Bonnet DRRR Thesis PDF

1
Integrated Basic Education Department
CHAPTER I
THE PROBLEM AND BACKGROUND OF THE STUDY
Introduction
The Philippines, as a tropical country is located on the Pacific Ring of Fire
which makes us prone to natural calamities such as earthquakes. An earthquake is
any sudden shaking of the ground caused by the passage of seismic waves through
earth’s rocks (Britannica, 2018). It can cause great destruction, as a result of
movements within the earth’s crust or volcanic action (Oxford dictionary). An
earthquake cannot touch a certain place unless there is a fault line. A fault line is a
crack in the lithosphere caused by the movements of tectonic plates in different
directions (SMS tsunami warning, 2018).
Josef (2011) in his research wrote that there are five (5) active fault lines in
the Philippines namely, Western Philippine Fault, Eastern Philippine Fault, Southern
Mindanao Fault, Central Philippine Fault, and lastly the most dangerous fault line,
the Marikina Fault Valley which encompasses Montalban, San Mateo, Marikina,
Pasig, Taguig, Muntinlupa, San Pedro, Binan, Carmona, Santa Rosa, Calamba,
Tagaytay, and Oriental Mindoro. This is said to pose the greatest danger for it cuts
through all modern and progressive portions of Manila and may cause the “Big One”
which experts say may happen in our lifetime. This “Big One” is a hypothetical
earthquake which will produce devastation to all areas near the Marikina Fault Valley
including Taytay, Rizal where Siena College, the locale of the study, is located.
2
PHIVOLCS warns Filipinos to prepare especially after the recent magnitude 6.2
quake that struck Surigao which killed 8 people and injured hundreds. According to
a study funded by Japan for PHIVOLCS, one of the worst-case scenarios if a 7.2
magnitude earthquake strikes along West Valley Fault (Marikina Fault Valley) is that
this earthquake could kill up to 34,000 people and injure 100,000 people. This is
based on a PHIVOLCS study and was done to inform people especially Filipinos to
prepare for the “Big One”. We can prepare by knowing what to do before, during,
and after an earthquake.
The researchers who are students of this school, have this study because of
the fact that when disasters occur, everyone is affected even themselves. People
could be injured or die when disasters come even if they are already knowledgeable
on disaster management. Accidents may still happen, and it is very important to know
how to apply first aid to injured people. First Aid is done to people who has injuries
or illness. Using the basic first aid, one can stop a minor mishap from getting worse
(healthline.com). If it is a serious emergency, a person who knows how to apply first
aid can save a life. This is the reason why participating on a first aid training is very
important. On a first aid training, people like those working in Red Cross teach
people the skills and information they need in case there is an emergency especially
when disasters like earthquakes occur. Some of the importance of first aid training
are: (1) People who knows first aid can help in assisting persons injured until help
arrives. (2) It is beneficial for everyone. Not only the person who knows, but also for
3
people around them especially when there is an emergency. (3) It gives tools to
prevent a situation from getting worse. (greenguard.com). Based on research in
(healthline.com), there are 3 steps in emergency situations. (1) a person rescuing an
injured one should check the scene for danger. (2) call for medical help, if needed;
and (3) provide care while the medical assistance has not yet arrived.
At schools, safety drills are supposed to be means of practices for students
and staff in case real emergency occur. Although the authorities seem to take these
matters seriously, many students do not. When earthquake drills occur, it had
observed that most students are just casual about it. The main factor promoting the
friction around this issue is the inadequacy of drills and the notation of the students
towards these. Some of the scenarios that have influenced the researchers to conduct
this research were: (1) Some people do not take seriously the earthquake drills
initiated by the school. (2) There is no sufficient first aid training for the students to
learn on how to react or what to do if an accident happens during a natural calamity.
(3) Taytay, Rizal, where Siena College is located, is not far from the Marikina Fault
Line which means that the school could be greatly affected by the “Big One” in case
it occurs. Let’s keep in mind this simple reminder which was written in Proverbs
27:12 “A prudent person takes precautions. The simpleton goes blindly on and
suffers the consequences.”
With the effort of Siena College of Taytay to prepare students and personnel
on the possible emergence of disaster, this research aimed to evaluate the practiced
4
disaster management of the school in terms of mitigating the impacts of earthquake,
the readiness of students and personnel, and the effectiveness of the first aid training.
Statement of the Problem
The purpose of this study is to evaluate the disaster management on
earthquakes and first aid training of the selected eleventh graders in Senior High
School.
Specifically, this research aimed to answer the following questions:
1. What is the frame of mind of most students when it comes to disaster
management drills and first aid training?
2. How effective is the current drill practice?
3. Where do most students lack knowledge in terms of disaster management
on earthquakes and first aid?
4. What steps can work best for students to expand their knowledge and skills
in preparation for disasters or emergencies?
Conceptual Framework
The system approach was used in describing the conceptual framework of the
study. The input consists the information gained from the respondents. The process
consists the steps taken in gaining the information from respondent; how they were
chosen and how qualified they are. The process includes interview with students
5
involved in implementing and conducting the earthquake drills, such as class
officers, Student Council officers, Engineering club members, and Community
Engagement members. Responses from the interview were analyzed qualitatively to
bring about answer to the problems presented in the study.
INPUT PROCESS OUTPUT

-Evaluation of the
-Demographics of -Interview disaster management
respondents. on earthquake drills
and first aid training
-Views and -Analysis of Data by the selected grade
observation of 11 students of Siena
students on disaster College of Taytay
management on S.Y 2018-2019.
earthquake drills and
first aid training. -Improvement of the
disaster management
practices on
earthquake drills and
assessment of first
aid standards.
Figure 1 Conceptual Framework
The output consists of the evaluation of the disaster management on
earthquake and first aid training among grade 11 students. Improvement of practices
and standards is derived from the study to ensure better procedures and protocols in
the implementation of disaster management plan.

6
Significance of the Study
With the “Big one” said to strike anytime to any one near the Marikina Fault
Line, the threat of a disaster is always there because the school, Siena College of
Taytay is near the said fault line. The researchers would like to help in preventing
disasters by being prepared for it.
The researchers intend to evaluate the current disaster management plan on
earthquake and first aid training of Siena College of Taytay, the findings of this study
are deemed of great benefit to the following:
Society
The results of this study can be used as a basis on improving the community’s
disaster management plan.
School Administration
The results of this study show the evaluation of the management plan and the
first aid training of Siena College of Taytay which the school administration can use
as a basis to enhance its existing disaster management plan.
Students
This study can help the students be more aware and knowledgeable of Siena
College Taytay’s disaster management plan and first aid training which they can use
when emergency situations occur.

7
Parents
The evaluation from this study can help the parents be assured with the safety
of their children by knowing the current state of the disaster management plan and
first aid training of the school.
Scope and Delimitations
This study is only focused on the evaluation of the disaster management on
earthquake and the first aid training in Siena College of Taytay by selected grade 11
students namely Class Mayors/ Vice Mayors, Officers of Community Engagement
Club (HUMSS), Engineering Club, and The Student Council. They represent a
sample of the entire population.
Definition of Terms
The key terms in this study are given the following operational definition:
Disaster- An occurrence causing widespread destruction and distress; a catastrophe.
(Free Dictionary, 2019).
Disaster Risk Reduction (DRR)- the concept and practice of reducing disaster risks
through systematic efforts to analyze and reduce the causal factors of disasters,
(UNISDR, 2016).
Disaster Management- The organization, planning and application of measures
preparing for, responding to and recovering from disasters (UNISDR, 2016).

8
Earthquake- Any sudden shaking of the ground caused by the passage of seismic
waves through earth’s rocks (Britannica, 2018).
Fault Line- A break or fracture in the ground that occurs when the Earth's tectonic
plates move or shift; and where earthquakes are likely to occur (yourdictionary,
2018).
First Aid- The help given to someone who is injured or ill, to keep them safe until
they can get more advanced medical treatment by seeing a doctor, health
professional or go to hospital (St. John Ambulance, 2015).
Protocol- A detailed plan of a scientific or medical experiment, treatment, or
procedure (Merriam Webster, 2018).
Seismic Waves- Vibration generated by an earthquake, explosion or similar energetic
source and propagated within the Earth or along its surface (Britannica, 2018).
School Disaster Management Plan- A school’s outline of its disaster management
actions and strategies (Ministry of Education and Human Resource Development
Solomon Islands, 2011).
The Big One- A devastating Earthquake that strikes the San Andreas fault line about
every 100 years, last happening hitting in the 1906 San Francisco Earthquake. Most
commonly used in reference to a predicted future earthquake. (Urban Disctionary,
2018).
9
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the different related literature and studies on disaster
management and first aid training done in previous researches.
Disaster and Disaster Management
Disaster is a serious disruption of the functioning of a community that causes
widespread human, material and economic losses. Disaster Management is an
organization which deals with emergencies. They help in preparedness, response,
recovery and mitigation to lessen the impact of disasters (ifrc.org). As the Philippines
is prone to disasters due to its natural settings, R.A 10121 was passed in 2009 to
strengthen the Philippine disaster risk reduction and management system.
Victoria (2003) mentioned that the Philippines is not new in conducting
community-based disaster management and has been known to be effective in its
approach of mitigation or prevention of disaster in the Philippines. Luna (2002)
identified three reasons for the Philippines vulnerability to disasters: (1) its natural
settings: being surrounded by bodies of water; (2) poverty: many houses are made
up of light materials and can be easily destroyed and are often located along esteros
(flood-prone areas); and (3) corruption in the government and private sectors.
The Non-Government Organizations (NGOs) are private organizations that
help in mitigating the impact of disasters. They implement programs which helps
10
people in preparing before, during and after disasters occur. There are other agencies
that work hand in hand with the government in responding to these disasters.
During vulnerable conditions, it is the communities' natural tendency to
protect themselves from harm and danger posed by various types of hazards. There
is then the need to know and learn about first aid and disaster management to be
ready and help others in case of emergency especially in vulnerable areas. Therefore,
it is imperative that hazard-prone communities strengthen themselves and become
robust so that they are not only "disaster resilient” but "disaster resistance
communities” as well (Delica-Willison, 2003). But we also need man-power in
reducing and mitigating disasters’ effects to the community. Allen ( 2006) cited that
community-based disaster preparedness (CBDP) approaches are increasingly
important elements of vulnerability reduction and disaster management strategies.
He furthered that they are associated with the capacity and knowledge of the
members of the community and that local people can be mobilized to resist
unsustainable (vulnerability increasing) forms of development or livelihood
practices in order to raise local concerns more effectively with political
representatives.
A study done by Adnan, Razak, Ramli (2015) in Malaysia titled; “Disaster
Management and Mitigation for Earthquakes: Are We Ready?”, explains that
earthquakes cannot be prevented and can only be dealt with through four ways
namely: mitigation, preparedness, response, and recovery, which when done

11
properly can reduce the risk of economic, social, physical effects of a hazard to a
location and its inhabitants. Many steps should also be taken in preparing the people
on the dangers of earthquake, foremost of which is teaching the people from pre-
school all the way to their adult lives and continue after that, so that they will be
constantly reminded on how to deal with earthquake and the situations brought about
by earthquake, such as tsunamis, landslides, ground liquification, structural damage,
and so on. There should be improvement on standards of Engineering and Science-
related fields such as Seismology, Geology, and Civil Engineering, so that
infrastructures can be relatively safe to occupy and will not worsen the situation
during an earthquake.
A similar study by Orallo (2011), titled “Study on earthquake risk and
vulnerability management and lessons learned” explains that many lessons that can
be learned through disaster and improve the existing system so as to change the
preparedness of the inhabitants of an area or country. Moreover, better scientific
understanding about the effects of injuries brought about by earthquake can lead to
inventions that can be used to treat and reduce the severity of an injury caused to the
victim. Better standards of infrastructures will make buildings stronger and more
durable, leading to less damage to inhabitants and other establishments.

