ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

AWIS TI LANGENLANGEN: AN UNDERSTANDING OF THE

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A Qualitative Research

Presented to
The Faculty of Science, Technology, Engineering, Mathematics (STEM)
Ilocos Sur National High School
Senior High School
Vigan City

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In Partial Fulfillment of the

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by:

RAYNA MAE ALUIT

KRISTINE ASUNCION

ANGELENE QUINTO

ALEX JETHRO TIGOY

2023
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Related Literature and Studies

This chapter analyzes deeper into the existing studies and research that are

related or have a direct connection with our study. These studies proved and solved

issues that are talked about in our study. The studies shown are carefully discussed

and chosen for this study.

The researcher aims to have a stable foundation in which these studies

provide in order to properly conduct a research that is timely and needed in the

current time. This chapter also provides statements on why this study is relevant to

the issues that are present in our society currently.

On Disasters and Emergencies: 

Students are the most at risk of the effects of disasters, and these disasters

prompt various emergencies. The Center on Conflict and Development states that

the most vulnerable groups after a natural disaster are children ages fifteen to

eighteen. Children of these ages mostly spend 8-9 hours inside school grounds.

Schools face possibilities of various types of man-made or natural hazards. Disasters

like floods and typhoons can strike frequently, impactful disasters like earthquakes,

landslides, and conflict in communities are rare but can strike anytime (David et al.,

2018) 

Disaster is an unpleasant reality of life that most individuals must deal with

at some point in their lives. In 2021, the Emergency Event Database (EM-DAT)

recorded 432 natural disaster-related disaster occurrences worldwide, with Asia,

notably Southeast Asia, registering as the most severely hit, accounting for 40% of

all disaster events. These disasters result in different types of emergencies that must

be dealt with. Emergency management is the discipline of preparing, responding,

and recovering from disasters for the effects to be mitigated (Haddow et al., 2017.)

According to the IFRC psychosocial center, types of emergencies include but are

not limited to, Armed conflict, Natural disasters, and Technological or Man-made

Hazards. Each type of emergency requires specific responses and management for

the effects to be reduced or removed.  

The Philippines is one of the most disaster-struck countries, with its

geological location making it vulnerable to various natural disasters. According to

the Harvard Humanitarian Initiative (HHI) Disaster Net Philippines research,

roughly 36% of Filipino households reported "feeling well prepared for disasters." 

Furthermore,  World Bank statistics show that typhoons, earthquakes, floods, storm

surges, tsunamis, volcanic eruptions, and landslides threaten most of the country's

total land area and about three-fourths of the Filipino population. Resulting in 120

million people being harmed and killed 33,000 individuals during the last three

decades. The Philippines ranks ninth in the world in terms of disaster risk, and

second among Asian countries, according to the Global Risk Index 2020. With the

number of disasters that strike the country, emergencies are inevitable. The number

of casualties presented prompted the households in the Philippines to prepare their

children to respond to emergencies.

Ilocos Sur is one of the areas highly susceptible to tropical depressions and

typhoons and is vulnerable to natural disasters. The province is often struck by

natural disasters resulting in vulnerabilities for some residents. The recent 7.2-

magnitude earthquake in Ilocos Sur, which caused significant damage to

infrastructure, bridges, and even some of the preserved houses in Vigan, highlighted

the region's vulnerabilities. This was also true of previous typhoons like Typhoon
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Maring, which caused P671 million in agricultural losses and P1.6 billion in

infrastructure losses. According to research by Mugas, J., M. (2021) it also caused

13 deaths and 3 missing persons during Typhoon Maring, affecting 258,090 people

in total. According to the study by Queddeng (2015) The neighborhood and other

communities in Ilocos Sur occasionally experience typhoons. Well-coordinated

efforts are being carried out by the concerned agencies to assist the devastated

residents. 

