STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL THE LEVEL OF AWARENESS AND PREPAREDNESS ON EARTHQUAKE AMONG GRADE 11 STEM STUDENTS OF STI COLLEGE-GLOBAL CITY S.Y 2022-2023 A Research Presented to the faculty of Senior High School Department STI College-Global City campus In Partial Fulfilment of the Requirements for Inquiries, Investigation and Immersion of Science Technology Engineering and Mathematics 401 FRANCES CLAIRE C. MAGNO CELENE SEVEN S. HERRERA JOHN ZETHRO R. HERMOSO CLARISE JADE D. GOLLOSO ROUEL MAR M. LAGUSTAN ZEALNY ROSE S. MAG-IBA LARA JANE Y. MAGBANUA MICHAELA L. MAGBANUA SHAINE A. FLORES HAZEL M. GUZON MAY 2023 i STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL APPROVAL SHEET This research entitled THE LEVEL OF AWARENESS AND PREPAREDNESS ON EARTHQUAKE AMONG SENIOR HIGH SCHOOL GRADE 11 STUDENTS OF STI COLLEGE-GLOBAL CITY S.Y. 2022-2023, prepared and submitted by G-12 STEM301 Group 3 in partial fulfillment of the requirements for Inquiries, Investigation and Immersion has been examined and hereby recommended for approval and oral examination. MR. CARLO S. PATRICIO Inquiries, Investigation and Immersion Adviser Approved in partial fulfillment of the requirements for the Inquiries, Practical Research 2 by the Committee on Oral Examination with grade of on MR. CARLO S PATRICIO Chairman MR. ERWIN F. BERMUDO Member MS. MARLA P. ANCHETA Member Accepted and in partial fulfillment of the requirements for Inquiries, Investigation and Immersion of Science, Technology, Engineering, and Mathematics. MR. CARLO S. PATRICIO Assistant Principal, SHS ENGR. RENIA R. MATIRA Principal/Academic Head ii STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL iii RECOMMENDATION FOR ORAL EXAMINATION This research entitled THE LEVEL OF AWARENESS AND PREPAREDNESS ON EARTHQUAKE AMONG SENIOR HIGH SCHOOL GRADE 11 STUDENTS OF STI-COLLEGE GLOBAL CITY S.Y. 2022-2023, prepared and submitted by G-12 STEM301 Group 3 in partial fulfillment of the requirements for Inquiries, Investigation and Immersion has been examined and hereby recommended for approval and oral examination. MR. CARLO S. PATRICIO Inquiries, Investigation and Immersion Adviser STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL ACKNOWLEDGEMENT Praises to Almighty God for guiding and giving strength, determination, and perseverance in fulfilling this research paper. Without his Excellency, this study could not have been completed. The researchers would like to express their deep and sincere gratitude to their research supervisors, advisers, mentors, as well as the people such as respondents in participating and helping the researchers to achieve the goal of this research paper. Mrs. Banaag, Rosellie as their adviser, and help their research study as their statisticians. Assistant Principal of STI-College Global City Mr. Patricio, Carlo, for giving the researchers his authorization to conduct a survey. Mr. Erwin, Bermundo, their Grade 11, 2nd semester Practical Research 1 Adviser. Mr. Manzareno, Darwin, the researchers really value the topic he suggested. iv STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Mrs. Ancheta, Marla, their Grade 12, 1st semester Practical Research 2 Adviser. The researchers want to give appreciation for saving and give advice to this research paper. Mrs. Mabolo, Abigail 1st Statisticians Adviser and the statistician who helped the researchers throughout the research papers Mr. De Guzman, Mark Paul. The following Consultants Mrs. Rotia, Cindy; Mr. Valdevia, Kim Joseph; and Ms. Roldan, Marjorie for extending their knowledge to the researchers to successfully accomplish the goal of this research. Mr. Carlo S. Patricio their, Inquiries, Investigation and Immersion Adviser-the researchers want to give appreciation for giving advice to finalize the research paper. Ms. Jennilyn Arcillas for proofreading the paper from chapters 1 to 3 and chapter 5 and correcting the grammar of the research paper. Mr. Randy Enriquez for validating the paper’s statistical treatment and validating the tables from chapter 4. Furthermore, the researchers are very grateful to have committees, statisticians, and other contributors who helped in their study. Their knowledge, vision, and sincerity have deeply motivated the researchers. It was a great honor to work under their guidance. Moreover, the researchers are extremely grateful to their parents and friends for their love, prayers, and support. v STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL DEDICATION This work is the result of numerous and difficult sacrifices. This work is heartily and proudly dedicated to the people who serve as an inspiration to the researchers from parents and guardians to classmates and a circle of friends who extended their help. Additionally, they dedicated this piece of work to their institution mentors for their consistent and constant guidance; without them, this research paper would have not completed. Moreover, an exception of regard to their respectful and loving parents and siblings, who express their undying support, love, and care. Predominantly, to Almighty God, for giving all these blessings, knowledge, and wisdom. He deserves all the credit, glory, and honor. vi STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL vii TABLE OF CONTENTS TITLE PAGE…………………………………………………………………….. APPROVAL SHEET ……………………………………………………. RECOMMENDATION FOR ORAL EXAMINATION ………...…………….. ACKNOWLEDGEMENT ………………………………………………………. DEDICATION …………………………………………………………………… TABLE OF CONTENTS……………………………………………………….. LIST OF TABLES……………………………………………………............... LIST OF FIGURES……………………………………………………............. ABSTRACT……………………………………………………........................ Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction ………………………………………………………. Background of the Study……….…………..…………………... Conceptual Framework………………………………………….. Research Paradigm………………………………….................. Statement of the Problem……………………………………….. Hypothesis………………………………………………………… Scope and Limitations of the Study…………………………….. Significance of the Study………………………………………… Definition of Terms………………....…………………………….. i ii iii iv vi vii ix ix x PAGE 1 2 5 6 7 8 8 9 11 Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Earthquake ……………………………………………………….. Earthquake Drills ………………………………………………… Earthquake Preparedness and Awareness …………………... Synthesis …………………………………………………………. PAGE 13 21 25 48 Chapter 3 RESEARCH METHODOLOGY Research Design ………………………………………………… PAGE 51 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Research Locale …………………………………………………. Population and Sample Size …………………………………… Data Gathering Procedure …………………………….............. Sampling Technique …………………………………………….. Statistical Treatment of Data……………………………………. Arbitrary Scale of Values………………………………………… viii 52 52 53 53 53 56 Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA Data Presentation and Interpretation …………………………. Overall Number of Respondents …….………………………... Overall Number of Male and Female Respondents ............... The Level of Preparedness on the Earthquake among the Grade 11 STEM Students of STI College Global City ..... The Level of Awareness on the Earthquake among the Grade 11 STEM Students of STI College Global City…. The Significant Difference in the Earthquake Preparedness and Awareness of the Grade 11 STEM Students of STI College Global City …………………………………….. Z-Test for Hypothesis ………………………………………….. Z-Test Graph ……………………………………………………. PAGE 57 58 59 Chapter 5 SUMMARY AND FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary …………………………………………………………. Conclusions………………………………………………………. Recommendations……………………………………………..… PAGE 64 66 66 REFERENCES…………………………………………………………. 68 APPENDICES………………………………………………………….. 77 CURRICULUM VITAE ………………………………………………… 84 59 61 62 63 63 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL ix LIST OF TABLES TABLES. PAGE 1. Arbitrary Scale of Values ……………………………………………… 56 2. Overall Number of Respondents …………………………………….. 58 3. Overall Number of Male and Female Respondents ……………….. 58 4. The Level of Preparedness on the Earthquake among the Grade 11 STEM Students of STI College Global City ………………………… 59 5. The Level of Awareness on the Earthquake among the Grade 11 STEM Students of STI College Global City …………….. 61 6. The Significant Difference in the Earthquake Preparedness and Awareness of the Grade 11 STEM Students of STI College Global City ………………………………… 62 7. Z- Test for Hypothesis ………………………………………………… 63 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL x LIST OF FIGURES FIGURES. PAGE 1. Conceptual Framework ……………………………………………… 5 2. Research Paradigm …………………………………………………. 6 3. Z- Test Graph …………………………………………………………. 63 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL ABSTRACT TITLE: THE LEVEL OF AWARENESS AND PREPAREDNESS ON EARTHQUAKE AMONG GRADE 11 STEM STUDENTS OF STI COLLEGEGLOBAL CITY S.Y.2022-2023 RESEARCHERS: SHAINE FLORES CLARISE JADE GOLLOSO HAZEL GUZON JOHN ZETHRO HERMOSO CELENE SEVEN HERRERA ROUEL MAR LAGUSTAN LARA JANE MAGBANUA MICHAELA MAGBANUA ZEALNY ROSE MAG-IBA FRANCES CLAIRE MAGNO STRAND: STEM INSTITUTION: STI COLLEGE-GLOBAL CITY YEAR: 2022-2023 ADVISER: MR. CARLO S. PATRICIO The level of awareness and preparedness for an earthquake was evaluated by Grade 11 STEM students at STI-College Global City. The aims of this study are to know the level of earthquake awareness and preparedness among Grade 11 STEM students, as well as to spread awareness among them to be more prepared when such calamity happens and to determine what needs to be improved in the facilities of the research locale. The researchers used questionnaire to determine xi STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL the level of awareness and preparedness, and the significant difference in the level of awareness and preparedness of Grade 11 STEM students was answered. Moreover, the null hypothesis is that Grade 11 STEM students are not aware of and prepared for any impending earthquake. This study used the descriptive research design. The data was collected based on the survey questionnaire were treated using frequency, percentage, general weighted mean, and independent two-tailed t-test as statistical tools. The Level of Awareness and Preparedness of Grade 11 STEM Students demonstrates that they are "often aware," as seen by their use of the Drop, Cover, and Hold method, their storage of ample food and first aid supplies, and their knowledge of the existence of a local disaster management committee. The assessment also reveals that they are '’often aware'’ of the emergency hotlines and safety equipment in their school that they might need in the case of an earthquake. The evaluation of the level of awareness and preparedness of Grade 11 STEM students is significant. This indicates that STI-College Global City or the research locale already has knowledge of how prepared and aware the students are if an earthquake occurs anytime, and they can also make improvements to their facilities and make a program to improve the level of earthquake awareness and preparedness of in the STI-College Global City community. Then again, the results of the survey questionnaire leads the researchers to accept the null hypothesis. xii STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Chapter 1 THE PROBLEM AND ITS BACKGROUND INTRODUCTION Earthquakes can be devastating, with many people losing their homes and loved ones. Although ground shaking is the major source of earthquake damage, secondary effects can also be very destructive. Landslides, wet sandy soils becoming mushy and unstable, floods of low-lying areas, and tsunamis pouring across coasts are examples of these. They can result in injuries, psychological suffering, economic loss, environmental damage, ground shaking, buildings toppling, cities being demolished, and weirdly moving water bodies. STI CollegeGlobal City may face a variety of dangers that could result in damages such as the collapse of the building, injuries, and damage to its facilities. Being prepared allows one to avoid unnecessary journeys and manage minor medical conditions at home, reducing the load on emergency rooms and hospitals. The study provides details on dangers, injury causes, preventive measures, and mitigation measures to help people enhance their resilience, survival, and mental trauma recovery at STI College-Global City. This research concentrates on giving solutions and prevention information to improve earthquake facilities, emergency kits, awareness, and preparedness. This research further suggests STI College-Global City to improve its facilities that will benefit students, teachers, and staff. 1 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Background of the Study Earth is a dynamic planet, earthquakes are constantly taking place somewhere. Around the world, there are an average of 20,000 earthquakes every year, or 50 per day, according to the National Earthquake Information Center (NEIC). However, it is predicted that there are millions of earthquakes each year that are too small to be noticed. The "Ring of Fire," which surrounds the Pacific Ocean and is home to 452 volcanoes (more than 75% of the world's active and dormant volcanoes), is where over 80% of all earthquakes on Earth occur. Measurements of an earthquake that are sometimes mistaken with one another include earthquake magnitude, energy released, and shaking intensity. Each seismometer measures the ground shaking directly beneath it when earthquake vibrations move through the earth. Each earthquake has a specific magnitude, which corresponds to its size. According to distance, surface material, and other variables, the shaking it creates has a wide range of values that change from place to location. The magnitudes and epicenters of earthquakes that occurred in the Philippines between 1589 and 1895 are estimated because the magnitude is proportional to the energy released by an earthquake at the focus. The strongest correlations were discovered between magnitudes and historical earthquake data, which were gathered from primary sources in Spanish and Philippine libraries. The intensity is based on the observed effects of ground shaking on people, buildings, and natural features. The Mindanao region saw the biggest earthquake ever 2 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL recorded in the Philippines, measuring 8.0 on the Richter scale. The 86 shallow earthquake reports, which had well-described impacts and known magnitude values, served as the basis for the analysis. The 485 earthquakes with the most accounts or at least a minimal report of damage are chosen out of these events. We can see that the Philippines has seen thousands of earthquakes with substantial magnitudes over the course of just 50 years. Every earthquake that has occurred in the Philippines since 2011 has been documented. According to the Philippine Institute of Volcanology and Seismology (Phivolcs), 100 to 150 earthquakes strike the Philippines annually, putting the nation in danger. The majority of them are weak, but 12% of them are felt and 5 or 6 of them are really strong and damaging. STI College is a training facility that offers fundamental programming instruction to students and professionals looking to pick up this new talent. One of the branches of STI College located in Taguig, Global City, was located near the West Valley Fault line, which is 641 meters away from it. Researchers at STICollege Global City found a lack of emergency equipment and tools available in the campus that can be used once an earthquake or any disaster occurs. This research study was conducted to address this problem for the safety of students and teachers in case a disaster occur. It may also benefit the STI-College Global City by having better facilities that have a strong action plan for disasters and have better facilities for the betterment of the school populace. 