ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

IMPLEMENTATION OF QUARTERLY EARTHQUAKE DRILL IN ILOCOS

SUR NATIONAL HIGH SCHOOL

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A Quantitative Research

Presented to
The Faculty of Humanities and Social Sciences (HUMSS)
Ilocos Sur National High School
Senior High School
Vigan City

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In Partial Fulfillment of the

Requirements for the Subject
Practical Research 2

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By:
Charlz Ryan Lopez
Ara Gail Bantolino
Jacklord Azurin
Althea Allacaden
Ruwhelyne Natividad
Angelica Rana
Kayecee Balauro
Dred Guzman
Van Fernando
Christopher Tolentino

2022
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Chapter I

THE PROBLEM

Introduction

Earthquakes are among the deadliest natural hazards. There are around 100

earthquakes each year of a size that could cause serious damage. They strike without

warning and many of the Earth’s earthquake zones coincide with areas of high

population density. When large earthquakes occur in such areas the results can be

catastrophic, with terrible loss of human lives and untold economic cost

Moreover, the Philippines sits on the so-called Pacific Rim of Fire, where

earthquakes are frequent due to shifting tectonic plates in the ocean’s basin,

according to seismologists. Some of the tremors have been devastating. In the past

50 years, more than 15 destructive earthquakes have hit the Philippines – with four

major seismic events of magnitudes greater than 6.5 occurring in November-

December 2019 alone, according to experts. Luzon Island was hit by a 6.1-magnitude

quake in April 2019, causing about 100 buildings to crumble and killing at least 16

people. Eight months later, a 6.9-magnitude temblor shook large parts of southern

Mindanao Island, killing at least five people and injuring dozens. One of the strongest

tremors to hit the Philippines in recent years occurred in 1990 when a 7.8-magnitude

quake caused buildings and hotels to collapse in the northern city of Baguio, killing

more than 2,400 people.

Recently, there is a strong 7.0-magnitude earthquake that hit the Northern

Luzon which includes Vigan City, Ilocos Sur where Ilocos Sur National High School is

located. It was a tough earthquake that destroys houses, cars, and other resources.

People wasn't prepared about the said earthquake because some of them are in the

school, work and different places and do not have any idea where and when to
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

happen, some of the people died while some are injured. It is very alarming to every

person because it kills a lot of people in just seconds and can destroy resources

without any idea. Although the earthquake was not long ago, the province and the

others is still experiencing not just aftershocks but, strong aftershocks. Due to this,

NDRRMC introduced earthquake drills in schools in 2002, which were later expanded

to LGUs, to push for quake awareness and preparedness as experts have

continuously warned against the possible effects of the so-called “Big One”.

In line with these, drills implemented by the government. Thus, an earthquake

drill is an effort to get people to practice and prepare for any possible earthquake.

Common people may be trained in how to behave if an earthquake strikes, how to

render assistance to each other and how to stay out of the way of professionals.

Professionals like firemen, police, medical personnel, etc., are trained in how to react

quickly and efficiently. Participating in an earthquake exercise will assist you and your

loved ones learn what to do if you are not with them during an earthquake because

earthquakes occur without warning, life-saving measures must be performed as soon

as ground shaking is detected there will be little time to plan what to do as a result,

earthquake drills are the most critical earthquake preparedness measure their goal is

to teach students (and staff) how to react quickly and responsibly.

On the Department of Education(DepEd) Order No. 48, series of 2012,

Secretary of Education Armin A. Luistro has directed all public and private schools

nationwide as well as the offices and attached agencies of the DepEd to undertake

the national simultaneous emergency drills. DepEd partnered with the Department of

National Defense (DND) and the National Disaster Risk Reduction Management

Council (NDRRMC) to generate the highest level of awareness among the public on

disaster risk reduction and climate change adaptations through the emergency drills.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

The Order also directed all public and private schools to prepare important

requirements for the conduct of the activity which include the school site development

plan, composition of the school disaster management committee, identification of high

risk areas inside the school, the emergency preparedness evaluation and contingency

plan, and the communication and coordination plan with the local government units

(LGU) and the local DRRMC.

Besides that, Lewis (2020) practice and drills give students an opportunity to

learn certain concepts quickly and effectively. Teaching students through various

methods such as flashcards or repetitive rewriting can help them use these skills in

different environments and many different ways. Teaching it in different ways can

accommodate students who have various learning styles. For example, some

students who learn visually may benefit from rewriting a misspelled word in order to

retain the correct spelling. Using various drills for various learning styles can help

students integrate various tactics for remembering skills. Students also can now learn

higher level skills while accessing mastered skills quickly and effectively.

