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Disaster risk reduction knowledge among Filipino senior high school students

Article in Social Work and Social Sciences Review · March 2022

DOI: 10.54183/jssr.v2i1.27

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Running head: DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 56

Journal of Social Sciences Review (JSSR)

Vol. 2, Issue 1, 2022 (Jan-March) (56-73)

Disaster risk reduction knowledge among Filipino senior high school students

Aris A. Lapada1
1*
College of Education, Eastern Samar State University, 6800 Philippines

Author/s Note

I (the author) agree with the journal's open access policy, and we have no conflict of interest.

This research received no specific grant from any funding agency, commercial or not-for-profit

sectors. Correspondence concerning this article should be addressed to the College of Education,

Eastern Samar State University, 6800 Philippines.

Contact: [email protected]
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 57

ABSTRACT
Difficult times can happen anywhere and anytime. When calamities occur in a place where

people are not ready to respond, the subsequent damage can lead to mortality, loss, and suffering.

The school is an example of such communities where many vulnerable children are susceptible

to the negative impact of natural or manmade hazards. The goal of this study was to examine the

disaster-related knowledge, adaptation, preparedness and readiness, risk perception, and

awareness of 503 students from Eastern Samar State University's senior high school department.

Students' grasp of disaster risk reduction knowledge was acquired using a customised

questionnaire, and descriptive statistics and non-parametric tests were used to analyse the data.

Despite the fact that the school is located in a remote region, survey findings revealed that senior

high school students are ready, aware, adaptive, and equipped to face the risks posed by

catastrophes. Moreover, the sex of the respondents has significant differences with disaster

preparedness and readiness, adaptation, and disaster-related knowledge. Likewise, the

respondents' grade level, only the disaster-related knowledge, showed a significant difference

among all categories. Also, all of the categories of disaster risk reduction have a significant

difference with the respondents' academic strands. However, the family monthly income shows

no differences in all categories of their perceptions of disaster risk reduction. Furthermore,

disaster risk reduction education and initiatives in schools should be enhanced to reduce student's

susceptibility to disasters.

Keywords: adaptation, awareness and risk perception, disaster’s risk reduction, preparedness and

readiness, Philippine
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 58

Because of the terrible effects of many disasters around the world, every country has

made "Disaster Risk Reduction Management" a top priority (DRRM). A total of 168 countries

attended the "World Conference on Disaster Reduction" in Japan in January 2005 to establish the

"Hyogo Framework for Action (HFA)." This framework intends to include disaster

preparedness, vulnerability reduction, and prevention mitigation into applicable programmes,

plans, and guidelines, as well as policies on sustainable development. One of the countries that

decided to adopt the HFA and commit to using DRRM measures and standards is the

Philippines. (Mamon, Suba, & Son, 2018). The Philippines is known as a high-risk country in the

world for suffering natural disasters like typhoons, eruptions of volcanoes, floods, earthquakes,

and landslides. An average of 18 to 20 tropical depressions and storms enter the country each

year, and 8 to 10 storms make landfall (NDRRMC, 2014).

An international report by the "International Bank for Reconstruction and Development"

placed the Philippines, the third most vulnerable to disaster risks out of 173 countries in the

world (COA, 2015). In 2017, the Philippines placed third in the "World Risk Index," which

measures a country's exposure and vulnerability to natural hazards based on some factors, such

as lack of DRRM capacities, susceptibility, and lack of preparedness and readiness during

disasters occurrence (Baizas, 2018). The possibility of another major disaster in the Philippines

is not a matter of where, but when [4]. The Philippine "Disaster Risk Reduction and

Management Act of 2010", also known as the "Republic Act 10121", was enacted to strengthen

its DRRM system and provide for a proactive approach to disaster response (Mamon, Suba, &

Son, 2018).