3 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL According to the researchers' observations, the school's emergency supplies are insufficient; there is no exit for students to use in case of an emergency, and there was only a fire extinguisher, but the students have no idea how to use it. As a result, the researchers conclude that the school lacks the necessary tools and equipment for an upcoming earthquake, and people in the school vicinity should be provided with information about the advantages of the equipment so they can also use this important knowledge even outside the school premises. By conducting this study, the necessity to have equipment, supplies, and tools to provide basic protection against earthquakes and for many types of emergencies is determined. Students, professors, and administrators can then prepare themselves for school emergencies and know or have an idea how they can help prevent accidents during an earthquake. Researchers have to include earthquake preparedness in the overall emergency plan since earthquakes frequently occur where the school is located. It is also important to include earthquake awareness because it is important to know what level of knowledge they have about earthquake preparation. By conducting this study, it has the potential to raise more awareness and spread knowledge about becoming ready anytime an earthquake happens. 4 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Conceptual Framework Figure 1. Conceptual Framework The diagram shows that the pamphlet or brochure to be produced shall indicate the preparedness and awareness that the students must acquire. Under the table of preparedness, students must know the things they must prepare when this type of calamity strikes like food, water, first aid kit, and emergency equipment like flashlight, radio, etc. These can be placed in a bag so that they can easily be carried and used during an unanticipated earthquake. On the other hand, under the table of awareness, students must know the important things about this specific calamity such as training and seminars about safety measures and the emergency hotlines. When the students are aware, it can lessen or even prevent the expected and potential damage brought by earthquakes. It is necessary for all people to know this. Since, this knowledge will help them in what they should do before, during and after the earthquake. 5 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Research Paradigm The figure shows the Input-Process-Output (IPO) framework in describing the flow of this study. The input box has the variables used in the study. The process box, on the other hand, explains how the researchers gathered, analyzed, and interpreted the data from the respondents. Lastly, the output box engages how these data were used for figuring out the relationship between the improvement of earthquake awareness and the preparedness of Grade 11 STEM Students of STI CollegeGlobal City. Figure 2. Research Paradigm 6 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Statement of the Problem The study seeks to know the level of earthquake preparedness and awareness of Grade 11 STEM Students in STI College-Global City. 1. What is the demographic profile of the respondents in terms of: 1.1 sex and 1.2 section? 2. What is the level of earthquake preparedness of the respondents, in terms of: 2.1 food and water; 2.2 emergency equipment materials and tools and 2.3 first aid kits? 3. What is the level of earthquake awareness among G11 STEM Students of STI College-Global City, in terms of: 3.1 training and seminar attended; 3.2 safety measure; and 3.3 emergency hotline? 4. Is there a significant difference in the earthquake preparedness and awareness of the G11 STEM Students of STI College-Global City? 7 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Hypothesis G11 STEM students in STI College-Global City are not aware and prepared for an impending earthquake. Scope and Delimitations of the Study The study aims to determine the Awareness and Preparedness of the Grade 11 STEM students in STI College-Global City and adequately assess whether they are sufficiently prepared if an earthquake occurs in their locality. The study utilized respondents’ responses through a questionnaire. The study is also limited to assessing the Grade 11 STEM students of STI College-Global City. This study which conducted within a limited timeframe, specifically during the School Year 2022–2023 has a total of 134 respondents from Grade 11 STEM students Significance of the Study The Researchers made this study with the aim to provide an information dissemination on earthquake awareness and preparedness that will benefit to the following individuals. To Taguig City Local Government Unit. The findings of this study can help them check the other school facilities if they lack of safety equipment and practices, especially the schools that are near at the West Valley Fault line. To the STI Community. The STI Community can benefit through this study since they can acquire knowledge and substantial information on how to be 8 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL prepared in terms of emergencies, how to respond, and have recovery strategies. They can collaborate to minimize the effects of emergencies and other dangerous situations and to promote school safety. This study covers a variety of preparation strategies for all of the school community, including developing and enhancing emergency response plans, conducting emergency exercises, and educating the students about the possible cause of hazards. To the Teachers. The study would provide and guide the teachers to have a deeper understanding about the preparedness and awareness level of STEM students in STI College-Global City, which will make it easier for them to identify and approve the suggested actions and tools. To the Parents. Through this study, the parents will surely know how safe and secure the facility is, where their children are studying. The findings of this research study will assist parents in ensuring and fully putting their trust in the administrator of STI College-Global City. To the Students. This research study is beneficial to the students since the results of this can provide substantial knowledge on how to handle any disaster that may occur. Moreover, the findings of this study will help them to be alert anywhere and anytime and to be always ready To the Future Researchers. The findings of this study can be used as a basis point for further research. The researchers are grateful to have contributed to the existing body of knowledge and that it may be used by future researchers as source in their related studies 9 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL DEFINITION OF TERMS Active Fault. It is the movement or evidence of seismic or earthquake activity within the last 10,000 years. Awareness. It is the condition or capacity to understand, experience, or be aware of things, events, or sensory patterns. Disaster. It is a sudden event, such as an accident or a natural catastrophe that causes great damage or loss of life Earthquake. Trembling of the earth that is volcanic or tectonic in origin. Earthquake Alert System. Alarms that is devised for notifying adjoining regions of a substantial earthquake while it is in progress. Earthquake Drill. It is the set of simulated emergency circumstances designed to test the ability of school member to make the most appropriate decision to ensure their safety. Foreshock. A mild tremor preceding the violent shaking movement of an earthquake. Hazard. It is any phenomenon or substance which has the potential chance of destruction in the society. Impact. The action of one object coming forcibly into contact with another. Intensity level. It is a number that describes the intensity of ground shaking in a certain area by taking into account the consequences of the shaking on humans, built structures, and the landscape. 10 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Insufficient. It is the lack of adequate power, capacity, or competence. Level of Awareness and Preparedness. It is the knowledge and understanding that something is happening or existing. Philippine Institute of Volcanology and Seismology (PHIVOLCS). It is a Philippine national agency dedicated to providing information about volcanoes, earthquakes, and tsunamis, as well as other specialized information and services, principally for the protection of life and property and to promote economic, productivity, and long-term development. Preparedness. It is a set of measures taken at the individual, organizational and societal levels to minimize the effects of an earthquake. Risk. It is the probable building damage and the number of people who are expected to be injured or killed in an earthquake at a specific fault. Safety Measures. It is a series of measures taken to achieve and/or maintain an acceptable level of risk, either by reducing the likelihood that a risk will occur or by mitigating its effects. Training and Seminar Attended. It is an assembly of persons with the intention of discussing a specific subject. Warning. A statement or event that indicates a possible or impending danger, problem, or other unpleasant situation. West Valley Fault. It is one of the Valley Fault System's two major fault segments that run through Metro Manila and moves in a predominantly right-lateral strike-slip action. 11 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter primarily presents different related researches from both domestic and international researchers. A brief review of the literature and research is presented in this chapter. In an in-depth search, the researchers give a review of related literature and studies in this chapter. The research paper's foundation is this chapter. Foreign sources, foreign studies, and local studies are all covered in this chapter. Earthquake According to Science Direct (2022). earthquakes result in significant human mortality. Between 1996 and 2015, there were 7,000 disasters worldwide that are estimated to have killed 1.35 million people, with earthquakes and tsunamis accounting for 56% of those fatalities. The UN's Sustainable Development Goals include a reduction in disaster victims as one of their policy targets due to the importance of the issue. However, establishing a disaster-prevention infrastructure by itself might not be enough to accomplish these objectives. Designing efficient policy interventions is also crucial for enhancing citizen preparedness for disasters, including attitudes toward, knowledge of, and behaviors related to preparation and response to disasters, such as behavior during evacuations. The factors that influence disaster preparedness and response have been shown in earlier studies, including perception and knowledge of disaster risks 12 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 13 and coping mechanisms, disaster experiences, access to disaster information, social capital, socio-emotional skills, socio-economic and demographic characteristics, and participation in disaster education programs. According to Mukhtorov, S. S. U. (2022). given the rapid rise in water use and, consequently, the rise in the volume of wastewater, the issue of ensuring high reliability of wastewater utilization and treatment from the population is currently significant. Sewer networks are crucial in helping to solve the issue of sewage system dependability. In places at risk for seismic impact, particular attention should be devoted to the dependability of drainage networks because mishaps there sometimes result in greater damage than earthquakes themselves. Abercrombie, R. E. (2021) discussed some of the steps being taken to achieve more accurate parameter measurements. Whether the earthquake source is totally self-similar or not, as well as which causes and processes govern the physics of the rupture, are now essentially unrestricted, at least in the author's opinion. One strategy that can assist give better constraints is detailed examination of the best recorded earthquakes using the growing number and quality of data available and weighs less dependent on overly simple source models. Estimates of earthquake source parameters, such as stress drop and radiated seismic energy, provide the foundation of our models and understanding of the mechanics of earthquake rupture. Unfortunately, the measurements, particularly those of small and moderate-sized earthquakes (magnitude less than roughly 5 or 6), are not STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL accurate and contain a lot of random and maybe systematic uncertainty. The purpose of this review is to analyze the quality and reliability of reported measurements of earthquake source characteristics in order to establish better constraints and to provide