Redeemed in Christ School

265 C.M. Recto St., Parang Marikina City

Tel. No. 933-17-07 / 949-70-65 Email: [email protected]

THE EFFECTS OF NATURAL DISASTERS TO THE

GRADE 10 STUDENT OF RICS A.Y. 2021-2022
IN THEIR ACADEMIC STATUS

A Research Paper
Presented to
The English Project
Redeemed in Christ School

In partial fulfillment of the requirements for the Subject

English 10 (Research Paper)

Maribeth S. Tamayo
Jhuztine Faith M. Dalangin
Jherson Nasty L. Badaran
Justin Allen A. Balbalosa
Sunshine Lorraine V. Golez
Max S. Molina
May, 2022
 ABSTRACT

This study attempts to investigate the effects of natural disasters to the Grade 10 students

in their academic status. This study also wants to know how to prevent and help the students who

are being affected whenever there is a natural disaster.

This study utilized quantitative research design since this paper seek to determine the

number of factors of natural disaster to their academic status. The researchers used Google

Forms as the questionnaire. The sources of data are Grade 10 Junior High School students of

Redeemed in Christ School. The statistical tools used to treat the data were weighted mean and

percentage. The salient findings of the study are as follows:

The study of Thamtanajit (2020) are related to the recent study because it resulted that

flood, one of the examples of a natural disaster, is one of the factors affecting students’

performances and achievements in school. Most of the respondents are male with a percentage of

52% while female respondents are only 48%. On the other hand, the age of respondents varies.

70% of the respondents are 16 years old. It shows that male students are the most affected than

female students. The stability of the internet during a natural disasters is the most factor of a

natural disaster in affecting the students’ academic status.. In addition, the stability of

electricity, the performance in school, habitat or property damage, the usage of gadgets, and

health are one of the factors too. On the other hand, having mental disorders like post-

traumatic stress disorder (PTSD), stress or anxiety, the appearance of flood in their house,

financially unstable to recover from the effects, and difficulty sleeping or concentrating do not

affect their studies at all. It results that most of the Grade 10 student of Redeemed In Christ

2
School are affected due to a natural disaster in terms of their academic status. However, they

are able to recover immediately from it.

ACKNOWLEDGEMENT
The researchers would like to extend our deepest gratitude to Ms. Christine Malubay and

Ms. Honey Joy Aves in giving and providing us knowledge in constructing this paper. We truly

treasure the time and effort you gave in checking and monitoring our papers. In addition, thank

you for giving us some tips in correcting our grammar, sentence structure, and syntax. We cannot

express our thoughts and put it in our papers without the help of our adviser.

To our school's principal Mr. Audre John C. Provido, thank you for letting us to conduct

our research. In this way, we can help other students, parents, teachers, and the school to become

more aware of the effects of natural disasters.

Finally, thank you to the researchers of Nuestra Señora De Guia Academy of Marikina

for serving their research paper as a guide in making our research paper more comprehensive and

reliable. Thank you for your hard works and for being a great model to us and the future

researchers.

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 TABLE OF CONTENT

PRELIMINARIES

 Abstract 2

 Acknowledgement 3

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

 Background of the study 6

 Statement of the Problem 7

 Significance of the study 8

 Scope and Delimitation 9

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

 Synthesis 12

 Conceptual Framework 13

 Theoretical Framework 14

 Research Hypothesis 15

 Definition of Terms 15

CHAPTER III: RESEARCH METHODOLOGY

 Research Design 17

 Respondents of the Study 17

 Instrument of the Study 18

 Data Gathering Procedure 18

 Statistical Treatment 19

4
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION 21

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

 Summary 24

 Conclusion 25

 Recommendation 26

SUPPLEMENTARY

 Letter of Consent 28

 Curriculum Vitae 30

ADDITION

 References 27

 Q&A Portion of the Researchers 36

5
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction and background of the study, statement of the

problem, significance of the study, conceptual framework, scope and delimitation of the study,

significance of the study, null hypothesis and definition of terms.