In response to RA 10121, that orders all national government agencies to implement

rules, programs, structures, and coordination mechanisms with extending DRRM budget
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 59

appropriation from the national level down to the local level. DepEd Order No. 50, s. 2011

entitled "Creation of Disaster Risk Reduction and Management Office" (DRRMO), which aims

to spearhead mechanism to all DepEd establishments which aim to guarantee protection, prepare

and escalate resiliency of all personnel under challenging times (DepEd Memo No. 5, 2011 &

(DepEd Memo No. 21. 2015). Moreover, the section 14 of the Philippine DRRM Act of 2010

obliges DepEd to incorporate DRRM education in the curriculum to equip students and teachers

with the DRRM knowledge like lessening the risks brought by natural disasters (Miasco, 2017).

Last year, Mamon and his colleagues performed a survey with 712 senior high school

students at a selected school in one of the Philippines' metropolitan cities to examine disaster risk

perception, preparedness and readiness, adaptation, and awareness. They discovered that the

majority of respondents had a good comprehension of disaster-related concepts and ideas.

Despite their low assessment of catastrophe risk, Grade 11 pupils are ready, aware, prepared, and

acclimated to disaster threats. The researchers ascribed their positive findings to the existing

DRRM-integrated senior high school curriculum (Mamon, Suba, & Son, 2018). Guevarra et al.

(2007) conducted a related study in 2007 to examine the status of disaster readiness in selected

Luzon schools by describing the schools' disaster preparedness plan and key school personnel's

disaster awareness knowledge. Only 11 schools reported having a catastrophe recovery plan,

despite the fact that 35 out of 37 schools have formed disaster committees. Key school workers

are aware of national and local disaster preparedness programmes, as well as DepEd disaster-

related rules, according to interviews. In addition, the most prevalent types of training conducted

in schools were fire and earthquake drills (Guevarra, et al, 2007).

In Nepal, Tuladhar and colleagues in 2015 explored local people's knowledge of DRRM

by interviewing 124 randomly selected individuals aged 18 to 74. Interview questions consisted
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 60

of items related to disaster knowledge, information, readiness, adaptation, and disaster risk

perception. Results from this study revealed that DRR initiatives in the country are inadequate.

Furthermore, no significant gender-based difference was found regarding the respondents'

disaster knowledge, awareness, preparedness, and disaster risk perception (Tuladhar, et al, 2015).

A school is the most critical aspect of the community since knowledge, skills, and values are

honed. Thus, many people consider the school as a second home. In case of emergencies, the

school occupants who are children are sometimes difficult to manage due to severe panic and

may result in considerable damages to the school premises. The interruption of schools'

operation -- which is one of the immediate effects of a hazard on the learning environment --

psychologically affects students, families, and teachers. However, the most affected occupants of

the schools are mostly untrained children on disaster risk reduction drills (Hassanain, 2006).

Disasters are unexpected phenomena. The school community members will be at risk if

they are not prepared and ready to respond to these catastrophic events. Several studies assessing

the disasters’ preparedness and knowledge are available online; however, this kind of study is

uncommon for the senior high school students in the Philippines since the country had just

adapted senior high school curriculum four years ago. This study, therefore, assessed the

perception of disaster risk reduction knowledge among the students in the Senior High School

department of Eastern Samar State University, Philippines.

Methodology
Respondents of the study

This investigation aimed to determine the disaster risk knowledge among the students in

the Senior High School department of Eastern Samar State University; hence, a descriptive

research design was adapted. The random sampling technique was utilized to gather the 503

participants of the study. The student-participants accomplished the survey questionnaire during
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 61

their vacant period as ordered by the senior high school department's program head. The collection

of data was done for two weeks. Table 1 below shows the information about the participants of the

study.

Table 1

Respondents in the Study (n=237)

Academic Strand Grade level

(Specialization) Grade 11 Grade 12
Accountancy, 53 49
Business and Management
(ABM)
Humanities and Social 56 51
Sciences (HUMSS)
Science Technology 68 59
Engineering and Mathematics
(STEM)
Technical Vocational 89 78
Livelihood (TVL)
Total 266 237
Research Instrument
A survey questionnaire was adapted from Tuladhar and colleagues in 2015 (Tuladhar, et

al, 2015). The survey instrument collected information on the students' sex, grade level, academic

strand, family monthly income and responses to 20 questions categorized into five DRRM areas,

namely disaster-related knowledge (3 items), disaster awareness (4 items), disaster preparedness

and readiness (5 items), disaster adaptation (5 items), and disaster risk perception (3 items).