12
Phases of Disaster Management
The four phases of disaster management are:
(retrieved from https://www.ifrc.org/en/what-we-do/disaster-management/about-disaster-
management/)
Figure 2 Phases of Disaster Management
1. Mitigation/ Prevention
Exposure is defined as the elements at risk. This refers to that which is
affected by natural disasters, people and their perspectives (Disaster Readiness and
Risk Reduction, 2019). The components of exposure are people, property, systems
and other elements; subject to potential loss; and present in hazard loss. This
exposure can be reduced by mitigation and prevention. But there are some things
people can do in order to reduce exposure like restrict deforestation in order to
prevent flood; relocate people living near flood prone areas; educate people on
13
Disaster Management and First Aid; and assess the capacity and vulnerability of an
area.
2. Preparedness
Nobody knows when a disaster may occur that is why we should always be
prepared . Preparedness includes implementation of first aid training in different
areas in the country especially in different schools. Barangays should conduct drills
to ensure that when a disaster strikes, people would know what to do. There should
be plans on where to go if ever there is a need to evacuate.
3. Response
It is defined as actions done to decrease mortality and morbidity. It prevents
more damage whenever a disaster occurs. Search and rescue, medical care and
sheltering victims are some of the examples that can be done whenever a disaster
occur.
4. Recovery
It is referred to as the actions done after a disaster occurs. People need to
repair destroyed houses, buildings and infrastructures. This is the final phase in a
disaster management.
Categories of Disaster
Ursano (2002) cited that individual responses to disaster may vary depending
on the type of event. While research in this area has typically examined natural
14
disasters versus human-caused disasters, there is no consensus regarding which
events may produce a specific type of response.
A review by Norris et al (2002) classified disaster type into three categories:
natural; technological (for example, oil spills, transportation accidents); and mass
violence (for example, shooting sprees, mass suicides, terrorism). Mass violence
events were significantly more likely to result in severe impairment in the
populations under study than either technological or natural disasters. Therefore,
although research shows that all types of disasters, including intentional and
inadvertent human-caused disasters, may cause psychological distress, behavior
change, or psychiatric illness to different degrees, additional studies should identify
the mechanisms and specific characteristics leading to adverse outcomes.
Understanding the Possible Psychological Consequences of Disasters
According to Stoddard’s (2003) published book titled “Preparation for the
Psychological Consequences of Terrorism”, the effect of exposure to a traumatic
event is variable and specific to the individual; both psychological and physiological
responses vary widely. Social context, biological, and genetic makeup, past
experiences, and future expectations will interact with characteristics of the traumatic
experience to produce the individual’s psychological response.
Although psychiatric illnesses such as PTSD (Post Traumatic Stress
Disorder) are the more severe outcomes of traumatic events, they are also the best
15
studied. Much of the research literature has focused specifically on PTSD because it
is a recognized and well-defined result of traumatic events. However, PTSD is just
one outcome in a myriad of consequences resulting from traumatic events.
The association between severity and/or number of symptoms and the
number of people affected is important to consider when planning interventions in
the aftermath of a community-wide disaster.
First Aid and First Aid Training
Another related activity done for preparedness in case of disaster is first aid.
It is used to stop a minor mishap from getting worse (healthline.com). A person who
knows how to apply first aid can save a life. First aid training should be done to add
more knowledge on how to use basic first aid and help injured people.
First aid training is a specific program done by the different NGOs such as
Red Cross to teach people basic first aid skills and procedures to help people in case
there is an emergency.
A study by Rumbach and Foley (2014) maintains that indigenous institution
plays an important role in Disaster risk reduction and resilience such as structuring
emergency decision making and authority, assigning roles and responsibilities during
crises, building effective lines of communication between villages and outside actors,
providing a system of accountability for vulnerable people and acting as gatekeepers
to village and mobilizing social groups to act. Their study contributes to an emerging
16
literature in disaster studies on the importance of indigenous knowledge and
practices as components of DRRR (Disaster Readiness and Risk Reduction).
There has been a long-standing interest in indigenous knowledge in fields
like a medicine. Therefore, their knowledge and practices may help us to implement
first aid training.
A research conducted by Angus, Preto, Abrams and Safar (2012) states that
the higher population has the higher risk of having a great fatality in a certain disaster
most especially earthquake. They said it is better that the people are also educated in
what will they do in a great disaster that could affect their place or population to
lessen the injuries and death. These have been expanded by the International
Resuscitation Research Center in collaboration with the World Association for
Emergency and Disaster Medicine, the City of Pittsburgh Department of Public
Safety, and the American Red Cross (Pennsylvania chapter). The said departments
used the basic first aid trainings that could help them lessen the increase of mortality
and morbidity. The world has different faults that could move anytime, a simple
education could lead to a great help to the authority.
Additionally, a study by Williams (2018) titled “First Aid for Natural
Disasters” stated that people should always be prepared in any natural disaster,
because it increases the chances of survival tenfold. First, the people must know their
area of residence or destination, the geography and phenomena of the location, how
to respond to any natural disaster, and how to deal with injuries brought about by
17
such situations. People should be knowledgeable about basic first aid, because even
if it “basic” it can be the difference between life and death of a person during a
disaster. Being prepared for a disaster is crucial to one’s survival, and the survival of
one’s family and loved ones. People should practice preparedness and observe others
after the disaster, because after a very high stress situation many mental disorders
can be experienced by people. They should look for signs of depression, PTSD, or
thoughts of suicide, and seek professional help, so life will continue.
Bollig, Myklebust, and Østringen (2011) suggests that 4-5-year-old children
are able to learn and apply basic first aid. Tested two months after course completion
70% of the children assessed consciousness correctly and knew the correct
emergency telephone number; 60% showed correct assessment of breathing and 40%
of the participants accomplished the other tasks (giving correct emergency call
information, knowledge of correct recovery position, correct airway management)
correctly. Many of the children showed their capabilities to do so in a first aid
scenario although some participants showed fear of failure in the test scenario. In an
informal group testing most of these children could perform first aid measures, too.
Teaching first aid also lead to more active helping behavior and increased empathy
in the children.
18
Accessibility of First Aid Knowledge in the Modern World
An article by Barreiro Jr. (2016) features an application run by the Philippine
Red Cross. The said app is called First Aid PH. It provides countless of information
for handling different kinds of situations including preparedness tests. The
application provides information that you quickly need. It is deemed accurate and is
free to download. Given this, it is very clear that the internet has clearly all impacted
levels of education by providing unbounded possibilities for learning. We have
moved on from scattergun mass communication to a pattern where the user
proactively selects the information they need. Students can now work interactively
with one another, unrestricted by physical or time constraints. The web is a
formidable resource of enhancing the process of knowledge building.
Psychological First Aid
A research by World Health Organization (WHO) states that natural disasters
such as typhoons have long lasting effects. We must be prepared to give support to
families and communities for the long-term, and we need more trained field workers
to do it. People are said to be more likely to suffer from a range of mental health
problems during and after emergencies. One of WHO’s top health priorities is scaling
up on the mental and psychosocial support as the country recovers. In response to
this, the government together with WHO support brought together several
professionals from universities and community agencies to learn about

19
recommended psychological first aid to support survivors. WHO mental expert Mark
van Ommeren says that disseminating the approach widely is a way to ensure that
everyone can be a helper in crisis situations like the aftermath of a typhoon.
Scaling-up on the matter involves training the workers how to recognize
distress signs in disaster survivors and how to apply proven methods to ease
suffering. (e.g listening to people without pressuring them to talk). Dr. Criselda
Abesamis (Director of the Special Concerns Technical Cluster at DOH) had said that
this kind of approach in the psychological side fits the Philippine context and culture
well. “Filipinos, we are very compassionate. So, it is kind of cultural for us to be
warm to people and aid someone who is seeking help.” Making the approach
conducive for our context.
This goes to show that Mental health problems are an extreme important issue
worldwide due to their impact on the human rights and quality of life of the affected
and their families. First aid seems broader than what people think.
Disaster Management in Schools
A study by Admedabad Action Agenda for school safety (2007) explains that
the top priority of disaster reduction education in schools is to include disaster risk
in the formal curriculum in both primary as well as secondary levels and ensure that
teachers and non-teaching personnel receive the opportunity for training in disaster
risk reduction.
20
In the same vein, Mamogale (2011) states that public schools are required to
take measures to ensure the safety of learners during any school activities (South
African School Safety Act, 1996). There is a need to assess whether the learners and
educators are aware of the safety plans and are well prepared for any outbreak of
disasters. The study focused on collecting data from learners, educators, principals
and school governing body safety representatives.
Another study made by FEMA (2018) states that earthquakes strikes without
warning, nevertheless, if a school’s location is at risk, personnel, administrators,
teachers and students as well as parents should prepare in case an earthquake occurs
by knowing what to do before, during and after an earthquake strikes. Designers and
those who construct the schools should make sure that the school won’t collapse that
easy in case of emergency.
A study in geo.mtu.edu (2007) states the things we need to do before, during
and after an earthquake occurs. This could be done anywhere we go especially
indoors, and it could also be in school. These include the following:
What to do BEFORE the earthquake?
• Locate fire extinguisher, first aid kit and emergency exit nearest to
one’s location.
• Learn the basics of first aid.
• Learn the earthquake plan in the school.
• Practice earthquake drills at school

21
What to do DURING an earthquake?
• always stay calm .
• If indoors, stay away from the things that might fall.
• If outdoors, stay away from electric wires that might fall.
• Do the Duck, Cover and Hold.
What to do AFTER an earthquake?
• Stay out of damaged buildings
• Check oneself and others for injuries
• Apply first aid to those who need it.
• Follow emergency plan of the school.
• Expect aftershocks.
Russell (2019) states that in terms of earthquakes, schools should be
prepared. Preparation and planning can help in ensuring the safety of students and
other personnel and staffs. There are certain things to consider in preparing for an
earthquake. (1) Buildings should be evaluated, and an architect should point out areas
that could be reinforced; (2) furniture should be secured so that whenever there is a
severe shaking, it might not fall; (3) practice earthquake drills so that students and
personnel would know where to go in case an earthquake occurs; (4) students should
be familiar with safety procedures such as duck, cover and hold; (5) prepare a
complete first aid kit; and (6) prepare evacuation plans. These are only some of the
things that we need for preparedness.

