SWIMMING COMPETENCE AND AQUATIC DISASTER PREPAREDNESS OF

BPE STUDENTS IN UNIVERSITY OF MINDANAO

An Undergraduate Thesis Presented to

the Faculty of the College of Teachers Education
University of Mindanao
Matina, Davao City

______________________________________________________________

In Partial Fulfillment of the Requirements

in BPE 413 (Research in School P.E. 2)
2nd Semester, SY 2022-2023

______________________________________________

Depillo, Ria Mae S.

Diamante, Daniel Gabriel B.
Rafols, Shekinah Nissi P.

May, 2023
 ii

ABSTRACT

Water-related disasters, such as flooding, have become increasingly common and

pose a significant threat to human life. Drowning is a leading cause of death in the
Philippines, and flooding is a frequent occurrence in Davao City. Swimming
competence is essential for individuals to be confident in and out of the water, and
it is critical to be prepared for water-related disasters to reduce the risk of drowning.
This study aimed to assess the swimming competence and aquatic disaster
preparedness of Bachelor of Physical Education (BPE) students in the University of
Mindanao. The study used a quantitative research approach, descriptive
correlational design and data were collected from 201 BPE students enrolled.
Researchers employed a modified survey questionnaire for both dependent and
independent variables using a quota sampling technique to determine the
respondents' answers. The result showed that. respondents had high swimming
competence and a high level of aquatic disaster preparedness, indicating
satisfactory performance in these areas. Additionally, the study found a significant
relationship between swimming competence and aquatic disaster preparedness.
This research highlights the importance of swimming competence and aquatic
disaster preparedness in reducing the risk of drowning and mitigating the impact of
water-related disasters.

Keywords: swimming competence, aquatic disaster preparedness, adaptation,

awareness, and risk perception
 iv

TABLE OF CONTENTS

Page

Title Page i
Abstract ii
Approval Sheet iii
Table of Contents iv
List of Tables vi
INTRODUCTION 1
METHOD 4
Research Respondents 5
Materials and Instrument 5
Design and Procedure 6
RESULT AND DISCUSSION 7
Level of Swimming Competence 7
Level of Aquatic Disaster Preparedness 8
Correlation of Swimming Competence and Aquatic
Disaster Preparedness 10

REFERENCES 13
APPENDICES 16
A Thesis/Capstone Title Proposal 17
B Assignment of Research Personnel 19
C Letter to Adviser 20
D Letter to Validators 21
E Letter to Data Analyst/Statistician 23
F Endorsement for Thesis Outline Defense 24
G Letter of Invitation to the Panel Member for
Outline and Final Defense 25
H Questionnaire 29
I Questionnaire Validation Sheets 32
J Sample Tabulation and Computation Data 34
K Endorsement for Thesis Final Defense 38
 v

L Thesis Evaluation Form (Title and Outline) 39

M CTE Research Routing Form 46
N Consent Form for Undergraduate Thesis Utilization 47
O Turnitin Originality Report 49
P Grammarly Report 52
Q Thesis Final Defense Evaluation Form 53
R Senior Research Fee 57
CURRICULUM VITAE
 vi

LIST OF TABLES

Table Page

1 Level of Swimming Competence of BPE Students 8

2 Level of Aquatic Disaster Preparedness of BPE Students 9
3 Correlation of Swimming Competence and Aquatic
Disaster Preparedness 10
 1

INTRODUCTION

Over the past 20 years, water-related dangers have become more frequent

(U.N. World Water Development Report, 2020). Flood-related disasters have

increased by 134% since 2000, while the number and scope of droughts have

increased by 29% (Meteorological Organization, 2021). Thus, between 2006 and

2013, 3276 deaths have been recorded due to drowning in the Philippines

(Guevarra, 2021). In Davao City, flooding is prone in most barangay since it is close

to the Davao River (Miyamoto et al., 2022). The lack of public and staff education

and competence about disaster risks is one of the significant problems associated

with aquatic disaster response. Even the local emergency response workers in their

barangays still had much to learn, especially the different swimming techniques

(Artiaga et al., 2020). Although swimming is included in the Philippines’ curriculum,

it is only considered one of the sports activities, and water safety is not a part of it

(Ravelo, 2022).

Indeed, aquatic disaster preparedness is essential to discuss since it

prepares and ready an individual for unexpected water-related disasters (Ferry,

2017). Furthermore, risks and casualties crucially descend when there is enough

knowledge, awareness, skills, and education regarding a disaster (Safapour &

Kermanshachi, 2019). Knowledge about disaster preparedness can help students

stabilize their mental state regarding disaster; it motivates them to engage in

disaster risk reduction management, handle emergencies confidently, and

understand the consequences of a disaster. Therefore, being knowledgeable and

prepared for disasters can reduce vulnerability (Khorram-Manesh et al., 2018;

Torani et al., 2019).