On the other hand, Lewis (2020) students who only learn through drills may

get distracted and bored with practice drills, especially if they have already mastered

the skills. After every student demonstrates knowledge concerning the subject, the

drills and practice exercises should be used occasionally to maintain proficiency.

Students may be relying on just remembering in order to take a test, but are not really

understanding the material properly. If the learning becomes too predictable, students

may not gain clear knowledge about the skills they are supposed to master. They may

just be memorizing the material and that can cause problems for them later on when

trying to accomplish more complex tasks and learn more advanced lessons. In

addition, a lot of the students sometimes do not really put in their minds what lessons
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

and advices professionals and earthquake drills teaches, the students sometimes

only do participate on earthquake drills because they have to, and they need

validation and proof that they did participate. For example, during the new normal

mode of learning, during earthquake drills students only take pictures and send it to

their teachers, but they forget what earthquake drills are really all about.

Earthquakes caused the greatest loss of life, while powerful, were deadly

because of their proximity to either heavily populated areas. Most students do not

have enough readiness and have a relatively high vulnerability to possible earthquake

hazards. Most students also cannot control their emotions during an earthquake,

according to the article of Family Care Centers(FCC) panic and stress are the main

reasons that make the situation worse during natural disasters. Disasters are

aggravated when students add chaos to the equation. It's important not to panic

during an earthquake. Students must maintain a rational state of mind so that you

don't do something regretful out of fear. Panic and anxiety can influence your

decision-making capability during an earthquake. In a study published in The Journal

of Neuroscience, it was reported that during panic and anxiety, the prefrontal cortex of

your brain which is responsible for flexible decision-making is disengaged. This can

directly influence how you behave and act during stressors like an earthquake. For

example, if you are driving, you may react to panic and drive erratically. If you are in

an open space, you may try to rush indoors due to anxiety, which can cause an injury.

In order to fill the gap, the researchers conducted a questionnaire specially for

the Senior High School Advisers of Ilocos Sur National High School(ISNHS) which

seeks to answer the question, Do the Senior High School Advisers in Ilocos Sur

National High School Implement the Earthquake Drill properly?

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The researchers observed that many students in Ilocos Sur National High

School who forget to practice safety skills and they panic more during an Earthquake.

Perhaps, the reason for this is the teachers who fails to implement the earthquake drill

properly, and also because the teachers who contravene the rules and regulations in

the conduct of National Simultaneous Earthquake Drill (NSED). For instance, some

teachers only let the students do the duck, cover, and hold for the picture or

documentation to be passed. This study was conducted to know and practice the

safety skills implemented in the Quarterly Earthquake Drill for the students and

teachers to be more aware and prepared to ensure their safety. The researchers

conducted this study to spread awareness, knowledge, and tell everyone the

importance of participation in the earthquake drill to become prepared for anytime an

earthquake occurs.

This study will assist the students in preparing for future disasters, specifically

earthquakes. This will help students to improve their disaster preparedness especially

for an earthquake. They will have more knowledge about earthquakes and how do

they survive it. Being prepared can reduce fear, anxiety, and losses that accompany

disasters.

This study will help determine the level of implementation of quarterly

earthquake drill in Ilocos Sur National High School. Furthermore, the researchers

want to know the factors affecting the implementation of the advisers regarding the

quarterly earthquake drill. This study will also help identify the knowledge of the

teachers regarding the Implementing Rules and Regulations (IRR) in the conduct of

NSED.

Statement of the problem

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The study entitled “Implementation of quarterly earthquake drill in ISNHS”

sought to know the implementation of earthquake drill in Ilocos Sur National High

School.

Specifically, it sought to answer the following:

1. What is the profile of the Senior High School Advisers in Ilocos Sur National High

School:

a. Sex

b. Years of service in the DepEd

c. No. of Trainings and seminars attended relevant to NSED and first aid

d. Number of times facilitated an earthquake drill

e. Highest Educational Attainment

2. What is the level of Implementation of Quarterly Earthquake Drill in Ilocos Sur

National High School in terms of:

a. Participation

a.1 Checking of Attendance

a.2 Guidance

a.3 Monitoring

a.4 Documentation

b. Evacuation

b.1 Introduce Evacuation Plan

b.2 Assign Class Marshal

b.3 Assistance

c. Post-evacuation

c.1 Evaluation
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c.2 Report

c.3 Data

3. Is there a significant relationship between the profile of the Senior High School

Advisers in Ilocos Sur National High School and the Level of Implementation of

Quarterly Earthquake Drill in Ilocos Sur National High School?