Background of the Study

The impact of natural disasters in the students’ academic status has left a significant amount

of economic damages and deaths. In addition to it, the pandemic hits the country thoroughly most

especially when it comes to the sector of education. Because of the new normal, the government

did not allow the face to face learning and proposed modular and online or virtual learning for the

students instead. These are kind of school systems concerned with the sensitivity of the

contemporaneous and disproportionate effects for poor households because of the events of natural

disasters in the country.

According to the study of Lois Onigbinde (2018) entitled "The Impacts of Natural Disasters

on Educational Attainment: Cross-Country Evidence from Macro Data", the researcher found out

that the resulting outcomes of these natural disaster effects such as temporary poor health and child

malnutrition, unavailability of school resources, among many other factors, all degenerate the

processes of human capital accumulation. The essence of this study is to identify the effects of

natural disaster effects to Grade 10 Junior High School of RICS and to prevent and lessen the

affected students in the future.

6
 The difficulties in making a research paper are a lack of knowledge, by gaining information

to the researcher, how the researcher is dealing with it, and finding the reliable sources. However,

this is beneficial for the students who are facing natural disaster that affects their academic status,

aiming to help students to continue academic studies by dealing with dilemma. The purposes of

the study are to recognize the difficulties and effects to the students, activities that will resolve,

and avoid natural disasters that prevent students in studying, and to decrease the number of

percentages of those affected by natural disasters.

Statement of the Problem

This study aims to identify the effects of natural disasters to the Grade 10 students of RICS

A.Y. 2021-2022 in their academic status. Specifically, it sought to answer the following questions:

1) What is the main profile of the selected Grade 10 Junior High school students A.Y 2021-2022

in terms of:

A. Gender

B. Age

2) What is the number of students that are affected in their academic status due to a natural

disaster?

3) What is the number of students that can recover immediately after a natural disaster?

4) What are the factors of a natural disaster that affects the academic status of the Grade 10

students of RICS?

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Significance of the Study

Identifying the dangers and vulnerabilities of local schools will be greatly aided by

determining the effects of natural catastrophes on academic status. It establishes the groundwork

for future catastrophe preparedness and mitigation efforts. As a result, this research is significant

in terms of its potential impact to student well-being.

Specifically, this study is significant to the following:

To the students, reading about natural disasters helps students improve their scientific

skills by teaching them how natural disasters happen and how scientists study them.

Simultaneously, kids gain an understanding of engineering and technology concepts as they

investigate how professionals design new technologies and make plans to help foresee and reduce

the effects of future disasters. Students gain from extending their STEM knowledge while also

learning about what it means to be a responsible global citizen.

To the parents, they will be able to understand and be informed of this type of problem.

They will also know the reasons why students aren't doing well in school.

To the teachers and school administrators, they will learn about the underlying causes

of vulnerability to hazards as well as the characteristics of such dangers. It assists us in identifying

and mapping local capacities to deal with these risks.

8
 To the future researchers, this research will be used as a reference for future academics

looking into the effects of natural disasters on student academic status.

Scope and Delimitation

This study is a quantitative research which designed to determine the effects of natural

disasters in students’ academic status. This study will focus on the students of Redeemed In Christ

School and their thoughts about the effects of natural disaster in their academic status. The

researchers will use random sampling wherein there are twenty-three (23) respondents; eleven (11)

girls and twelve (12) boys. The researchers will conduct an online survey and the instrument that

will be used is in the form of questionnaire approved by the adviser and administration.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies, the different theories, and synthesis that

are related to the present study.

Student Achievements

As stated by Thamtanajit (2020) in his study entitled “The Impact of Natural Disaster on

Student Achievement: Evidence From Severe Floods in Thailand” that the variation in the

impact of the severe flooding in Thailand allows him to estimate the impact of the severe

flooding, a proxy for student academic achievement. The estimates suggest that flood had a

negative and significant effect on all test scores for Grade 6, except for social studies. For Grade

9 and 10, the flood had a negative and significant effect on all test scores. But, for Grade 12, the

flood had no negative and significant effect on all test scores, except for social studies. The result

in test score as a result in the flood range from 0.03 to 0.11 standard deviations, depending on the

subject and level.