22
It was just recently when the Department of Education of the Philippines
decided to implement one of the provisions of the Philippine disaster risk reduction
and management act of 2010 (DRMM Act) in hopes of heightening the resiliency
level of students toward natural disasters.
Significant and catastrophic impacts of natural hazards led countries and
nations to prioritize disaster risk reduction. The Philippine government is committed
to promote and implement measures and guidelines for DRRR. To strongly put this
into action, Republic Act no. 10121 also known as “The Philippine DRRM Act” was
submitted by the Fourteenth Philippine Congress, signed by former president Gloria
Macapagal Arroyo on May 2010 that mandates the National Disaster Risk Reduction
and Management Council (NDRRMC) to develop a framework, which serves as a
guide to conduct efforts on DRRM all over the country.
In the K-12 curriculum, DRRR education is then integrated in Earth and Life
Science, a core subject that is offered to all tracks, and to a specialized track subject
Disaster Readiness and Risk Reduction. The law aims to teach a proactive approach
when it comes to addressing disaster risks.
According to a study conducted by Mamon, Suba, and Son in Las Pinas
(2018), majority of the respondents (42.50%) have no clear knowledge on the idea
that disaster occurrence cannot be prevented while (35.00%) understood the
importance of participating in disaster risk reduction related activities, followed by

23
(20.00%) grade 11 students who find it confusing and have no clear idea about the
important issue.
Responses in all cases of disaster preparation are significantly different.
Some aspects of disaster risks are understood well by respondents. Most of them are
ready, aware, and adapted on the hazards that such natural disasters can cause.
However, students seem to lack on the disaster risk perception based on the research
findings.
The students’ disaster risk perception must be improved for them to have
correct judgment facing imminent dangers of natural hazards. This is to ensure an
effective and proactive public response and action.
Because of extreme vulnerability to natural disasters, Nepal is considered a
disaster hotspot in the world. For a small country with just a little less than 30-million
population, the disaster statistics are always frightening. School students of Nepal
are also in extreme risk of natural disasters, especially when they are in schools. In
this context, a few education programmes for disaster risk reduction (DRR) have
already been initiated and the results have also been already documented. However,
an evaluation of the real scenario with the help of an independent research is still
lacking. Therefore, this research aims to explore benefits of existing education
programmes of DRR in Nepal. Altogether, 124 students from 17 districts were
interviewed and various questions related to disaster information, disaster
knowledge, disaster readiness, disaster awareness, disaster adaptation, and disaster

24
risk perception were asked. Statistical analysis such as histogram analysis,
distribution analysis, bivariate correlations, and independent sample t-tests were
conducted to examine the relationship between students in disaster education-related
programmes and the key DRR issues-related dependent variables. Findings of this
independent research confirmed that initiatives taken for disaster education in Nepal
are not enough and a major challenge for DRR in a school community for a country
like Nepal is implementing methods, especially at the individual level. Likewise, the
disaster education should not only be confined within the school students, but it must
also be promoted to families and communities, which is very essential to elaborate
knowledge of DRR and to contribute to a disaster safe society in the country
(Tuladhar, Yatabe, Dahal, Bhandary, 2014).
The majority (95%) of the public schools were aware of the National or Local
Disaster Management Programs. The schools were involved in the formation of
school disaster coordinating councils; formation dissemination on disaster
preparedness for students, teachers, and parents; conduct of earthquake drills;
training given by the fire department; solicitation and donation of relief items;
preparation and submission of reports to the municipality; and in attending meetings
called by the local government units (Guevara, Ancheta, De La Peña, Ortega, 2007).
25
Synthesis
Living in a disaster-prone country, Filipinos should know how to protect
themselves especially during disasters. In this country, there are many active fault
lines and there is this big fault line, the ‘Marikina Fault Valley’ that can destroy
almost the whole of Luzon especially Metro Manila if the ‘Big One’ strikes. RA
10121 or the “DRR” aims to mitigate the impact of disasters through conducting
drills and seminars, so that every citizen of the country would know what to do
before, during and after the disasters. When accidents occur, there is a big impact on
a person. (e.g physical, physiological, psychological, etc.) and to lessen the mishap,
one should know how to do the basic first aid.
In schools, disaster management and first aid training should be done in order
to prepare for this big disaster. Nobody knows when it will happen. That’s why, it is
important that the school authorities, personnel, teachers, students and parents help
each other so that the safety of everyone is ensured.

26
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methods employed, the instruments used as part of
the data collection process, and the approach done in analyzing the data collected.
Research Design
This study used phenomenology as its research design. Phenomenology is an
approach to qualitative research that lets researchers understand the ways of how
other people go through a phenomenon (Chambers,2013). Phenomenology is used
because this research wants to find out the observations and opinions of students on
the different drills conducted by the school and evaluate the practiced disaster
management and first aid training of the school.
Subject of the Study
The respondents of this research were selected Class Mayors/Vice Mayors,
Officers of the Student Council, Community Engagement Club and Engineering
Club. They were chosen in their leadership roles on disaster management on
earthquakes and first aid training. The Student Council officers and Class
Mayors/Vice Mayors organize events like seminars and the likes to inform the
students about disaster management and first aid. Also, they can lead the students in
27
the duration of the different disaster drills. The Community Engagement Club
members were chosen because they are exposed in community building activities
while the Engineering Club members are the future engineers who will build
infrastructures and buildings that are hoped to be disaster-resistant. The researchers
believe in what was expressed by the Natural Hazard Science (2019), that dealing
with disaster is a social process that requires public support for planning initiatives
and participation by a wide variety or responders, technical experts and citizens.
Meanwhile, twenty (20) respondents were chosen as participants to the study.
As mentioned by Luca (2013), at least twelve (12) interviews ensuring that the
respondents/participants are the holders of knowledge in the area that the researchers
intend to investigate is a good number of respondents.
Locale of the Study
The study was conducted in Siena College of Taytay (SCT) located at E.
Rodriguez Ave. Brgy. San Isidro, Taytay, Rizal, Philippines. This location was
chosen with the following reasons: (1) the location of the school is not far from the
Marikina Fault Valley which is one of the most dangerous fault lines in the
Philippines; (2) the school itself has a disaster management practices through which
students participate; and (3) the school conducts first aid and emergency trainings,
drills and seminars annually.

28
Sample and Sampling Technique
The researchers used stratified sampling method as sampling technique.
Stratified sampling is a probability sampling method and a form of random sampling
in which the population is divided into two or more groups (strata) according to one
or more common attributes (Dudovskiy, 2015). In stratified sampling method, each
group would have a representative to answer the questions and is the best method to
study the experiences of the students who participate on the school’s disaster
management on earthquakes and first aid training.
Instrument of the Study
The researchers used the interview method for gathering data. An interview
is a one-to-one conversation wherein questions are asked directly to the interviewees
(Key Differences, 2019). There were 10 open-ended interview questions asked to
allow the respondents express more their insights on the topic and provides better
quality of information to the researchers.
Procedure of the Study
After identifying the topic of interest, the researchers reviewed relevant
literature to find research gaps. They stated their problem and came up with a
working title, then followed the procedures in doing the rest of the chapters. To fulfill
Chapter 3, the researchers identified five (5) respondents from four (4) different
29
organizations in the school. The interviews contained 10 specific questions which
were asked to the respondents individually. The interviews were recorded, and notes
were taken for more specificity.
Data Analysis
Thematic Analysis is used by the researchers. Thematic Analysis is a flexible
data analysis plan that qualitative researchers use to generate themes from interview
data. This data analysis plan is perfect for both novice and expert qualitative
researchers because the steps are easy to follow but rigorous enough to generate
meaningful findings from the data. (Braun and Clarke, 2013)
Following the data gathering process, the researchers qualitatively analyzed
and grouped the data into themes. Patterns of themes in the interview data were
identified that includes a constant moving back and forward between the entire data
set, individual transcribed information, and the actual analysis.

30
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter presents the results and discussion based on the data gathered.
Qualitative data analysis was utilized to interpret and analyze retrieved information.
Demographics of Respondents
Table 1
Profile of Respondents
Profile F %
Organization
Classroom Officers (Mayor/Vice Mayor) 5 25%

Student Council 5 25%
Engineering Club 5 25%
Community Engagement 5 25%
Areas of Residence
Cainta 3 15%
Taytay 9 45%
Angono 5 25%
Binangonan 2 10%
Manila 1 5%
Type of School last Attended
Private 19 95%
Public 1 5%
31
Table 1 shows the profile of the respondents, the different organizations, their
area of residence and the school they last attended. In the table above, 5 out of 20
(25%) of the respondents were coming from the Class Mayors/Vice Mayors, Student
Council, Engineering Club and the Community Engagement Club. These
organizations are believed to be the best participants for they are the ones really
involved in helping the school conduct drills and seminars related to DRRR
(especially the Class Mayors and Student Council Officers). In terms of place of
residence, 9 out of 20 live in Taytay which is the same as the area where the locale
of the study can be found. This is important because the more an area is near to a
fault line, the more damage the place could get. In terms of the type of school the
respondents came from, 19 out of 20 (95%) came from private schools while 1 out
of 20 (5%) came from a public school.
Respondents’ Frame of Mind
Disasters are unpredictable and can happen anytime. Through the responses
of the students, this can show their knowledge and awareness they have. By the
received responses, it can show who among them are ready when disasters and
emergencies occur. As stated by Dr. Chakraborty (2011), First Aid during disaster
management means, the immediate help extended to the affected victims of any
disaster. Disasters can be natural or made. In scenarios, the basic knowledge of first
32
aid during any disaster would not only reduce the amount of suffering but would also
lead to reduction in the number of fatalities.
Table 2
Frame of Mind on Disaster Management and First Aid Training
Disaster Management is: First Aid Training is:
Preparing for disasters Treating injured people
A way of managing disasters Preventing injuries and more psychological
Mitigating the impacts of disasters effects
Giving awareness Helping overcome circumstances especially
emergency situations
Executing for safety
Table 2 shows the frame of mind of students on Disaster Management and
First Aid Training. The researchers ask their background knowledge about the
Disaster Management and First Aid Training to see who among them have known
well these topics. The respondents’ frame of mind when it comes to disaster
management can be categorized as: (1) it is a way to prepare and mitigate the impacts
of disasters and, (2) it is a subject which focuses on the safety precautionary measures
on disasters that gives awareness. Through their responses, it shows some of them
are familiar and known these topics and some at least have the background
33
knowledge. According to International Federation (2019), disaster management
deals with emergencies and help in preparedness, response, recovery and mitigation
to lessen the impacts of disasters which was same as the results of the study
conducted.
On first aid training, responses revealed their understanding that: (1) it is a
specialized training to help people overcome circumstances especially emergency
situations; (2) a person who knows how to do the first aid could help treat injured
people; and lastly, (3) it is done to prevent injuries and more psychological effects.
These responses revealed that most of the students have at least knowledge on
Disaster Management and First Aid Training. As reiterated by Hepler (2018), first
aid is used to stop a minor mishap from getting worse and a person who knows how
to do the first aid could treat injured people.
Drills are being executed in every school in preparation for disasters and is
also a part of R.A 10121. When asked about the things they do during drill practices,
most of the participants’ answers were positive. To wit, they follow instructions and
the route given to them by the teachers, they try to participate well, and they do the
basic “duck, cover and hold” (n=10). However, there were also participants who
honestly said, “Whenever there were seminars and drills, most of the time, I talk with
my friends especially when the speaker does not give clear instructions” (n=2). The
students tend to misbehave when instructions are not clearly said because they may
be confused and keep on asking what to do. According to Willison (2003), in order
34
for a community to be disaster resilient and disaster resistant, that community should
have enough knowledge and should practice regularly the disaster management and
first aid training. In this study, respondents have the right mindset but lacks in the
actual application.
Effectiveness of the Drill Practices
The results shown on the table below are the answers of the respondents in
terms of the effectiveness of drill practices in the school. The question asked to the
respondents was “How effective is the current drill practices?” The choices given to
the respondents were either the drills were effective or not and they also need to
justify their answers. The results of the study are shown in table 3.
Table 3
Effectiveness of Drill Practices
Evaluation F Justification
1.Effective 8 1. Instructors conducting the drills were
giving clear instructions in executing the
drills which makes the students follow
what was said.
2. The school invites people specialized
in the subject DRRR (e.g Red Cross) and