Scope and Delimitation of the Study

This study is delimited to the assessment of the Implementation of quarterly

earthquake drill in Ilocos Sur National High School. It considers the profile of the

Senior High School Advisers a. Years of service in the DepEd, b. Trainings and

seminars attended relevant to NSED and first aid, 2) what is the level of

implementation of quarterly earthquake drill in Ilocos Sur National High School in

terms of, a) Participation, a.1 Checking of Attendance, a.2 Guidance, a.3 Monitoring,

a.4 Documentation, b) Evacuation, b.1 Introduce Evacuation Plan, b.2 Assign Class

Marshal, b.3 Assistance, c) Post-evacuation, c.1 Evaluation, c.2 Report, c.3 Data.

The study’s respondents will be selected through total enumeration sampling

technique. The respondents are Senior High School Advisers of Ilocos Sur National

High School, for School year 2022-2023.

The descriptive correlational research method will be applied. The relevant

data gathered is items and variables are prepared, modified, and added for the

purpose of the study.

The gathered data will be treated using appropriate statistical tools and

tabulated for presentation, analysis, and discussion result.

Significance of the study

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This study entitled “Implementation of quarterly earthquake drill in Ilocos Sur

National High School” aimed to benefit the following:

The Students. The students will be prepared and aware of what natural

hazards they are likely to face in their communities to survive.

The Teachers. This study will be very beneficial to the teachers. Through this

research, the teachers may purposely discover how implementing an earthquake drill

important and helpful to teaching the students the safety skills.

The Government Agency. This study will benefit the government agency,

specifically, the Civil Defense Service. This study will help the agency to spread

awareness and knowledge to everyone, simply because, both the study and the

agency have the same goal.

The Future Researchers. The result of this research could benefit the future

researchers. They can use this research as a basis in making their research in the

near future. They can use this research to compare the result and statistics of their

research that is conducted in a different time and place.

Conceptual Framework

Independent Variable: Dependent Variable:

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What is the level of implementation of

1. What is quarterly
the profileearthquake
of the drill in Ilocos
Senior High School
Sur Advisers
National in
High School in terms of:
Ilocos Sur National High
School: a. Participation

a. Sex a.1 Checking of

Attendance
b. No. of years of service in the
DepEd a.2 Guidance

c. Trainings and seminarsa.3 Monitoring

attended relevant to NSED
a.4 Documentation
and first aid
b. Evacuation
d. Number of times facilitated
an earthquake drill b.1 Introduce
Evacuation Plan
e. Highest Educational
Attainment b.2 Assign Class
Marshal

b.3 Assistance

c. Post-evacuation

c.1 Evaluation

c.2 Report

c.3 Data

Figure 1. The Paradigm

The paradigm demonstrates the extent of research into the variables that

affects the Implementation of Quarterly Earthquake Drill in Ilocos Sur National High

School. It will be divided into two(2) variables and eleven(11) sub variables, the

independent variable: profile, and dependent variable: implementation of quarterly

earthquake drill in Ilocos Sur National High School.

Theoretical Framework
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This section presents significant literatures dealing with the “Implementation of

Quarterly Earthquake Drill in Ilocos Sur National High School”

On Implementing Rules and Regulations(IRR) of RA 10121

In fulfillment of the National Simultaneous Earthquake Drill(NSED), Rules and

Regulations are implemented for the NGOs, private sectors, community-based

organizations, and community members in disaster management. Namely, the

Implementing Rules and Regulations(IRR) of Republic Act 10121 also known as "an

act strengthening the Philippine Disaster Risk Reduction and Management System.

Be it enacted by the Senate and House of Representatives of the Philippines

in Congress assembled:

Section 1. Title. – This Act shall be known as the “Philippine Disaster Risk Reduction

and Management Act of 2010”.

Section 2. Declaration of Policy. – It shall be the policy of the State to:

(a) Uphold the people’s constitutional rights to life and property by addressing the root

causes of vulnerabilities to disasters, strengthening the country’s institutional capacity

for disaster risk reduction and management and building the resilience of local

communities to disasters including climate change impacts;

(b) Adhere to and adopt the universal norms, principles and standards of

humanitarian assistance and the global effort on risk reduction as concrete

expression of the country’s commitment to overcome human sufferings due to

recurring disasters;
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(c) Incorporate internationally accepted principles of disaster risk management in the

creation and implementation of national, regional and local sustainable development

and poverty reduction strategies, policies, plans and budgets;

(d) Adopt a disaster risk reduction and management approach that is holistic,

comprehensive, integrated, and proactive in lessening the socioeconomic and

environmental impacts of disasters including climate change, and promote the

involvement and participation of all sectors and all stakeholders concerned, at all

levels, especially the local community;

