time.

Earthquakes happen along cracks in the earth’s surface, called fault lines, and can

be felt over large areas, although they usually last less than one minute (Ziauddin, 2016).

Redd (2015) further stated that an earthquake occurs when the pressure built up

along a fault becomes stronger than the pressure holding the rocks together. Then the

rocks on either side of the fault suddenly rip apart, sometimes at supersonic speeds. The

two sides of the fault slide past one another, releasing the pent-up pressure. Energy from

this separation radiates outward in all directions, including towards the surface, where it

is felt as an earthquake. A large earthquake is often followed by aftershocks, which are

smaller quakes that result from the crust adjusting to the main shock.

In addition, Erickson (2019) explained that the energy from an earthquake travels

through Earth in vibrations called seismic waves. Scientists can measure these seismic

waves on instruments called seismometer. A seismometer detects seismic waves and

records them as a series of zigzags. Scientists can determine the time, location and

intensity of an earthquake from the information recorded by a seismometer. This also

provides information about the rocks the seismic waves travelled through.

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 Moreover, Devi and Sharma (2015) concluded that earthquake is one of the most

dangerous natural disasters which lead to loss of life and property. So providing

awareness on earthquake and preparedness before, during and after earthquake is one of

most important strategies to improve the quality of life.

Disaster Preparedness

Ferry (2017) stated that disaster preparedness refers to the preventive measures

taken to reduce the severity of a disaster’s effects. The goal of disaster preparedness is to

lessen the impact of disasters on vulnerable populations, to ready an organization for an

influx of activity, and to design a coordinated plan that reduces the waste of resources,

time, and efforts. Disaster preparedness has the potential save the maximum number of

lives and property during a disaster, and it aims to return the affected populations to

normalcy as quickly as possible.

In addition, disaster preparedness provides a platform to design effective, realistic

and coordinated planning, reduces duplication of efforts and increase the overall

effectiveness of National Societies, household and community members disaster

preparedness and response efforts. Disaster preparedness is a continuous and integrated

process resulting from a wide range of risk reduction activities and resources rather than

from a distinct sectoral activity by itself. It requires the contributions of many different

areas—ranging from training and logistics, to health care, recovery, livelihood to

institutional development. (International Federation, 2018)

Global Disaster Preparedness Center (2017) maintained that disaster preparedness

refers to measures taken to prepare for and reduce the effects of disasters. That is, to

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predict and - where possible - prevent disasters, mitigate their impact on vulnerable

populations, and respond to and effectively cope with their consequences, at local,

national and international levels. Disaster preparedness is a continuous and integrated

process resulting from a wide range of risk reduction activities and resources rather than

from a distinct sectoral activity by itself. Disaster preparedness is achieved partially

through readiness measures that expedite Disaster response, rehabilitation and recovery

and result in rapid, timely and targeted assistance. It is also achieved through community-

based approaches and activities that build the capacities of people and communities to

cope with and minimize the effects of a disaster on their lives.

Meanwhile, Disaster Readiness Portal (2019) emphasized the importance of

disaster preparedness. A disaster can strike without warning, forcing everyone to go for

days without basic necessities or to evacuate their home, so everyone should be prepare

for it. Moreover, the threat is real – disasters disrupt hundreds of thousands of lives every

year and each disaster has lasting effects, both to people and property. Preparing for the

unknown does take some time, but people do not have to prepare for or do everything.

They just need to figure out what aspects of information and procedures are relevant to

their locale, lifestyle and family.

Similarly, Luz (2017) revealed that investments in preparedness can result in

significant savings in relief and rehabilitation expenses and these are well-documented.

Since 2013, storms and typhoons have hit the Philippines. However, intensified focus on

preparedness and prevention by both the government and the private sector have resulted

in fewer casualties. Communities are now able to bounce back more quickly after a

calamity. In our view, the results are clear: Disaster preparedness saves lives.

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Earthquake Drills

Because earthquakes strike without warning, life-protecting actions must be taken

immediately at the first indication of ground shaking. There will not be time to think

through what to do. Therefore, of all earthquake preparedness measures, earthquake drills

are the most important. Their purpose is to help students and staffs learn how to react

immediately and appropriately. The essential components of earthquake drills are

classroom discussions, demonstrations, and exercises designed to help students learn and

practice where to seek shelter and how to protect their heads and bodies from objects.

Effective earthquake drills simulate actions to be taken during an actual earthquake and

actions to be taken after the ground shaking stops.

Anongos (2017) assumed that when there is a regular earthquake drill, pupils will

be used to it and they will be able to know what to do in case a real earthquake happens.

If the drill is not done regularly, the tendency is, the pupils will forget it. This is

according to the law of use and disuse. The Municipal DRRM should continue to monitor

the drills in every school so their efforts will not be in vain. They should also give clear

instructions so the teachers and students will not be confused. School Disaster Risk-

Reduction team of the school should be well organized so they will help in implementing

the earthquake drills. In this way, the life of the school children will be saved and injuries

will be lessened.

In relation with this, Dangla (2017) explained how earthquake drills are to be

done in school. He further reiterated that pupils should be familiarized with the sounds

they hear. The first sound should come from a megaphone which means that there is an

earthquake and they should perform the “dock, cover, hold” inside the classroom. The

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next sound which is the continuous ringing of the bell would mean that they will form a

line outside then go to the evacuation center covering their head. When they reach the

open space, they will still be in a “cover, dock, hold” position. The teacher then reports

the number of pupils to the high official of the school.

Moreover, Scitable (2014) provided two main reasons why drills are important.

First, a planned response to an earthquake never quite matches an actual response. If any

point of the plan was unclear to some students, then critical time may be lost during an

earthquake emergency as students figure out what to do. Conducting drills should expose

these problems and allow ERCs to correct them. Second, certain critical brain functions

do not function well during emergency situations. If an activity has been conducted

numerous times before an emergency occurs (such as running down a hallway or escape

ladder), then the brain is more likely to initiate that series of actions automatically under

conditions of reduced brain capability. This helps to prevent paralysis due to

overwhelming fear.

Furthermore, there are evidences that school earthquake drills play a pivotal role

in both the gradual improvement of school Disaster Risk Reduction (DRR), and response

preparedness. There is also scholarly consensus that emergency response skills are

important to master, and that school drills provide children and adults with important

opportunities to learn and practice protective actions and build confidence in such

actions. Johnson [Link] (2016) School drills are a cornerstone of school DRR and

preparedness. Children face a wide range of physical risks during emergencies and spend

a significant amount of time in school. For this reason, most government and school

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administrations require or advocate for emergency drills to allow students and staff to

practise and improve standard emergency response procedures.

Symposium

According to Cambridge English Dictionary, symposium is an occasion at which

people who have great knowledge of a particular subject meet in order to discuss a matter

of interest. It was also defined by Thesaurus as a meeting for the discussion of some

subject, especially a meeting at which several speakers talk on or discuss a topic before

an audience.

Additionally, Sutter (2015) defined symposium as a formal gathering in an

academic setting where participants are experts in their fields. These experts present

or deliver their opinions or viewpoints on a chosen topic of discussion. It would be

correct to label a symposium as a small scale conference as the number of delegates

is smaller. There are the usual discussions on the chosen topic after the experts have

presented their speeches. The chief characteristic of a symposium is that it covers a

single topic and all the lectures given by experts are completed in one day.

Similarly, Venues (2019) stated that symposium is generally defined as a meeting

organized so that experts in a given field can meet, present papers, and discuss issues and

trends or make recommendations for a certain course of action. Some definitions of

symposium include a degree of audience participation and an implied academic aspect.

After a symposium, attendees should come away having gained a greater degree of

knowledge or a deeper understanding of a topic. They may have heard entirely new

concepts about an existing subject or have been introduced to something completely new.

Related Studies

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Local

A descriptive- correlation study of Corpuz (2014) involved thirty (30) schools in

Biñan City, Laguna, both private and public. Findings showed that majority of the school

who participated in the study are public schools, with land area of less than one hectare

and will evacuate around 500 people in case of a disaster. The schools have a very high

level of implementation of disaster risk management practices for earthquakes. The

schools have a high level of implementation of disaster risk management practices for

both fires and floods. The schools have a high level of readiness for disasters. Schools

with land area of 1-2 hectares had higher level of implementation of disaster risk

management practices for earthquakes. Private schools and those with land area of 1-2

hectares had higher level of implementation of disaster risk management practices for

fires. Private schools have higher level of implementation of disaster risk management

practices for floods. Private schools have higher level of readiness for disasters than

public schools. The higher is the schools’ level of implementation of disaster risk

management practices for earthquakes, fires and floods, the higher is their level of

readiness for disasters.

Similarly, a research study of Jurilla (2016) determined the effectiveness of

Disaster Risk Reduction Preparedness of Iloilo Province, Philippines in the areas of

Dissemination, Implementation, and Resource Utilization and Operation as evaluated by

the 390 citizens of the ten (10) selected municipalities from the five (5) Congressional

Districts in the Province of Iloilo, Philippines. This descriptive method of research

employed researcher-made instruments and random interviews. Findings revealed that

Disaster Risk Reduction Preparedness of Iloilo Province, Philippines is “more effective”

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in terms of dissemination, implementation, and resource utilization and operation.