35
discuss the do’s and don’ts during
emergency situations.
1. Students may be influenced by their
friends to not listen and contribute to the
2. Ineffective 12 noise in the area where the drill or
seminar is going on.
2. During drills, students perceive these
activities as something to make fun of.
3. The speakers/ instructors sometimes
cannot be heard by the students and can
affect the attitude of students toward the
given drills and seminars.
Table 3 shows the effectiveness of the drill practices according to the
perception of students. The researchers dig in to see the possible causes that could
lead the drill practice either effective or not effective for the students. The researchers
gave standards (e.g number of drills annually, the way facilitators speak in front of
the students, attitude and behavior of students, etc.) The table revealed that 60% of
the respondents cited that the exercised drills are only practiced once a year and is
36
ineffective due to students’ non-serious attitude in doing the practiced drills and
ineffective speakers. Though, respondents follow the instructions on what to do and
where to go, the students tend to be distracted with laughter since some of the
students are making fun of the activity.
In relation with this, Mitra (2018) stated that the Philippines is already
exposed in making the country to be ready for the big one and also, the government
wanted to make it as an enactment as if it was really happening in schools.
Based on the table above, the drills could be more effective if the teachers are
also oriented on the disaster management plan and be able to guide them more to see
how effective the drills are, the evacuation routes and to be able to disseminate the
instructions clearly so that students would follow.
Assessment on Emergency Situations
Table 4 revolves around testing their first aid knowledge and disaster
management by asking them a suggestive question that is “if ever someone gets into
an accident in front of you, would you know how to assess the situation?”. The
respondents were given two choices: yes or no, in which both requires justification
on their parts.
37
Table 4
Assessment on Accident Situations
Response F Students’ way of assessing
1. Yes 8 1. “Depending on the situation. If I know what

happened, I’ll try to help.”
2. “When my mom collapsed, I still had grace

under pressure, state of mind, and I am aware of
what happened. I did not panic and was able to
assess the situation.”
3. “If it is just a simple accident like a wound.”
4. “I’ll help in any way that I can.”
2. No 12 1. “Find someone who knows first aid basics.”
2.“I’ll just call an ambulance.”
3. “I’ll call 911.”
4.“Drills aren’t executed properly. Maybe I’ll just
panic.”
This table reveals the limitations of their understanding and capabilities of
first aid and disaster management. By giving a question that is general yet specific,
the respondents were able to picture a situation that could be considered as an
emergency or accident in their perspective. This allows the respondent to either pick
an emergency situation he or she really knows how to handle or the opposite of it. It
38
also reveals that majority of the respondents (60%) have very limited knowledge in
first aid and disaster management. Their common answer was finding someone who
knows what to do and panicking. This is worrisome because the situation may worsen
if one chooses to do the latter. Minority of them (40%) however said yes with a
common answer of remaining calm and knowing basic first aid to wounds. This
draws the borderline of their knowledge when it comes to first aid.
According to the Metropolitan Manila Earthquake Impact Reduction Study
(MMEIRS), a 7.2 magnitude earthquake from the West Valley Fault will result in
the collapse of 170,000 residential houses and the death of 34,000 people. Another
114,000 individuals will be injured while 340,000 houses will be partly damaged. A
wound is nothing compared to the possible damage The Big One could cause. This
draws the gap. Furthermore, majority of the students lack in areas of the following:
first hand assessment of an accident, basic first aid when it comes to various injuries,
and mental preparation or training.
The results shown below the table are responses of the respondents
concerning their experiences. The question given was: “Have you ever experienced
a real-life emergency situation?”. The choices given to them were yes and no. Both
of these answers require further elaboration regarding their responses.

39
Table 5
Experiences on real-life emergency situation
Response F What did the respondents do?
1. Yes 7 1. “I did not panic and tried to find a place to hide.

After the earthquake, I went to an open place where
I’ll be safe.”
2. “When we experienced an earthquake last year,

we didn’t really feel it, so we just stayed where we
were.”
3. “We already experienced being flooded by

Typhoon Ondoy but instead of going to evacuation
centers, we went to the 2nd floor.”
4. “Again, when my mom collapsed, I helped my

father carry my mom and I really need to not
panic.”
5. “My grandmother was brought to the hospital, It

was a fifty-fifty case and I panicked.”
6. “Bring important documents with you and be

calm.”
7. “When my ‘lolo’ had an attack, I called people

who knew first aid.”
2. No 13 1.“If ever, I’ll try my best to remain calm.”
2.“I’ll try to remember what I’ve learned.”
3. “Usually, emergencies occur pretty far from our

area but I think, I’ll panic if ever.”
40
4. “I’ll just call for help.”
5. “I’ll be surprised and afraid but will try to remain

calm.”
6. “My mom had health problem and we needed to

go to the hospital. I called our neighbors and asked
them to bring us to the hospital.”
7. “Maybe I’ll just panic.”
8. “Honestly, I don’t know what to do.”
9. “I’ll ask for help.”
10. “Just try to avoid places that can be dangerous.”
Based from the interviews conducted to the students, it showed that majority
(65%) do not have the sense of urgency. A respondent answered that when they've
experienced earthquake last year, they did not go out of their house. Luckily, the
earthquake wasn't strong enough to destroy their house. Some of the respondents
said, that when experienced a real-life emergency situation (e.g. when they had
someone who had a heart attack and other health problems) they did not know what
to do and panicked.
41
Although some of the respondents have encountered situations wherein
peoples’ lives were in danger and were constantly under pressure during that time,
they were still able to assess the circumstances by remaining calm and having a clear
state of mind. However, majority of the respondents lacks the experience rendering
them more vulnerable when an emergency does happen.
When asked, "How would you assess the situation?", the respondents
answered that they will find someone who knows first aid basics because according
to them, they do not know how to do that by themselves. Some answered that they
will just call an ambulance while a respondent criticized the drills and said that the
drills conducted in the school were not executed properly and this could be the reason
for people to panic. According to Lance Roux of SafetyPro (2018), one should
provide first aid and/or medical care to the injured person and identify the causes of
the accident. These were only some of the mentioned steps to investigate an accident.
The respondents were also asked on the first thing they will do in case of
disaster and how will they survive from a devastating 7.5 magnitude earthquake.
Their most similar responses were: (1) they will go to an evacuation center, since
they say that it is the "safest place" after a disaster, (2) they will follow the
instructions given to them, specifically, the "Duck, cover and hold", and lastly, (3)
they will go out of the building and go to an open area. According to a site called
everyday health (2019), learning the evacuation routes, assemble an emergency kit,
42
duck cover and hold and lastly, follow instructions of the authorities are only some
of the things which can help overcome disasters especially when earthquakes occur.
Respondents reiterated that students never take the drills seriously. They also
are concerned of narrow staircases which cannot accommodate everybody at the
same time. If ever a real earthquake happens, everyone, especially those students and
teachers in the 5th floor where their classrooms are located, will not be able to
survive. They also added that whenever the school conducts the different drills, there
should be a stricter policy and instructions given by the head of the school since the
students never take the drills conducted seriously and even makes fun of it. The
attitude and response given in Table 4 and 5 towards given disaster situations reflects
their attitude in current drills.
Steps in Expanding DRRR Knowledge and Skills
Earthquake drills and seminars are being performed in schools as a program
of the Disaster Management Plan Law of 2010. It is a necessity to protect oneself
from disasters. Therefore, the researchers together with the respondents thought of
ways on how the school could help the students expand their knowledge and skills
in preparation for disasters and/or emergencies.
Steps to further prepare for disasters and/or emergencies are the following:
1. The school should increase the number of drills per year because according
to the respondents, one (1) drill per year is not enough to retain the information taught
43
during drills and seminars. Senator Loren Legarda (2009) stated that annually, there
should be at least 10 drills conducted. She added that this policy was made to train
people to be more responsive incase of fire, earthquake and other disasters and help
mitigate the impacts of these phenomenon.
2. The school and the instructors should make the drills more realistic like
performing roleplays, also there should be more practical activities than plain
discussion associated with disaster management and first aid training that the
students would clearly understand so that they won’t get bored and listen attentively
to the ones talking in front of them and be able to learn the information they can use
in case of disasters and emergencies.
3. The school should do something about the traffic in staircases this is
because based on the answers of the respondents, students do not move fast when
going down to the area designated. If in case a disaster happens, stampede is the most
evident problem our school might encounter, and it will worsen the situation due to
the students who are talking to one another and are misbehaving.
4. The school should implement a stricter policy and instruction so that
students won’t treat these drills as a joke. This type of discipline can be related to
what Kelly (2019) stated. She said that “Teachers and administrators must maintain
the discipline to create an effective learning environment.” If there is a stricter policy
than the existing one, for sure, students would learn more for they will be more
disciplined.
44
CHAPTER V
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the findings, conclusions and recommendations coming

from the results gathered in the study.
Summary of Findings
This research had the aim of evaluating the disaster management and first aid
training of the school. Researchers had selected Grade 11 students from different
organizations such as Class Mayors/ Vice Mayors, Student Council Officers,
Engineering Club and Community Engagement Club. With the interview that they
had conducted, the researchers accumulated enough data that supported the needs
and unraveled the questions of this study. Findings of the study revealed the
following:
Respondents’ Frame of Mind
Unpredictable disasters can happen anytime. Therefore, knowledge about
disaster management and first aid is important. It was clearly shown on the table that
the respondents’ knowledge on the disaster management were as follows: (1) It is a
way to prepare and protect oneself from disasters and (2) to give more awareness on
the possible impacts of disasters and emergencies to one’s physical, social,
psychological and physiological well-being. Their frame of mind when it comes to
the first aid training is that it helps in overcoming circumstances especially

45
emergency situations, it is used in treating injured people and lastly, it is done to
prevent injuries and more psychological effects. These two parts of DRRR are being
executed and being taught for the sake of the safety of the citizens of the country.
Effectiveness of the Drill Practices
Different perspectives were observed during interviews. There were some
respondents who think of the drills as effective and some who do not agree.
The respondents who answered that the drills are effective mentioned that the
instructors are doing their best to disseminate clear instructions to the students and
the school does its best to perform drills and seminars related to disaster management
and first aid training. While, of course, there were also students who think of the
drills as “not effective” because of the following hindrances: (1) While executing the
drills, students tend to get bored and talk with their friends which makes the drill
practice disarray. (2) Students only see this as an activity that consumes their
subjects. (3) Some of the speakers (instructors) sometimes cannot be easily heard by
the students which makes them bored, they tend to sleep and not listen and pay
attention to the instructor in front of them.
Assessment on Emergency Situations
Majority of the respondents lack the experience of being in an emergency
situation and do not know what to do. This brings light to the most common response
received which is panicking. Most of them lack in areas such as first-hand assessment
and mental training.