Disaster-related knowledge measures the respondents' familiarity and understanding of a disaster's

occurrence and of being informed about disaster risk education training and seminar. Disaster

preparedness and readiness assess the respondents' knowledge and capacity to anticipate imminent

and present disasters. Disaster adaptation is the adjustment of the individual in response to the

disaster. Disaster awareness measures the respondents' level of consciousness, while disaster risk

perception evaluates their judgment towards disasters' threats [1]. Each item was measured on a
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 62

five-point Likert scale with 0-1.0 = I do not know, 1.1-2.0 = strongly disagree, 2.1-3.0 = Disagree,

3.1-4.0 = Agree, and 4.1-5.0 = strongly agree, to determine students’ responses on different DRR

issues. The instrument's reliability was assessed by Cronbach's alpha and found to be adequate

with a value of 0.83. Each respondent accomplished the survey within twenty minutes of the

allotted time.

DATA ANALYSES

The descriptive statistics were utilized to describe the respondents' demographic profile.

The non- parametric tests were employed to draw inferences on the data collected. The Mann

Whitney U test and Kruskal Wallis test were utilized to compare means of students' demographic

profiles to their disaster risk reduction knowledge.

Results and Discussions

Demographic profile of the respondents in the study

This study examined the students of senior high school department of Eastern Samar State

University's perceptions of five disaster risk reduction issues: (1) disaster awareness, (2) disaster

preparedness, (3) disaster adaptation, (4) disaster related-knowledge, and (5) disaster's risk

perception. Table 2 shows that a total of 503 students participated in this study, which consisted

of 53 percent grade 11 students and 47 percent in grade 12 students. Likewise, the study is

dominated by male students over female students. And, most of the respondents belong to a family

that earns 10,001 to 20,000 Family monthly income.

Table 2

Respondents’ Demographic Profile (n=237)

Frequency Percentage (%)

Respondents’ 11 266 53
Grade Level
12 237 47
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 63

Respondents’ Sex Male 267 53

Female 236 47

Respondents’
Strand ABM 107 21
HUMMS 127 25
STEM 102 21
TVL 167 33

Respondents’
Family Income ≤ 10,000 148 29
10, 001- 20,000 270 54
20,001- 30,000 66 13
30,001 ≥ 19 4

Means and verbal interpretations of respondents’ disaster risk reduction knowledge

The students' perception of disaster risk reduction knowledge was determined by a survey

using a questionnaire from Tuladhar, et al (2015). (Table 3 shows the means and verbal

interpretations of the disaster's risk reduction knowledge of the respondents. The overall mean

responses for disaster-related knowledge, disaster preparedness and readiness, disaster adaptation,

disaster awareness, and disaster risk perception were recorded at 3.2 (SD=0.69), 3.4 (SD=0.79),

3.3 (SD=0.86), 4.3 (SD=0.44), and 3.3 (SD=0.83), respectively. Among the categories, only the

disaster awareness got a mean, which is interpreted as "Strongly Agree"; however, the other

categories have means interpreted as Agree. These results show that the students of the Senior

High School department of Eastern Samar State University have ample knowledge of disaster risk

reduction, especially in disaster awareness. Despite the fact that the school is situated in a rural

area, senior high school students are ready, aware adapted, and prepared from the risks inflicted

by disasters.

Table 3
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 64

The means and verbal interpretation of the disaster risk reduction knowledge of the respondents
Std. Mean Verbal
Category Deviation Interpretation
Disaster-related knowledge .69 3.2 Agree

Disaster preparedness and readiness .79 3.4 Agree

Disaster adaptation .86 3.3 Agree

Disaster awareness .44 4.3 Strongly

Agree
Disaster risk perception .96 3.3 Agree

Testing differences and relationships between respondents’ demographic profile and

disasters risk reduction knowledge

The data gathered from the exploration are not normally distributed and have unequal

variances; hence, non-parametric tests were employed to draw inferences between variables.

Testing differences were made using the Mann-Whitney test for two independent samples and the

Kruskal Wallis test for three independent samples.