 2

Similarly, disaster risk reduction is crucial because it eliminates risks

associated with water, where drowning is the leading cause of death (Sindall et al.,

2022). Moreover, one of the ways to reduce drowning is to increase an individual’s

swimming competency level. Swimming-competent people are at less risk of

accidents in the water (Water Safety USA, 2018). In addition, acquiring swimming

skills can expand an individual’s awareness of aquatic threats and hazards since it

combines mind and body ability (Moreno-Murcia & Ruiz-Perez, 2019). Swimming

competency is how an individual can get in and out of the water safely by

possessing fundamental water skills. Furthermore, it is being able to provide

necessary help to those in need or to oneself during water-related situations.

Accordingly, swimming competence encompasses swimming skills and

swimming accessibility. Swimming skills are the ability of an individual to breathe

comfortably in the water, perform swimming strokes, and float and turn quickly

(Water Safety USA, 2018). Swimming accessibility, also called swimming location,

is where an individual swims and whether or not these locations are reachable to

them (Richards et al., 2022). A study across Hong Kong showed that half of the

primary students who can execute basic swimming skills are students with higher

family incomes. Providing more opportunities regardless of socioeconomic status

will reduce the risk of casualties (Hamilton et al., 2020). Furthermore, more reliable

and validated tools must be used to measure the totality of swimming competence

in children (Santos-Garcia et al., 2022). Thus, Protection Motivation Theory by

Rogers was used to understand how individuals manage or be motivated to self-

protect against threats such as disasters (Hu et.al, 2022).

Aquatic disaster preparedness consists of five indicators – disaster-related

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

 3

perception. Aquatic disaster preparedness is a state of readiness, or a level of

preparedness for a disaster that enables a location or nation to respond

successfully could involve a vulnerability assessment, the creation of appropriate

emergency preparation techniques, public awareness campaigns, warning

systems, and drills or simulations (Gerber, 2020). Disaster-related knowledge refers

to the information and abilities people, communities, governments, and

humanitarian organizations learn to prepare for disasters (Kusumastusi, 2020).

Disaster readiness and preparedness instill a duty to prevent isolation during the

disaster, see it as a shared problem, and motivate people to help one another

(Hirano et al., 2021).

The concept of adaptation highlights the idea that civilization must learn to

live in a way that is more compatible with natural disasters rather than striving to

control nature (Zhou et al., 2016). Disaster risk awareness determines the activities

that can be taken, either individually or collectively, to address disaster exposure

and susceptibility (Jamba, 2019). Disaster Risk Perception (DRP) motivates priority

setting, preventive efforts, and resource allocation (Gianotti & Willy, 2020). A

Bangladesh study showed that despite several communities practicing

preparedness measures, early warning systems received little attention (Jagnoor,

2019).

A study focuses only on analyzing critical variables of the drowning rate,

reflecting demographic groups’ swimming competence. The findings indicate that

parental fear of water serves as a drive for teaching their child to swim (Layne et

al., 2020). The effectiveness of the extension project participated by Barangay

Response Personnel regarding improving their swimming skills concerning water-

related disaster preparedness implies that they still had a lot to work on, particularly
 4

in their swimming skills (Artiaga, 2020). Thus, this depicts the knowledge gap in

empirical evidence to which Bachelor of Physical Education (BPE) students are

competent in swimming in responding to aquatic disaster preparedness, whereby

limits the gathering of data that can be of great support for the implementation of

effective educational strategies, improvisation of emergency decisions, and

effectual disaster planning.

This study will provide stakeholders with updated statistical data on BPE

students’ current knowledge and swimming skills in response to water-related

disasters. The results will serve as a factor to contribute something to school

administration through the data that will be gathered. Furthermore, it may or not

emphasize the need to develop and implement more effective programs to aid what

needs to be improved.

The study aims to describe the relationship between swimming competence

and aquatic disaster preparedness. It seeks to answer the level of swimming

competence of BPE students in terms of swimming skills and swimming

accessibility and the level of aquatic disaster preparedness in terms of disaster-

related knowledge, disaster preparedness and readiness, disaster adaptation,

disaster awareness, and disaster perception. At .05 level of significance, there is

no significant relationship between swimming competence and aquatic disaster

preparedness.

METHOD

This section discusses various data-gathering and analysis procedures

employed in the study. The methodology covers; research respondents, research

instrument, and research design and procedure.