Depression and PTSD

Another study administered by Nolen-Hoeksema, S., & Morrow, J. (1991) in their study

entitled “A prospective study of depression and posttraumatic stress symptoms after a natural

disaster: The 1989 Loma Prieta earthquake” that regression analyses showed that students who,

before the earthquake, already had elevated levels of depression and stress symptoms. Students

who were exposed to more dangerous or difficult circumstances because of the earthquake also

had elevated symptom levels days after the earthquake. Similarly, students during the 10 days

10
after the earthquake, had ruminations about the earthquake were still more likely to have high

levels of depression and stress symptoms 7 weeks after the earthquake.

Drop outs

An article by Di Pietro (2017) entitled “The academic impact of natural disasters:

evidence from L’Aquila earthquake” indicate that natural disasters from empirical results

reduced the students’ probability of graduating on-time and slightly increased students’

probability of dropping out. While post-disaster measures, like fast re-establishment of education

activities in temporary locations, are likely to have mitigated the effects of this event, disruptions

in the learning environment, and the mental trauma suffered by students in the aftermath of the

earthquake may have worsened their academic performance.

Infectious disease outbreak

A study affiliated with the Global Risk Forum GRF Davos (2018) entitled “International

Journal of Disaster Risk Reduction”, was conducted to review the eight major natural disasters in

Indonesia that were followed by outbreaks of infectious disease. Water-borne and air-borne

infectious diseases were the most common illnesses following the eight major natural disasters as

a result of aftereffects. Results emphasize the importance of integrated health education in

schools and community-based disaster risk reduction (DRR) plans, including information

dissemination, to create resilient communities.

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Pandemic and Mental Health

As stated by Cueto and Agaton (2021) in their study entitled “Pandemic and Typhoon:

Positive Impacts of a Double Disaster on Mental Health of Female Students in the Philippines”

that the results showed that the occurrence of natural disasters during the lockdowns from

COVID-19 pandemic brought stress to students in adjusting to distance education, completing

academic requirements, and accessing technology for online learning. The findings of this study

would be instrumental in formulating policies and strategic measures that best complement the

needs of community members during a double disaster, particularly in addressing the mental

health impacts of humanitarian emergencies.

Synthesis

All of the literature reviewed by the researchers were relevant in determining the effects

of natural disasters to the Grade 10 students of RICS. All the studies and articles presented are

dealt on the causes of natural disasters in the academic status of the students. The studies of

Thamtanajit (2020), Nolen-Hoeksema, S., & Morrow, J. (1991), and Di Pietro (2017) found out

that natural disasters like severe floods that have a big impact on the student's achievements and

reducing the probability of students graduating on-time and increasing the probability of

dropping out; and an earthquake where depression and PTSD had already elevated on students

before or after the disaster happens. On the other hand, the study that was affiliated with the

Global Risk Forum GRF Davos (2019) discovered that the water-borne and air-bone infectious

diseases outbreak that have taken place after the disaster were the most common illnesses that

affects the academic status of the students. In addition, Cueto and Agaton (2021), that the

students are worried in adjusting to distance education, completing academic requirements, and

12
accessing technology for online learning while facing the occurrence of natural disasters during

the lockdowns from COVID-19 pandemic.

Conceptual Framework

INPUT PROCESS OUTPUT

 Main profile  Online survey  Seek for crisis

1. Gender  Questionnaire counselor and
2. Age therapist, talk to other
3. Role people, and be a
 Grade 10 students disrupt positive thinker
their lives through the
displacements and
destruction of livelihoods
and property
 Grade 10 students’ mental
health problem affects the
most common side effect
of a natural disaster
 Causes of a natural
disaster to Grade 10
students of RICS that can
affect their academic
status

Figure 1. The Schematic Diagram of the Input, Process, and Output of the study

In this conceptual framework, the input is the basic information of the respondents and the

research goal target. After collecting the data by means of an online survey questionnaire, it will

be analyzed and interpreted by the researchers. Seek for crisis counselor and therapist, talk to

other people, and be a positive thinker will be the output of the said study.