Table 4 depicts the Mann-Whitney U test between demographic profile (sex and grade

level) and disaster risk reduction knowledge. For the sex of the respondents, disaster preparedness

and readiness, disaster-related knowledge, and disaster adaptation have significant differences.

However, disaster awareness and disaster risk perception have no significant differences in terms

of the sex of the respondents. On the other hand, the students' grade level shows a significant

difference in disaster-related knowledge, while the different categories have no significant

difference results.

Table 5 shows the Kruskal Wallis test between demographic profile (academic strand and

family monthly income) and their knowledge on disaster's risk reduction. All of the categories of

disaster risk reduction have a significant difference with the respondents' academic strands.

Students under the STEM strand have more science subjects where DRRM is integrated compared
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 65

with the ABM, HUMMS, and TVL strands. Moreover, the family monthly income shows no

differences in all categories of disaster risk reduction knowledge.

Table 4

The Mann-Whitney U test between demographic profile (sex and grade level) and disaster risk

reduction knowledge

Disaster- Disaster Disaster Disaster Disaster

Category related preparedness adaptation awareness risk perception
knowledge and
readiness
Sex Mann 26647.500 22422.500 23338.500 29607.500 31365.000

Whitney U

Z -3.327 -6.068 -5.333 -1.532 -.100

Asymp. Sig. .001 .000 .000 .125 .920

(2-tailed)

Grade Mann- 18625.500 30334.000 29871.500 28153.000 28285.000

level Whitney U

Z -8.805 -.792 -1.075 -2.697 -2.076

Asymp. Sig. .000 .429 .282 .007 .038

(2-tailed)

Table 5

The Kruskal Wallis test between demographic profile (academic strand and family monthly

income) and disaster risk reduction knowledge

Disaster- Disaster Disaster Disaster Disaster

Category related preparedne adaptation awareness risk
knowledge ss and perception
readiness
Academic Chi- 11.081 33.180 20.535 93.891 33.891

Strand Square
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 66

df 3 3 3 3 3

Asymp. .011 .000 .000 .000 .000

Sig.

Family Chi- 241.657 18.557 15.101 49.403 11.380

Monthly Square

Income df 3 3 3 3 3

Asymp. .060 .073 .082 .090 .060

Sig.

DISCUSSIONS

The United Nations International Strategy for Disaster Reduction (UNISDR) has reported

that integrating DRRM education in the basic education curriculum helps strengthen the DRR

preparedness and awareness among young students (Apronti, et al, 2015). Young students are the

most vulnerable aspect of the community when a natural or man-made disaster occurs. In the local

setting, this study has helped better understand the current DRRM knowledge of the students of

Senior High School department, Eastern Samar State University. The university has its policies on

DRRM already; however, it is essential to check if these young adults learn from the institutional

drills and training on DRRM. Mamon, and colleagues in 2018 have conducted the same study [1];

however, the present study is different because the school setting is in a rural area or a province

far from big cities. Moreover, several demographic profiles of the respondents, such as grade level,

sex, academic strand (specialization) and family monthly income, were considered for drawing

inferences between variables.

DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 67

A total of 503 students participated in this study, 53 percent in grade 11 and 47 percent in

grade 12 and dominated by male students over female students. Likewise, most of the respondents

belong to a family that earns 10,001 to 20,000 family monthly income. Among all the categories

of disaster risk reduction knowledge, disaster awareness got the highest mean, which can be

interpreted as "Strongly Agree." In contrast, the other categories have very close means and are

interpreted as "Agree." Even though the school is situated in a rural area, senior high school

students are ready, aware, adapted, and prepared from the risks inflicted by disasters. These results

are good; hence, institutional drills and DRRM training conducted by the university is somehow

effective.

To compare the means of the respondents' demographic profiles, the Mann-Whitney U test

and Kruskal Wallis test were utilized. For the sex of the respondents, disaster preparedness and

readiness, disaster-related knowledge, and disaster adaptation have significant differences.