a framework in which to appreciate the difficulties involved in estimating these data. According to Kato, A., & Ben-Zion, Y. (2021), depending on the situation at hand, a combination of slow slip transients and foreshocks at various spatial and temporal scales comprise the final stage of deformation localization. In contrast to the smooth acceleration anticipated for a developing aseismic nucleation phase, the evolution of slip on large, localized faults displays a step-like increase that can represent stress loading by prior failures, which might cause larger dynamic slip. In order to motivate future near-fault seismic and geodetic studies with dense sensor networks and improved analysis techniques that can resolve multiscale processes, an integrated model is proposed to explain the diversity of large earthquake generation, from progressive volumetric deformation to localized slip. The processes that are involved in generating enormous earthquakes are still a mystery despite decades of observational, experimental, and theoretical research. Recent discoveries, however, offer fresh, encouraging points of view that expand knowledge. Here, the researchers evaluate the data on the major earthquake that begin procedures and demonstrate how they are multiscale and diversified, involving localized deformation, fault heterogeneities, and varying local 14 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL loading rate effects. Analysis of seismic and geodetic data reveals evidence for increasing localization of deformation around the ultimate rupture zones a few years before to some significant earthquakes, as well as regional weakening caused by earthquake-induced rock damage. According to Fan X. et al. (2019), massive earthquakes initiate chains of surface processes that last much longer than the brief moments of strong shaking. Most earthquakes of moderate and large magnitude cause landslides, which can range in size from minor failures in the soil cover to enormous, devastation-causing rock avalanches. Some landslides create dams that hold back rivers and lakes, causing them to flood mountain valleys hundreds of kilometers downstream and collapse days to millennia later. Landslide deposits on slopes can remobilize during heavy rainfall and evolve into debris flows. Cracks and fractures can form and widen on mountain crests and flanks, promoting an increased frequency of landslides that last for decades. More gradual impacts involve the flushing of excess debris downstream by rivers, which can generate bank erosion and floodplain accretion as well as channel avulsions that affect flooding frequency, settlements, ecosystems, and infrastructure. Ultimately, earthquake sequences and their geomorphic consequences alter mountain landscapes over both human and geologic time scales. Using data and insights from these and several other earthquakes, the researches analyze how such events initiate processes that change mountain landscapes, highlight research gaps, and 15 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL suggest pathways toward a more complete understanding of the seismic effects on the Earth's surface. According to the Philippines Institute of Volcanology and Seismology or PHIVOLCS (2017), the West valley fault moves every 200–400 years, and the last time it did was in 1658, 359 years ago. The West Valley Fault is 100 kilometers long and runs through the cities of Metro Manila. It might cause a 7.2 magnitude earthquake, wreaking havoc on the city's most progressive areas. According to Pokhrel, P. (2015), The 2015 Gorkha Nepal earthquake resulted in massive destruction and loss. An earthquake damage investigation team was dispatched to Nepal from May 1 to 7, 2015, to learn valuable lessons from this tragic event. The fact that first-hand earthquake damage data were obtained 6–11 days after the main shock is a unique aspect of the earthquake damage investigation. The paper examined the seismic tectonic setting and regional seismicity in Nepal, as well as available aftershock data and ground motion data, to gain a better understanding of the observed earthquake damage in Nepal. According to the Metropolitan Manila Earthquake Impact Reduction Study or MMEIRS (2015), 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 people will get injuries, and 340,000 homes may sustain partial damage. Ten percent of public buildings will suffer severe damage, and at least 16 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL seven bridges will collapse. Of the 34,000 people who are expected to pass away within an hour of the earthquake, 90% will perish from the pressure of the falling buildings. 4,000 sites of the 4,615 kilometers of water distribution pipes will burst. The scenario forecasts that cellular phone service would be congested and unusable, and that short circuits and gas tank leaks will start fires. 20,000 individuals will perish from burns while trapped in destroyed buildings. According to the scenario, the fires will consume 1,710 hectares of land while killing 18,000 people. According to FEMA (2012), earthquakes are unpredictable natural phenomena that can cause massive damage to communities and the environment. Building resilience frameworks have emerged to mitigate the effects of such hazards by introducing new designs, technologies, and building components. PACT was created by the American Federal Emergency Management Agency (FEMA) to predict the likelihood of future earthquake-related losses in the areas of human casualties, costs of building repairs or rebuilding, length of rebuild, and likelihood of posting dangerous placards. Performance-based seismic design methodology established by Pacific Earthquake Engineering Research Center (PEER) was used to determine the expected effects of each damage state in terms of downtime, repair costs, casualties, and dangerous conditions. SLAT is a probabilistic performance-based seismic loss estimate tool created by the University of Canterbury and the U.S. Federal Emergency 17 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Management Agency. It uses the PEER framework for probabilistic seismic loss estimates to calculate repair costs and casualties, but does not calculate the likelihood of using a dangerous placard. PACT served as the foundation for SLAT and included far more built-in fragility curves and consequence functions. PACT and SLAT have not been directly compared in any publication, but they share a lot of similarities, such as similar input and output criteria, magnitudes of earth tremors, component brittleness, and necessary building repair costs, and changes in occupancy. According to Kahlor (2010), the Planned Risk Information Seeking Model (PRISM) is to find predictors of Taguig City household heads' intent to seek information on West Valley Fault earthquake hazards and preparedness. This included determining the socio- demographic characteristics of the household heads, their attitudes toward seeking information, subjective norms, perceived current knowledge, perceived knowledge insufficiency, seeking control, risk perception, affective responses to risk, and their intent to seek information According to Ellsworth (1990), in the latitude of the San Andreas Fault, motion between the North American and Pacific plates causes a broad zone of large-magnitude earthquake activity that extends more than 500 kilometers into the continental interior. The San Andreas Fault system governs the overall pattern of seismic strain release and defines the western limits of plate interaction. Six 18 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL earthquakes have occurred on the San Andreas Fault itself in the last two centuries, highlighting the importance of secondary faults for both seismic hazard assessment and tectonic processes. According to the theory of Harry Fielding Reid, A tectonic earthquake happens when tensions in rock masses build up to the point where the resulting stresses surpass the rock's strength, causing rapid rupture. Fractures spread quickly through the rock, generally in the same direction and spreading for several kilometers following a small zone of weakness. The San Andreas Fault, for example, shifted along a 430 km long plane in 1906. The earth was up to 6 meters and shifted horizontally along this route (20 feet). According to the National Earthquake Information Center (n.d.), every year, there are around 20,000 earthquakes, including 16 catastrophic tragedies. A 7.2 earthquake devastated Haiti's southwest area on August 14, 2021, killing approximately 2,000 people. Buildings falling with people inside, like in previous earthquakes, caused much of the damage, necessitating the construction of earthquake-resistant structures. According to reports from the Department of Science and TechnologyPhilippine Institute of Volcanology and Seismology or DOST-Phivolcs (n.d), an earthquake with a magnitude of roughly 7.2 is likely to strike the country, perhaps affecting many residences. Within the borders of the West Valley Fault Line are 19 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL business premises and national roadways. The West Valley Fault Line spans across Metro Manila, and school buildings are crucial facilities since they act as an evacuation hub for such disasters. Earthquake Drill According to Coban & Goktas, (2023), the earthquake drill and informative seminar were very useful for the students. As a result of the training given and the questionnaires applied, it was concluded that there was a significant improvement in students' knowledge, attitude and behavior towards earthquakes. Implications for Research and Practice: In light of the results, it has been proposed that earthquake week activities be held in all formal educational institutions within the specific plan and program. According to Manila Bulletin (2022) the biggest earthquake drill in Manila is still remembered and the government units and private sectors have established disaster readiness plans. Employees of private companies queuing outside of buildings, schoolchildren ducking under desks, a helicopter simulating the rescue of earthquake victims, a motorboat ferrying survivors across the Pasig River, mall and restaurant staff directing customers to "duck, cover, and hold," and medical and rescue personnel setting up tent stations in Metro Manila's east, west, north, and south regions are just a few examples. These were a few of the many visuals that distinguished the July 2015 Nationwide Simultaneous Earthquake Drill (NSED). 20 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 21 And thus, on September 8, 2022, a full-scale exercise was held to evaluate the disaster response capabilities of Makati LGU. Among the various scenarios included in the exercise were community evacuation, fire suppression, search and rescue, response to mass casualty occurrences, and high-angle rescue. According to Coban & Goktas, (2022), the pretest-posttest control/comparison group design was used in the context of the quasi-experimental research, and a total of 401 fourth graders from four different schools made up the study's sample. Three different types of educational activities were used in the study: earthquake drills, digital games that evaluated smart learning settings, and traditional schooling. According to research, earthquake drills are the most efficient technique to instruct pupils on what to do in the event of an earthquake. The results of this study also suggest that the design features of the three-dimensional earthquake game created within the parameters of the study were useful in promoting seismic education. This study is noteworthy because it yields important information on how to choose the best instructional strategy for elementary school kids and how digital games can be included into the learning process more successfully. According to McBride et al., 2019; Vinnell et al., (2020), similar advice is promoted in places like Japan and Aotearoa New Zealand, where the message has been simplified to Drop, Cover, Hold (DCH). This advice is relevant because most buildings in such countries are expected to perform adequately in an earthquake. STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL According to the Japan Meteorological Agency, (2019), Japan, which has had an official EEW system operating since 2007 also provides advice on a variety of other safety actions to take on receipt of a warning (e.g., stopping elevators and getting off at the nearest floor; Japan Meteorological Agency, 2019). According to Baytiyeh and Najah (2015), people are left helpless in the event of a natural disaster due to lack of preparation and ignorance of such events. . Drills for natural disasters have been emphasized as a crucial educational tool in developing earthquake preparedness strategies. United Nations International Strategy for Disaster Risk Reduction (UNDRR), (2009) early warning system which states it is: “The set of capacities needed to generate and disseminate timely and meaningful warning information to enable individuals, communities and organizations threatened by a hazard to prepare and to act appropriately and in sufficient time to reduce the possibility of harm or loss”. According to Altay (2008), it is well known that education plays a crucial role in raising public awareness and disseminating knowledge about how to prepare for earthquakes and take protective measures Iran has undergone several damaging earthquakes throughout its history and is situated in a seismically active region within the Alpine-Himalayan Orogenic zone. During the past century, Iran has had about 10 earthquakes with magnitudes more than 5 and one earthquake with a magnitude larger than 6. These statistics 22 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL show that one earthquake with a magnitude greater than 7 is predicted to occur in Iran every 10 years. Numerous earthquakes have demonstrated the significant physical vulnerability caused by the existing shoddy infrastructure and buildings in most Iranian communities. The International Institute of Earthquake Engineering and Seismology (IIEES) created a comprehensive program that was adopted in Iran in 1996 in order to increase public awareness and enhance readiness for DRM. Following favorable reviews, the program later known as the "Earthquake and Safety" school drill was subsequently expanded to include all schools across the nation. The major goal of this program was to teach students the required knowledge about proper conduct, safety precautions, self- protection, and evacuation during earthquakes while also giving them the opportunity to put what they had learned into practice during yearly national exercises in November. According to National Disaster Risk Reduction and Management Council or NDRRMC (n.d.), the First Quarter Nationwide Earthquake Drill will be held by the National Disaster Risk Reduction and Management Council or NDRRMC on March 1 2012, with Camp General Emilio Aguinaldo (CGEA), Quezon City serving as the ceremonial location. This exercise will take place concurrently in a few chosen schools, businesses, and government and non-government agencies across the nation that have volunteered to take part. The Office of Civil Defense Regional Offices will oversee the local launch. 