 5

Research Respondents

The target respondents are Bachelor of Physical Education students at the

University of Mindanao S.Y. 2022-2023. The inclusion criteria were that they must

be studying in University of Mindanao, bona fide BPE students aged 18 years old

and above, any gender, and be willing to participate. Those who are not qualified

are excluded. If the participants opt not to continue, they are allowed to withdraw.

The sample size of 201 was drawn from a population of 420 using the

Raosoft sample size calculator. 200 respondents are acceptable sample size since

it provides a reasonable margin of error (Goodmancoaching, 2022). The sampling

method is quota sampling. It is suitable for quantitative design as it provides a

sample representing a population as a whole (Nikolopoulou, 2022). Furthermore,

it is a selection of participants with specific characteristics that serve as a quota for

the basis of the sample (Bhardwaj, 2019).

Research Instrument

A modified survey questionnaire was used to determine the respondents'

answers. This questionnaire is based on a structure consisting of different skills and

knowledge about swimming competence and aquatic disaster preparedness. The

modified questionnaire is based on a more appropriate factor structure to make it

more suitable for the study (Hauser et al., 2018). Participants responded using a 5-

point Likert scale. (1) Strongly Disagree, (2) Disagree, (3) Moderately Agree, (4)

Agree, and (5) Strongly Agree, and the questionnaire was divided into three (3)

parts. Part I consists of the respondents’ demographic profiles. Part II consists of

swimming competence indicators: Swimming skills (5 items) and swimming

accessibility (4 items) (Misimi et al., 2020).

 6

A range of means is used: 4.20-5.00 (very high), shows that participants’

swimming competence is outstanding; 3.40-4.19 (high), shows that participants’

swimming competence is very satisfactory; 2.60-3.39 (moderate), shows that

participants’ swimming competence is satisfactory; 1.79-2.59 (low), shows that

participants’ swimming competence is unsatisfactory; 1.00-1.79 (very low), shows

that participants’ swimming competence is poor.

Part III is about aquatic disaster preparedness indicators: Disaster-related

knowledge (3 items), disaster preparedness and readiness (5 items), disaster

adaptation (6 items), and disaster risk perception (4 items) (Tuladhar et al., 2014).

It will be presented by the scale below.

A range of means is used: 4.20-5.00 (very high), which shows that

participants’ disaster preparedness is always manifested; 3.40-4.19 (high), shows

that participants’ disaster preparedness is often manifested; 2.60-3.39 (moderate),

shows that participants’ disaster preparedness is sometimes manifested; 1.79-2.59

(low), shows that participants’ disaster preparedness is rarely manifested; 1.00-1.79

(very low), shows that participants’ disaster preparedness is not manifested.

The questionnaires were validated by two expert validators with a mean

score of 4.565. Pilot testing data was subjected to reliability assessment resulting

in a Cronbach Alpha coefficient of 0.8365, indicating acceptable internal

consistency.

Design/Procedure

A descriptive correlational design was used in this study. The correlational

study aims to uncover correlations between variables and to forecast future events

using present knowledge (Strangor & Walinga, 2019). Furthermore, descriptive

correlational is a suitable design when the goal of the study is to describe the
 7

relationship between two variables: swimming competence and aquatic disaster

preparedness.

The researchers asked permission from the dean to conduct the survey. Due

to the pandemic, the study was conducted and distributed online in Google Forms

among targeted respondents. The researcher contacted the participants using

Facebook and Messenger platforms and asked for consent. Upon securing

approval to participate, the researcher provided the link to the survey questionnaire

through email or messenger chat. The confidentiality and anonymity of the

participants will be protected at all times. Responses were organized into tables for

statistical processing. Data will be analyzed using mean, standard deviation, and

Pearson correlation coefficient.

RESULTS AND DISCUSSION

This chapter presents the tabulated data and findings drawn from the

respondents. It also covers the explanation of results based on statistical findings.

The data collected were summarized, organized, tabulated, analyzed, and

presented in the following, which addressed the objectives of the study; determining

the relationship between Swimming Competence and Aquatic Disaster

Preparedness of BPE students in the University of Mindanao.

Level of Swimming Competence of BPE Students

Table 1 presents the data on the level of swimming competence of Bachelor

of Physical Education students in the University of Mindanao. The swimming

competence was measured in terms of swimming skills and swimming accessibility.