13
Theoretical Framework

The many theories linked to the study were discussed in this section of the publication. The

mentioned theories were Disaster Theory and Chaos Theory.

Disaster Theory

This idea aims to explain how natural disasters affect students' academic standing. Many

pupils who are affected by natural disasters experience trauma as a result of the tragedy. Students

may lose desire or reasons to continue learning as a result of natural disasters. Meaning that one

of the most severe consequences of natural disasters is that pupils are less likely to do well in

school because they will be unable to attend school to listen and learn, therefore missing many

lessons.

Chaos Theory

This theory focuses on the many advantages of good disaster management practices. In

fact, chaos theory can be used to effectively manage natural disasters. The theory of chaos

describes how the behavior of humans affects the physical world. In some ways, the social

environment in the region contributes to its development. In the third week of June 2013, sporadic

and unprecedented precipitation caused flash floods and landslides in the Indian Himalayas in

Uttarakhand state. They took everything and caused huge loss of life and property. The main cause

of management inefficiencies was a lack of understanding of nonlinear dynamics and deterministic

chaos in natural phenomena, as well as a rigid approach to management, which led to ineffective

decision-making. “mode binding” approach to decision making. In this paper, catastrophic

14
situations are identified as being caused by deterministic chaotic forces. Some suggestions are

made where chaos theory may be helpful in solving the problem.

Research hypothesis

Ho: The effects level of natural disaster in Grade 10 students’ academic status is low.

Ha: The effects level of natural disaster in Grade 10 students’ academic status is high.

Definition of Terms

For the purpose of clarification, the important terms used in this study have been defined.

The following terms are:

Typhoon. A kind of disaster that have low air pressure, powerful winds, and heavy rain

characterize this intense circular cyclone that forms over warm tropical waters.

Lockdown. A restriction policy for people or community to stay where they are, usually due to

specific risk to themselves or to others.

Outbreak. A sudden rise in the number of cases of a disease that is related to time, place and

observed population.

COVID-19. A disease that originally came from Wuhan China that has killed many people and

afflicted many countries.

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Drop out. A student who withdraw or can’t finish a course of study to pursue or change since

they decided to quit school.

Disease. An illness or sickness with specific, well-defined symptoms that affects a person.

Online class. A new normal that department of education discovered to continue the education

of many students despite of the pandemic.

Earthquake. A sudden and violent shaking of the ground that sometimes causes a great

destruction.

Flood. An overflowing of a large amount of water beyond its normal confines, especially over

what is normally dry land.

Disaster. A sudden event, such as an accident or a natural catastrophe that causes great damage

or loss of life.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of research design, respondents of the study, instruments of the study,

data gathering procedure, and statistical treatment of data.

Research Design

This study will use survey research quantitative design since this paper seeks to determine

the effects of natural disasters to Grade 10 students of RICS A.Y. 2021-2022 in their academic

status. In order to collect the data needed in determining the effects of natural disasters to students’

education in Junior high school, an online survey will use. Due to the pandemic, the researchers

held the survey through Google forms. To obtain the experience of the students nowadays in their

online class and life status, a survey will conduct. The researchers will formulate an informed

consent for the participants for the confidentiality of their responses.

Respondents of the Study

Selected Grade 10 Junior high school students from various sections of Redeemed in Christ

School for the academic year 2021-2022. Twenty-three (23) students will respond. The

respondents were chosen via cluster sampling, and the sample method used was convenience

sampling because the researchers were reliant on the respondents' availability. Each section has

eleven (11) pupils. They were chosen by the researchers because they are the most likely to provide

crucial information.

17
Instruments of the study

The main instrument used to gather the data needed in the study was an online survey.