23 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL The drill's goals include testing participants' ability to respond to a severe earthquake and evaluating their various workplaces' emergency plans for evacuation and response. Earthquake Preparedness and Awareness According to Sencil (2022) one facet of the library that is frequently overlooked is preparedness for disasters. This study investigated the UP Visayas Miagao and Iloilo campuses' libraries' preparedness for emergencies. The selfdeveloped checklist, which was based on the Manitoba paradigm, was utilized to collect data and served as an ocular inspection checklist as well as an interview guide. Both campus libraries' fundamental construction criteria and specifications met standards for materials used and permanence. Age and earthquake experiences, however, have made it vital, among other things, to plaster over concrete wall gaps and provide fire-retardant for wooden walls. There appeared to be an absence of adequate safety precautions, such as fire extinguishers among others. There was no documentation of improvement or corrective actions taken by the school administration. Despite conducting frequent, realistic drills like CPR, the staff still lacked essential disaster emergency capabilities. Fire trucks, ambulances, and even municipal fire aid should be included as additional support components. A proposed program for disaster risk reduction is being submitted for consideration in light of the aforementioned information. 24 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Gultierez (2022) demonstrates that the community was capable of following the rules established by the government throughout training and simulation. The study was able to investigate the real reaction of the victims of the accident, giving researchers a greater understanding of how individuals use their information. Nevertheless, more work has to be done on the information transfer side in order to increase participation and inspire more communities to do disaster preparation drills and simulations. As social media and traditional media were the primary sources of information, technology use should be encouraged. Natural catastrophes are unpredictable and inescapable. Years may pass, but the risk, danger, and terror that these sad occurrences brought with them still persist. An occurrence of a natural phenomenon cannot be stopped. Thus, it is crucial to promote readiness, education, and awareness in order to lessen the susceptibility brought on by these unwelcome events. Interregional for Strategic Analysis (2022) says that despite not being in a seismic belt, the UAE experiences small aftershocks when quakes hit nearby nations. This was true of the numerous earthquakes that were felt in southern Iran in the first few days of July 2022. The National Center of Meteorology in the United Arab Emirates claims that given the region's status as an active earthquake zone, earthquake activity in southern Iran is typical. Such earthquakes don't directly damage the UAE, but they frequently result in weak aftershocks that are 25 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL nevertheless audible in the surrounding nations. In these situations, a small number of UAE residents may experience aftershocks from the earthquakes. The National Emergency, Crisis, and Disaster Management Authority of the United Arab Emirates works on a number of key topics. They include maintaining and enhancing the seven emirates' capacity to respond to emergencies and crises, disaster readiness, and advance planning. The UAE also has a catastrophe response strategy whose major goal is to guarantee the security of its populace through an adaptable strategy that divides duties, establishes recovery standards, and ensures community involvement. This is significant because the community is crucial in lowering the risks associated with possible calamities. The UAE has used the lessons learned from other nations' successful crisis and catastrophe management strategies in establishing this plan. According to Voosen and McDonald (2021). Commercial counterparts can also provide EEW products and services. For example, a Google initiative introduced the Android Earthquake Alerts System in New Zealand and Greece in April 2021 without the involvement of warning authorities from those countries. According to the research of Sozcu, (2021), pupils who used the traditional educational approach were more motivated than those who used other teaching strategies. Additionally, it was revealed that students who played the video game while studying were less motivated. In this study, the factors affecting motivation 26 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL were reviewed along with the drawbacks and benefits of various educational approaches to motivation. Teachers, instructional game designers, and educational politicians can all benefit from the findings. According to Genc, M., & Sozen, E. (2021). The study group of this research, which is planned to develop the Sustainable Scale of Earthquake Awareness, consists of the students studying at Duzce University in the academic year 20182019. The random sampling method was used to select 276 volunteers (213 females and 63 males) for the research group. 434 female and 129 male volunteer students took part in the confirmatory factor analysis. The study was supported by 839 students, 647 of whom were females (77.12%) and 192 of whom were males (22.88%). The scale was composed of three sub-factors consisting of 22 items because of the exploratory factor analysis, which was completed after testing the suitability of the data for analysis. The factors that make up the scale explain 46,393% of the variance. The sub-factors of the scale were named based on the knowledge about the earthquake. The model's suitability was 0.072 for RMSEA, 0.90 for NFI, 0.89 for GFI, 0.063 for RMR, and 0.86 for AGFI. As a result of the reliability analysis, the internal consistency coefficient (Cronbach alpha) of the scale was determined as 0.884. It is thought that this developed scale will provide support as a tool for educational purposes. It is recommended to carry out different research that can help to investigate the awareness level about the earthquake with different variables. 27 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL According to Lucy D. (2021). Japan has more than its fair share of natural disasters under its belt, and as a result, they are among the best-prepared countries on the planet. The contemporary numbers are actually quite low when you compare the number of catastrophes that have affected the country to the population density and death rate. Japan is the most earthquake-ready nation in the world thanks to its capacity for innovation, investment, education, and learning from past mistakes. Some buildings are built on Teflon, which allows them to move with the shock, while others have inflatable, rubber, or fluid-filled bases, which can absorb shock. Several structures are designed to become a little more flexible if struck by a tremor. The iconic Skytree in Tokyo was designed to defy natural calamities by taking inspiration from the shape of old wooden pagodas that have endured generations of earthquakes. Every smartphone in Japan has a tsunami and earthquake emergency alarm system built. It is intended to offer consumers enough time to rapidly seek protection if necessary. It is activated about five to ten seconds before the imminent calamities. The machine yells "Jishin desu! Ishi desu! Until the earthquake stops, I'll say "There is an earthquake." Just as other schools around the world may hold emergency fire drills, schools in Japan run regular earthquake drills, some as often as once a month. From a young age, schoolchildren are educated on the best way to seek protection and stay safe if an earthquake hits their area. How each household 28 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL prepares for an earthquake varies; however, many homes are stocked with earthquake survival kits. Stocked with first aid equipment, bottled water, food rations, gloves, face masks, insulation sheets, and survival tools like torches, and even radios that broadcast regular updates. Yayla U., S. T. (2020) states that research: is a cross-sectional survey conducted on individuals aged 18 years and over to determine the level of earthquake information and the extent to which their information is transformed into practice for individuals living in Erzincan province in the first- degree earthquake hazard zone. It was found that there was no significant relationship between the participants' knowledge scores and demographic characteristics, but the behavior average scores of the males were found to be meaningfully significantly higher when man compared to women, married compared to single, homeowners compared to non-homeowners, people with experience of devastating earthquake compared to those who were not experienced and owing to earthquake, people that lost their relatives in earthquake compared to those who didn’t lose. Very few (33.0%) of those who knew that they needed an earthquake bag (92.8%) were found to have an earthquake bag at home. It was also found that very few (19.3%) of those who knew they had to have fire extinguishers, had fire extinguishers at home. It was determined that the rate of participants' who felt as if they were ready for an earthquake (6.2%) was very low. As a result, it was found out that the average 29 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL earthquake knowledge score of the individuals was high, but the average behavior score was low. In line with this result, we propose to give practical training to transform their information about earthquakes into behavior. According to Latupeirisa and Pujianto (2020), Earthquake preparedness can be taught through a variety of policies and strategies taught in both formal and informal settings. Natural science's characteristics as a study of nature are very strategic as a vehicle for learning mitigation. Earthquakes are natural occurrences that have an impact on life. Earthquakes cause fatalities, and property damage, and have an impact on education since some people are unaware of the importance of preparedness. Utilizing an online survey distributed to Korean people in earthquake-prone areas, the study of J. W. Moon (2020) would find out that households who were in earthquake-prone areas and had experienced moderate-intensity earthquakes were more prepared for these earthquakes, both physically and financially. The people surveyed in these areas displayed basic to significant awareness of earthquake preparedness and awareness. Financially, these people took earthquake insurance so that they would be financially reimbursed should an earthquake hit and cause either injury or destroy their properties. According to Subedi, S., Hetényi, G., & Shackleton, R. (2020), Science education in local communities is essential for lowering the risk of natural disasters 30 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL like earthquakes. In order to increase preparedness for earthquakes and enhance knowledge of them, a seismology education program has been introduced in 22 Nepalese schools. Educational activities were carried out at each school by teaching earthquake-related themes in classrooms, providing teacher training, and building a low-cost seismometer network to serve both teaching and awareness aims. Educational activities done in schools are beneficial in raising children's awareness levels, encouraging broader social learning in the community, and so improving adaptive capacities and preparedness for future earthquakes, according to the survey data. According to Oro (2019), PDRRMC Chairman, Gov. Amado I. Espino, III believes that the youth’s strength and capabilities especially in the social media sphere can effectively help in information dissemination during disasters. The PDRRMC actively monitors the possibility of earthquakes in Pangasinan. Information and education campaigns are conducted to create awareness and mobilize Pangasinenses. The Coastal Barangay Summit will be held by the end of July in different barangays to prepare the communities in case of emergency. Concerns regarding San Roque Dam’s capacity to withstand earthquakes were raised to assure that the dam can withstand an eight-magnitude earthquake. It also mentioned the institutionalized program, Ligtas at Aktibong Pamayanan, which aims to give value and emphasis to disaster preparedness. 