Finally, the findings revealed that three (3) out of ten (10) municipalities were very

effective and among the five (5) districts, first district was very effective as to

dissemination and resource utilization and operation of their respective Disaster Risk

Reduction Preparedness Program but as a whole, Iloilo Province was more effective in its

Disaster Risk Reduction Preparedness.

Another study by Mamon [Link] (2017) was conducted to assess the disaster-

related knowledge, preparedness and readiness, adaptation, awareness and risk perception

of Grade 11 students. A total of 120 respondents answered the survey questionnaire about

DRRM and the answers were assessed using the five- point Likert Scale. Results show

that there is a high percentage of students who understood some disaster- related concepts

and ideas. Moreover, Grade 11 students are ready, prepared, and aware of the risks of

different disasters. However, students were found to have low- disaster risk perception.

As a conclusion, Senior High School students have high levels of disaster- related

knowledge and that is the effect of their DRRM subject or the integration of disaster

education in SHS curriculum.

For school level assessment, the latest study by Sales (2018) aimed to determine

the level of compliance with the school risk reduction and disaster preparedness program

among the public secondary schools in the District of Buenavista, Bohol, Philippines.

The study employed quantitative method through a survey questionnaire distributed to

512 respondents. The findings revealed that schools had a good compliance level on

disaster preparedness. However, some problems were encountered such as inadequate

training materials and lack of training among the school disaster risk reduction

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management teams. Despite these challenges, both teachers and students agreed that the

public secondary schools were generally compliant. A need was seen to continue the

conduct of disaster preparedness training and seminars as well as budget allocation to

finance the publication and dissemination of training materials of the program for

distribution to schools.

Furthermore, the study of Capili [Link] (2018) aimed to appraise such program on

university students regarding self-perceived knowledge of disaster preparedness,

confidence on actual preparedness, and engaging performing knowledge to action. A

survey implemented in this study is adapted from instrument used in studies of crisis

preparation assessment and preparedness. Involved in the survey are 133 students of a

public university in Marikina City. Results showed that belief in being prepared and

knowing what to do is significantly different for hypothetical earthquake scenario but is

not observed for typhoon scenario. Results from the discussion indicated that

complacency is absent regarding typhoons because people in their age group residing in

Marikina City, as well as those living in adjacent areas, have experienced it in recent

years but earthquakes bring uncertainty. The findings in this study are vital toward

determining methods to lessen the gap between knowledge and action to improve safety

and well-being among youth population.

Foreign

One early work by Mamogale (2011) determined the extent to which disaster

awareness was achieved by learners and educators. The sample of this research was

composed of five primary and five secondary schools. 50 participants filled out

questionnaires, and 10 responded from interviews. The study found out that possible

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threats to schools included floods, fires, and storms. It also emerged that learning areas

such as Social Sciences directly cover the teaching of disaster education which Life

Orientation and Natural Sciences indirectly cover disaster risk management concepts and

principles. The surprising finding of the study was learners tend to be the ones who were

aware of disaster preparedness when their knowledge at school was assessed.

Another study on the topic by Akumu (2013) examined the disaster awareness

and preparedness of secondary schools in Homa Bay Country through questionnaires. 52

principals, 84 teachers, and 600 students were sampled for the study. The findings of the

study revealed that secondary schools are faced with variety of disasters. It also

established that crucial disaster awareness information materials such as school safety

manuals were not available in most secondary schools. The study further revealed that

very little efforts had been done by the school administration to enhance disaster

awareness and preparedness. So as a conclusion, most secondary schools in Homa Bay

Country were not adequately prepared to deal with disasters.

Meanwhile, for the evaluation of earthquake drill effectiveness, a study of

Johnson (2013) aimed to see how well children from grade six through 12 in two coastal

Washington state school districts understood the objectives and consequences of the

protective actions practiced during the ShakeOut drill. Across both school districts, 29

teachers volunteered to administer pretest and posttest questionnaires to 574 students.

The evaluation found that students had high levels of familiarity and key knowledge

about protective actions. However, for several questions regarding the causes of injury,

there was no significant improvement in knowledge due to ShakeOut, and significant

portions of students had difficulty applying what they have practiced in the classroom to

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situations outside the classroom. Also, more than a quarter of students in both districts

did not know or were not sure if they participated a tsunami evacuation drill during

ShakeOut. These results indicate that school-based disaster drills should be

complemented with additional classroom lessons and discussion.

Moreover, a research study by Ziauddin (2016) claimed to explore preparedness

measures adapted by the schools in response to earthquake and to review the policy on

disaster preparedness in school. 10 schools were interviewed and questionnaires were

sent to parents and children by email and hard copy. This study concluded that schools

should improve awareness and preparedness training in schools. It was also found out

that a section of schools are not under the purview of Government or any other body for

implementation of such rules. As a recommendation, coordinated preparedness and

awareness programme for earthquake preparedness in school is needed.

The latest study by Anees [Link]. (2017) attempted to access the knowledge,

attitudes, and practices of college students regarding disaster preparedness. A well-

designed questionnaire was prepared and distributed among 400 randomly selected

College students. Results show 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. It is concluded that students should

prove useful workforce during disaster situation. College students should know basic

strategies carried out during disasters.

Synthesis

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 The body research literature mostly deals with the assessment of the disaster

preparedness level of students and teachers in Padre Garcia National High School.

These research studies will be used to give background about the content of the

present investigation. Moreover, these presented facts will be of great help for further

understanding of the present study.

The study of Corpuz (2014) is the same with the present study as it also focused

on studying the disaster risk management practices for earthquakes. Yet, it is different

with the current study when it comes to its subject as well as on the scope of the research.

The current study will only take place in one school unlike the given study which

included thirty (30) private and public schools. In addition, the present study will not be

examining the school’s land area as a way of determining the earthquake preparedness

level of students and teachers. Similar with the previous one, the given study is related

with the present research in terms of its research topic which is the disaster preparedness.

It is related with the current study as it dealt with the disaster preparedness of students.

In addition, the study of Jurilla (2016) is similar with the present study for it also

used a researcher- made instrument in the data gathering. On the other hand, it is different

when it comes to the research setting. The present study will take place only within the

four corners of the school while the given study was conducted outside the campus.

Additionally, the current study is an experimental research which is different from the

given study which happened to be a descriptive research. Similar with the previous one,

the given study is related with the present research in terms of its research topic which is

the disaster preparedness.

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 Meanwhile, the study of Mamon [Link] (2017) is similar with the present study for

it was also conducted to assess the disaster- related knowledge and readiness of students.

On the other hand, it is also different because the given study chose Grade-11 students as

their respondents unlike the current research which will be using learners from the tenth

grade. Also, the present study will not be discussing the effect of the DRRM subject to

the school’s earthquake preparedness level. Nevertheless, it is still related with the

present study for it studied and discussed about disaster readiness.

Moreover, the study of Sales (2018) is the same with the present study for they

both used quantitative study as the type of research and secondary school as the research

subject. In terms of recommendation, both of the two researches suggested to have

training, seminar or symposiums regarding the research topic. However, it is also

different because what the given study determined was the level of compliance with the

disaster preparedness programs unlike the current study which will assess the earthquake

preparedness level of students and teachers. The given study is also related with the

current research for it is also in line with the study about disaster preparedness.

Additionally, the study of Capili [Link] (2018) is similar with the present study for

it also engaged performing knowledge to action. In the current study, knowledge and

learnings from the preparedness symposium will be put into practice by means of having

surprise earthquake drills. On the other hand, it is different with the present study in

terms of the instrument used in conducting the research. The given study used a survey

while the current study will be using the pretest and posttest design as well as a

researcher- made instrument. It is also related with the current study as it dealt with the

disaster knowledge and preparedness of the students.

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 Likewise, the study of Mamogale (2011) is the same with the present study for it

also assessed the disaster preparedness and knowledge of students and teachers. Yet, it is

different with the current study when it comes to its research problems. The given study

determined the extent to which disaster awareness was achieved within the school while

the present study will determine the earthquake preparedness level of learners and

educators. Similar with the previous mentioned works, the given study is related with the

present research in terms of its research topic which is the disaster preparedness.

Similarly, the study of Akumu (2013) is similar with the present study because it

also examined the disaster awareness and preparedness of secondary school. However, it

is different with the current study when it comes to its subject as well as on the scope of

the research. The current study will only take place in one school unlike the given study

which included respondents from more than 50 schools. In addition, the present study

will not be examining the efforts done by the school administration in enhancing the

disaster awareness and preparedness. Yet, it still focused on disaster readiness that’s why

it is still related with the current research.

Furthermore, the study of Johnson (2013) is similar with the present study for it

was also conducted to assess how well the children understood the objectives of the

protective actions practiced during the ShakeOut drill. Additionally, both of the two

studies indicated that school-based disaster drills should be complemented with

additional lessons and discussions. They are also the same in terms of the data gathering

instrument for they both used the pretest and posttest questionnaire. On the other hand, it

is also different because the given study discussed both earthquakes and tsunamis while

the current study will focus only on earthquakes. Also, the present study will evaluate the

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effectiveness of preparedness symposium while the given study evaluated the

effectiveness of earthquake drill. Nevertheless, it is still related with the present study for

it studied and discussed about disaster readiness.