Ilocos Sur National High School is a public school under the Deped

provision located in Vigan City, Ilocos Sur. The school is composed of junior high

and senior high levels and it has more than/(or)/less than ten thousand (10,000) 

students currently studying in both curriculum levels as of 2022. The school has

experienced natural disasters in the past years (2018-2022) like typhoons and

earthquakes. The recent Abra Earthquake made the buildings more vulnerable and

proposed more risks to the students. The school has designated areas that serve as

safe places in times of disaster, such as an open-area field in case of an earthquake,

fire extinguishers, and high grounds in case of flooding. Drills, such as earthquakes

and fire drills are also practiced as a preparation measure, yet, In some instances, the

teachers and students were unable to react calmly and respond properly to

emergencies during the disaster/s that occurred inside the campus. Almost every

fire, terrorist attack, or natural disaster carries the potential for widespread panic,

which frequently results in more casualties than the actual event. (Vitelli, 2016),

The panic experienced by the students and staff renders the previous preparation

measures useless as they can not apply these due to panic and fear. 
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Due to the Philippines being vulnerable to calamities, and having high

exposure to such, the population, especially households, are expected to prepare for

various calamities. Loss of lives and material damage prompted each citizen to be

mindful of disaster management. Students, the most vulnerable, are taught on what

to do, what to prepare, and the possible outcomes of a disaster. 

On Student’s Awareness of Emergency Response: 

Disaster risk reduction management (DRRM) has been implemented into the

education curriculum as a preventive measure to decrease the number of casualties

in the event of a disaster. Children are among those who are most at threat in the

aftermath of disasters. Disasters may significantly disrupt children's physical and

mental health. They also cause indirect harm to children, the effects may endure a

lifetime. (Seddighi et al., 2020.) Children are the best learners, and educating them

about what to do before, during, and after a disaster from a young age is essential

for them to retain this knowledge or these abilities for the remainder of their life,

according to Imelda's 2019 study. During high school, DRRM is introduced as early

as grade seven (7) and is taught throughout junior and senior high school. 

Emergency awareness is most efficient when individuals are fully

accountable for their own well-being in a disaster. Numerous emergency and crisis

circumstances, such as floods, fires, or COVID-19, are present at the moment that

require the active participation of individuals to be managed. According to a 2017

study, students' perceptions of disasters are "natural phenomena that cause great

damage and result in death and property. The general view of disasters is that they

are "natural phenomena." that results in death and loss of life. (Tokcan and Yiter,
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2016; Cin, 2010.) It is interesting to note that students used the terminological

definition of events and phenomena as ones entirely derived from natural forces

without taking into account human factors. Furthermore, in their study, students

were asked what they needed to do before, during, and after the disaster to

determine their level of preparedness. However, it was shown that students did not

know the taxonomy (before, during, and after a disaster) of the disaster process.

Similarly, In a study investigating the views of a total of 40 elementary school

students about earthquakes, Şimşek (2007) found that most of the students did not

know the ways to protect themselves from earthquakes. The lack of information on

disaster definition and disaster types forced the students to limit their list of possible

responses to natural disasters. Hence, as per UNDRR, the implementation of the

United Nations International Strategy for Disaster Reduction Secretariat can

improve awareness at the national and international levels, resulting in more support

and financial investment in disaster risk reduction and climate change adaptation.

With that, students will be able to safeguard themselves in the event of a disaster

and respond to an emergency.

Various DRRM programs have been implemented into the nation’s basic

education as a response to the disasters imposed on the country. The student body

isn’t the only people required to undergo DRRM training, but also the teachers and

staff in pursuit of decreasing casualties in times of disaster. According to a study by

Lopez et al. in 2018, The DepEd (Department of Education) officials were

motivated to include disaster risk reduction and management in their curricula as a

result of the calamities that occurred in the Philippines. According to Section 14 of

Republic Act 10121, which is also known as the Philippine Disaster Risk Reduction
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and Management Act of 2010, DepEd and other government entities must

incorporate the aforementioned curriculum. Additionally, They also state that the

ownership and usage of national and local government entities are crucial to

ensuring the sustainability of disaster resilience and preparation strategies. Because

of this, the national and local government collaborates with the education sector for

nationwide drills such as the simultaneous earthquake drill and fire drills. Many

government departments are involved in the process, such as the Bureau of Fire

Protection, The Philippine National Police, and the Philippine Red Cross. The

collective efforts of DepEd and the local government prepare the nation, especially

the students, into responding to emergencies, such as medical emergencies brought

by disasters. 