31 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL According to Rostame-Moez et. al (2019). Earthquakes are one of the most dangerous natural hazards that occur suddenly and uncontrollably. They cause physical, psychological, and social damage in human societies. Iran is always at risk of earthquakes due to its geographical location on the Alpine-Himalayan orogenic belt. More than 70% of the major cities in Iran are vulnerable to substantial damages. Iran has only 1 % of the world’s population, but the percentage of its earthquake-related deaths is higher. The disaster management cycle has four phases including mitigation, preparedness, response, and recovery. Preparedness is the most important phase in the disaster management cycle. Previous research in Iran has shown that the role of people as the most important and largest group has often been neglected in disaster preparedness program planning. The Health Belief Model (HBM) describes the decision-making process that individuals use to adopt healthy behavior. It can be an effective framework for developing health promotion strategies. Theoretically, in the HBM, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy (the beliefs of individuals in their ability to prepare for disaster) predict behavior. According to Sozen, E. (2019), the researcher's "Earthquake Awareness Scale" was used on these students. According to the study's findings, there was a significant difference in the effects of the earthquake sub-factor of the scale depending on the gender of the students. In all sub-factors of the scale, there was 32 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL no significant difference between grade levels and earthquake awareness levels of undergraduate students. In the effects of earthquake subfactor, a significant difference is seen in earthquake awareness of the students in terms of their residences. There was no significant difference in the other sub-factors of the scale based on residence. No significant difference was found in the other sub-factors of the scale according to the residence. There was no significant difference in earthquake awareness levels among undergraduate students based on any subfactor of the number of floors of the students' residences. As a result of the research, it was suggested that training and conferences on natural disasters, particularly earthquakes, be organized. According to Wu, G., Han, Z., Xu, W., & Gong, Y. (2018), preparedness is essential for minimizing the impact of disasters. Using representative national sample data from China, which has significant earthquake risk in various regions, this paper adds to current disaster preparedness knowledge.” The general public's adoption of earthquake preparedness practices was surveyed, with 3245 respondents from all 31 provinces of Mainland China participating. According to Minson et al., (2018), notification may be received anywhere from a few seconds to minutes before shaking ensues; however, most warnings will be in the range of seconds to tens of seconds, rather than minutes. 33 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL According to Christopher Lloyd C. (2017) the Makati Social Welfare Department is conducting the household survey while the city Department of Engineering and Public Works is defining the properties within the buffer zones in conjunction with the city Disaster Risk Reduction and Management Office (DRRMO). The Liga ng mga Barangay enables coordination with the barangay officials, while the Assessment Department offers property valuation based on suggested delineations. The Makati DRRMO and the Urban Development Department help the composite field teams technically. To date, the field teams have completed retagging and survey in Barangays East Rembo and Pembo. A total of 96 private properties and 201 households were tagged within the fault’s buffer zone in East Rembo, while 87 private properties with 175 households were tagged in Pembo. The retagging of properties in the buffer zones is being implemented following the assessment by the Philippine Institute of Volcanology and Seismology (Phivolcs) that the current list includes some properties outside of the buffer zones. The said list had been based on the Walk-the-Fault activity done with the agency, using the city’s Geographic Information System (GIS), cadastral maps, and property inventory from the Assessment Department. According to Kazem & Dongshik (2017), with 324 participants from 10 high schools, a questionnaire-based study was carried out in the 13th district of Kabul, Afghanistan. Although the majority of the students had experienced an earthquake, 34 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL they had poor perspectives and knowledge about earthquake mitigation. 64% of respondents said that disaster education was not taught in their schools. To build an earthquake-resistant civilization, it is necessary to incorporate disaster prevention instruction into school curricula, lessen earthquake risk, and raise public awareness. According to Int. J. Disaster Risk (2016), the U.S.-managed ShakeAlert public earthquake early warning system was fully activated in California in October 2019 and implemented in Oregon and Washington in March and May of 2021. The success of EEW systems depends on the expectations and behaviors of recipients as well as technical performance. We conducted representative adult sample surveys in California, Oregon, and Washington in February 2021 to understand these relationships. The majority of respondents had experienced earthquakes, but few had experienced violent shaking. High expectations and perceptions of the value of EEW were even higher for those who expected alerts to be precise and simple to use, expressed tolerance for missed and inaccurate warnings, and expected to be impacted by a destructive earthquake at some point in their lifetime. Findings point to potential for better coordinating ShakeAlert activities with public preferences and expectations. This study found that there was a general tolerance for warning failures, but respondents desired answers promptly, indicating a need for more post-alert message development. Earthquake early warning (EEW) became 35 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL operational first in Mexico City in 1991 following the 1985 Mexico Earthquake, resulting in almost 10,000 deaths. Other significant metropolises and nations have followed suit, with the global EEW implementation schedule scaled by the number of persons who may possibly get an alert. The colors stand for the several phases of EEW rollout: public alerting (green), limited alerts issued to technical users and/or pilot testers (yellow), and EEW testing and development (red). Israel (Isr) and Nicaragua (Nic) started developing and testing their EEW systems in real time in 2017 and 2018, respectively. Only those with phones running the Android operating system can receive warnings. According to Becker, J. S. et al., (2016), people in Aotearoa New Zealand sustain many earthquake-related injuries by falling or being struck by flying debris. The ShakeOut earthquake (and now tsunami) drill was created in 2012 with the goal of teaching people how to "Drop, cover, and hold" in order to minimize damage from earthquakes. (p.1-3) this study presents findings from analyses of the nationwide ShakeOut drills from 2012 and 2015. Contrarily, it was summarized prior findings from this study that those who participated in the drill are more likely to report the proper actions to take both when inside and outside and are more likely to have used "Drop, cover, and hold" in a real earthquake. The majority of previous evaluations tend to focus on describing participation rates and challenges with running the drill. Due to the effects of several natural catastrophes the country had to deal with in past years, it was emphasized 36 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL in 2015 how important it is to involve local people in risk reduction and management. It was therefore decided to include nearby villages with safe schools in the earthquake and safety program. The "Safe Schools-Resilient Communities" initiative designates safe schools as neighborhood hubs for coordinating disaster management in each community. According to Demirci and Yildirim (2015), being aware of an earthquake necessitates having the correct facts to develop that awareness, as well as the right attitudes to choose how to respond to the earthquake. According to Demirci & Yldrm, (2015), it is crucial to maintain and raise awareness about earthquakes that can have serious effects in Turkey in order to reduce earthquake damage. The more preparedness and awareness are provided against natural disasters, the more secure the society will be. By increasing the level of knowledge against natural disasters, societies can be ready against earthquakes with all of their institutions before the earthquake happens Demirci & Yıldırım, (2015) also added that it is necessary to be informed about the earthquake in order to create this awareness, as well as to have the appropriate attitudes in order to decide how to respond to the earthquake. Massive issues and disruptions in education are brought on by earthquakes. Schools should implement appropriate and efficient training on natural disasters, especially earthquakes. If earthquake training is not conducted properly and 37 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL effectively, the lack of knowledge will result in significant damages (Tsai, 2001; Ross and Shuell, 1993). In order to prepare for an earthquake, it is also necessary to adopt the proper attitudes (Demirci and Yldrm, 2015). According to Kelman and Glantz (2014), warning systems represent a critical element of the communication landscape and are aimed at providing information so people can take protective responses to various perils. While many warning systems tend to focus on the technical capabilities of providing warning information, warning systems in fact comprise a number of elements, all of which are needed for effective responses to occur. According to the Philippine Institute of Volcanology and Seismology (2012), the country experiences an average of five earthquakes a day. World Meteorological Organization (WMO) provides scientific and technical services, including observing, detecting, monitoring, predicting, and early warning of a wide range of weather, climate, and water-related hazards, through its scientific and technical programs and its network of Global Meteorological Centers and Regional Specialized Meteorological and Climate Centers. According to Glenn D., Yongkyun K., & TehLan L. M. (2011), our ability to lower the risk of disasters depends on local governments' complete cooperation. Governments at the municipal, state, and federal levels can work together to reduce risk. This article discusses the experience of the Republic of Korea and looks at the 38 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL function of local governments in lowering catastrophe risk and using climatic data. The Republic of Korea's government has prioritized catastrophe mitigation, and various industries are showing increasing support for the initiative. By convening the 4th Asian Ministerial Conference on Disaster Reduction (AMCDR) in 2010, the administration showed its influence abroad. AMCDR produced a ministerial declaration, the Incheon Regional Roadmap and Action Plan on Disaster Risk Reduction via Climate Change Adaptation in Asia and the Pacific, with a focus on disaster risk reduction through climate change adaptation (Incheon REMAP). To save lives, it is crucial to safeguard hospitals, schools, and other public facilities. Schools are in the public domain, whereas the majority of hospitals are built by the private sector. National legislation requiring earthquake-resistant design for structures taller than three stories apply to school facilities. In addition, every existing structure of any kind must be inspected in accordance with the 2001 Comprehensive Earthquake Prevention Plan of the Seoul Metropolitan Government. According to earthquake-resistant design criteria, school administrators in local school districts conduct a monthly inspection of the state of the structures. To improve earthquake resistance, local administrations have devised and are putting into practice medium- and long-term reinforcement programs. There are currently no laws that specifically address the requirements for school safety during storms and flooding. 39 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL According to Jahan et al., (2011), because of Bangladesh's past seismicity and recent tremors, earthquakes represent a concern that requires a more concentrated approach. Bangladesh's urbanization and urban trend have made the country more susceptible to earthquake-related natural disasters. The commercial, economic, educational, and political centers of Bangladesh are located in Dhaka, which also houses a sizable population. According to Johnston et al., (2011), educational institutions act as a conduit between students, families, and the community to increase awareness of natural disasters and prepare society. According to the United Nations Office for Disaster Risk Reduction (2009) unlike other natural disasters that many people have encountered, earthquakes are one of the risks. Earthquakes claimed the lives of 60% of those who perished in catastrophes. Pre-disaster mitigation, readiness, and preventive steps to lessen vulnerability, effective rescue, and quick relief efforts are the most effective ways to reduce risk in the case of an earthquake. Everyone in the school community may be ready to respond appropriately during and after an earthquake with the right resources on hand with the right drill and preparation in advance. According to the National Research Council (2006), they discovered a research gap in how warning times affect preparedness levels, as well as the fact that disaster recovery, which is similar to most disasters, receives more research 40 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL attention than preparedness. Social scientists have studied how socioeconomic status affects disaster preparedness and recovery, but this research often overlooks earthquakes' unique characteristics when compared to other disasters. According to Shaw et al. (2004), earthquakes are among the most destructive natural disasters, causing a wide range of losses, including physical, socioeconomic, and cultural losses. A basic human need is to live in a safer environment. To make the development process more sustainable, it is critical to emphasize prevention and disaster mitigation aspects through proper education and training to raise public awareness. Schools have been identified as a critical component of the 20 global community involvement. A strong school not only educates children but also serves as an emergency shelter immediately after the earthquake. The availability of earthquake early warning (EEW) systems is increasing, and it is important to offer evidence-based suggestions for protective action. To do this, researchers looked at earthquake injury reports, theories of protective action and communication, and behavioral research to find out what elements can direct research and judgment. Social, cultural, and environmental context, demographic and experiential factors, age and gender, and magnitude and intensity were identified. The ShakeAlert system in the US is a useful case study for understanding how people hear and react to EEW signals. Earthquake early warning (EEW) systems have been created to protect infrastructure, save lives, and lessen injury 41 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL rates. They deliver earth-shattering alarms or warnings to both technical systems and the general population. The accessibility of EEW systems varies depending on the end user, but some, such as Mexico City, Japan, and the ShakeAlert system, create public alerting. Some nations are starting to think about how they may adopt EEW systems, such as New Zealand. Two publications that influenced early warning systems were produced by the United Nations' International Plan for Disaster Reduction in 2006: "Building Early Warning Systems: A Checklist and "United Nations International Strategy for Disaster Reduction, 2006". Neither publication detailed or investigated preventative measures, including how to pick the ones that are ideal for the warning system or how to include this important information into the warning messages. Goltz and Roeloffs provide a comprehensive account of the history of EEW development worldwide. Earth is a dynamic planet, earthquakes are constantly taking place somewhere. Around the world, there are an average of 20,000 earthquakes every year, or 50 per day, according to the National Earthquake Information Center (NEIC). However, it is predicted that there are millions of earthquakes each year that are too small to be noticed. The "Ring of Fire," which surrounds the Pacific Ocean and is home to 452 volcanoes (more than 75% of the world's active and dormant volcanoes), is where over 80% of all earthquakes on Earth occur. 