Correspondingly, the study of Ziauddin (2016) is similar with the present study

for it also explored certain preparedness measures done by the school in response or in

preparation for an earthquake. On the other hand, it is different when it comes to the

scope of the research. The present study will just determine the earthquake preparedness

level of students and teachers while the given study also reviewed the policy on the

disaster preparedness in school. The given study is also related with the current research

for it is also in line with the study about disaster preparedness.

Lastly, the study of Anees [Link] (2017) is the same with the present study for they

both attempted to access the knowledge, attitudes and practices of students regarding

disaster preparedness. In terms of recommendation, the findings on the given study

highlighted the need for disaster safety education which is also the proposed strategic

plan of the current researchers. However, it is also different because the present study

will be using senior high school students as the respondents while the given study used

college students as the subject of the research. Similar with the previous mentioned

works, the given study is related with the present research in terms of its research topic

which is the disaster preparedness.

Theoretical Framework

Social Cognitive Theory

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 This study utilizes the social cognitive perspective that posits that a person’s

behavior can be explained in terms of individual and environmental factors rather than

just being controlled by external stimuli or inner forces (Bandura, 1978). When

individuals are motivated, intentions to prepare are formed on the basis of their outcome

expectancies and self-efficacy. However, translating these intentions to actions depend on

whether or not they transfer responsibility of preparedness to others, have a strong sense

of community, trust the sources of disaster information, and perceive that the hazard

occurs infrequently (Lee & Lemyre, 2009).

Protection Motivation Theory

The most recent iteration of the PMT model was developed by Ronald Rogers in

1983 as a means to better understand how and why individuals respond to potential

threats to their health and safety. PMT proposes that both individual and environmental

factors can provide either encouragement or discouragement for engaging in protective

behaviors and that the effects of such factors are mediated by individual cognitive

processes. These cognitive processes are intended to distinguish from the assumed direct

relationship of emotional fear on protective responses.

Protective Action Decision Model

A more comprehensive model designed to identify key factors influencing how

people typically make decisions related to disaster preparedness is the PADM developed

by Lindell and Perry (1992), which describes a sequence of protective action decision-

Vested Interest theory and disaster preparedness 5 making processes. The PADM extends

Rowe’s (1977) three-stage model of decision-making under uncertainty, which originally

HUMSS- Recto | 22
included risk identification, risk assessment, and risk reduction. Lindell and Perry (1992)

added several self-efficacy components associated with protective action assessments and

related information-seeking processes.

Person-relative-to-event Theory

With regard to crisis response and disaster preparedness, PrE posits the

importance of personal responsibility as necessary for individuals and populations to

form greater behavioural intentions to prepare for disasters such as earthquakes (Mulilis

and Duval, 1995). PrE frames the process of preparing for and responding to a disaster in

terms of the interaction between a person variable (appraisals of the coping resources of

an individual) and an event variable (appraisals of the magnitude of the particular threat),

such that, given coping resources sufficient in quantity and quality relative to the

magnitude of a disaster, individuals will engage in more problem-focused (that is, danger

control) as opposed to emotion-focused (that is, fear control) coping activities.

Thereupon, earthquake preparedness may be achieved successfully by the

assistance of the well-founded services of disaster preparedness. The discussed concepts

and reviewed theories served vital in crafting the research tools of the study. The areas of

disaster preparedness presented in the theories such as knowledge, response or stimuli,

behavioural intentions, risk identification, risk assessment, and risk reduction were the

main topics of the questionnaire.

Social Cognitive Theory

Bandura (1978)
Earthquake
Preparedness Level
in Padre Garcia
National High HUMSS- Recto | 23
School
 Protection Motivation Theory
Rogers (1983)

Protective Action Decision Model

Lindell and Perry (1992)

Person-relative-to-event Theory
Mulilis and Duval (1995)

Figure 1. Theoretical Framework of the Study

Earthquake Preparedness Level in Padre Garcia National High School

Conceptual Framework

The data needed for the study are gathered by the researchers from the internet.

They asked for the help of advisers and former students to get examples and ideas.

Figure 2 describes the conceptual framework of the study. It discuss the three

major processes in developing the project: the input, process, and output.

The input includes the earthquake preparedness level of students and teachers

in Padre Garcia National High School, a strategic plan that may increase the earthquake

preparedness level of students and teachers and lastly, the significant difference between

HUMSS- Recto | 24
the earthquake preparedness level of students and teachers before and after doing the

proposed strategy.

The middle frame contains the process. The process to be used are quantitative

research, experimental research, random sampling, pretest and posttest questionnaires,

preparedness symposium, t-test, and surprise earthquake drills.

The last frame contains the output. The researchers will produce fliers that will

provide students and teachers with knowledge and tips with regards to earthquake

preparedness. They will also provide the school with an earthquake alarm to be used

during earthquake drills and other emergency situations.

Research Paradigm

Input Process Output

Earthquake
preparedness level of
students and teachers
in Padre Garcia
National High
School Quantitative research
Quasi- experimental
Strategic plan that
research
mat may increase the
earthquake Descriptive research Fliers containing
preparedness level of knowledge and tips
students and teachers Random sampling with regards to
Pretest and Posttest earthquake
Earthquake examination preparedness
HUMSS- Recto | 25
preparedness level of
students and teachers Preparedness
after the strategic plan symposium Earthquake alarm
 Figure 2

Research Paradigm of the Study Earthquake Preparedness Level in

Padre Garcia National High School

Definition of Terms

To further understand this research study, the following terms are conceptually

and operationally defined.

Earthquake. This term refers to the shaking of the surface of the Earth, resulting from

the sudden release of energy in the Earth’s lithosphere that creates seismic waves

(Geology Page, 2017). As used in this study, it is one of the most destructive disasters.

Earthquake Preparedness. This term refers to the preventive measures taken to reduce

the severity of a disaster’s effects (Ferry, 2017). As used in this study, it is the readiness of

students and teachers to face an earthquake disaster.

Earthquake Preparedness Level. This term refers to the extent on how students and

teachers are prepared once an earthquake strikes.

Earthquake Drill. This term refers to an activity that simulate actions to be taken during

an actual earthquake and actions to be taken after the ground shaking stops.

HUMSS- Recto | 26
Pretest. This term refers to a preliminary test administered to determine a student’s

baseline knowledge or preparedness for an educational experience. As used in this study,

it is the examination given before conducting the proposed strategy.

Posttest. This term refers to a test given to students after the completion of a program. As

used in this study, it is the examination given after conducting the proposed strategy.

Preparedness Symposium. This term refers to a formal gathering in an academic setting

where participants are experts in their fields (Venues, 2019). As used in this study, it is a

program wherein discussions in line with earthquake preparedness will be presented.

CHAPTER 3

METHODOLOGY

Introduction

This chapter discusses the methods that will be used in the collection and in the

analysis of the data to answer the research questions of this study. It explains the research

design that have been used as well as the sampling method used to be able to analyse and

understand the data that have been collected by the researchers.

Research Design

The research design refers to the overall strategy that the researchers choose to

integrate the different components of the study in a coherent and logical way thereby

ensuring the effectiveness of the research in addressing the research problems. It

constitutes the blueprint for the collection, measurement, and analysis of data (USC

Libraries,2019).

HUMSS- Recto | 27
 In connection, the researchers used quantitative approach to fulfil the objectives

of the study. Also, we used quasi- experimental and descriptive as the research designs.

According to Cook & Campbell (1979), quasi-experimental research is research that

resembles experimental research but is not true experimental research. Although the

independent variable is manipulated, participants are not randomly assigned to conditions

or orders of conditions. They are often conducted to evaluate the effectiveness of a

treatment—perhaps a type of psychotherapy or an educational intervention. 

In addition, Bhat (2019) defined descriptive research as a research method that

describes the characteristics of the population or phenomenon that is being studied. This

methodology focuses more on the “what” of the research subject rather than the “why” of

the research subject. In other words, it primarily focuses on describing the nature of

a demographic segment, without focusing on why a certain phenomenon occurs. A form

of conducting descriptive research is by means of observation.

These types of quantitative research is best suited to this study since this has

identified the effectiveness of conducting earthquake preparedness symposium in

increasing the earthquake preparedness level of students in Padre Garcia National High

School. Moreover, this study used observation on answering the research questions.

Subject of the Study

The focus of the study revolved around the Grade 11 students of Padre Garcia

National High School. Two hundred eleven (211) student respondents were chosen using

simple random sampling method to assess the effectiveness of conducting symposium in

HUMSS- Recto | 28
increasing the school’s earthquake preparedness level. According to Bhat (2019), simple

random sampling is a sampling technique where every item in the population has an even

chance and likelihood of being selected in the sample. The main attribute of this sampling

method is that every sample has the same probability of being chosen. The selection of

items completely depends on chance or by probability and therefore, this sampling

technique is also known as a method of chances.

Description of the Research Instrument

To collect the significant information regarding the earthquake preparedness level

of Grade 11 students in Padre Garcia National High School, the researchers utilized

pretest and posttest questionnaire and Earthquake Drill Rubrics in the data accumulation.

According to Allen (2017) pretest–posttest questionnaires are most often utilized

by behavioral researchers to determine the effect of a treatment or intervention on a given

sample. The content of the questionnaire of the study includes questions about the

necessary responses of students during the occurrence of an actual earthquake. The

questions were made by the researchers themselves. Before implementing the strategic

plan, the researchers floated questionnaires to the selected respondents and then the

researchers collected and gathered the data to be subjected for analysis and study. The

same process was observed after the strategic plan has been applied.