The instrument will construct by the researchers with the consultation of their research adviser.

Thus, the first draft will be prepared and submitted to their adviser for comments and

suggestions. After incorporating the suggestions of their instruments, the second draft will be

prepared by the researchers for validation purposes. The researchers will prepare twelve (12) sets

of questions and the questions were all close - ended questions.

Data Gathering Procedure

For the gathering, the researchers will request a formal information letter form the school’s

principal of Redeemed in Christ School. Afterwards, the researchers will have a consultation first

to the respective respondents. After the approval of the request, the researchers will start to collect

the data by personally disseminating the link of the Google Form to the respondents. After the

retrieval of data of the respondents, the researchers will tally, tabulate, and will encode the

responses or data for the conclusion and recommendation.

18
Statistical Treatment of the Study

The following are the statistical tools used in this study:

1.) Weighted Mean

This is used to determine the frequency of natural disasters having an academic impact on

students.

2.) Percentage

This will be used to determine the frequency counts and percentages of the respondents'

personal connected variables.

Weighted Mean

Scale Range Visual Interpretation

4 3.50-4.00 Strongly Agree (SA)

3 2.50-3.49 Agree (A)

2 1.50-2.49 Disagree (D)

1 1.00-1.49 Strongly Disagree (SD)

Percentage
𝐹
% = 𝑁 X 100

% is the percentage

F is the frequency

19
N is the total number of respondents

100 is the constant value

20
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter deals with the presentation, analysis, and interpretation of data gather in this

study.

Table 1. The gender profile of the respondents

Sex Number Percentage

Male 12 52%
Female 11 48%
Total: 23 100%

Table 2. The age profile of the respondents

Age Number Percentage

15 3 13%
16 16 70%
17 4 17%
Total: 23 100%

The table reveals that most of the respondents are male with a percentage of 52.2% while

female respondents are only 47.8%. Most of the respondents are 16 years old with a percentage

of 69.6%. While 17.4% of respondents are 17 years old, and 13% are 15 years old.

Table 3. Number of students that are affected their academic status due to natural disaster

Answer Number Percentage

Yes 14 61%
No 9 39%
Total: 23 100%

21
 Table 4. Number of students that can recover immediately after a natural disaster

Answer Number Percentage

Yes 16 70%
No 7 30%
Total: 23 100%

The table reveals that 61% of the selected Grade 10 students of Redeemed in Christ

School’s academic status are affected due to a natural disaster while 70% are able to recover

immediately after a natural disaster despite of all the hindrances and conflicts that have been

encountered in their school year.

Table 5. Respondents’ frequency factors that affect their academic status due to a natural disaster

Statement Verbal interpretation Percentage

1. Affects the stability Strongly agree 49%
of the internet during
a natural disaster
(most commonly:
typhoon or moderate
rain).
2. The appearance of a Disagree 43%
flood in your house.
3. Affects the stability Agree 65%
of electricity during a
natural disaster.
4. After a natural Disagree 57%
disaster, having
mental disorders like
post-traumatic stress
disorder (PTSD),
stress, or anxiety.
5. Affects your Agree 57%
performance in
school such as scores,
trouble learning,
submitting on time,
lower school
attendance, etc.

22
 6. Damages habitat or Agree 35%
property from any
massive or extreme
natural disaster.
7. Affects the usage of Agree 61%
gadgets.
8. Financially unstable Disagree 39.1%
to recover from the
natural disaster.
9. Affects your health Agree 61%
such as fever, cough,
diarrhea, headaches,
etc.
10. Difficulty sleeping or Disagree 44%
concentrating.

It can be gleaned that the stability of the internet during a natural disaster are the greatest

hindrances in affecting their academic status during a natural disaster, wherein 49% respondents

answered “strongly agree”. While the other respondents replied “agree” that the stability of the

electricity, performances in school, habitat or property damage, usage of gadget, and health are

natural disaster’s factors that affect their academic status. Otherwise, the respondents “disagree”

that the appearance of flood in their house, having mental disorders, financially unstable for

recovery, and difficulty sleeping or concentrating are never been the factors in affecting their

academic status due to a natural disaster.