Each criterion’s weighted mean was calculated, in which swimming competence

equals M=3.16 and SD=0.85 with a descriptive interpretation of moderate. This

 8

indicates that the respondent's level of swimming competence is satisfactory. The

results manifested that swimming skills, as the first indicator, had the highest

mean score with the values of M=3.67 (SD=0.94), which was described as high;

swimming accessibility with M=3.51 (SD=1.10), which was described as high.

Table 1. Level of swimming competence of BPE students, N = 201

Indicators Mean SD

Swimming Skills 3.67 .94

Swimming Accessibility 3.51 1.10

Overall 3.16 .85

The high level of swimming competence among BPE students denotes that

participants’ level of swimming competence are satisfactory due to the high rating

given on swimming skills and swimming accessibility. Therefore, it indicates that

the students are competent in swimming, which makes them at less risk of

accidents in the water (Water Safety USA, 2018). In addition, most respondents

reside in urban areas, which is consistent with what Hamilton et al. (2020) observed

that students who can execute the basic swimming skills have higher family income.

Level of Aquatic Disaster Preparedness of BPE Students

As manifested in Table 2, the level of aquatic disaster preparedness was

measured based on the following indicators: disaster-related knowledge, disaster

preparedness, disaster adaptation, disaster awareness, and disaster risk

perception. Aquatic disaster preparedness has an overall weighted mean score of

3.87 and SD=0.55, with a verbal interpretation of high. This means that aquatic

disaster preparedness is often manifested among the respondents. For the specific

indicators, disaster preparedness has the highest mean score with values of 4.17
 9

(SD=0.61) and a descriptive level of high; disaster-related knowledge with M=3.63

(SD=0.80) and a descriptive level of high; disaster adaptation with M=4.00

(SD=0.65) and a descriptive level of high; disaster awareness with M=3.87

(SD=0.65) and a descriptive level of high; disaster risk perception with M=3.47

(SD=0.79) and a descriptive level of high. This means the respondents often

manifest disaster-related knowledge, disaster preparedness, disaster adaptation,

disaster awareness, and disaster risk perception.

Table 2. Level of Aquatic Disaster Preparedness of BPE students, N = 201

Indicators Mean SD

Disaster-related Knowledge 3.63 .80

Disaster Preparedness 4.17 .61

Disaster Adaptation 4.00 .65

Disaster Awareness 3.87 .65

Disaster Risk Perception 3.47 .79

Overall 3.87 .55

There is a high level of aquatic disaster preparedness since the respondents

rated highly on disaster-related knowledge, preparedness, adaptation, awareness,

and perception. This indicates that the students often manifested aquatic disaster

preparedness. Davao City is prone to water-related disasters since its location is

close to Davao Gulf and rivers, making it a part of the risk profile of the city (City

Government of Davao, 2022). In line with the results, it shows that the students are

capable and prepared for water-related disasters. Knowing disaster preparedness

can help students stabilize their mental state regarding with water-related disasters;

motivates them to engage in disaster risk reduction management; handle

 10

emergencies with confidence, and understand the consequences of a disaster.

Therefore, being knowledgeable and prepared for disasters can reduce vulnerability

(Torani et al., 2019; Khorram-Manesh et al., 2018).

Correlation of Swimming Competence and Aquatic Disaster Preparedness

Table 3 shows the significant relationship between swimming competence

and aquatic disaster preparedness. It depicted a positive relationship with a total

correlation coefficient of .372*. This means that the students have a low positive

correlation between swimming competence and aquatic disaster preparedness,

which rejected the null hypotheses at .05 level of significance.

Table 3. Correlation of Swimming Competence and Aquatic Disaster

Preparedness
Aquatic Disaster Swimming Competence

Preparedness Swimming Skills Swimming Accessibility Overall

Disaster-related .347* .212* .334*

Knowledge

Disaster .298* -.007 .178*

Preparedness
Disaster .390* .045 .264*
Adaptation

Disaster .430* .142* .345*

Awareness

Disaster Risk .368* .285* .388*

Perception

Overall .460* .159* .372*

 11

The test of the relationship between swimming competence and aquatic

disaster preparedness manifested a significant relationship. This shows that the

students’ swimming competence is correlated to aquatic disaster preparedness.

Moreover, the increase in swimming competence would also increase the level of

aquatic disaster preparedness.

Overall, the result of this study corresponds with the contention of Lasco

(2018) that swimming ability should be taken a more significant emphasis as part

of disaster preparedness since the Philippines is prone to water-related disasters

such as typhoons and floods. Thus, swimming should be included in the curriculum

as well as water safety and disaster-related skills. Furthermore, aquatic disaster

preparedness is essential to discuss since it prepares an individual for unexpected

water-related disasters (Ferry, 2017). In addition, acquiring swimming skills can

expand an individual’s awareness of aquatic threats and hazards since it combines

mind and body ability (Moreno-Murcia & Ruiz-Perez, 2019).