Meanwhile, a rubric is a descriptive scoring scheme developed to guide

judgements about the process through an assessment task. It is often presented as a type

of matrix that provide scaled level of achievement or performance for a set of criteria or

dimensions of quality for a particular assessment task (Flinders University, 2018). The

HUMSS- Recto | 29
rubrics used on this study were also made by the researchers which includes the safety

procedures before, during, and after the conduct of an earthquake drill. Scoring of rubrics

were administered by the School Disaster Risk Reduction and Management (SDRRM)

Coordinator and an officer from the Municipal Disaster Risk Reduction and Management

Office (MDRRMO).

Data Gathering Instrument

Pretest and Posttest Questionnaire. The researchers constructed pretest and

posttest questionnaires to assess the student’s knowledge about earthquake preparedness.

Earthquake Drill Rubric. The researchers also made an Earthquake Drill

Rubrics to test the earthquake preparedness level of students in Padre Garcia National

High School when it comes to executing their knowledge into action.

Construction of Pretest and Posttest Questionnaire. The instrument contains

questions that served as the basis of evaluating the student’s knowledge about earthquake

preparedness. The questions were made through gathering data from the internet and was

based on the Section 3 of the Philippine DRRM Act which is entitled as the School

Earthquake Preparedness Guide.

Construction of Earthquake Drill Rubric. The instrument involves

precautionary measures needed to be observed before, during, and after the conduct of

school earthquake drills. The rubric was made based on the ShakeOut Drill Manual for

K-12 Schools issued by the Earthquake Country Alliance.

Validation of Pretest and Posstest Questionnaire. The copy of questionnaire

was submitted to the research teacher for critique and evaluation. After checking, it was

HUMSS- Recto | 30
revised and improved by the researchers. It was then rechecked by the subject teacher to

ensure that the questionnaire was polished and understandable by the respondents. The

final draft was submitted for approval and is ready to be administered.

Validation of Earthquake Drill Rubric. The copy of Earthquake Drill Rubrics

was sent to the Municipal Disaster Risk Reduction & Management Office (MDRRMO)-

Padre Garcia for critique and evaluation. It was then verified by MDRRM Officer, Ms.

Vea Majella Generoso. The final draft of rubrics was submitted and is ready to be

administered.

Administration of Pretest and Posttest Questionnaires. The researchers sent

first a letter of request to the principal to conduct pretest and posttest examination to

selected students. They also made a request letter for the subject teachers to excuse the

randomly selected respondents. Upon approval, questionnaires were distributed to the

respondents. After accomplishing the questionnaires, those were collected and tallied.

Administration of Earthquake Drill Rubric. The researchers sent first a letter

of request to the principal to conduct an earthquake preparedness symposium which will

be followed by an earthquake drill. The earthquake drill before the symposium was

administered by the SDRRMO Coordinator, Mr. Ryan Rey Castillo. After the earthquake

preparedness symposium, another earthquake drill was conducted which was administed

by MDRRM Officer, Ms. Vea Majella Generoso.

Scoring of Pretest and Posttest Questionnaires. The average scores of students

in every section were calculated. The numerical data were provided with the

corresponding verbal interpretation as reflected in the following continuum scale.

HUMSS- Recto | 31
 Range of Scores Verbal Interpretation

9.0 - 10.0 Outstanding

8.5 – 8.9 Very Satisfactory

8.0 – 8.4 Satisfactory

7.5 – 7.9 Fairly Satisfactory

0.0 – 7.4 Did not Meet Expectations

Scoring of Earthquake Drill Rubric. The scores on the rubric were given

weights ranging from 1-4 with 1 as the lowest and 4 as the highest value. The numerical

data were provided with the corresponding verbal interpretation as reflected in the

following continuum scale.

Score Range Verbal Interpretation

4 3.50 – 4.00 Excellent

3 2.50 – 3.49 Good

2 1.50 - 2.49 Satisfactory

1 1.00 – 1.49 Needs Improvement

Data Gathering Procedure

In the conduct of the study, the researchers followed some guidelines/ procedures

in order to gather and obtain the information needed. First, the researchers produced

pretest and posttest questionnaire for the assessment of students’ knowledge on

earthquake preparedness. They also developed an Earthquake Drill Rubric that will test

the earthquake preparedness level of students when it comes to executing their

knowledge into action. After that, they created a letter of permit to the school principal to

HUMSS- Recto | 32
allow them to conduct an earthquake preparedness symposium inside the school. They

also sent a letter of request to the MDRRM Office of Padre Garcia requesting one of their

officers to be the guest speaker on the symposium. Another letter to the subject teachers

was made to excuse the randomly selected students on their classes.

A day before the earthquake preparedness symposium, researchers had the pretest

with the selected respondents. The following day, a pre- earthquake drill was conducted

in participation with the 3rd Nationwide Simultaneous Earthquake Drill. After the drill, an

earthquake preparedness symposium took place which was followed by the post-

earthquake drill. Scores on the pre and post- earthquake drills were recorded based on the

researcher-made Earthquake Drill Rubric. Posttest examination, data recording and

evaluation of data was then concluded.

Statistical Treatment of Data

To analyze and interpret the data that were gathered, the researchers used the

following statistical treatment in this study.

Mean. It is the sum of a set of data divided by the number of data which is used to

determine the average of the given set of quantitative figures.

Composite Mean. It is use to determine the measures of the variable based on the

multiple data items by combining the items to create a score for the given.

Ranking. It is used to determine the majority of answers done by the respondents.

It measured which among the items got the highest mean score to the lowest mean score.

HUMSS- Recto | 33
 T-test. It is a type of inferential statistic used to determine if there is a significant

difference between the means of two groups which may be related in certain features.

Statistical Treatment Applied

After collecting the data needed, the researchers tabulated and analyzed in

accordance with the objectives of the study. The gathered data were studied and

interpreted using the following statistical tools: ranking, mean, composite mean, and t-

test. Ranking was used to show the positional importance of the items to be analysed.

Additionally, mean was used to determine the average scores of students per section.

Furthermore, composite mean were used to determine the measures of the variable based

on the multiple data scores by combining the mean that represent a section to create a

score for the given. In addition, the research question about the significant difference

between the earthquake preparedness level of students before and after implementing the

strategic plan used t-test.

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of data that

have been gathered from the scores of Grade 11 students on the pretest and posttest

questionnaire as well as on the earthquake drill rubric. This contains the presentation of

data in tabular form along with corresponding interpretations.

HUMSS- Recto | 34
1. Level of Earthquake Preparedness of Grade 11 Students in Padre Garcia

National High School

This part shows the coding and transcription of the scores of Grade 11 students on

the Pretest and Pre- Earthquake Drill. The level of earthquake preparedness of Grade 11

students in Padre Garcia National High School was assessed through examination and

observation.

1.1 Level of Earthquake Preparedness of Grade 11 Students in Padre Garcia

National High School in Terms of Knowledge

This comprises the initial knowledge of Grade 11 students when it comes to

earthquake preparedness as tested by the pretest questionnaire. The researchers get the

average score and percentage of each section with their corresponding verbal

interpretations. They also ranked them from the the lowest garnered average score up to

the section who got the highest score.

Table 1.1
Level of Earthquake Preparedness of Grade 11 Students in Padre Garcia National
High School in Terms of Knowledge

Section Average Percentage Verbal Interpretation Rank

Score
Charity 4.74 47.40% Did not meet expectations 3
Simplicity 5.16 51.60% Did not meet expectations 5
Purity 4.70 47.00% Did not meet expectations 1
Integrity 5.75 57.50% Did not meet expectations 7
Fidelity 6.74 67.40% Did not meet expectations 9
Victory 4.95 49.50% Did not meet expectations 2
Honesty 5.05 50.50% Did not meet expectations 4.5
Humility 5.26 52.60% Did not meet expectations 6
Felicity 6.05 60.50% Did not meet expectations 8

HUMSS- Recto | 35
 Serenity 7.32 73.20% Did not meet expectations 10
Resiliency 5.05 50.50% Did not meet expectations 4.5
Composite 5.52 55.20% Did not meet expectations -
Mean

Table 1.1 shows the level of earthquake preparedness of Grade 11 students in

Padre Garcia National High School in terms of knowledge. Grade 11 HUMSS Purity got

the lowest average score with only 4.70 and with the average percentage score of

47.00%. It was followed by Grade 11 TVL Victory who garnered an average score of

4.95 and an average percentage score of 49.50%. The third spot among the lowest scores

was owned by Grade 11 HUMSS Charity who ended up with an average score of 4.74

and 47.40% average percentage score. All those three sections who got the lowest scores

on the pretest were marked with the verbal interpretation “Did not meet expectations.”

These sections were the ones who really need to undergo the strategic plan designed to

increase the level of earthquake preparedness of Grade 11 students.

On the other hand, among the eleven sections, Grade 11 ABM Serenity ranked the

highest after getting the average score of 7.32 and an average percentage score of

73.20%. Meanwhile, Grade 11 HUMSS Fidelity got the second highest average score of

6.74 and an average percentage score of 67.40%. Furthermore, Grade 11 ABM Felicity

recorded the third highest score with an average of 6.05 and 60.50% average percentage

score. Similar with those sections who got the lowest scores, all the three sections who

got the highest scores on the pretest were marked with the verbal interpretation “Did not

meet expectations.” Despite of this, the scores garnered by these three sections show that

some of the Grade 11 students in Padre Garcia National High School are already

equipped with initial knowledge when it comes to earthquake preparedness.