23
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations of the study.

Summary

This study attempts to investigate the effects of natural disasters to the Grade 10 students

in their academic status. This study also wants to know how to prevent and help the students who

are being affected whenever there is a natural disaster.

This study utilized quantitative research design since this paper seek to determine the

number of factors of natural disaster to their academic status. The researchers used Google

Forms as the questionnaire. The sources of data are Grade 10 Junior High School students of

Redeemed in Christ School.

The researcher’s hypothesis is pursued is:

1) The effects level of natural disasters in Grade 10 students’ academic status is high.

The statistical tools to treat the data were weighted mean and percentage. the salient findings

of the study are as follows:

1) The study of Thamtanajit (2020) are related to the recent study because it resulted that

flood, one of the examples of a natural disaster, is one of the factors affecting students’

performances and achievements in school.

24
 2) Most of the respondents are male with a percentage of 52% while female respondents are

only 48%. On the other hand, the age of respondents varies. 70% of the respondents are 16

years old. It shows that male students are the most affected than female students.

3) The stability of the internet during a natural disasters is the most factor of a natural

disaster in affecting the students’ academic status.. In addition, the stability of

electricity, the performance in school, habitat or property damage, the usage of gadgets,

and health are one of the factors too. On the other hand, having mental disorders like

post-traumatic stress disorder (PTSD), stress or anxiety, the appearance of flood in their

house, financially unstable to recover from the effects, and difficulty sleeping or

concentrating do not affect their studies.

4) Most of the Grade 10 student of Redeemed In Christ School are affected due to a natural

disaster in terms of their academic status. However, they are able to recover immediately

from it.

Conclusion

1) Male students have the greater number of being more affected in this dilemma and

experienced more difficulty than female. Most of the respondents are 16 years old.

2) In general, majority of the students’ academic status are affected due to a natural disaster.

3) Majority of the respondents are able to recover immediately after a natural disaster.

4) The stability of the respondents’ internet is affected because of a natural disaster that is

why they are not able to focus on their performances in school.

25
Recommendations

1) If the natural disaster has had a significant impact on a student's academic performance,

he/she should relax and attempt to prevent tension and worry. Make an effort to contact

the school and explain your circumstances.

2) Students should practice self-discipline in protecting the environment.

3) Educate and provide information to staff and parents on how to identify students’

behavioral reactions to traumatic events.

4) Listen and be empathic with students as they discuss their concerns regarding the

hurricane and its impact on their lives.

26
 References

Nolen-Hoeksema, S., & Morrow, J. (1991). A prospective study of depression and

posttraumatic stress symptoms after a natural disaster: The 1989 Loma Prieta earthquake.

Journal of Personality and Social Psychology, 61(1), 115–121.

https://psycnet.apa.org/record/1991-33414-

001?fbclid=IwAR2zExqlK0CghHdSgVZYmxq0K5So-T68xWuZ5SUicFTvdE9ohQW-

QzTBeG8

Giorgio Di Pietro (2018). An article about the academic impact of natural disasters: evidence

from L’Aquila earthquake. Education Economics, Volume 26, 2018 – Issue 1.

https://www.tandfonline.com/doi/abs/10.1080/09645292.2017.1394984?fbclid=IwAR0iK

E9uAiIXDvFWDbyd2TtNceuxf4t1uD167rTP-0kdHfXtVXdKU4kMmHs

Kawin Thamtanajit (2020). The Impacts Of Natural Disaster On Student Achievement:

Evidence From Severe Floods in Thailand. The Journal of Developing Areas, Volume 54,

Number 4, Fall 2020.

https://muse.jhu.edu/article/738666/summary?fbclid=IwAR2yKcHh1cNXtVq6vv9Y47lJi

t1HXLEGrto2Ua6ZSkfeukX6HHqet4fep_M

Global Risk Forum GRF Davos (2018). International Journal of Disaster Risk Reduction.