42 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Measurements of an earthquake that are sometimes mistaken with one another include earthquake magnitude, energy released, and shaking intensity. Each seismometer measures the ground shaking directly beneath it when earthquake vibrations move through the earth and are recorded by seismometers. Each earthquake has a specific magnitude, which corresponds to its size. According to distance, surface material, and other variables, the shaking it creates has a wide range of values that change from place to location. On March 28, 1964, an earthquake of a magnitude of 9.2 rocked Prince William Sound, Alaska, making it the greatest earthquake ever recorded in the country. The magnitudes and epicenters of earthquakes that occurred in the Philippines between 1589 and 1895 are estimated because the magnitude is proportional to the energy released by an earthquake at the focus. The strongest correlations were discovered between magnitudes and historical earthquake data, which were gathered from primary sources in Spanish and Philippine libraries. Three public elementary schools in Quezon City's earthquake disaster preparedness program are described in this paper. The understanding of chosen primary students from these schools regarding earthquake catastrophe preparedness is determined by this. The three schools had a formal program in place to prepare for an earthquake calamity. The DRRM heads asserted that they regularly hold earthquake drills and incorporate earthquake preparedness topics, such as various hazards, safety, and evacuation, into various classes for all grade 43 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL levels as well as in some extracurricular activities. On the other components of earthquake preparedness, students were just competent. They were only able to recollect a few of the drills for earthquakes and the precise actions to take before and during them. The majority of students lacked knowledge about what to do in the aftermath of earthquakes and what should be in emergency kits. The students listed the television and their families as other important sources of information on earthquake preparedness. Even though it's impossible to tell when an earthquake may occur, the nation's summer capital is increasing its preparedness in case "the Big One '' happens. The Baguio City Ground Shaking Hazard Maps (BCGSHM) of the Philippine Institute of Volcanology and Seismology will premiere on Thursday as part of preparations. The Baguio City Ground Shaking Hazard Maps ( BCGSHM ) is a collection of maps that provide details on "levels of ground motion and site response during strong earthquakes'' and "references" so that locals, experts, and the government can decide how to construct earthquake-proof buildings or retrofit existing ones to make sure they can withstand strong earthquakes. To assist stakeholders in "interpreting the data presented in the maps, identifying ground conditions onsite," a session was also held for them. And calculate the building's natural vibration to ascertain. Since many of its citizens are unable to apply for a building permit without a land title, the LGU is also intending to reduce the 44 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL restrictions. To improve how it will react to an earthquake or disaster, Baguio City LGU is also upgrading its information digitally. The findings of this study, as well as the proposed machine learning-based prediction model, could be used to predict the readiness of younger Filipinos. The experimental results also revealed that the decision tree and the decision tree with random forest classifier identified understanding, perceived vulnerability, and perceived severity as important factors influencing "The Big One's" IP. The findings of this study could be used by the government to promote policies and guidelines to improve people's preparedness for natural disasters. The algorithm could also be used to determine factors affecting IP in other natural disasters, including those in other countries. Because the Philippines is prone to natural disasters, investigating Filipinos' intentions to prepare for mitigation should be considered. With earthquakes occurring frequently in the country, "The Big One" is expected to harm the capitals and surrounding cities' livelihoods and infrastructure. This study attempted to predict the intention to prepare for mitigation (IP) of "The Big One" based on several features using a machine learning algorithm ensemble. The research "An Assessment on the Disaster Preparedness of Lipa City Colleges: Basis for Program Enhancement" was conducted to assess the degree of proficiency and preparation of Lipa City Colleges on catastrophe exercises. Random sampling was used for the student respondents, while population sampling was used for the School Disaster Management Committee respondents. The 45 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL results showed that there were high significant differences between the orientation provided prior to the drill and the actual drill's headcount and evacuation procedures, as well as significant differences between the responses from students, teachers, staff members, and members of the school's disaster management committee regarding the level of proficiency of Lipa City Colleges in terms of disaster. In the top 10 nations that recorded the most disaster incidents, the Philippines came in number one. The nation experiences 20 earthquakes on average each day, and destructive earthquakes have been documented in the past. The national agency overseeing implementation, the National Disaster Risk Reduction and Management Council (NDRRMC), established a national guide through the National Disaster Risk Reduction Management Plan (NDRRMP), which outlines strategies and activities aimed at enhancing the capacity of both the national and local governments in disaster risk and reduction and management. Before outside assistance is available, community members utilize survival techniques to deal with the effects of tragedy. 46 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL SYNTHESIS OF REVIEWED LITERATURE AND STUDIES Earthquakes result in significant human mortality. Between 1996 and 2015, there were 7,000 disasters worldwide that are estimated to have killed 1.35 million people, (Science Direct, 2022). Massive earthquakes initiate chains of surface processes that last much longer than the brief moments of strong shaking, (Fan X. et al., 2019). The West Valley Fault is 100 kilometers long and runs through the cities of Metro Manila. It might cause a 7.2 magnitude earthquake, wreaking havoc on the city's most progressive areas, (PHIVOLCS, 2017). 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 people will get injuries, and 340,000 homes may sustain partial damage, (Metropolitan Manila Earthquake Impact Reduction Study or MMEIRS, 2015). Earthquakes are unpredictable natural phenomena that can cause massive damage to communities and the environment, (FEMA, 2012). Every year, there are around 20,000 earthquakes, including 16 catastrophic tragedies. A 7.2 earthquake devastated Haiti's southwest area on August 14, 2021, killing approximately 2,000 people, (National Earthquake Information Center, n.d.). The Philippines is a country that is extremely vulnerable to natural disasters. The Philippines was ranked third out of 173 countries prone to disasters in a recent international assessment, (Mamon, M.A.C, Suba, R.A.V, and Son, I.L, n.d.). The West Valley Fault has migrated four 47 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL times in the previous 1400 years, causing significant earthquakes, (DOST-Phivolcs ,n.d.). It was stated that the earthquake drill and informative seminar were very useful for the students, (Coban & Goktas, 2023). The biggest earthquake drill in Manila is still remembered and the government units and private sectors have established disaster readiness plans. (Manila Bulletin, 2022). According to research, earthquake drills are the most efficient technique to instruct pupils on what to do in the event of an earthquake, (Coban & Goktas, 2022). Similar advice is promoted in places like Japan and Aotearoa New Zealand, where the message has been simplified to Drop, Cover, Hold, (McBride et al., 2019; Vinnell et al., 2020). It is well known that education plays a crucial role in raising public awareness and disseminating knowledge about how to prepare for earthquakes and take protective measures, (Altay, 2008). The First Quarter Nationwide Earthquake Drill was held by the National Disaster Risk Reduction and Management Council or NDRRMC on March 1 2012, (National Disaster Risk Reduction and Management Council or NDRRMC, n.d.) It is recommended to carry out different research that can help to investigate the awareness level about the earthquake with different variables, (Genc, M., & Sozen, E., 2021) As a result, it was found out that the average earthquake knowledge score of the individuals was high, but the average behavior score was low. In line with this result, this paper proposes to give practical training to transform 48 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL their knowledge of earthquakes into behavior, (Yayla U., S. T., 2020) Earthquake preparedness can be taught through a variety of policies and strategies taught in both formal and informal settings, (Latupeirisa and Pujianto, 2020) Utilizing an online survey distributed to Korean people and can also be done to the Philippine Citizen in earthquake-prone areas, the study would find out that households who were in earthquake-prone areas and had experienced moderate-intensity earthquakes were more prepared for these earthquakes, both physically and financially. (J. W. Moon, 2020), Notification may be received anywhere from a few seconds to minutes before shaking ensues; however, most warnings will be in the range of seconds to tens of seconds, rather than minutes (Minson et al., 2018) To build an earthquake-resistant civilization, it is necessary to incorporate disaster prevention instruction into school curricula, lessen earthquake risk, and raise public awareness, (Kazem & Dongshik, 2017). Being aware of an earthquake necessitates having the correct facts to develop that awareness, as well as the right attitudes to choose how to respond to the earthquake, (Demirci and Yildirim, 2015). Educational institutions act as a conduit between students, families, and the community to increase awareness of natural disasters and prepare society (Johnston et al., 2011). A strong school not only educates children but also serves as an emergency shelter immediately after the earthquake, (Shaw et al., 2004). 49 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Chapter 3 RESEARCH METHODOLOGY This chapter focuses on the explanation of the research techniques and methods used by the researcher to approach the issues raised for inquiry. This chapter provided an explanation of the study methodology, population and samples, research instrument, data collection process, and statistical treatment of the data utilized for proper data analysis and interpretation. Research Design Quantitative research design has a process of obtaining information truth surveys, questionnaires etc. Different methods can be used like experimental and descriptive. The research design that was utilized in this study is a descriptive .The descriptive research design is used by the researcher because it is suitable for the current study to find out how well-informed and prepared Grade 11 STEM students are for earthquake events. By methodically collecting data, a descriptive research design attempts to provide answers to the what, when, and where of a scenario. The number of pupils who are aware and prepared will be assessed by their responses to a questionnaire; the research approach is non-experimental quantitative and descriptive. 