HUMSS- Recto | 36
 In general, the level of earthquake preparedness of Grade 11 students in Padre

Garcia National High School obtained a composite mean of 5.52. This is equivalent to

55.20% with the manifestation of “Did not meet expectations.” Majority of students are

aware with the basic information with regards to an earthquake disaster. This is probably

a result of the integration of disaster education to the K to 12 Enhance Basic Education

Curriculum. Yet, with the given verbal interpretation on the composite mean of scores on

the pretest, students were found to have inadequate knowledge when it comes to

earthquake preparedness. This shows a need to conduct a strategic plan that would

increase the level of earthquake preparedness of students in Padre Garcia National High

School.

The latest study by Anees [Link]. (2017) attempted to assess the knowledge,

attitudes, and practices of college students regarding disaster preparedness. A well-

designed questionnaire was prepared and distributed among 400 randomly selected

College students. Results show 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. It is concluded that collge students

should know basic strategies carried out during disasters.

1.2 Level of Earthquake Preparedness of Grade 11 Students in Padre Garcia

National High School in terms of Application

This comprises the earthquake preparedness of Grade 11 students in Padre Garcia

National High School in terms of application. The researchers get the average score of

the students on the three phases of the pre- earthquake drill with their corresponding

HUMSS- Recto | 37
verbal interpretations. They also ranked them from the phase with the lowest score up to

the phase who got the highest score.

Table 1.2
Level of Earthquake Preparedness of Grade 11 Students in Padre Garcia National
High School in terms of Application

Phase of Assessment Verbal Rank

Earthquake Drill Interpretation
Before the Drill 3.40 Good 3
During the Drill 2.33 Satisfactory 2
After the Drill 2.00 Satisfactory 1
Composite Mean 2.47 Satisfactory -

Table 1.2 shows the level of earthquake preparedness of Grade 11 students in

Padre Garcia National High School in terms of application. After assessing the pre-

earthquake drill, the students got the lowest score on the phase “After the Drill.” As

administered by the School Disaster Risk Reduction and Management Coordinator, Mr.

Ryan Rey Castillo, it has been observed that 90% of the students are tracking and

listening to the teachers for instructions, 80% of teachers were able to account all

students under his/ her care, 80% of teachers reported the class attendance to the drill

administrator in less than 3 minutes, less than 80% of the classrooms were checked by the

maintenance staff and 80% of students maintain proper behavior while going back on

their classrooms. This phase of the pre- earthquake drill got an average score of 2.00 with

the verbal interpretation of “Satisfactory.” These results show that students should be

taught with the safety measures not just only during the occurrence of an earthquake but

also after the disaster.

Meanwhile, the scores of students on the phase “Before the Drill” of the pre-

earthquake drill was recorded as the highest. With the above- mentioned administration,

HUMSS- Recto | 38
it has been observed that 100% of the classrooms have at least one teacher, 100% of the

teachers checked the class attendance, 90% of current class lists are stored in a safe,

easily accessible place, 80% of the classroom emergency kits are kept in a safe,

accessible place probably near the door and 100% of the corridors and stairways were

free from being blocked. This phase of the pre-earthquake drill garnered an average score

of 3.40 or with “Good” manifestation. These findings show that students and teachers

have a good level of compliance on the safety measures before the earthquake drill.

In general, the level of earthquake preparedness of Grade 11 students in Padre

Garcia National High School in terms of application obtained a composite mean of 2.47

with the verbal interpretation “Satisfactory.” Students are already aware with what to do

as well as with the things to prepare before an earthquake. Yet, the actual risk happens

during and after the occurrence of a disaster. These phases of the pre- earthquake drill got

the lowest scores with only “Satisfactory” manifestation. This highlights the need for a

strategic plan that will not just give the students information about earthquake but will

also teach them on how to respond to an actual earthquake in case it happens while they

are inside the school.

A study of Johnson (2013) aimed to see how well children from grade six to 12 in

two coastal Washington state school districts understood the objectives and consequences

of the protective actions practiced during the ShakeOut drill. Across both school districts,

29 teachers volunteered to administer pretest and posttest questionnaires to 574 students.

The evaluation found that students had high levels of familiarity and key knowledge

about protective actions. However, for several questions regarding the causes of injury,

there was no significant improvement in knowledge due to ShakeOut, and significant

HUMSS- Recto | 39
portions of students had difficulty applying what they have practiced in the classroom to

situations outside the classroom. Also, more than a quarter of students in both districts

did not know or were not sure if they participated a tsunami evacuation drill during

ShakeOut. These results indicate that classroom lessons and discussion should be

complemented with school- based disaster drills.

2. Strategic Plan that may Increase the Level of Earthquake Preparedness of the

Students

Padre Garcia National High School joins the country on the conduct of the

quarterly simultaneous earthquake drills. Yet, researchers observed that the school fails to

have successful and comprehensive shake drills. Majority of students are not taking the

practice seriously. It was also observed that even some teachers were not able to perform

their roles and necessary actions. In addition, a large portion of stakeholders are not fully-

aware about the assigned evacuation areas inside the campus. Most of the time,

administrators call for the repetition of an earthquake drill due to the failure of the first

one.

Moreover, on the assessment made by the researchers using pretest, the level of

students’ earthquake preparedness in terms of knowledge is only 55.20% which

corresponds to “Does not meet expectations.” Meanwhile, on the pre- earthquake drill

which tested the level of students’ earthquake preparedness in terms of application, the

average grade of the students is only 2.47 with the verbal interpretation of “Satisfactory.”

This shows a need to propose and conduct a strategic plan that may increase the

HUMSS- Recto | 40
earthquake preparedness level of Grade 11 students in Padre Garcia National High

School.

The latest study by Sales (2018) aimed to determine the level of compliance with

the school risk reduction and disaster preparedness program among the public secondary

schools in the District of Buenavista, Bohol, Philippines. The findings revealed that

schools had a good compliance level on disaster preparedness. However, some problems

were encountered such as inadequate training materials and lack of training among

students. A need was seen to continue the conduct of disaster preparedness training and

seminars. With these findings, the researchers of the present study eye to conduct an

earthquake preparedness symposium which aims to provide students with initial

knowledge on how to respond to an actual earthquake disaster.

According to Sutter (2015), symposium is a formal gathering in an academic

setting where participants are experts in their fields. These experts present or deliver

their opinions or viewpoints on a chosen topic of discussion. It would be correct to

label a symposium as a small scale conference as the number of delegates is smaller.

There are the usual discussions on the chosen topic after the experts have presented

their speeches. The chief characteristic of a symposium is that it covers a single topic

and all the lectures given by experts are completed in one day.

The proposed earthquake preparedness symposium of the researchers will be

based on the study of Capili [Link] (2018). The said study aimed to appraise such program

on university students regarding self-perceived knowledge of disaster preparedness,

confidence on actual preparedness, and engaging performing knowledge to action.

Results showed that belief in being prepared and knowing what to do is significantly

HUMSS- Recto | 41
different for hypothetical earthquake scenario. The findings of this study revealed that

there is a gap between students’ knowledge and action when it comes to earthquake. With

this, the earthquake preparedness symposium proposed by the researchers will not just be

a mere talk about earthquake- related knowledge but a combination of discussion and

application of knowledge into action.

3. Level of Earthquake Preparedness of Grade 11 Students in Padre Garcia

National High School After the Strategic Plan has been Applied

This part shows the coding and transcription of the scores of Grade 11 students on

the Posttest and Post- Earthquake Drill. The level of earthquake preparedness of Grade 11

students in Padre Garcia National High School after the strategic plan has been applied

was assessed through examination and observation.

3.1 Level of Earthquake Preparedness in terms of Knowledge after the Strategic

Plan has been Applied

This comprises the earthquake preparedness knowledge of Grade 11 students after

conducting the strategic plan as tested by the posttest questionnaire. The researchers get

the average score and percentage of each section with their corresponding verbal

interpretations. They also ranked them from the the highest garnered average score up to

the section who got the lowest score.

Table 2.1
Level of Earthquake Preparedness in terms of knowledge after the strategic plan
has been applied

Section Average Percentage Verbal Interpretation Rank

Score
HUMSS- Recto | 42
 Charity 8.11 81.10% Satisfactory 9.5
Simplicity 8.16 81.60% Satisfactory 8
Purity 8.55 85.50% Very Satisfactory 6.5
Integrity 8.55 85.50% Very Satisfactory 6.5
Fidelity 8.74 87.40% Very Satisfactory 3.5
Victory 8.11 81.10% Satisfactory 9.5
Honesty 8.69 86.90% Very Satisfactory 5
Humility 7.63 76.30% Fairly Satisfactory 10
Felicity 9.32 93.20% Outstanding 1
Serenity 9.05 90.50% Outstanding 2
Resiliency 8.74 87.40% Very Satisfactory 3.5
Composite 8.49 84.90% Very Satisfactory -
Mean

Table 2.1 shows the level of earthquake preparedness of Grade 11 students in

Padre Garcia National High School in terms of knowledge after the strategic plan has

been applied. Grade 11 ABM Felicity ranked the highest after getting the average score

of 9.32 and an average percentage score of 93.20%. Meanwhile, Grade 11 ABM Serenity

got the second highest average score of 9.05 and an average percentage score of 90.50%.