Volume 29, August 2018, Pages 94-102

https://www.sciencedirect.com/science/article/pii/S2212420917301383?fbclid=IwAR0fD

QJvAg5fojXo_gjchhKtTap4diuKgLD_xN9PYPpseBeXxUCeCug-aUE

27
 Appendices

LETTER OF CONSENT
May 11, 2022
Mr. Audrey John Provido
School Principal
Redeemed In Christ School
C.M. Recto St., Parang, Marikina City

Dear Mr. Provido

Greeting of Peace!

We are the Grade 10 students of Redeemed In Christ School. We are conducting survey as part
of a research study to increase our understanding about THE EFFECTS OF NATURAL
DISASTERS TO THE GRADE 10 STUDENTS OF RICS A.Y. 2021-2022 IN THEIR
ACADEMIC STATUS. As the principal for operations, you are in an ideal position to give us
valuable first – hand information from your own perspective.

The survey takes around 3 – 5 minutes. The data we will gather will remain absolutely
confidential and to be used on academic purposes only. Pseudonyms will be assigned to every
participant to help ensure that personal identifiers are not revealed during the analysis and write
up of findings.

We believe that you are with us in our enthusiasm to finish this study as compliance for our
subject and to develop our well – being. Your participation will be a valuable addition to our
study. We hope for your positive response on this humble matter. If you are willing to participate
please suggest a day and time that suits you and we will do our best to be available. For further
question please contact us at 09564601266.

These are because of the natural disasters that we faced during the school year 2021-2022. Plenty
of students struggled during this time due to the effects of numerous typhoons and other disaster
that damaged countless lines of electricity. These are the reason the students suffer because
electricity is the most essential tool for the students especially during the pandemic.

Thank you very much!

Respectfully yours,
Tamayo, Maribeth S.
Dalangin, Jhuztine Faith M.
Golez, Sunshine Lorraine V.
Molina, Max S.
Badaran, Jherson Nasty L.
Balbalosa, Justin Allen A.
Researchers

28
Noted by:

Ms. Christine Trilles Malubay

RICS Teacher

29
 Maribeth S. Tamayo
193 – A Kaolin St., Twin River Subd., Parang Marikina City
[email protected]
09776762519

CAREER OBJECTIVES
Motivated individual with high level of creativity, imagination, and goal-oriented with the ability
to assess the needs of proposed buildings and users for feasibility of projects. Interested in an
architect position in fast paced organization where excellence is needed.

RELEVANT SKILLS
 Hardworking
 Good in drawing
 Resourceful
 Creative
 Organized

SCHOOLS ATTENDED

Junior High School Blessed Hope Christian Academy

Redeemed in Christ School
Primary Blessed Hope Christian Academy

PERSONAL INFORMATION

Birthday: April 19, 2005

Birthplace: Quezon City
Civil status: Single
Age: 17
Citizenship: Filipino
Language spoken: Tagalog/English
Father’s name: Albert B. Tamayo
Mother’s name: Ailyn S. Tamayo

30
 JHUZTINE FAITH METRIO DALANGIN
Blk 12 Lot 3 Champaca III Brgy. Fortune, Marikina City
[email protected]
09564601266
CAREER OBJECTIVES

To make use of my collecting data skills to achieve goals of our research that focuses on
students’ academic status affecting by natural disasters and how they able to adapt, where I
can utilize my skills and research studies background to the maximum.
RELEVANT SKILLS

 Collecting data skills

 Communicating skills
 Time management
 Focusing on details
 Problem-solving

SCHOOLS ATTENDED

Junior High School Redeemed In Christ School

Primary D.C Integrated School for Early Achievers, Inc.