46
Steps in Expanding DRRR Knowledge and Skills
With the present disaster management plan of the school, the respondents
attested that the drills need improvement and suggested ways or steps to help in
expanding the knowledge and skills of students in terms of disaster management and
first aid training. This could be done by: (1) increasing the number of drills per year
so that the students will be more responsive in case of emergency situations. (2)
making the drills more realistic by presenting roleplays, more practical activities
during seminars which can test the attentiveness of students and take their boredom
away. (3) When going down to the designated area, everyone should move fast to
prevent traffic and “stampede” in staircases. And lastly, (4) Discipline is the key.
Stricter policies should be implemented by the authorities so that the students will
not make fun of the different drills and seminars conducted in the school.
Conclusions
The disaster risk management of Siena College of Taytay on earthquakes
and first aid was evaluated as ineffective. The problem is in terms of clarity of
instructions during drills. The chosen respondents lack knowledge mostly in terms
of assessing differing situations. As most results to panic and do not even know the
first aid basics rendering them helpless. The most suggested ways of expanding one’s
skills and knowledge in this concern are the following:

47
1. Students should act with alertness, vigilance and urgency during drills.
This is such an evident problem in this phenomenon. Students are moving with a
normal pace which is the opposite of what is needed. It also turns the staircase into a
messy pile causing traffic. Students and teachers that are situated in higher floors will
be disadvantaged if ever a disaster is to happen, and students move this slow.
Possibility of being trapped and dying is high if ever.
2. Students should change their attitudes toward disaster management and
take it seriously. As disaster management concerns a very serious topic and a very
vital component which is our lives. With the wrong attitude, no matter how good the
material or the facilitator is everything is useless. It is a two-way street after all. Our
school is a community and in order for a community to work, everyone should do
their parts.
3. The school authorities should make the drills and seminars more realistic
and increase the current amount of drill practices. In order for a practice to work it
should be greatly similar to the actual situation. The school authorities could combine
roleplaying and the current drill practice in order to make it more believable. This
will practice the students and the teachers’ mindset in times of disaster. And instead
of having drills once a year, the school should conduct it more frequently. With this,
their minds will be trained and will be more used to emergency situations avoiding
reactions that may not help the situation at all, like panic.
48
Recommendations
The following recommendations are offered based on the findings and
conclusion of the study.
For the school and school administrators
The researchers recommend that: (1) the drills and seminars conducted in
schools should be done at least once a month with many activities like roleplays so
that students will not get bored and instead, they will listen and actively participate.
(2) implement stricter policies for the students to follow and not make fun of it. (3)
the DRRR subject should not be limited to STEM students only. It should be taught
and promoted to every strand so that everyone would know survival skills. And
lastly, (4) emergency hotlines should be posted in every class rooms in case of
emergencies so that students would know what numbers they can call whenever
emergencies occur.
For the students
The researchers recommend that: (1) The students should change their
attitude towards the given drills and seminars, (2) Listen and participate actively
during these DRRR activities in order to be aware and prepared on the possibilities
one can encounter during disasters. and lastly, (3) To learn from the given activities
and use this knowledge to teach people who do not have any idea on mitigating the
impacts of disasters.
49
For future researchers
The researchers suggest that the future researchers create a tool in assessing
the disaster management plan conforming to a set of standards from agencies,
organizations and institution.

50
REFERENCES
Internet Resources
Adnan, Razak, Ramli. (2015). Disaster Management and Mitigation for earthquakes:
Are We Ready? Retrieved from https://www.researchgate.net/publication/
286360217_Disaster_Management_and_Mitigation_for_Earthquakes_Are_We_Re
ady. on January 23,2019.
Alcayna, Bollettino, Dy, Vinck. (2016). Resilience and Disaster Trends in the
Philippines: Opportunities for National and Local Capacity Building. Retrieved from
http://currents.plos.org/disasters/index.html%3Fp=28077.html on January 23,2019.
Angus, Pretto, Abrams, Safar. (2012). Recommendations for Life-Supporting First-
Aid Training of the Lay Public for Disaster Preparedness. Retrieved from
https://www.cambridge.org/core/journals/prehospital-and-disaster-medicine/article/
recommendations-for-lifesupporting-firstaid-training-of-the-lay-public-for-disaster-
preparedness/25E9D16C32E616F403B17B899229162B. on January 23, 2019.
Barreiro. (2016). First Aid PH: A no-nonsense app for emergency preparedness.
Retrieved from https://www.rappler.com/technology/features/136165-first-aid-ph-
feature. On January 23,2019.

51
Bollig, Myklebust, Ostringen. (2011). Effects of first aid training in the kindergarten
-a pilot study. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC3060136/. On January 23, 2019.
Britannica. (2018). Earthquake. Retrieved from https://www.britannica.com/science/
earthquake-geology. On January10, 2019.
Disaster. (2019). Retrieved from https://www.thefreedictionary.com/disaster . On
March 30, 2019.
Disaster Management. (2016). In unisdr.org/ retrieved on January 26, 2019 from
https://www.unisdr.org/we/inform/terminology#letter-d
Disaster Medicine. (2019). Four Phases of Disaster Management. Retrieved from
https://disastermedicine.wordpress.com/four-phases-of-disaster-management/. On
January 23,2019.
Disaster Risk Reduction (DRR). (2016). In unisdr.org/ retrieved on January 9, 2019
from https://www.unisdr.org/who-we-are/what-is-drr
FEMA. (2018). Earthquake safety at school. Retrieved from
https://www.fema.gov/earthquake-safety-school on January 30,2019.

52
Earthquake.(2018). In britannica.com/ retrieved on January 26, 2019
fromhttps://www.britannica.com/science/earthquake-geology
Fault Line.(2018). In yourdictionary.com retrieved on January 26, 2019 from
https://www.yourdictionary.com/fault-line
First Aid. (2015). In sja.org.uk/sja/ retrieved on January 26, 2019 from
http://www.sja.org.uk/sja/first-aid-advice/what-to-do-as-a-first-aider/the-role-of-a-
first-aider.aspx
Healthline.com. (2005). Introduction to First Aid. Retrieved from
https://www.healthline.com/health/first-aid#bandage. On January 10,2019
ifrc.org. (2019). About Disaster Management. Retrieved from
https://www.ifrc.org/en/what-we-do/disaster-management/about-disaster-
management/. On January 23,2019.
Ifrc.com. (2019). What is a disaster?. Retrieved from https://www.ifrc.org/en/what-
we-do/disaster-management/about-disasters/what-is-a-disaster/. On January
23,2019.
53
Josef, R. (2011). List Of Active Fault Lines & Trenches In The Philippines. Retrieved
from https://deamonaire.blogspot.com/2011/03/list-of-active-fault-lines-trenches-
in.html on January 10, 2019.
Kelly (2019). Discipline in Schools. Retrieved from
https://thoughtco.com/discipline-in-schools-7738 on March 14, 2019.
Legarda. (2009). Senate no. 2992. Retrieved from
https://www.senate.gov.ph/lisdata/98938911!.pdf on March 14, 2019.
Luna. (2002). Disaster Mitigation and Preparedness: The Case of NGOs in the
Philippines. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-
7717.00173. On January 23,2019.
National Academy of Sciences. (2003). Understanding the Psychological
Consequences of Traumatic Events, Disasters, and Terrorism. Retrieved from
https://www.ncbi.nlm.nih.gov/books/NBK221638/. On January 23,2019.
ODPEM. (2008). The Disaster Management Process. Retrieved from
http://www.odpem.org.jm/DisastersDoHappen/DisasterManagementinJamaica/The
DisasterManagementProcess/tabid/240/Default.aspx. On January 23,2019.

54
Orallo. (2011). Study on Earthquake risk and vulnerability management and lessons
learned. Retrieved from https://www.adrc.asia/aboutus/vrdata/finalreport/
2011A_PHL_Anna_FRR.pdf. On January 23,2019.
Patil. (2012). Disaster Management in India. Retrieved from
https://www.researchgate.net/publication/314216553_Disaster_Management_in_In
dia on January 23,2019.
Pearce. (2003). Disaster Management and Community Planning, and Public
Participation: How to Achieve Sustainable Hazard Mitigation. Retrieved from
https://link.springer.com/article/10.1023/A:1022917721797. On January 23,2019.
Physio-pedia. (2017). Disaster Management. Retrieved from https://www.physio-
pedia.com/Disaster_Management on January 10,2019.
Preventionweb. (2011). Philippines: The national disaster risk reduction and
management plan (NDRRMP) 2011 to 2028. Retrieved from
https://www.preventionweb.net/english/policies/v.php?id=35457&cid=135 on
January 23,2019.
55
Protocol. (2018). In merriam-webster.com retrieved on January 9, 2019 from
https://www.merriam-webster.com/dictionary/protocol
Rappler. (2017). What dangers await when the West Valley Fault moves? Retrieved
from https://www.rappler.com/move-ph/issues/disasters/knowledge-base/93746-
maps-west-valley-fault-earthquake-scenarios. On January 10, 2019.
Russel. (2019). Emergency Preparedness In School. Retrieved from
https://www.accreditedschoolsonline.org/resources/emergency-preparedness-in-
school/. On January 30,2019.
School Disaster Management Plan. (2011). In mehrd.gov.sb retrieved on January 26,
2019 from http://www.mehrd.gov.sb/documents?view=download&format=raw
&fileId=1069
Seismic Wave. (2018). In britannica.com/ retrieved on January 9, 2019 from
https://www.britannica.com/science/seismic-wave
SMS tsunami warning. (2018). Earthquakes: fault lines. Retrieved from
https://www.sms-tsunami-warning.com/pages/fault-lines#.XFEXetERWhA on
January 10, 2019.