These two sections who got the top 2 highest scores were marked with the verbal

interpretation “Outstanding.” Furthermore, Grade 11 HUMSS Fidelity and Grade 11

STEM Resiliency both recorded the third highest score with an average of 8.74 and

87.40% average percentage score. Both of them received a “Very Satisfactory”

manifestation. These sections were the ones who learned the most on the earthquake

preparedness symposium conducted by the researchers.

On the other hand, among the eleven sections, Grade 11 TVL Humility got the

lowest average score with only 7.63 and with the average percentage score of 76.30%.

This section was marked with the verbal interpretation “Fairly Satisfactory.” It was

followed by Grade 11 TVL Victory and Grade 11 HUMSS Charity who garnered an

HUMSS- Recto | 43
average score of 8.11 and an average percentage score of 81.10%. The third spot among

the lowest scores was owned by Grade 11 HUMSS Simplicity who ended up with an

average score of 8.16 and 81.60% average percentage score. These three sections

received a “Satisfactory” manifestation. Despite of getting the lowest scores among all

the sections, their scores are still ideal for they fall on the verbal interpretations “Fairly

Satisfactory” and “Satisfactory.” Meaning to say, their knowledge is already enough to be

considered prepared for an earthquake disaster.

In general, the level of earthquake preparedness of Grade 11 students in Padre

Garcia National High School after applying the strategic plan obtained a composite mean

of 8.49. This is equivalent to 84.90% with the manifestation of “Very Satisfactory.”

Majority of students are already equipped with initial knowledge when it comes to

earthquake preparedness.

3.2 Level of Earthquake Preparedness in terms of Application after the Strategic

Plan has been Applied

This comprises the earthquake preparedness of Grade 11 students in Padre Garcia

National High School in terms of application after conducting the strategic plan. The

researchers get the average score of the students on the three phases of the post-

earthquake drill with their corresponding verbal interpretations. They also ranked them

from the phase with the highest score up to the phase who got the lowest score.

Table 2.2
Level of Earthquake Preparedness in terms of Application after the Strategic Plan
has been applied

Phase of Assessment Verbal Rank

Earthquake Drill Interpretation

HUMSS- Recto | 44
 Before the Drill 3.60 Excellent 1
During the Drill 3.50 Excellent 2
After the Drill 2.60 Good 3
Composite Mean 3.25 Good -

Table 2.2 shows the level of earthquake preparedness of Grade 11 students in

Padre Garcia National High School in terms of application after the strategic plan has

been applied. After assessing the post- earthquake drill, the students got the highest score

on the phase “Before the Drill.” As administered by Municipal Disaster Risk Reduction

and Management Officer, Ms. Vea Majella Generoso, it has been observed that 100% of

the classrooms have at least one teacher, 90% of the teachers checked the class

attendance, 90% of current class lists are stored in a safe, easily accessible place, 90% of

the classroom emergency kits are kept in a safe, accessible place probably near the door

and 100% of the corridors and stairways were free from being blocked. This phase of the

post-earthquake drill garnered an average score of 3.60 or with “Excellent”

manifestation. These findings show that students and teachers maintained and even

improved their good level of compliance on the safety measures before the earthquake

drill.

Meanwhile, the scores of students on the phase “After the Drill” of the pre-

earthquake drill was recorded as the lowest. With the above- mentioned administration, it

has been observed that 100% of the students are tracking and listening to the teachers for

instructions, 90% of teachers were able to account all students under his/ her care, 80% of

teachers reported the class attendance to the drill administrator in less than 3 minutes, less

than 80% of the classrooms were checked by the maintenance staff and 90% of students

maintain proper behavior while going back on their classrooms. This phase of the pre-

HUMSS- Recto | 45
earthquake drill got an average score of 2.60 with the verbal interpretation of “Good.”

These results show that after conducting the earthquake preparedness symposium,

students are still not aware with the proper behavior and prescribed actions after the

occurrence of an earthquake disaster.

In general, the level of earthquake preparedness of Grade 11 students in Padre

Garcia National High School in terms of application after applying the strategic plan

obtained a composite mean of 3.25 with the verbal interpretation “Good.” Majority of

students already know how to execute the safety measures before, during and after an

earthquake. They are already prepared for the disaster and their lives would no longer be

at sake once an actual earthquake happens.

4. Significant difference between the earthquake preparedness level of students

before and after doing the strategy

This comprises the significant difference between the earthquake preparedness

level of students before and after doing the strategy, both in terms of knowledge and

application. T- test was used to investigate whether there is a significant difference

between the scores of students on the pretest and posttest as well as on their grades on the

pre- earthquake drill and post- earthquake drill. Tables were shown showing the

computed T- value and P- value together with the decision and corresponding

interpretation.

HUMSS- Recto | 46
4.1 Significant Difference on the Level of Earthquake Preparedness of Grade 11

Students in Padre Garcia National High School in terms of Knowledge Before and

After Conducting the Proposed Strategy

The level of earthquake preparedness of Grade 11 students in Padre Garcia

National High School in terms of knowledge before implementing the strategic plan

obtained a composite mean of 5.52. Meanwhile, after conducting the proposed strategy,

their level of earthquake preparedness increased and the obtained composite mean

became 8.49. The significant difference on the students’ level of earthquake preparedness

in terms of knowledge before and after conducting the proposed strategy was then tested.

Table 3.1
Significant Difference on the Level of Earthquake Preparedness of Grade 11
Students in Padre Garcia National High School in terms of Knowledge Before and
After Conducting the Proposed Strategy

Indicator Tc P-Value Decision on Interpretation

M0
Pre- and Post- 26.14 < .00001 Accept Significant

earthquake drill

Table 3.1 shows the significant difference on the level of earthquake preparedness

of Grade 11 students in Padre Garcia National High School in terms of knowledge before

and after conducting the proposed strategy. With the scores obtained by the students on

the pretest and posttest, the computed T- value is 26.14 and the P- value is < .00001. The

result is significant at p < .05 so there is a significant difference on the level of

earthquake preparedness of Grade 11 students in terms of knowledge before and after

conducting the proposed strategy.

HUMSS- Recto | 47
4.2 Significant Difference on the Level of Earthquake Preparedness of Grade 11

Students in Padre Garcia National High School in terms of Application Before and

After Conducting the Proposed Strategy

The level of earthquake preparedness of Grade 11 students in Padre Garcia

National High School in terms of application before implementing the strategic plan

obtained a composite mean of 2.47. Meanwhile, after conducting the proposed strategy,

their level of earthquake preparedness increased and the obtained composite mean

became 3.25. The significant difference on the students’ level of earthquake preparedness

in terms of application before and after conducting the proposed strategy was then tested.

Table 3.2
Significant Difference on the Level of Earthquake Preparedness of Grade 11
Students in Padre Garcia National High School in terms of Application Before and
After Conducting the Proposed Strategy

Indicator Tc P-Value Decision on Interpretation

M0
Pre- and Post- 2.91 0.002002 Accept Significant

earthquake drill

Table 3.2 shows the significant difference on the level of earthquake preparedness

of Grade 11 students in Padre Garcia National High School in terms of application before

and after conducting the proposed strategy. With the scores obtained by the students on

the pre- earthquake drill and post- earthquake drill,, the computed T- value is 2.91 and the

P- value is 0.002002. The result is significant at p < .05 so there is a significant difference

on the level of earthquake preparedness of Grade 11 students in terms of application

before and after conducting the proposed strategy.

HUMSS- Recto | 48
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter discusses the summary of the study, conclusion as well as the

recommendation that the researchers sees fit based on the findings.

HUMSS- Recto | 49
Summary

This study aims to assess the effectiveness of preparedness symposium in

increasing the disaster readiness, particularly the Grade 11 students of Padre Garcia

National High School.

Specifically, this seeks to answer the following questions:

1. What is the earthquake preparedness level of Grade 11 students in Padre

Garcia National High School?

2. What strategic plan may be developed to increase the earthquake preparedness

level of students?

3. What is the earthquake preparedness level of Grade 11 students after the

strategic plan has been applied?

4. Is there any significant difference between the earthquake preparedness level

of students before and after doing the strategy?

The researchers used quantitative approach to fulfil the objectives of the study. In

addition, the researchers used quasi- experimental and descriptive as the research designs

because it used observation and it identified the significant difference between the level

of earthquake preparedness of Grade 11 students before and after doing the strategy.

The focus of the study revolved around the Grade 11 students of Padre Garcia

National High School. Two hundred eleven (211) student respondents were chosen using

simple random sampling method to assess the effectiveness of conducting symposium in

increasing the school’s earthquake preparedness level.

HUMSS- Recto | 50
 To collect the significant information regarding the earthquake preparedness level

of Grade 11 students in Padre Garcia National High School, the researchers utilized

pretest and posttest questionnaire and Earthquake Drill Rubrics in the data accumulation.

The pretest and posttest questionnaires constructed by the researchers assessed the

student’s knowledge on earthquake preparedness. Moreover, the researchers also made an

Earthquake Drill Rubric to test the earthquake preparedness level of students in terms of

application. Pre- earthquake drill and post- earthquake drill were conducted.