50 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Research Locale The research was conducted at STI-College Global City, where Grade 11 STEM students were assessed on their earthquake awareness and preparedness. STI- College Global City was chosen because its location was near the West Valley Fault Line, also known as the "Big One." According to the Philippine Institute of Volcanology and Seismology (PHIVOLC) Fault Finder, STI College Global City is 641 meters away from the West Valley Fault Line. It is also convenient for the researchers to conduct the research in STI-College Global City, as there are students in that locale. As a result, the data collection and questionnaire distribution were limited to this location. Population and Sample Size To widen the reach of the study, it was ensured that the respondents were all Grade 11 STEM students from STI College-Global City, Taguig. With a population of 200 Grade 11 STEM students, the sample size was solved using the Slovin’s formula and got the sample size of 134 students and was carefully selected based on their availability to answer the questionnaires. It is important to note that the approach used in selecting the sample size was carefully considered to ensure the accuracy and reliability of the findings. By focusing on this specific group of students, the researchers were able to gather valuable insights that can be used to improve the educational experience of future STEM students. 51 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Data Gathering Procedure (ELABORATE MORE) The researchers collected data by giving hard-copy questionnaires to the Grade 11 STEM Students in STI College-Global City. The researchers also secured a permit to conduct a survey. Obtaining the panelist's signature and the School administration’s approval, the survey started by giving questionnaires to Grade 11 STEM Students. The researchers interpreted and evaluated the data acquired after the survey questionnaire. The data were tallied, and the researchers used appropriate statistical procedures. Sampling Technique The Convenience Sampling Technique was used in this study, in which the researchers went to find Grade 11 STEM students who were readily available to participate and answer the researchers prepared questionnaire. Statistical Treatment of Data The statistical procedures were used to interpret the data gathered. The Frequency, Percentage value, weighted mean, and independent T-test were used in the study through Microsoft Excel 2013. Researchers identified if there is a significant difference between the means of level of awareness and preparedness of the taken sample size. Frequency (f) this tool was used to tally and count the number of respondents. 52 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Percentage (%) This tool was used to determine the portion of the respondents' evaluations that corresponded to the frequency or total gathered. Based on the determined variable, the same was calculated using the formula below. F ----------------------- x 100 = Percentage N Where F = Frequency N = Total population 100 = Constant General Weighted Mean – This is used to determine the interpretation of the respondents. The General Weighted Mean was computed using the formula: ∑(X x W) WM = --------------------------------∑w Where: x = Value w = Weights Σ = Summation 53 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Independent T-Test (Two-Tailed) Where: x1 = Mean of Senior High School STEM Students level of awareness on Earthquake x2 = Mean of Senior High School STEM Students level of preparedness on Earthquake = Variance of Senior High School STEM Students level of awareness on Earthquake = Variance of Senior High School STEM Students level of preparedness on Earthquake n1 = Sample size of Senior High School STEM Students level of awareness on Earthquake n2 = Sample size of Senior High School STEM Students level of preparedness on Earthquake 54 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Arbitrary Scale of Values To determine whether the respondents’ earthquake awareness and preparedness are enough to survive an earthquake, a Forced Likert Scale was used that determined the perception of respondents. The following rating and verbal interpretation used is presented below: SCALE RANGE INTERPRETATION Always (A) Grade 11 STEM Students of STI College-Global City are Always Aware and Prepared, the reason behind these, they’re educated enough, practicing earthquake drills, and always attentive when conducting a seminar about Awareness and Preparedness on Earthquake. Often (O) 4 3.26 - 4.00 3 2.51 - 3.25 Grade11 STEM Students of STI College-Global City are often Aware and Prepared since they often receive knowledge for the impending earthquake. Sometimes (S) 2 1.76 - 2.50 Grade 11 STEM Students of STI College-Global City are Sometimes Aware and Prepared because of their limited access and practices in terms of Earthquake Preparedness and Awareness. Never (N) 1 1.00 – 1.75 Grade 11 STEM Students of STI College-Global City are Never Aware and Prepared as they never encounter any kind of action and utilization of proper operation about the impending Earthquake. Table 2. Arbitrary Scale of Values. 55 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL CHAPTER 4 DATA ANALYSIS, PRESENTATION AND INTERPRETATION This chapter presents and examines the results, analysis of data gathered from questionnaires the researchers distributed and completed by STI College Global City STEM Students in Grade 11. The stated data were examined in accordance with the specific questions associated with the statement of the problem that would be beneficial to this research. The data gathered were interpreted and analyzed through Microsoft Excel 2013. Data Presentation and Interpretation This chapter of the research paper presents and interpret the data gathered of the Researchers of STI College Global City from Grade 11 STEM students who served as the respondents to this study. This research entitled ‘’The Level of Awareness and Preparedness on Earthquake among Senior High School Grade 11 STEM Students of STI-College Global City’’ is a descriptive research that describes the level of awareness and preparedness of the students. This research was conducted at the 1st semester of the academic year 2022-2023 and was done by Grade 12 STEM students, section STEM 401 of STI College-Global City, Taguig. 56 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 57 DEMOGRAPHIC PROFILE OF THE RESPONDENTS Table 3. Overall Number of Respondents SECTION FREQUENCY PERCENTAGE STEM 101 34 25 STEM 102 22 17 STEM 103 22 16 STEM 104 24 18 STEM 105 32 24 TOTAL 134 Table 3 and Figure 2 showed that STEM 101 has a total respondent of 34 and a percentage of 25%, STEM 102 has a total respondents 22 and a percentage of 17%, STEM 103 has a total respondents of 22 and a percentage of 16%, STEM 104 has a total respondents of 24 and a percentage of 18%, and STEM 105 has a total respondents of 32 and a percentage of 24%, and a total respondents of 134 Grade 11 STEM Senior High School Students of STI-College Global City. Table 4. Overall Number of Male and Female Respondents Frequency Percentage Male 69 51 Female 65 49 Table 4 and showed that Grade 11 male STEM students had a total respondents of 69 and a percentage of 51% and Grade 11 female STEM students had a total respondents of 65 and a percentage of 49% who answered the STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL questionnaire. It shows that STEM 101 has a total respondents of 25 male students and 9 female students, STEM 102 has a total of 11 male students and 11 female students, STEM 103 has a total of 9 male students and 13 female students, STEM 104 has a total of 10 male students and 14 female students, STEM 105 has a total of 14 male students and 18 female students, and a total of 134 respondents from Grade 11 STEM Students who answered the questionnaire. Table 5. The level of Preparedness on the earthquake among G11 STEM Students of STI-College Global City. STATEMENTS WM VI Do you have enough stock of food stored? 3.01 O Do you have enough stock water stored? 3.53 A Do you have first aid kits aside in case something bad happens 2.74 O during an earth quake? Do you have hardhats visible in your area? 1.97 S Do you have flashlights? 3.44 A Do you have extra batteries for your electronic devices in case an 2.97 O earthquake occurs? Do you always do the Drop, Cover, and Hold method during an 3.17 O earthquake? Do you have a place in your house to hide during an earthquake? 2.80 O Do you feel any distressing feelings during the earthquake? 2.5 S Is there a Disaster Management Committee in your area? 2.97 O Are there any structural damage in your house/building? 1.97 S Do you make yourself ready in case of aftershocks? 3.29 A GRAND WEIGHTED MEAN 2.86 LEGEND: 3.26 – 4.00 = ALWAYS (A), 2.51 – 3.25 = OFTEN (O), 1.76 – 2.50 = SOMETIMES (S), 1.00 – 1.75 = NEVER (N) Table 5 reveals that Grade 11 STEM students of STI-College Global City are often (GWM=2.86) prepared for an earthquake. As presented on the table, respondents have ‘always’ an enough stock of water stored (WM=3.53), and flashlights (WM=3.44). However, respondents ‘often’ do the Drop,Cover, and Hold method during an earthquake (WM=3.17), have an enough stock of food stored 58 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 59 (WM=3.01), and have extra batteries for their electronic devices in case an earthquake occurs (WM=2.97). According to Wu, G., Han, Z., Xu, W., & Gong, Y. (2018), preparedness is essential for minimizing the impact of disasters. Using representative national sample data from China, which has significant earthquake risk in various regions, this paper adds to current disaster preparedness knowledge.” Moreover, earthquake preparedness can be taught through a variety of policies and strategies taught in both formal and informal settings. Natural science's characteristics as a study of nature are very strategic as a vehicle for learning mitigation. Earthquakes are natural occurrences that have an impact on life. Earthquakes cause fatalities, and property damage, and have an impact on education since some people are unaware of the importance of preparedness. (Latupeirisa and Pujianto, 2020). In accordance with the researchers, the students can learn to be prepared for the impending earthquake with the help of the school subject Disaster Risk Readiness and Reduction Management (DRRRM). Table 6. The level of Awareness on the earthquake among G11 STEM Students of STI-College Global City. STATEMENT I attended training and seminars about disasters preparedness Do you know emergency hotlines? Do you take part in earthquake drills in your school? I took part in an earthquake drill held by our school. WM 2.49 2.82 3.61 3.52 VI S O A A STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Do you have sufficient knowledge and applicable training to disaster? Do you frequently watch and check updates on the timely news? Our school provided protective gear that students may need when an earthquake occurs. GRAND WEIGHTED MEAN 60 3.13 O 2.71 O 2.52 O 2.97 LEGEND: 3.26 – 4.00 = ALWAYS (A), 2.51 – 3.25 = OFTEN (O), 1.76 – 2.50 = SOMETIMES (S), 1.00 – 1.75 = NEVER (N) Table 6 reveals that Grade 11 STEM students of STI-College Global City are ‘often’ aware of the Earthquake. As presented on the table, respondents ‘always’ take part in earthquake drills in their school (WM=3.61) and took part in an earthquake drill held by their school (WM=3.52). In addition, respondents ‘often’ have knowledge and applicable training to disaster (WM=3.13) and know emergency hotlines (WM=2.82). Respondents ‘sometimes’ attend training and a seminar about disaster preparedness (WM=2.49). According to Shaw et al. (2004), to make the development process more sustainable, it is critical to emphasize prevention and disaster mitigation aspects through proper education and training to raise public awareness. A strong school not only educates children but also serves as an emergency shelter immediately after the earthquake. Educational activities were carried out at each school by teaching earthquake-related themes in classrooms, providing teacher training, and building a low-cost seismometer network to serve both teaching and awareness aims. Educational activities done in schools are beneficial in raising children's awareness levels, encouraging broader social learning in the community, and so STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 61 improving adaptive capacities and preparedness for future earthquakes, according to the survey data. (Subedi, S., Hetényi, G., & Shackleton, R., 2020) Table. 