PERSONAL INFORMATION

Birthday: October 20, 2005

Birthplace: Cavite City
Civil status: Single

Age: 16
Citizenship: Filipino
Language spoken: Tagalog/English
Father’s name: Rodel Dalangin
Mother’s name: Jane Jasmin Dalangin

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 Max S. Molina
Hilltown Residences, St. Bronze. Fortune Marikina City.
[email protected]
09055218958

CAREER OBJECTIVES
To make use of my skills in different fields but mostly for researching and to secure a
reputable company.

RELEVANT SKILLS
- Relevant Skills
- Data Collection
- Report Writing
- Analysis of information
- Interviewing

SCHOOLS ATTENDED

Junior High School Redeemed in Christ School

Primary Redeemed in Christ School

PERSONAL INFORMATION

Birthday: April 12, 2005

Birthplace: Marikina City
Civil status: Single
Age: 17
Citizenship: Filipino
Language spoken: Tagalog/English
Father’s name: Victor A. Molina
Mother’s name: Nimfa S. Molina

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 Sunshine Lorraine V. Golez
41 Morocco St., Nangka Marikina City
[email protected]
09953330644

CAREER OBJECTIVES
To adapt to the working environment and deliver my expertise in the innovative
hospitality skills, while maintaining the integrity and work ethics, thereby keeping up the
reputation of the organization.

RELEVANT SKILLS
 Communication
 Teamwork management
 Language
 Multitasking skills
 Time management

SCHOOLS ATTENDED

Junior High School Blessed Hope Christian Academy

Redeemed in Christ School
Primary Blessed Hope Christian Academy

PERSONAL INFORMATION

Birthday: December 08, 2004

Birthplace: Marikina City
Civil status: Single
Age: 17
Citizenship: Filipino
Language spoken: Tagalog/English
Father’s name: Rudy Golez
Mother’s name: Lholit Golez

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 Q&A Portion of the Researchers

Group 3

“The Effects of Natural Disasters to the Grade 10 Students of RICS A.Y. 2021-2022 in their

Academic Status”

Justin Allen A. Balbalosa

Question #1. What is your research study all about?

Our study talks about the effects of natural disaster to the Grade 10 students of Redeemed in

Christ School A.Y. 2021-2022 in their academic status. We as researchers, decided to take this study

because we are curious to know what happens to the Grade 10 students before, during, and after a

natural disaster. We conducted an online survey through Google Forms in order to know the effects

of a natural disaster to Grade 10 students wherein it could affect their academic status.

Jhuztine Faith M. Dalangin

Question #2. Why is your research significant?

Our research is significant because it helps students experiencing natural disasters, especially

floods, to overcome the problems affecting his or her learning. In particular, by giving them

recommendations regarding our topic. It shows how a student is struggling, bringing the teachers or

principals to think of a solution on how to help the students and what action they will take whenever

this happens. The local government will also know what they need to do, so that they can help

students not to affect their education in every natural disaster they are facing. They can give two

weeks to let the victims recover, especially the flooded areas in Marikina where students' houses are

located.

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Jherson Nasty L. Badaran

Question #3. Why did you choose this research?

We chose this study because this, as students, is our problem. We want to solve and also help

other students. In addition, we are curious to know the percentage of those who are affected. We

chose this research to make the unfamiliar aware. With that, we can study well and have good grades.

Sunshine Lorraine V. Golez

Question #4. What did you find in your research?

From my own point of view, I find this kind of research on how we need to put ourselves

aware first in this kind of misadventure. The particular reason for this kind of circumstance will open

our mind for the exact purpose of this kind of research. Along the lines, it will help us change our

own perspective. This actively demonstrates that reading this research will teach you on how you

survived when the disaster approached. Nevertheless, this research will change, clear and make

ourselves active when this disaster occurs.

Max S. Molina

Question #5. Who will be the most interested in your research?

We feel that other researchers will be interested in our research because they will be able to

learn something new from it, and other natural disaster risk preparedness experts will be able to see

which aspects of our study have an impact on the student's academic standing. Other students with

similar topics to ours will be interested in what we have discovered. Our topic may also pique the

interest of school officers and administrators, since it provides insight into the effects of natural

disasters on pupils.

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