56
The Big One. (2018). Retrieved from
https://www.urbandictionary.com/define.php?term=Big%20One. On March 30,
2019.
Upseis. (2007). What Should I Do Before, During, And After An Earthquake?
Retrieved from http://www.geo.m. On January 30, 2019.
Victoria. (2003). Community-Based Disaster Management in the Philippines:
Making a Difference in People's Lives. Retrieved from
https://www.jstor.org/stable/44243073?seq=1#page_scan_tab_contents. On January
23,2019.
WHO. (2013). Philippines: Health professionals learn psychological first aid to
support survivors. Retrieved from https://www.who.int/features/2013/
psychological-first-aid/en/. On January 23,2019.

57
APPENDICES
Appendix A
Letter of Approval
58
Appendix B
Interview Questions
STATEMENT OF THE PROBLEM INTERVIEW QUESTIONS

What is the frame of mind of most a) What do you understand about
students when it comes to disaster Disaster Management and First Aid
management drills and first aid Training?
training? b) During drill practices, what do you
do?
How effectual is the current drill a) Is the amount of drill practices
practice? sufficient? Why or why not?
b) How effective is the drill practices
in Siena? (Very Effective, Effective,
Ineffective). And why? (defend your
answer).
Where do most students lack a) If someone gets into an accident,
knowledge of in terms of disaster would you know how to assess the
management on earthquakes and first situation? If yes, how would you do it?
aid? If no, what would you do?
b) If a natural disaster is to happen at
this moment, what would be the first
thing you would do? (elaborate).
c) Have you ever experienced a real-
life emergency situation? If yes, what
happened and how did you react. If no,
how will you react?
d) Imagine: a 7.5 earthquake recently
hits your area (home). Assuming that
you survived, where would you
specifically go after the earthquake?
Give reasons why.
What steps can work best for students a) If you could change something
to expand their knowledge and skills in about the drill, what would it be? And
preparation for disasters or why?
emergencies? b) If given a chance to attend DRRR
seminar, what teaching approach
would work best for you (as a student)?
59
Additional Questions:
1. What do you observe during drills?
2. What can you recommend to improve the disaster management and first aid
training in our school? (explain).

60
Appendix C
Transcription of the Interviews

Respondent No: 1
Place of Residence: Brgy. San Isidro, Taytay, Rizal
School last attended: Siena College of Taytay
1. What do you understand about Disaster Management and First Aid Training?
"Ang natutunan ko di lang yun na during earthquake; duck, cover, hold, uhm aside
from that natutunan ko rin yung mga bagay na nagpeprevent or mga factors na
makakatulong ma-mitigate yung damag nung mga hazards na yun. For example,
kapag may landslide ah ways to mitigate yung ano yung avoidance nung mga area
na prone sa landslide or paglalagay ng mga ano na tinatawag nilang..yung rip rap sa
mga gilid ng daan at mga higher land areas tas sa first aid training tungkol sa..ay
tawag dun katulad nung fieldtrip na tinuro yung pagsi-CPR mga ganun. Ayun..di
ko lang sya basta naiintindihan, na natutunan ko rin on how to apply it in ano, in
real life."
2. During drill practices, what do you do?

Interviewee: "Kapag ako lang mag-isa or pangkalahatan?"
Interviewer: "Pangkalahatan po yung dito sa Siena."
Interviewee: "During drill practices, we have that in our school yung mga
ano..anong tawag dun? Earthquake... Earthquake drill so ayun parang sa normal na
estudyante lang syempre parang ano...sa sarili ko na parang natatawa ako kasi ano
hindi naman ganun kaserious yung training na binibigay nila na magtatago ka sa
ilalim ng upuan, magpapatong ka ng libro sa ulo mo yas bababa ka lang ng pila-pila
kayo. Naiisip ko na kapag sa totoong buhay nangyari yun, di mo naman talaga
yung maaapply. Parang mangingibabaw pa rin yung panic kasi nga di sya ganun
natuturo ng maayos."
61
3. Is the amount of drill practices sufficient? Why or why not?

"I believe it is not sufficient because it happens in a...once in a year, parang ganun
lang and hindi rin enough yung lesson na binibigay."
4. How effective is the drills in siena? (Very effective, effective, not effective) and
why? (Defend your answer.
"Kung ire-rate kasi, parang di ko sya marate kasi di pa nangyayari. Siguro ano lang,
medyo effective ganun. Pag kasi, nakikita ko rin sa ibang students or pag
pinagkekwentuhan namin sabi nila na hindi rin naman nila maapply yun. So, siguro
napo-forsee ko na hindi rin sya magiging effective."
5. If someone gets into an accident, would you know how to assess the situation? If
yes, how would you do it? If no, what would you do?
"If I encounter an accident, uhm maybe I'll do it by..by guarding the area. For
example, kapag may naaksidente tas injured yung tao, yung siguro di ko hahayaang
makalapit yung tao or makialam dun sa tao na yun lalo napag hindi naman sya
isang ahh practitioner ganun."
6. If a natural disaster is to happen at this moment, what would be the first thing
you would do? (Elaborate)
"Haha uhm video de joke lang...Pray."
7. Have you experienced a real-life emergency situation? If yes, what happened and
how did you react? If no, how would you react?
"Wala pa, siguro ano aalalahin ko yung tinuro ganun, na ano ah hindi magpapanic
ganun."
62
8. Imagine: A 7.5 earthquake recently hits your area (home). Assuming that you
survived, where would you specifically go after the earthquake? Give reasons why.
Interviewee: "Kung makasurvive ako ano, halimbawa sa school ba nangyari?"
Interviewer: "Sa lugar nyo."
Interviewee: "Wala kasing open area sa lugar namin e, sa labas na lang ng bahay
namin, yun."
9. If you could change something about the drill, what would it be? (And why)
"If I were given a chance to change something sa drill na binibigay siguro ano, I'll
make it more ano..more realistic, yeah more realistic."
10. If given a chance to attend a DRRR seminar, what strategy would work best for
you (as a student)?
"Siguro ano, una seminar ano mga ano?...mga reliable speaker ganun, mga
firefighters sa municipal hall galing yung ganun, mga team building activity."
- What do you observe during drills?
"Nagkakaingay lang tapos nagtatawanan lang ganun, hindi sineseryoso ayun.. hindi
sineseryoso kasi di parang uhm engaging yung binibigay na drills."
-What can you recommend to improve the disaster management and first aid
training in our school? (Explain why)
"Yung katulad nung sinabi..na sana yung katulad sa ibang school na nagagawa
nilangmas maganda ganun, mas engaging amd interactive sa students para mas
mararamadaman namin na nandun kami sa mismong situation."
63
Respondent No.: __2__

Place of residence: Taytay
School last attended: SCT
- Disaster management is a way to manage disaster. And first aid training helps you
to overcome circumstances that you may encounter publicly and if the ambulance
will not be able to be there, you will be able to perform the first aid so that, that
person wont die.

- We have this method in siena, the duck, cover and hold and we follow a specific
route for every section so that we won’t experience stampede.

- Well, we only have one drill practice for the whole year so I dont think its enough
especially when a lot of students are using the fire alarm inappropriately. And it is
insufficient because students tend to not remember everything that is being taught
during those drill practices and they don’t take it seriously.
4. How effective are the drills in Siena?

- Not effective. Like what I said in the 3rd question, they are not taking it seriously
and they are just making it a joke or something. Yung parang nilalaro lang nila yun.
5. If someone gets into an accident, would you know how to assess the situation?
- It depends on the situation. If I know what will happen in the situation then I will
be able to help in the first aid like for example he was hit by a car, then I would
64
know that I should not touch the person because it might cause more problem. If I
dont know what would happen then I would call an ambulance.
you would do?
- Secure myself. Find my first aid kit and helmet and follow the rules.
7. Have you experienced a real-life emergency situation?

- Back in Quezon City, we were flooded by the typhoon Ondoy but instead of
going to the evacuation center, we just went to our 2nd floor.
8. Imagine: A 7.5 magnitude earthquake recently hits your area (home). Assuming
that you survived, where would you specifically go after the earthquake?
- To the evacuation area because apparently, i have no home anymore. And I'm
sure that I will have wounds that needs to be treated and I need to seek a
professional help from a doctor.
9. If you could change something about the drill, what would it be?
- I will secure the route that every section has to go through because even though
they are trying to prevent the stampede, there is still traffic sa staircases. So
mamamatay tayong lahat pag ganon. Dahil sama sama tayong lahat e. Kumpulan e.
you (as a student)?
- Interactive strategy. Yung talagang maeexperience mo siya. Mas fun way kasi pag
magsasalita lang, sobrang boring.
65
What do you observe during drills?

Yung iba dumidiretso sa canteen tapos ginagawang chance para manghila ng fire
alarm.
Recommendation:
Gawing mas often yung drills at first aid training at siguraduhin talaga nila na
natututo yung mga bata like ipapaexperience talaga sakanila kung pano gagawin.
And then, atleast thrice in 6 months meron silang ipapaexam or activity para
malaman kung nareretain pa ba sa utak nila yung mga naturo sakanila.
66

Place of Residence: Taytay
- Dito kasi, pineprepare dito yung mga tao para sa upcoming na disaster dito sa
place natin or para hindi rin tayo makaranas ng injuries or hindi tayo magkaron ng
psychological effects.

- I am following the given rules, kung ano yung dapat gawin para hindi tayo
magpanic or para maging aware tayo sa mga posibleng mangyari.
3. Is the amount of drills sufficient? Why or why not?

- It is sufficient because atleast nabibigyan tayo ng awareness at saka nabibigyan
tayo ng kaalaman kung ano yung posibleng mangyari satin or mapaghandaan natin
kung ano yung mga bagay na kakailanganin natin para maiwasan yung mga ganung
bagay na yung maging mababa yung vulnerability natin pati yung effect satin.

- Effective lang kasi di naman kasi lahat sumusunod dun sa binibigyan na rules
tapos di rin sineseryoso. Parang ginagawa lang nila yung kasi kailangan tsaka
pinapagawa.
- Yes kasi tatawag ako agad ng 911 tapos kung may alam naman ako dun sa
gagawin or sa nangyaring accident, tutulong ako. Kapag hindi naman, ang gagawin
67
ko nalang, ay tatawag sa 911 tapos kung may nakakaalam na tao dun sa paligid ko,
yun nalang yung hahayaan ko.
you would do?
- Yung una kong gagawin, susundin ko yung mga instructions tulad ng duck, cover
and hold tapos gagawin ko yung mga tinuturo naman sa school then hindi ako
magpapanic. Ang una kong iisipin yung ano yung posible kong gawin para
maprevent yung disaster.