7 The significant difference in the earthquake preparedness and awareness of the G11 STEM Students of STI-College Global City. According to Table 7, the prepared students resulted in variance using P(T<=t) two-tail is 0.637555536. The prepared students resulted in variance using t Critical two- tail is 2.144786688. To conclude, the P-value 0.637555536 exceeds AREA OF EVALUATION P-Value P-Critical Value DECISION REMARKS PREPAREDNESS -0.48 0.63 Accept H0 Significant the average Confidence Level of 0.05, therefore it is right to accept that there is a significant difference between preparedness and awareness to all Grade 11 STEM Students. AREA OF EVALUATION Z-test Value Z-VALUE DECISION REMARKS PREPAREDNESS -0.48 1.95 Accept H0 Significant Table 8. Z-Test for hypothesis STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Figure 5. Z-Test Graph As shown in Table 8 the z Critical value for two-tail is 1.95996 and the Z Statistical value is -0.48 and it does not land on the shaded part whereas the rejection area shown in Figure 5. The Grade 11 STEM students of STI CollegeGlobal City did not demonstrate a significant difference, thus the null hypothesis (G11 STEM Students in STI College-Global City are not aware and prepared for the impending earthquake) is accepted. And it shows that the G11 STEM students of STI College-Global City are not always aware and prepared for an earthquake. CHAPTER 5 SUMMARY AND FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 62 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL This chapter shows the Summary and Findings, Conclusion, and the researchers’ recommendations on the study pertaining the Level of Awareness and Preparedness of G11 STEM Students of STI College-Global City S.Y 2022-2023 Summary and Findings According to Demirci and Yildirim (2015), being aware of an earthquake necessitates having the correct facts to develop that awareness, as well as the right attitudes to choose how to respond to the earthquake. STI-College Global City could be harmed in a number of different ways, which could lead to a range of damages including the building collapsing and injuring people within, as well as possibly affecting amenities that have been created and loved over a long length of time. According to Latupeirisa and Pujianto (2020), a variety of policies and strategies can be used to teach earthquake preparation in both official and informal settings. Natural science, which is the study of nature, is a very powerful instrument for researching mitigation. Earthquakes are an example of a natural phenomenon that affects life. Earthquakes inflict lives, property damage, and a negative impact on education because some people do not understand the importance of planning. The objective of this paper is to identify the level of awareness and preparedness of STEM Students of Grade 11 in STI College Global City. Awareness is the perception of a situation, on the other hand, Preparedness is a condition of being ready for something to happen. Which can help us to be mentally 63 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL and physically ready when a disaster occurs. The researchers did this study in order to help people to be aware and prepared in this kind of situation and it also helps the STI College Global City Community to improve the Facilities inside the campus. This study comes up with suggestions to assist students in increasing their earthquake awareness and preparedness. The descriptive research approach was applied by the researchers in this study. The data was acquired through questionnaires and a review of relevant publications, and literature. Furthermore, Researchers gathered the total number of Grade 11 STEM Students in STI College-Global City. Slovin’s Formula was used to calculate the number of respondents, by doing so, the researchers were able to find and determine the awareness and preparedness in Earthquake on the participation of Grade 11 STEM Students in STI College-Global City. Independent T-test (TwoTailed) is also used in analyzing and interpreting the data gathered from the Grade 11 Stem Students. This kind of research entailed more than merely gathering and tabulating data; it also necessitated accurate analysis, interpretation, comparisons, and identifications of the level of awareness and preparedness of Grade 11 Stem Students in STI College-Global City. Conclusion The aim of this study is to determine how prepared and aware all the Grade 11 STEM Students in STI-College Global-City are. The researchers conducted this study to assess the knowledge of Grade 11 STEM Students about impending 64 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Earthquakes. As shown in Table 5, based on the general weighted mean of 2.49, the students sometimes attend training and a seminar about disaster preparedness. This explains that students often have sufficient knowledge and applicable training for disasters, with a general weighted mean of 3.13, and they often watch and check updates on the timely news, with a general weighted mean of 2.71. With a general weighted mean of 2.52, the students' school often provides protective gear that they may need if an earthquake occurs. Recommendation The results of the survey justifies the following recommendation to improve the Preparedness and Awareness on Earthquake among Senior High School Grade 11 STEM Students. 1. This study is highly suggesting that the students must read and learn the posters and pamphlets. Also, the researchers would like to offer the emergency equipment here in STI College-Global City for preparedness. 2. This study suggest to broaden knowledge about the impending occurrence of an earthquake to help the students, faculty members and staffs to protect, prepare, and be attentive before, during, and after an Earthquake. 3. Teachers have a crucial role to play in a student's life. It is suggested that they arrange seminars and demonstrations to have their student’s participate as well as the teachers to prepare and be aware of an impending Earthquake. 65 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 4. This study recommends helping the society prepare and be aware of the impending Earthquake through social media platforms provided by the researcher. 5. This study recommends the importance of Disaster Risk Readiness and Reduction Management (DRRRM) subject should be applied and implemented to all strand here at STI College-Global City so all the students can be fully prepared and fully aware when earthquake comes. 6. This study would like to recommend that STI College-Global City should have a monthly earthquake drill to strengthen the preparedness and awareness of all students. 7. This study would like to recommend the creation of a senior high school club that promotes the subject of disaster risk readiness and reduction management in the STI College-Global City. This club will promote preparedness and awareness that will train and develop a student's ability to survive and be prepared for any disaster that may occur at any time. References Becker, J. S., Paton, D., Johnston, D. M., Ronan, K. R., & McClure, J. (2017). Becker, J. S., Vinnell , L. J., McBride, S., Nakayachi, K., Doyle, E. E. H., Potter, S. H., & Bostrom, A. (2022). The Effects of Earthquake Experience on Intentions to 66 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Respond to Earthquake Early Warnings. Sec. Disaster Communications, Volume 7 - 2022(The Influence of Previous Experience on Responses to Earthquake Threats), 1-2. 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LETTER OF REQUEST TO CONDUCT A SURVEY 75 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL B. Research Instrument 76 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Part I. Demographic Profile of Respondents Part II. The level of Preparedness on the Earthquake among G11 STEM Students of STI College Global City Directions: Check the box that corresponds to your answer in each item 77 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 78 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Part III. The Level of Awareness on the Earthquake among G11 STEM Students of STI College Global City Directions: Check the box that corresponds to your answer in each item 79 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL Part IV. The Significant Difference in the Earthquake Awareness and Preparedness of G11 STEM Students of STI College Global City Directions: Check the box that corresponds to your answer in each item 80 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL c. Final Output 81 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 82 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 83 CURRICULUM VITAE SHAINE A. FLORES Blk 338 Lot 11 San Roque St. Pembo Makati City, Metro Manila 0977- 021- 7415 flores.264929@globalcity.sti.edu.ph PERSONAL INFORMATION AGE: 17 Years Old DATE OF BIRTH: July 15, 2005 SEX: Female NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Mayor Simplicio Agripino Manalo National High School ELEMENTARY SCHOOL: Pembo Elementary School 2021-2023 2017- 2020 2011 - 2016 QUALIFICATION SKILLS • Initiative, Communication Skills, Creativity ACHIEVEMENTS JUNIOR HIGH SCHOOL: With Honors from Grade 7-9, With High Honors in Grade 10, Supreme Student Government (SSG) Officer STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 84 CURRICULUM VITAE CLARISE JADE D. GOLLOSO 102 Champaca Street Western Bicutan Taguig City, Metro Manila 0920- 410 – 9703 golloso.244326@globalcity.sti.edu.ph PERSONAL DATA AGE: 18 Years Old BIRTHDAY: April 02, 2004 SEX: Female NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Western Bicutan National High School ELEMENTARY SCHOOL: Candelaria Elementary School 2021-2023 2017-2020 2011 – 2016 QUALIFICATION SKILLS • Creative, Communicating Skill, Grammar Checking, and Fast Learner ACHIEVEMENTS SENIOR HIGH SCHOOL: School Varsity, With Honor JUNIOR HIGH SCHOOL: With Honor, Musician of WBNHS ELEMENTARY SCHOOL: With Honor, Athlete of the Year STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 85 CURRICULUM VITAE HAZEL M. GUZON 419 – A Tanguile St, Cembo Makati City, Metro Manila 0951- 938- 3678 guzon.242996@globalcity.sti.edu.ph PERSONAL DATA AGE: 17 Years Old BIRTHDAY: July 06, 2005 SEX: Female NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Pitogo High School ELEMENTARY SCHOOL: San Jose Elementary School 2021-2023 2017- 2020 2011 – 2016 QUALIFICATION SKILLS • Creative, Attention to Details, Teamwork, Time Management, and Communication Skills ACHIEVEMENTS SENIOR HIGH SCHOOL: With High Honors JUNIOR HIGH SCHOOL: With Honor from Grade 8 With High Honors from Grade 9-10 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 86 CURRICULUM VITAE JOHN ZETHRO R. HERMOSO 274 T. Alonzo Ext, Sitio 2, Blk.8, West Rembo, Makati City 0956- 744- 7438 hermoso.244315@globalcity.sti.edu.ph PERSONAL DATA AGE: 18 Years Old BIRTHDAY: July 03, 2004 SEX: Male NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Maranatha Christian Academy ELEMENTARY SCHOOL: Pineslight School of Makati 2021-2023 2017- 2020 2011 – 2016 QUALIFICATION SKILLS • Leadership, Problem Solving, Communication, Time Management, Decision Making, and Grammar Checking ACHIEVEMENTS SENIOR HIGH SCHOOL – With Honor, Club Core Leader JUNIOR HIGH SCHOOL – With High Honors, School Varsity, Student Leader, Table Tennis Inter-High 2nd Placer, Makati School Division participant, ELEMENTARY - With Honors, SSG Vice President, Nutrition Month Cosplay Winner (2015), Math Quiz bee Champion (2016) STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 87 CURRICULUM VITAE CELENE SEVEN S. HERRERA 305 Building 5 MRB Condominium C5 Road, Ususan, Taguig City, Metro Manila 0926-683-9489 herrera.247818@globalcity.sti.edu.ph PERSONAL DATA AGE: 19 Years Old BIRTHDAY: August 31, 2003 SEX: Female NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Notre Dame of Midsayap College ELEMENTARY SCHOOL: Notre Dame of Midsayap College 2021-2023 2017- 2020 2011 – 2016 QUALIFICATION SKILLS • Good Communication Skills, Self- Motivation, Determination, and Persistence ACHIEVEMENTS JUNIOR HIGH SCHOOL: With Honor, 1st Place in Science Exhibit STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 88 CURRICULUM VITAE ROUEL MAR M. LAGUSTAN Ligid- Tipas, Antero Virata St. Unit 15, Taguig Ciy, Metro Manila 0908- 416- 8739 lagustan.263712@globalcity.sti.edu.ph PERSONAL DATA AGE: 18 Years Old BIRTHDAY: January 1, 2005 SEX: Male NATIONALITY: Filipino RELIGION: Christian EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Sta. Cruz National High School ELEMENTARY SCHOOL: San Vicente Elementary School 2021-2023 2017-2020 2011 – 2016 QUALIFICATION SKILLS • Communication Skills, Perseverance, Determination, and Self- Reliance ACHIEVEMENTS SENIOR HIGH SCHOOL: Consistent Highest Honor Grade 11, With Honors JUNIOR HIGH SCHOOL: With Honors, 3rd Place Impromptu, 2nd Place Nutrition Month’s Dish Best in English, and Leadership Award ELEMENTARY SCHOOL: Badminton 1st Place (Area Meet), Trio Meet ( Area Meet & Provincial Meet), Mr. Valentine Title, best in English, Most Behave, 9th Rank in Class, and Leadership Award STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 89 CURRICULUM VITAE ZEALNY ROSE S. MAG-IBA 32 S. Castillo St, Barangay. San Pedro Pateros, Manila 0976-094-2085 mag-iba.262702@globalcity.sti.edu.ph PERSONAL DATA AGE: 17 Years Old BIRTHDAY: May 10, 2005 SEX: Female NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Pateros Catholic School ELEMENTARY SCHOOL: Pateros Elementary School 2021 – 2023 2017 – 2020 2011 – 2016 QUALIFICATION SKILLS • Time Management, Decision Making, and Communication Skills ACHIEVEMENTS SENIOR HIGH SCHOOL: Best supporting Actress (Sihklab), With Honor JUNIOR HIGH SCHOOL: Rank 2 Science Research, Perfect Attendance from grade 7-9 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 90 CURRICULUM VITAE LARA JANE Y. MAGBANUA #7 Lawton ave., Teacher’s Compound, P.P. Northside, Makati City, Metro Manila 0936- 874- 8489 magbanua.2427940@globalcity.sti.edu.ph PERSONAL DATA AGE: 18 Years Old BIRTHDAY: February 27, 2005 SEX: Female NATIONALITY: Filipino RELIGION: Christian EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Fort Bonifacio High School ELEMENTARY SCHOOL: Fort Bonifacio Elementary School 2021 – 2023 2017 – 2020 2011 – 2016 QUALIFICATION SKILLS • Active Listening Skills, Interpersonal Skills, and Emotional Intelligence ACHIEVEMENTS JUNIOR HIGH SCHOOL: with Honor from Grade 7-10 ELEMENTARY: With Honor from Grade 1 to 6 STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 91 CURRICULUM VITAE MICHAELA L. MAGBANUA A0132 Paoville Bravo, Fort Bonifacio Taguig City, Metro Manila 0908-565-0457 magbanua.246896@globalcity.sti.edu.ph PERSONAL DATA AGE: 18 Years Old BIRTHDAY: December 31, 2004 SEX: Female NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: Esteban Abada High School ELEMENTARY SCHOOL: Nueva Union Elementary School 2021 – 2023 2017 – 2020 2011 – 2016 QUALIFICATION SKILLS • Teamwork, Time Management, Communication, and Creativity ACHIEVEMENTS SENIOR HIGH SCHOOL: With Honor, 1st Place in Poster Making, Champion in Festival Dance, 2nd Place Over All (INDAC) JUNIOR HIGHSCHOOL: Best in Science, Best in Filipino, Best in EPP, Consistent Top 1 in Grade 7, With honors (Grade 8,9,10), 2nd place in Science Investigatory Project, Best in Actress, Top 5 in English, 3rd Place in Story Telling, 1st Place in Story Telling, Varsity player of Table Tennis, Officer of YMCA, Journalist, Active and Productive in Anti-Bullying Campaign ELEMENTARY SCHOOL: With Honor from grade 1-6, Most Active in Class STI COLLEGE GLOBAL CITY SENIOR HIGH SCHOOL 92 CURRICULUM VITAE FRANCES CLAIRE C. MAGNO #16 Duhat St. Panam Village Barangay Pinagsama Taguig City, Metro Manila 0960-588-2413 magno.243412@globalcity.sti.edu.ph PERSONAL DATA AGE: 17 Years Old BIRTHDAY: March 05, 2005 SEX: Female NATIONALITY: Filipino RELIGION: Roman Catholic EDUCATIONAL BACKGROUND SENIOR HIGH SCHOOL: STI College Global City JUNIOR HIGH SCHOOL: MCA Montessori School ELEMENTARY SCHOOL: Our Lady of Snow Excel Inc. Blessed Land Academy QUALIFICATIONS SKILLS • Knowledge on making posters in Canva • Knowledge on how to use Microsoft Word and Power-point ACHIEVEMENTS JUNIOR HIGH SCHOOL: With Honor ELEMENTARY SCHOOL: With Honor 2021 – 2023 2017 – 2020 2011 – 2016