ABSTRACT
This action research aimed to investigate the effectiveness of a self- learning module (SLM) in increasing the elementary students' disaster awareness and preparedness. The study involved the Grade 3 to Grade 6 randomly selected from 9 sections under the regular and new curriculum. The intervention comprised a series of practical activities, named "Laging Handa," integrated into the SLM on the topic about Awareness and Preparedness in Calamities. These activities included creating family emergency plans, home escape plans, and household emergency kits. Quantitative data were gathered through a researcher-made instrument consisting of Likert scale and checklist items, while qualitative data emerged from a focused group discussion. The results indicated a significant improvement in both disaster awareness and preparedness among the participants. Before the intervention, the students already exhibited a high level of awareness; however, the intervention further enhanced their understanding of disaster preparedness. The "Laging Handa" activities facilitated hands-on learning and equipped students with practical skills and knowledge to respond effectively to disasters. The insights from the participants' responses emphasized the importance of emergency kits, escape plans, and knowledge about disaster management. The study also revealed the intervention's ripple effect, as students shared their newfound knowledge with their families, contributing to improved community preparedness. Overall, the research highlights the crucial role of schools in promoting disaster awareness and preparedness. Integrating disaster risk reduction principles into classroom instruction can foster a culture of safety and resilience among students.
CONTEXT AND RATIONALE
The Philippines is considered one of the most typhoon-prone countries in the world (Strobl, 2019) along with other disasters. With this, Republic Act No. 10121 or the “Philippine Disaster Risk Reduction and Management Act of 2010”, was instituted. It aims for the development and implementation policies, plans, actions for disaster risk reduction and management in the country (RA no. 10121, 2010). Anchored on the provisions of RA 10121, the Department of Education (DepEd) issued DepEd Order No. 033, series of 2021, with the purpose of strengthening school-based preparedness and response measures for tropical cyclones, flooding and other weather-related disturbance and calamities. This order provides specific instructions for the necessary measures and actions to be done by schools before, during and after a disaster. More so, it also provides a legal basis for the integration of disaste risk reduction management in the school programs and activities (DepEd Order No. 033, 2021).
Given these legal bases, Philippine households must not only have awareness on calamities and natural disasters, especially typhoons, but also must make the necessary preparations. Developing awareness and disaster preparedness in communities is considered challenging (Victoria, 2003). Multidisciplinary approaches as well as the engagement of different institutions are necessary to equip communities in general and households in particular for disaster risk reduction and management (Victoria, 2003). Although Filipino resilience is legendary and admirable, preparedness is what can minimize the impact of disasters on lives and properties.
With this perspective, schools will play a significant role in enhancing disaster awareness and preparedness among students. DRRM policies and actions may be seamlessly integrated in the classroom instruction specifically in earth sciences topics. A number of studies support integration of DRRM in classroom instruction. In a study conducted by Nurdin (2019), it was found that the integration in the classroom instruction of DRRM principles has a positive impact both for teachers and students as this will make them more engaged. Furthermore, the study concluded that integration of DRRM in the classroom instruction was one of the means of making DRRM programs more sustainable. In another study conducted in different schools in Asia, researchers found that students can become active participants in the preparation for disasters (Lim et al., 2016). This was also the conclusion of a study conducted among schools by Bevc in 2008, where she concluded that in equipping students for DRRM preparedness, they can become active influencers in the family and community.
With this, the researchers sought to explore how the integration of DRRM in the self-learning modules will improve students’ level of disaster awareness and preparedness.
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