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
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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
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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.
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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.
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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.
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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………………....……………………………..
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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
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Research Locale ………………………………………………….
Population and Sample Size ……………………………………
Data Gathering Procedure ……………………………..............
Sampling Technique ……………………………………………..
Statistical Treatment of Data…………………………………….
Arbitrary Scale of Values…………………………………………
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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
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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
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LIST OF FIGURES
FIGURES.
PAGE
1. Conceptual Framework ………………………………………………
5
2. Research Paradigm ………………………………………………….
6
3. Z- Test Graph ………………………………………………………….
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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
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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.
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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.
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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
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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.
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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.
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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.
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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
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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?
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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
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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).
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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.
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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
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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.
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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.
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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
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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
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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.
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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
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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
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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
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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.
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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
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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.
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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,
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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
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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
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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
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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
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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.
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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
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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
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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.
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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
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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
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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
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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.
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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
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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
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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).
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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.
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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.
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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.
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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
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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http://dx.doi.org/10.1186/s40561-022-002020?fbclid=IwAR1QwAJ96xxtyY6j4lv4pEMnhDQ03dKi4zrRYsFGEdVuaRnKMCPr3n3XV4
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QaDBA
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APPENDICES
A.
LETTER OF REQUEST TO CONDUCT A SURVEY
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B. Research Instrument
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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
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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
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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
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c. Final Output
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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