- Syempre magugulat ako tas yung unang gagawin ko, unang una, hindi ako
magpapanic tapos hahanap ako ng safe place na mapagtataguan ko tapos pag
natapos na yung shaking, dun na ko lalabas sa pinagtataguan ko. Dun na ko sa open
ground para di matatabunan ng mabibigat na bagay
8. Imagine: a 7.5 magnitude earthquake recently hits your area (home). Assuming
- Unang pupuntahan ko ay yung mga evacuation center kasi karaniwan naman yun
yung sinasabi nilang " the safest place after a disaster". Di kasi yung inaabot.
Halimbawa yung madalas na evacuation center, malayo siya dun sa fault. So, kapag
nagshake siya, pwedeng hindi siya maapektuhan.
- Yung diba sa pagbaba, kelangan mabilis yung pag galaw kasi diba karaniwan
naglalakad lang tayo tapos nagdadaldalan pa yung iba, so kapag may drill na
pinapagawa, kailangan mag focus lahat dun para mabilis nang magagawa pati alam
natin kung pano ma-maximize yung time kasi pag nag aftershock, posibleng
68
magkaron ng pagbagsak ng mga bagay bagay kaya yon, dapat sineseryoso natin
yun at hindi nagdadaldalan.
you (as a student)?
- Para sakin, yung pinaka effective way is yung ipatry nila satin. Halimbawa, first
aid training yun, ipapatry din satin kung pano gagawin yun. Ipapatry gamitin yung
mga gamit sa first aid kit. Bibigyan lang ng time. Halimbawa, nagseseminar tapos
magbibigay sila ng time para gawin yung certain na activity para masanay yung
mga bata.
Additional questions:
What do you observe during drills:
-Karaniwan, di sineseryoso ng mga students parang ang tingin nila, free time nila
yun.
Recommendation:
-Yun nga, pagbibigay ng mga seminars na may kasamang activity tapos pagbibigay
ng awareness sa mga students pero yung seseryosohin kasi hindi talaga sineseryoso
ng mga students.
69

Place of residence: Cainta
School last attended: Manuel I
1. What do you understand about disaster management and first aid training?
- disaster management yung paghahanda sa earthquake ganon. Yung first aid,
paano gagamutin yung mga napinsala ganon.

- Duck, cover and hold.

- Hindi. Kasi diba pag nagpapractice tayo, nagagawa nga pero pano kung dumating
yung earthquake talaga. Syempre magpapanic tayo. Hindi na natin magagawa yun.

- Depende. Kapag sumusunod yung mga estudyante. (Effective)
- No. Siguro mas tatawag nalang ako ng mas may alam sa ganon.
you would do?
- Siguro kung ako yung president samin, pag da-duck, cover and hold ko sila sa
ilalim ng lamesa. Mga 5 minutes ano, palalabasin ko, papipilahin ko papunta sa St.
Thomas Grounds.
70

-Yes. Yung ano, nung nagkaron ng earthquake last year. Nasa Pasig kami nun.
Ano, di naman masyado naramdaman kaya nagstay nalang kami sa pwesto namin.
-Sa police station para manghingi ng tulong.
- Sa pila. Mas maganda kung mas mabilis dapat yung pagbaba kasi kawawa yung
mga nasa 5th floor.
you (as a student)?
- May example or dapat pwede natin yun ipractice.

- Naghaharutan, nagkukwentuhan.
Recommendation:
- Siguro pag ganon, sa bawat room may kahit isa o dalawang teacher na
nagbabantay kasi hindi naman kaya ng isang teacher lang yung magbantay.
71

Area of residence: Binangonan
1. What do you understand about disaster management and first aid training?
- Pagmimitigate ng mga disasters, sa first aid training is para makasave para sa taong
nasa situation sila ng disaster.

- Tinatry kong maging real yung scenario as much as possible para alam ko gagawin
ko during merong disaster.

-Sufficient sya para satin kaso di lang sya sineseryoso so sufficient sya kasi tinatry
naman ng school maging the best pagkakaroon ng drill practices pero ayun nga di
sya sineseryoso.

- Effective, because I said earlier di nga sineseryoso ng mga estudyante kahit gano
pa kaseryoso or ka effective yung na iniimplement ng school natin para satin. If di
naman natin sinusunod edi wala ding effect yon. So for me it’s just effective.
-Meron na kong naencounter na accident na nahimatay yung nanay ko kahit wala sya
sa disaster kasi pwede ko relate don nagkaron ako ng grace under pressure, merong
state of mind and aware ako sa nangyayare di ako nagpapanic at ayon ang nagagawa
ko tuwing may accident naaassess ko yung situations.
72
6. If a natural disaster is to happen at this moment, what would be the first thing you
would do?
-I will use the resources that I can and follow all the procedures that were thought by
the school and susundan ko na lang lahat ng procedures na inimplement para talaga
satin, para tignan na lang din natin kung effective.

-Nahimatay yung mother ko kailangan namin ng tatay buhatin papunta ng kotse kaya
nag isip na din ako ng ways para mapadali yung gagawin, binuksan ko na yung pinto,
binuksan ko na yung sasakyan at tinulungan kong magbuhat si tatay kay nanay, so
kailangan talaga na meron kang pagiisip as in di ka padin nagpapanic.
-Based from what I’ve sa lahat ng seminars at classes na inattendan ko I would go sa
isang plain field where walang building or tress nearby kasi gusto ko mabuhay at
ayoko madaganan ng mga mabibigat na bagay na yon.
-I would change that pagiging strict ng ating school tungkol ditto dahil
napakaseryosong matter talaga neto dapat tinetake seriously and ayon kailangan lang
nalang maging strict.
you (as a student)?
-As a student ayoko talaga ng powerpoints lang tsaka teachings, pwede silang
gumawa ng interaction for the students para lively din yung mga estudyante pwede
silang makakuha ng lessons from each other.
73
-Ginagawa lang joke ng mga students yung drills.
Recommendations:
- Yung sinabi ko nga kialangan lang maging strict ng school para magimprove
din yung diasaster management natin. Kailangan din ituro ng execution,
kailanagan wala silang pressure sa mg a ganong bagay. At kailanagan
masanay ang mga students sa ganon.
74

Place of Residence: Taytay, Rizal
1. . What do you understand about disaster management and first aid training?
-Para sakin ang Disaster Management ayun yung kung paano mo ihahandle yung
isang situation. Halimbawa may nangyaring sakuna, paano mo ihahandle yung sarili
mo, yung ibang tao, yung nangyayari. Yung First Aid training naman ayun yung
ginagawa para malaman mo kung ano yung dapat mong gawin kung may nasaktan o
naaksidente ganon.

-Sa totoo lang, ako bilang estudyante ng SCT ang ginagawa ko talaga non kung hindi
ako nakikinig dun sa nagsasalita, nakikipagkuwentuhan ako or nakikipagharutan.
Kasi aminin man natin kapag may kaklase tayo o kaibigan na parang dinedemonyo
ka, natetempt ka. Lalo na kapag yung nagsasalita hindi mo marinig so yung
instructions hindi din clear kaya hindi ka nalang din makikipagparticipate.

-Hindi pa siya sufficient. Sa tingin ko kasi kulang pa yung instrument, mga ginagamit
nilang way para ituro talaga sa mga bata kung paano yung tamang gagawin.

- Not effective. Kasi katulad nga ng sabi ko, hindi siya-hindi pa talaga effective dito
sa Siena yung sa drill kasi katulad nung nangyari last time, hindi naririnig masyado
yung instructions. Kaya imbis na makinig ka sa kanila mas nakikinig ka pa dun sa
katabi mo. Like yung sa speaker, sila sila lang nagkakarinigan kaya para sakin, di
siya effective.
75
-Para sakin ano, ang una ko talagang gagawin is tumawag ng emergency. Pero if ako
mismo yung gagawa? Hindi ko talaga alam kung paano gagawin.
would do?
-Una kong gagawin is titignan ko kung may kasama ba ako nun tapos sabay sabay
kaming lilikas at pupunta sa safe na lugar kung saan makakatawag ako sa mga mahal
ko sa buhay. Matanong kung okay ba sila, ganon.

-Based on experience, yung lola ko dinala siya sa ospital kasi nagfi-fifty fifty na,
ganon. Bata pa ako nun hindi kami pwede sumama sa ospital so nasa bahay lang ako
nun. Para sakin, sobrang nagpapanic ako pero habang tumatagal nawawala so ang
ginawa ko non is pinakalma ko muna sarili ko. Dapat talaga kumalma muna kasi
hindi moa lam gagawin mo kapag sobra kang nagpapanic.
8. Imagine: a 7.5 magnitude earthquake recently hits your area (home).

Assuming that you survived, where would you specifically go after the earthquake?
- Sa barangay kasi open place yun.
-Yung way kung pano sinasabihan yung estudyante saka tinuturuan kasi para sakin
talaga hindi siya effective. Saka sana maayos pa yung mga drill.
76
you (as a student)?
- Gusto ko yung may napapanood akong video, roleplay, may mapapakita silang mga
kagamitan
-Ayon, hindi sineseryoso ng mga estudyante yung drills lalo na dito kung nasa fifth
floor ka. Kung halimbawa may emergency (earthquake) bago ka pa makababa baka
patay ka na kasi sobrang bagal maglakad nung mga tao tapos parang walang
emergency exit na pwede talagang puntahan ng mga estudyante
Recommendations:
-Gawing mas effective yung drills. Saka if may program hindi lang thirty minutes.
Whole day ganon. Para alam talaga ng mga estudyante. Saka sana iencourage ng mga
nagfafacilitate yung mga students na makinig.
77

Place of residence: Aurora, Angono
1.What do you understand about disaster management and first aid training?
-For me ano, yung naintindihan ko is prevention. Once na may program about
disaster risk management unang nag-cocomeup sakin is yung prevention.

- Of course I give my full cooperation during drill practices. That’s what those people
need, mga social workers na nagfafacilitate ng program. Kailangan nila ng full
cooperation ng mga students so that’s what I do.
3.Is the amount of drill practices sufficient? Why or why not?

-Sa panahon ngayon para sakin hindi pa. Kasi kahit nadagdagan tayo ng first aid kit
and helmet For me kulang parin yung awareness sa mga estudyante
4.How effective are the drills in Siena?