After collecting the data needed, the researchers tabulated and analyzed in

accordance with the objectives of the study. The gathered data were studied and

interpreted using the following statistical tools: ranking, mean, composite mean, and t-

test.

Summary of Findings

After tabulating the data, statistically treated, analyze and interpreted, this study

revealed the following findings:

1. Level of earthquake preparedness of Grade 11 students in Padre Garcia National

High School

1.1 Level of earthquake preparedness in terms of knowledge. The level of

earthquake preparedness of Grade 11 students in Padre Garcia National High School

obtained a composite mean of 5.52. This is equivalent to 55.20% with the manifestation

of “Did not meet expectations.” Majority of students are aware with the basic information

with regards to an earthquake disaster.

HUMSS- Recto | 51
 1.2 Level of earthquake preparedness in terms of application. The level of

earthquake preparedness of Grade 11 students in Padre Garcia National High School in

terms of application obtained a composite mean of 2.47 with the verbal interpretation

“Satisfactory.” Students are already aware with what to do as well as with the things to

prepare before an earthquake.

2. Strategic plan that may increase the level of earthquake preparedness of the

students

The researchers of the present study eye to conduct an earthquake preparedness

symposium which aims to provide students with initial knowledge on how to respond to

an actual earthquake disaster. The earthquake preparedness symposium proposed by the

researchers will not just be a mere talk about earthquake- related knowledge but a

combination of discussion and application of knowledge into action.

3. Level of earthquake preparedness of Grade 11 students in Padre Garcia National

High School after the strategic plan has been Applied

3.1 Level of earthquake preparedness in terms of knowledge. The level of

earthquake preparedness of Grade 11 students in Padre Garcia National High School after

applying the strategic plan obtained a composite mean of 8.49. This is equivalent to

84.90% with the manifestation of “Very Satisfactory.” Majority of students are already

equipped with initial knowledge when it comes to earthquake preparedness.

3.2 Level of earthquake preparedness in terms of application. The level of

earthquake preparedness of Grade 11 students in Padre Garcia National High School in

terms of application after applying the strategic plan obtained a composite mean of 3.25

HUMSS- Recto | 52
with the verbal interpretation “Good.” Majority of students already know how to execute

the safety measures before, during and after an earthquake.

4. Significant difference between the level of earthquake preparedness of students

before and after doing the strategy

4.1 Significant difference on the level of earthquake preparedness in terms of

knowledge. With the scores obtained by the students on the pretest and posttest, the

computed T- value is 26.14 and the P- value is < .00001. The result is significant at p < .

05 so there is a significant difference on the level of earthquake preparedness of Grade 11

students in terms of knowledge before and after conducting the proposed strategy.

4.2 Significant difference on the level of earthquake preparedness in terms of

application. With the scores obtained by the students on the pre- earthquake drill and

post- earthquake drill,, the computed T- value is 2.91 and the P- value is 0.002002. The

result is significant at p < .05 so there is a significant difference on the level of

earthquake preparedness of Grade 11 students in terms of application before and after

conducting the proposed strategy.

Conclusions

Based on the findings, the following conclusions were drawn.

1. After taking the pretest evaluation and pre- earthquake drill, the researchers concluded

that the levels of earthquake preparedness of Grade 11 students in Padre Garcia National

High School were low both in terms of knowledge and application which fall on the

verbal interpretations “Did not meet expectations” and “Satisfactory” respectively.

HUMSS- Recto | 53
Therefore, the students need to undergo a strategic plan that may increase their level of

earthquake preparedness.

2. The strategic plan proposed by the researchers which is the earthquake preparedness

symposium is effective in increasing the earthquake preparedness level of Grade 11

students in Padre Garcia National High School both in terms of knowledge and

application due to its good result on the posttest evaluation and post- earthquake drill.

3. After taking the posttest evaluation and post- earthquake drill, the researchers

concluded that the levels of earthquake preparedness of Grade 11 students in Padre

Garcia National High School were high both in terms of knowledge and application

which fell on “Very Satisfactory” and “Good” manifestations respectively. They were

improved through the earthquake preparedness symposium conducted by the researchers.

4. After accumulating the results from the pretest and posttest evaluation as well as on the

pre- earthquake drill and post- earthquake drill, the researchers concluded that there were

significant differences between the level of earthquake preparedness of Grade 11 students

in Padre Garcia National High School both in terms of knowledge and application before

and after doing the proposed strategy.

Recommendations

Based on the findings and conclusions, the following are hereby recommended:

1. Proven its effectiveness, the school may regularly conduct earthquake preparedness

symposium at least once or twice every school year. The school may also eye on

providing each building inside the campus with specialized earthquake siren/ bell for

better warning dissemination in case of an earthquake. In addition, aside from the general

HUMSS- Recto | 54
school disaster organization or the SDRRM Club, the school may create other

organizations which will focus mainly on earthquake preparedness. Moreover, they may

also assign designated maintenance staffs who would inspect each buildings after the

shaking to ensure the safety of students as they go back to their classrooms.

2. Teachers may integrate lessons about earthquake preparedness on their classroom

discussions. Class advisers may also conduct classroom- based earthquake drills that

would let students to regularly practice the proper responses to an earthquake.

3. Students may participate on different earthquake preparedness programs which will

further enrich their knowledge about disaster readiness. They may also take school

earthquake drills seriously so that they will be fully- prepared for the occurrence of an

earthquake. Furthermore, they may extend the practice of earthquake preparedness on

their homes by educating their family members with the knowledge they have learned in

school.

4. Fire usually occurs after an earthquake. With this, future researchers may conduct a

study about increasing the level of students’ preparedness when it comes to fire.

BIBLIOGRAPHY

HUMSS- Recto | 55
Akumu. (2013). Disaster Awareness and Preparedness of Secondary Schools in Homa
Bay Country, Kenya. Retrieved from

[Link]
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Anees, e. (2017). A Study on Disaster Awareness and Preparedness Among College

Students in District Ganderbal of Kashmir Valley. Retrieved from

[Link]
reness_And_Preparedness_Among_College_Students_In_District_Ganderbal_of_
Kashmir_Valley/download

Capili, e. (2018). Disaster Preparedness Knowledge and Action: Population

Development Perspective. Retrieved from

[Link]

Corpuz. (2014). Disaster Risk Management Practices and Readiness for Disasters
Among Selected Schools in Biñan City, Laguna. Retrieved from

[Link]
%20Araceli%20C/DISASTER%20RISK%20MANAGEMENT%20PRACTICES
%20AND%[Link]

Johnson. (2013). An Impact Evaluation of ShakeOut, an Earthquake and Tsunami Drill

in Two Coastal Washinton State School Districts. Retrieved from

[Link]
%20and%20Social%20Sciences/Psychology/Disasters/pubs/GNS/2013/SR_2013-
[Link]?7894EAE8E86BC9773778B9F1C3E4ED31

Jurilla. (2016). A Case Analysis of Disaster Risk Reduction Preparedness of Iloilo

Province: Basis for A Comprehensive Intervention Program. Retrieved from

[Link]

HUMSS- Recto | 56
Mamogale. (2011). Assessing Disaster Preparedness of Learners and Educators in
Soshanguve North Schools. Retrieved from

[Link]
and-education-centre-for-africa-(dimtec)-documents/dissertations/[Link]?
sfvrsn=aefef821_2

Mamon, e. (2017). Disaster Risk Reduction Knowledge of Grade 11 Students: Impact of

Senior High School Disaster Education in the Philippines. Retrieved from

[Link]
issn=23479019;year=2017;volume=5;issue=3;spage=69;epage=74;aulast=Catedra
l

Sales. (2018). Retrieved from

[Link]
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ndary_Schools_in_Buenavista_Bohol_Philippines/link/5bb8dadc92851c7fde2fa8
64/download

Ziauddin. (2016). A Study on Earthquake Preparedness in Schools in Dhaka North City

Corporation. Retrieved from

[Link]/xmlui/bitstream/handle/10361/7850/15168006_PPDM.pdf?
sequence=1&isAllowed=y

HUMSS- Recto | 57
Curriculum
Vitae

HUMSS- Recto | 58
A. Personal Information

Name: Kenneth A. Mangundayao

Birthday: January 15, 2002

Sex: Male

Address: Payapa, Padre Garcia, Batangas

Civil Status: Single

Parents: Christopher Q. Mangundayao

Elenita A. Mangundayao

B. Educational Attainment

Elementary: Payapa Elementary School

Payapa, Padre Garcia, Batangas

2013- 2014

Junior High School: Padre Garcia National High School

Poblacion, Padre Garcia, Batangas

2017- 2018

Track & Strand: Academic

Humanities & Social Sciences

HUMSS- Recto | 59
A. Personal Information

Name: Nica M. De Castro

Birthday: August 1, 2002

Sex: Female

Address: Banay- Banay, Padre Garcia,

Batangas

Civil Status: Single

Parents: Ronald B. De Castro

Maricel M. De Castro

B. Educational Attainment

Elementary: Banay- Banay Elementary School

Banay- Banay, Padre Garcia, Batangas

2013- 2014

Junior High School: Pinagkawitan Integrated National High School

Pinagkawitan, Lipa City, Batangas

2017- 2018

Track & Strand: Academic

Humanities & Social Sciences

A. Personal Information

HUMSS- Recto | 60
 Name: Kate Nicole E. Figurasin

Birthday: October 5, 2001

Sex: Female

Address: Pansol, Padre Garcia, Batangas

Civil Status: Single

Parents: Richard F. Figurasin

Monien E. Figurasin

B. Educational Attainment

Elementary: Bawi Elementary School

Bawi, Padre Garcia, Batangas

2013- 2014

Junior High School: Pansol Integrated National High School

Pansol, Padre Garcia, Batangas

2017- 2018

Track & Strand: Academic

Humanities & Social Sciences

A. Personal Information

HUMSS- Recto | 61
 Name: Nicole M. Orense

Birthday: May 30, 2002

Sex: Female

Address: Cawongan, Padre Garcia, Batangas

Civil Status: Single

Parents: Nelson M. Orense

Marieta M. Orense

B. Educational Attainment

Elementary: Cawongan Elementary School

Cawongan, Padre Garcia, Batangas

2013- 2014

Junior High School: Padre Garcia National High School

Poblacion, Padre Garcia, Batangas

2017- 2018

Track & Strand: Academic

Humanities & Social Sciences

HUMSS- Recto | 62
Appendices

HUMSS- Recto | 63
 Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Batangas
District of Padre Garcia