CONCLUSION AND RECOMMENDATION

The study’s findings drawn from the students of Bachelor of Physical

Education in University of Mindanao indicates a high relationship between the two

variables, confirming the significant relationship of swimming competence and

aquatic disaster preparedness. This finding confirms with the Protection Motivation

Theory that motivating factor which is swimming skill influences the willingness to

prepare for disasters thus encourages organizations and institutions to implement

disaster planning (Hu et.al, 2022).

Based on the study’s findings, several recommendations are offered. Since

the participants’ swimming competence is very satisfactory, it is suggested that the

University will produce an indoor swimming pool which allows the students to be
 12

more engaged, thus strengthening their swimming skills even more. In addition,

providing an indoor swimming pool inside the campus enables the professors to

implement swimming clubs and swimming programs. Furthermore, findings

revealed that participants’ aquatic disaster preparedness is often manifested.

Therefore, it is suggested that professors handling swimming and aquatics subjects

enhance their lessons by planning and implementing comprehensive educational

workshops that allow the students to engage in hands-on experiences to promote

expertise in responding to different aquatic disasters. Thus, it is recommended that

BPE students should actively participate in recreational activities inside or outside

of the school premises specifically in swimming, for strengthening and refining of

skills. In addition, to widen up their knowledge about disaster preparedness, full

interest in taking seminars, forums, and activities is encouraged. The findings also

show that most of the respondents reside in urban areas, indicating that most of

them are from families with higher incomes. With that, it is recommended that the

community will also produce an accessible public swimming pool for lessons for the

lower family income to be involved in such activities.

 13

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Al8nbMIdX
 16

APPENDICES
 17

APPENDIX A
Thesis Capstone/Title Proposal
18
 19

APPENDIX B
Assignment of Research Personnel
 20

APPENDIX C
Letter to Adviser
 21

APPENDIX D
Letter to Validators
22
 23

APPENDIX E
Letter to Data Analyst/Statistician
 24

APPENDIX F
Endorsement for Thesis Outline Defense
 25

APPENDIX G
Letter of Invitation to the Panel Member for Outline and Final Defense
26
27
28
 29

APPENDIX H
Questionnaire
30
31
 32

APPENDIX I
Questionnaire Validation Sheets
33
 34

APPENDIX J
Sample Tabulation and Computation Data
35
36
37
 38

APPENDIX K
Endorsement for Thesis Final Defense
 39

APPENDIX L
Thesis Evaluation Form (Title and Outline)
40
41
42
43
44
45
 46

APPENDIX M
CTE Research Routing Form
 47

APPENDIX N
Consent Form for Undergraduate Thesis Utilization
48
 49

APPENDIX O
Turnitin Originality Report
50
51
 52

APPENDIX P
Grammarly Report
 53

APPENDIX Q
Thesis Final Defense Evaluation Form
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APPENDIX R
Senior Research Fee

Name: Depillo, Ria Mae S. Major/Code: BPE413 (6914)

Diamante, Daniel Gabriel B. SRF Numbers: 75223025708K
Rafols, Shekinah Nissi P. 75223025707K
07223023409I
Ria Mae S. Depillo
Purok 6 Ramihan, Bato, Toril, Davao City
09915387755
[email protected]

Personal Data

Date of Birth: February 1, 2002

Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic

Educational Attainment

Primary: Armenio Loyola Elementary School

Secondary: Crossing Bayabas National High School
Senior High: Crossing Bayabas National High School
Tertiary: Bachelor of Physical Education
University of Mindanao
Matina, Davao City
Daniel Gabriel B. Diamante
Purok Malinog Brgy. Benitez, Banga, South Cotabato
[email protected]

Personal Data

Date of Birth: April 12, 2001

Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic

Educational Attainment

Primary: Banga Central Elementary School

Secondary: Banga National High School
Senior High: Banga National High School
Tertiary: Bachelor of Physical Education
University of Mindanao
Matina, Davao City
 CURRICULUM VITAE

Shekinah Nissi P. Rafols

7 Fatima Village, Matina Aplaya, Davao City
09755780887
[email protected]

Personal Data

Date of Birth: March 11, 2002

Civil Status: Single
Citizenship: Filipino
Religion: Christian

Educational Attainment

Primary: Emar Human and Environmental College

Secondary: Emar Human and Environmental College
Senior High: Emar Human and Environmental College
Tertiary: Bachelor of Physical Education
University of Mindanao
Matina, Davao City