-Effective. Kasi makikita mo naman yung administration ng school, nagbibigay
talaga ng effort for the students to learn to prevent those kinds of accident.
- Remain calm and call the emergency hotlines and refrain from pangingielam dun
sa accident kasi baka mas lalong lumala.
would do?
- Uhm siguro isasave ko kayo kasi iniinterview niyo ako.
78

-Hindi pa pero once na naencounter ko yung mga ganon siguro reaction ko
magugulat, Ninerbyusin. Hindi naman naiiwasan yun. Siyempre may reaction ka na
magugulat, matatakot, pero in the process magiging kalma.
- Siguro kapag hindi naapektuhan yung municipal hall edi sa municipal hall
-Siguro yung mas maging strikto yung pagiimprove ng drill. Kung strict na yung
ngayon sana mas maging on hands pa kasi ayun yung kailangan ng mga estudyante.
Kailangan alam nila ginagawa nila
you (as a student)?
- Gusto kong pinakamatutunan is yung may CPR, mga dapat mong gawin sa first
hand emergencies.
-Kulang talaga sa disiplina yung mga estudyante. Kasi kahit anong pilit ng school,
kahit ilang SAC yung ibantay mo sa floor pag hindi natututukan yung estudyante
hindi talaga sila seryoso as of now. Kaya I’m hoping na as the time goes by sana mas
maging strict yung school in these problems.
Recommendations:
- I recommend na hindi lang once or twice yung earthquake drills. Siguro three
pataas okay na para mas naiintindihan ng estudyante.
79
CURRICULUM VITAE
JUSTIN DENIEL S. AQUINO

0212 St. John drive, Palmera 4, Taytay Rizal
09495641441
justindeniel@gmail.com
PERSONAL BACKGROUND
Date of Birth : September 8, 2001
Place of Birth : Mandaluyong City
Age : 17
Sex : Male
Civil Status : Single
Religion : Roman Catholic
FAMILY BACKGROUND
Name of Father : Domingo Aquino
Occupation : Seaman
Name of Mother : Judith Aquino
Occupation : Housewife
EDUCATIONAL BACKGROUND
Senior High School : Siena College of Taytay

Taytay, Rizal
2018-2019
Junior High School : Siena College of Taytay
Taytay, Rizal
2017-2018
Elementary : St. Michael the Archangel School
Taytay, Rizal
2013-2014
Positions/ Membership in Organization

Engineering Club, Forensic Club, Media Watch Club (member)
Special Talents/ Skills
Computer skills
Guiding Principle in Life
Pag may tiyaga, may nilaga
80
JAYCENT G. BARBAS
Janssenville Snt. Magdalene Street Brgy. San Isidro Taytay, Rizal
090537211418
jaycentbarbas@yahoo.com
PERSONAL BACKGROUND
Date of Birth : November 2, 2001
Place of Birth : Angono Medical Hospital
Age : 17
Sex : Male
FAMILY BACKGROUND
Name of father : Zaldy D. Barbas

Occupation : None
Name of Mother : Susan G. Barbas
Occupation : House Wife

Taytay, Rizal
2018-2019
Junior High School : Francisco P. Felix Memorial Highschool
Cainta, Rizal
2017-2018
Elementary : Janssenville Elementary School
Cainta, Rizal
2013-2014
Glee Club, Engineering Club (member)
Singing, Playing guitar, drawing, athlete
Jer. 29:11: “For I know the plans I have for you”, declares the Lord, “plans
to prosper you and not to harm you, plans to give you hope and a future.”
81
RHEYTON D. CARINO
148 E. Rodriguez Ave., Gregoria Hts., Taytay, Rizal
0936182801
rheytonc@yahoo.com
PERSONAL BACKGROUND
Date of Birth : March 6, 2001

Place of Birth : St. Luke’s Hospital
Age : 18
Sex : Male
FAMILY BACKGROUND
Name of Father : George M. Carino

Occupation : SB Secretary
Name of Mother : Maria Melissa Deoferio – Carino
Occupation : Lawyer

Taytay, Rizal
2018-2019
Taytay, Rizal
2017 – 2018
Elementary : Siena College of Taytay
Taytay, Rizal
2013 – 2014

Student only
none
If you are hungry, eat.
82
KARL LUIGI S. CATANYAG

Summerfield Subd., B5 L4 Marigman Road,
Brgy San Roque, Antipolo City
09159116078
Karl.0125@yahoo.com
PERSONAL BACKGROUND
Date of Birth : January 25, 2002

Place of Birth : Taytay Emergency
Age : 17
Sex : Male
Religion : Catholic
FAMILY BACKGROUND
Name of Father : Aquilino S. Catanyag Jr.

Occupation : Document Controller
Name of Mother : Neliz S. Catanyag
Occupation : Housewife
Taytay, Rizal
2018-2019
Junior High School : Juan Sumulong Memorial Jr. College
Taytay, Rizal
2017-2018
Cainta Catholic College (grade 7)
Cainta, Rizal
Elementary : Dolores Elementary School
Taytay, Rizal
2013-2014
St. John the Baptist Parochial School (gr 1-2)
Taytay, Rizal
Engineering Club (member), Forensic Society (member)
Fast learner, love math subject
If life knocks you down, you should choose whether or not to get back up.
83
JOANNA MISZY T. ALER

Int. Sitio Sabutan St. Muzon, Taytay, Rizal
09472644378
alerjoannamiszy.jma1910@gmail.com
PERSONAL BACKGROUND
Date of Birth : August 19, 2001

Place of Birth : Angono, Rizal
Age : 17 yrs. old
Sex : Female
FAMILY BACKGROUND
Name of Father : Joven B. Adello

Occupation : None
Name of Mother : Jennifer T. Aler
Occupation : Sewer

Taytay, Rizal
2018-2019
Taytay, Rizal
2017-2018
Elementary : San Francisco Elementary School
Muzon, Taytay, Rizal

Young Scientists’ Club and Forensic Society (Member),
CAT Grad (103 COY CMDR)
poem writing
Don’t be the same, be better.
84
MARIE CLARISSE D. BONNET

18 Orange St. Apple Village 1, Valley golf Cainta, Rizal
09086806604
clarissebonnet15@gmail.com
PERSONAL BACKGROUND
Date of Birth : December 8, 2001

Place of Birth : Pasig City
Age : 17 years old
Sex : Female
Religion : Catholic
FAMILY BACKGROUND
Name of Father : Francois-Xavier Bonnet

Occupation : Researcher
Name of Mother : Maria Paquita D. Bonnet
Occupation : Educator
Taytay, Rizal
2018-2019
Taytay, Rizal
2017-2018
Taytay, Rizal
2013-2014
Young Scientists’ Club, Glee Club (member), Class Mayor (grade 7),
CAT grad (F COY- EX-O)
Singing, love science subjects, involved in sports.
No matter how hard life is, never give up on your dreams.
85
ADRIANA LOUISE B. CASTANEDA

#3 Acacia street St Anthony Subdivision, Cainta Rizal
09065794341
Castanedaaye1214@icloud.com
PERSONAL BACKGROUND
Date of Birth : December 14, 2001

Place of Birth : Quezon City
Age :17
Sex : Female
FAMILY BACKGROUND
Name of Father : Benjamin F. Castaneda III

Occupation : Electrical Engineer
Name of Mother : Roxan Bambi B. Castaneda
Occupation : Senior Executive Manager

Taytay, Rizal
2018-2019
Taytay, Rizal
2017-2018
Taytay, Rizal
2013-2014

COMFES (Member), Former Class Mayor (gr.8, gr.9), former class treasurer (gr10)
Involved in sports.
“Cast all your worries upon Him because He cares for you” 1 Pt 5:7
86
ANDREI BEA BIANCA R. CORDERO

#20 San Juan St. Cainta, Rizal
09183728198
audrevaaa@gmail.com
PERSONAL BACKGROUND
Date of Birth : September 5, 2001
Place of Birth : Cainta, Rizal
Age : 17
Sex : Female
Religion : INC
FAMILY BACKGROUND
Name of Father : Andrew Cordero
Occupation : OFW
Name of Mother : Dinah Cordero
Occupation : Stewardess
Taytay, Rizal
2018-2019
Taytay, Rizal
2017-2018
Elementary : Greenland Academy
Cainta, Rizal
2013-2014
Siena Management Engineering Club (member), Forensics Club (member),
Writers’ Guild (former member), Techno Geeks (former member), Group Artists
(former member)
Writing novels and poems, painting, illustration, playing instruments and
writing songs
“I believe if everyone would cry a little more often and hold back a little less
often, the world would be a much more peaceful place” -R. Meraki

Bonnet DRRR Thesis PDF

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Bonnet DRRR Thesis PDF

Загружено:

Авторское право:

Доступные форматы

1

Integrated Basic Education Department

The Philippines, as a tropical country is located on the Pacific Ring of Fire

which makes us prone to natural calamities such as earthquakes. An earthquake is

earth’s rocks (Britannica, 2018). It can cause great destruction, as a result of

movements within the earth’s crust or volcanic action (Oxford dictionary). An

crack in the lithosphere caused by the movements of tectonic plates in different

directions (SMS tsunami warning, 2018).

Integrated Basic Education Department

and after an earthquake.

(healthline.com). If it is a serious emergency, a person who knows how to apply first

Integrated Basic Education Department

prevent a situation from getting worse. (greenguard.com). Based on research in

(healthline.com), there are 3 steps in emergency situations. (1) a person rescuing an

At schools, safety drills are supposed to be means of practices for students

learn on how to react or what to do if an accident happens during a natural calamity.

suffers the consequences.”

Integrated Basic Education Department

disaster management of the school in terms of mitigating the impacts of earthquake,

Statement of the Problem

The purpose of this study is to evaluate the disaster management on

Specifically, this research aimed to answer the following questions:

1. What is the frame of mind of most students when it comes to disaster

management drills and first aid training?

2. How effective is the current drill practice?

3. Where do most students lack knowledge in terms of disaster management

on earthquakes and first aid?

in preparation for disasters or emergencies?

Integrated Basic Education Department

involved in implementing and conducting the earthquake drills, such as class

officers, Student Council officers, Engineering club members, and Community

Engagement members. Responses from the interview were analyzed qualitatively to

bring about answer to the problems presented in the study.

INPUT PROCESS OUTPUT

Figure 1 Conceptual Framework

The output consists of the evaluation of the disaster management on

the implementation of disaster management plan.

Integrated Basic Education Department

Significance of the Study

disasters by being prepared for it.

The researchers intend to evaluate the current disaster management plan on

are deemed of great benefit to the following:

disaster management plan.

as a basis to enhance its existing disaster management plan.

when emergency situations occur.

Integrated Basic Education Department

first aid training of the school.

Scope and Delimitations

This study is only focused on the evaluation of the disaster management on

students namely Class Mayors/ Vice Mayors, Officers of Community Engagement

sample of the entire population.

Disaster- An occurrence causing widespread destruction and distress; a catastrophe.

(Free Dictionary, 2019).

Disaster Management- The organization, planning and application of measures

preparing for, responding to and recovering from disasters (UNISDR, 2016).

Integrated Basic Education Department

waves through earth’s rocks (Britannica, 2018).

professional or go to hospital (St. John Ambulance, 2015).

Protocol- A detailed plan of a scientific or medical experiment, treatment, or

procedure (Merriam Webster, 2018).

Seismic Waves- Vibration generated by an earthquake, explosion or similar energetic

School Disaster Management Plan- A school’s outline of its disaster management