PADRE GARCIA NATIONAL HIGH SCHOOL

Poblacion, Padre Garcia, Batangas

MRS. MARIVIC M. DIMACULANGAN

Principal IV
Padre Garcia National High School
Poblacion, Padre Garcia, Batangas

Dear Ma’am;

Greetings of peace!
We, the undersigned researchers from Grade 12 HUMSS- Recto are presently conducting
a study entitled “Effectiveness of Preparedness Symposium in Increasing the Earthquake
Preparedness Level of Grade- 11 Students in Padre Garcia National High School” as part of our
requirements for Practical Research 2.
In this regard, the undersigned request the approval of your good office to allow us to
conduct an Earthquake Preparedness Symposium on August 13, 2019 at 8:00 in the morning to be
participated by Grade-11 students and teachers.
Thank you very much for your favorable approval.

Respectfully yours,

KENNETH A. MANGUNDAYAO NICA M. DE CASTRO

KATE NICOLE E. FIGURASIN NICOLE M. ORENSE

Researchers

Recommending Approval:

MAE KRISTINE M. PANOPIO

Subject Teacher

Approved/ Disapproved

MARIVIC M. DIMACULANGAN
Principal IV

HUMSS- Recto | 64
 Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Batangas
District of Padre Garcia

PADRE GARCIA NATIONAL HIGH SCHOOL

Poblacion, Padre Garcia, Batangas

MRS. MARIVIC M. DIMACULANGAN

Principal IV
Padre Garcia National High School
Poblacion, Padre Garcia, Batangas

Dear Ma’am;

Greetings of peace!
We, the undersigned researchers from Grade 12 HUMSS- Recto are presently conducting
a study with entitled “Effectiveness of Preparedness Symposium in Increasing the Earthquake
Preparedness Level of Grade- 11 Students in Padre Garcia National High School” as part of our
requirements for Practical Research 2.
In this regard, the undersigned are humbly requesting from your office the permission to
conduct pretest and posttest and observation among the selected students without hampering their
classes. Rest assured that the procedure will be done for research purposes only.
We are looking forward to your positive response on this matter.

Respectfully yours,

KENNETH A. MANGUNDAYAO NICA M. DE CASTRO

KATE NICOLE E. FIGURASIN NICOLE M. ORENSE

Researchers

Recommending Approval:

MAE KRISTINE M. PANOPIO

Subject Teacher

Approved/ Disapproved

MARIVIC M. DIMACULANGAN
Principal IV

HUMSS- Recto | 65
 Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Batangas
District of Padre Garcia

PADRE GARCIA NATIONAL HIGH SCHOOL

Poblacion, Padre Garcia, Batangas

MRS. ABUEL C. MENDOZA

Department Head
MDRRMO Padre Garcia

Dear Ma’am;

Greetings of peace!

We, the undersigned researchers, are having a study entitled “Effectiveness of Preparedness
Symposium in Increasing the Earthquake Preparedness Level of Grade 11 Students in PGNHS.” As
advocates of safety, we hope to invite you to be our guest speaker during the Earthquake Preparedness
Symposium that we will be conducting tomorrow, August 14, at Padre Garcia National High School
Gymnasium, 8:00 AM. We appreciate it if you could discuss the tips on how students should response
to an actual earthquake in case it happens while they are inside the school.

We hope you will be able to fit this event in your busy schedule. The participants and
organizers will benefit a lot from your expertise on the topic.

Thank you and more power.

Respectfully yours,

KENNETH A. MANGUNDAYAO NICA M. DE CASTRO

KATE NICOLE E. FIGURASIN NICOLE M. ORENSE

Researchers

Noted by:

MAE KRISTINE M. PANOPIO

Subject Teacher

Approved by:

MARIVIC M. DIMACULANGAN
Principal IV

HUMSS- Recto | 66
 Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Batangas
District of Padre Garcia

PADRE GARCIA NATIONAL HIGH SCHOOL

Poblacion, Padre Garcia, Batangas

Dear Ma’am/ Sir;

Greetings of peace!
We, the undersigned researchers from Grade 12 HUMSS- Recto are presently conducting
a study entitled “Effectiveness of Preparedness Symposium in Increasing the Earthquake
Preparedness Level of Grade- 11 Students in Padre Garcia National High School” as part of our
requirements for Practical Research 2.
In this regard, the undersigned are humbly asking for your help in allowing your students
to be part of our respondents who will play an important role in our data gathering process. Rest
assured that the procedure will be done for research purposes only.
We are looking forward to your positive response on this matter.

Respectfully yours,

KENNETH A. MANGUNDAYAO NICA M. DE CASTRO

KATE NICOLE E. FIGURASIN NICOLE M. ORENSE

Researchers

MAE KRISTINE M. PANOPIO

Subject Teacher

HUMSS- Recto | 67
 Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Batangas
District of Padre Garcia

PADRE GARCIA NATIONAL HIGH SCHOOL

Poblacion, Padre Garcia, Batangas

Dear respondents,

Greetings of peace!
We, the undersigned researchers from Grade 12 HUMSS- Recto are presently conducting
a study entitled “Effectiveness of Preparedness Symposium in Increasing the Earthquake
Preparedness Level of Grade- 11 Students in Padre Garcia National High School” as part of our
requirements for Practical Research 2.
In this regard, the undersigned are humbly asking for your time and help in answering
pretest and posttest questionnaires as our major data gathering method. Rest assured that the
information you will provide will be treated with utmost confidentiality and will be used for
research purposes only.
We are looking forward to your positive response on this matter.

Respectfully yours,

KENNETH A. MANGUNDAYAO NICA M. DE CASTRO

KATE NICOLE E. FIGURASIN NICOLE M. ORENSE

Researchers

MAE KRISTINE M. PANOPIO

Subject Teacher

HUMSS- Recto | 68
Name (optional) : ______________________________ Section: _________________

PRETEST/ POSTTEST ON EARTHQUAKE PREPAREDNESS

DIRECTION: This questionnaire aims to measure the earthquake preparedness level of Grade 11
students and teachers in Padre Garcia National High School. It contains questions about the basic
knowledge on how to respond to an actual earthquake in case it happens while students and teachers
are inside the school. Encircle the letter of your answer.

1. What protocol should be followed during the occurrence of an earthquake?

A. Drive, Cover, Hold C. Drop, Cover, Run
B. Drop, Cover, Hold on D. Drive, Cover, Shout

2. During an earthquake drill, the 1-minute siren/bell signifies __________.

A. 1 minute of aftershocks C. 1 minute of strong shaking
B. 1 minute of preparation for the drill D. 1 minute of going outside the
classroom

3. To ensure your safety during an earthquake, what part of your body should be your top priority to
be covered by your arms?
A. face and head C. waist and shoulders
B. arms and legs D. neck and back

4. When should you go outside your classroom?

A. after the headcount C. after the 1-minute bell
B. after the earthquake announcement D. after the 15-second siren

5. What is the most common hazard after an earthquake?

A. tsunami C. typhoon
B. sewer back-up D. fire

6. When earthquake strikes while you are inside the classroom, the safest place to be is __________.
A. inside the comfort room C. under a sturdy piece of furniture
B. in the doorway D. behind the curtain

7. If you are outside the classroom during an earthquake, you should seek shelter in __________.
A. the school’s gymnasium C. the school’s canteen
B. an open space D. a garden

8. Which of the following actions should not be done during an earthquake?

A. Watch out for falling objects or debris.
B. Do not use anything electrical near potential gas leaks.
C. Stay away from windows or any other glass objects that could shatter.
D. Remain standing while the earthquake is ongoing.

9. If one of your classmates got some bleedings after the earthquake, what should you do?
A. Begin CPR (cardiopulmonary resuscitation). C. Do not move the person.
B. Put direct pressure on the wound. D. Administer rescue breathing.

HUMSS- Recto | 69
10. In case of fire during an earthquake, what type of fire extinguisher should you use?
A. Type A-B-C C. Type A
B. Type C D. Type A-B

HUMSS- Recto | 70
HUMSS- Recto | 71
HUMSS- Recto | 72
HUMSS- Recto | 73
NARRATIVE PICTURES OF PREPAREDNESS SYMPOSIUM

HUMSS- Recto | 74