However, disaster awareness and disaster risk perception have no significant differences. These

results support observations that females tend to express better concerns and worry more than men

in times of disasters (O'Neill, Brereton, Shahumyan & Clinch, 2016). Meanwhile, men are more

willing to protect and do something before an emergency happens as a function of their family

context (Cvetkovic et al, 2018). On the other hand, the students' grade level shows a significant

difference in disaster-related knowledge, while the other categories have no significant difference

results. For the current Senior High School curriculum, there is a specialized course offered titled

“Disaster Risk Reduction Management (DRRM). In Eastern Samar State University, this course

is an offer for grade 12; thus, the grade 12 students are more knowledgeable in this aspect. On the

academic strand of the respondents, all categories of disaster risk reduction have significant

differences. And since the students under the STEM strand have more science subjects where
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 68

DRRM is integrated and has a specialized subject on DRRM compared with the ABM, HUMSS,

and TVL strands, students under this strand are expected to be more knowledgeable in terms of

disaster risks management. And lastly, the family monthly income shows no differences in all

categories of disaster risk reduction knowledge. This result implies that disaster risk management

knowledge has nothing to do with the respondents’ family income.

Disaster can strike anywhere. Hence, during emergencies, rapid action and response are

required. Institutional actions depend on their preparedness for disasters by having an effective

disaster preparedness plan (IFRC, 2000). Likewise, the effectiveness of a schools' disaster

preparedness plan can be measured when students, teachers, and staff are not harmed after the

occurrence of a disaster (Librera, Bryant & Martz, 2004). Thus, assessing students' knowledge of

DRRM should be considered in school to measure if they are ready and prepared during

challenging times.

No matter how successful a disaster preparedness plan is created, it is still ineffective if

the students have no idea about it or do not participate in disaster drills (Patkus & Walpole, 2007).

Hence, implementing and further assessing the school's disaster preparedness plans is a great

action to lessen the impact of a disaster (Miasco, 2017). Likewise, authorities' negligence is a

significant factor why schools fail to respond adequately during difficult times (Alexander, 2015).

Furthermore, the government should spearhead disaster risk reduction management to help

schools' administrators keep their premises safe and child friendly (Nderitu, 2009). Thus, initiating

DRRM training to students and teachers and providing facilities and equipment for disaster drills

is a great help that the government can offer to school communities (Kelly, 2010 & Villanueva &

Villanueva, 2017).

CONCLUSION
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 69

Although the school is situated in a rural area, senior high school students are ready, aware

adapted, and prepared from the risks inflicted by disasters. Further, for testing the difference

between respondents' demographic profile and disaster risk reduction knowledge categories, the

sex differences have significant differences with disaster-related knowledge, preparedness, and

readiness and adaptation. Likewise, the respondents' grade level, only the disaster-related

knowledge, showed a significant difference among all categories. Furthermore, all of the

categories of disaster's risk reduction have a significant difference with the academic strand of the

respondents. However, the family monthly income shows no differences in all categories of

disaster risk reduction knowledge.

RECOMMENDATIONS

This paper provides a glimpse of senior high school students' perceptions of disaster risk

reduction in a disaster-prone area. School officials, teachers, and parents recognize students'

susceptibility to disasters and emergencies [8]; hence, equipping students with the requisite

knowledge and skills on school-based DRRM measures for these unexpected phenomena could be

life-saving. The issues and concepts in DRRM should be regularly reinforced and periodically

assessed in the science curriculum of Eastern Samar State University so that understanding will

continuously improve and not diminish with advancing grade level in school. Additionally, the

development of an environment of safety and child-friendly in the school community should be

integrated into disaster education efforts. Hence, pursuing capacity building for all stakeholders,

including the local government unit involved in disaster risk reduction management. Further

studies are recommended to generate more information on disaster preparedness, awareness,

mitigation, prevention, adaptation, and resiliency in school communities and bridge the literature

gap.
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 70

ACKNOWLEDGMENTS

This study was supported by the Department of Science and Technology- Science

Education Institute (DOST-SEI). The author would also like to extend his deepest gratitude to his

professor, Dr. Bee Ching U. Ong Kian Koc, at the De La Salle University-Manila and the

administrators of the Eastern Samar State University who helped him make this study possible.
DISASTER RISK REDUCTION KNOWLEDGE: FILIPINO 71

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