The school is always exposed to some kind of risk. The integration of

DRRM into the curriculum teaches the students of the basic concepts of disaster

management. This has been required by law and is involved by the local

government. 

On the Application of Knowledge:

Based on the World Health Organization, earthquakes have killed nearly a

million people in Armenia, China, Ecuador, Guatemala, Haiti, Iran, India,

Indonesia, Japan, Mexico, Pakistan, Peru, and Turkey over the previous four

decades. Moreover, countless geological investigations have revealed that

earthquake dangers exist across most of Asia, and this is especially important in

Southeast Asia. As a result, it is critical to take adequate precautions and enhance

public knowledge to limit the risks of a future earthquake (Zhou et al., 2018).
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 However, many who believe that natural disasters like earthquakes are their

fate and divine punishment as a result of their sins have experienced a negative

impact on the planning process for natural disasters. (Adiyoso & Kanegae, 2012). In

addition, lacking understanding about natural catastrophes and being unprepared

leave individuals without a plan of action in the event of such. (Baytiyeh & Naja,

2015; McClure et al., 2016). It is well recognized that education plays a crucial role

in raising public awareness and disseminating knowledge on how to prepare for

earthquakes and take preventative measures. (Hoffmann & Muttarak, 2017; Maio et

al., 2017). It has been stated that teaching people about earthquakes, especially the

young, is a good way to increase social consciousness and make people aware of the

dangers to their safety. (Izadkhah & Hosseini, 2007; Oda, 2016). When the South

Asian earthquake occurred in 2004, a 10-year-old British student who had studied

tsunamis in geography saw the warning signals, alerted others, and helped save an

average of 100 lives. As can be seen, it is crucial to educate youngsters about

natural catastrophes. (Altay, 2008). 

Natural disaster drills have been stressed as an essential educational tool for

developing earthquake preparedness measures, building children's resilience to

natural disasters, and raising societal awareness. (Hull, 2011; Johnson, Johnston, et

al., 2014a, Johnson, Ronan, et al., 2014b; Mitchell, 2009). Additionally, it has been

suggested that providing children with frequent feedback on their abilities during

catastrophe drills boosts their self-confidence and disaster resilience. (Ronan &

Johnston, 2005). In the study of (Murat Coban, et al 2022) , The topic of earthquake

education was covered holistically, and the impact of various instructional strategies

on students' academic performance was looked at. It was found that the
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experimental group's pupils are more successful than the control group's students.

The experimental group made up of the students who took part in practical activities

was the most successful in terms of academic accomplishment. Thus, the

effectiveness of earthquake education can be increased by engaging students in

learning activities that provide them with real-world experiences as they study. 

Drills are preparation for disasters and calamities. Students can learn various

knowledge from drills such as preparation and awareness for calamities and

disasters. Effective preparedness plans are crucial in saving lives, considering the

level of risk the country is facing in terms of natural calamities, earthquakes, and

even man-made risks. "Local drills and simultaneous exercises are preventive

measures that familiarize escape routes and reinforce proper actions in the

occurrence of a calamity. Frequent practice of these drills and exercises would

eventually turn these actions into automatic reflexes that would manifest during an

actual calamity", (DepEd, 2022). "These drills are to ensure that learners are

properly guided on what should be done during and after an earthquake or

occurrences of fire in schools"(Sevillano, 2022) Drills simulate the scene once a

disaster, more specifically, earthquakes and fires strike. It mimics the panic and

effects of panic, such as crowding and cluelessness that is present every time a

disaster strikes. These drills help the students become calm and apply the basic

knowledge that was taught prior to the disaster. Said drills also stimulate accidents

and medical emergencies that require the students to apply their knowledge of first-

aid. 

These drills require the students and teachers to apply their knowledge in

responding to emergencies brought about by disasters. Various concepts are tested,

such as techniques to do during a disaster, staying calm, and first-aid. All of which

are taught to students in their basic education as DRRM is integrated into their

curriculum, and teachers are oriented in seminars and programs by the school and

local government. 
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