(e) Develop, promote, and implement a comprehensive National Disaster Risk

Reduction and Management Plan (NDRRMP) that aims to strengthen the capacity of

the national government and the local government units (LGUs), together with partner

stakeholders, to build the disaster resilience of communities, and’ to institutionalize

arrangements and measures for reducing disaster risks, including projected climate

risks, and enhancing disaster preparedness and response capabilities at all levels;

(f) Adopt and implement a coherent, comprehensive, integrated, efficient and

responsive disaster risk reduction program incorporated in the development plan at

various levels of government adhering to the principles of good governance such as

transparency and accountability within the context of poverty alleviation and

environmental protection;

(g) Mainstream disaster risk reduction and climate change in development processes

such as policy formulation, socioeconomic development planning, budgeting, and

governance, particularly in the areas of environment, agriculture, water, energy,

health, education, poverty reduction, land-use and urban planning, and public

infrastructure and housing, among others;

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(h) Institutionalize the policies, structures, coordination mechanisms and programs

with continuing budget appropriation on disaster risk reduction from national down to

local levels towards building a disaster-resilient nation and communities;

(i) Mainstream disaster risk reduction into the peace process and conflict resolution

approaches in order to minimize loss of lives and damage to property, and ensure

that communities in conflict zones can immediately go back to their normal lives

during periods of intermittent conflicts;

(j) Ensure that disaster risk reduction and climate change measures are gender

responsive, sensitive to indigenous know ledge systems, and respectful of human

rights;

(k) Recognize the local risk patterns across the country and strengthen the capacity of

LGUs for disaster risk reduction and management through decentralized powers,

responsibilities, and resources at the regional and local levels;

(l) Recognize and strengthen the capacities of LGUs and communities in mitigating

and preparing for, responding to, and recovering from the impact of disasters;

(m) Engage the participation of civil society organizations (CSOs), the private sector

and volunteers in the government’s disaster risk reduction programs towards

complementation of resources and effective delivery of services to the Citizenry;

(n) Develop and strengthen the capacities of vulnerable and marginalized groups to

mitigate, prepare for, respond to, and recover from the effects of disasters;

(o) Enhance and implement a program where humanitarian aid workers, communities,

health professionals, government aid agencies, donors, and the media are educated

and trained on how they can actively support breastfeeding before and during a

disaster and/or an emergency; and

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(p) Provide maximum care, assistance and services to individuals and families

affected by disaster, implement emergency rehabilitation projects to lessen the impact

of disaster, and facilitate resumption of normal social and economic activities.

Section 3. Definition of Terms. – For purposes of this Act, the following shall refer to:

(a) “Adaptation” – the adjustment in natural or human systems in response to actual

or expected climatic stimuli or their effects, which moderates harm or exploits

beneficial opportunities.

(b) “Capacity” – a combination of all strengths and resources available within a

community, society or organization that can reduce the level of risk, or effects of a

disaster. Capacity may include infrastructure and physical means, institutions, societal

coping abilities, as well as human knowledge, skills and collective attributes such as

social relationships, leadership and management. Capacity may also be described as

capability.

(c) “Civil Society Organizations” Or “CSOs” – non-state actors whose aims are neither

to generate profits nor to seek governing power. CSOs unite people to advance

shared goals and interests. They have a presence in public life, expressing the

interests and values of their members or others, and are based on ethical, cultural,

scientific, religious or philanthropic considerations. CSOs include nongovernment

organizations (NGOs), professional associations, foundations, independent research

institutes, community-based organizations (CBOs), faith-based organizations,

people’s organizations, social movements, and labor unions.

(d) “Climate Change” – a change in climate that can’ be identified by changes in the

mean and/or variability of its properties and that persists for an extended period
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typically decades or longer, whether due to natural variability or as a result of human

activity.

(e) “Community-Based Disaster Risk Reduction and Management” or “CBDRRM” – a

process of disaster risk reduction and management in which at risk communities are

actively engaged in the identification, analysis, treatment, monitoring and evaluation

of disaster risks in order to reduce their vulnerabilities and enhance their capacities,

and where the people are at the heart of decision-making and implementation of

disaster risk reduction and management activities.

(f) “Complex Emergency” – a form of human-induced emergency in which the cause

of the emergency as well as the assistance to the afflicted IS complicated by intense

level of political considerations.

(g) “Contingency Planning” – a management process that analyzes specific potential

events or emerging situations that might threaten society or the environment and

establishes arrangements in advance to enable timely, effective and appropriate

responses to such events and situations.

(h) “Disaster” – a serious disruption of the functioning of a community or a society

involving widespread human, material, economic or environmental losses and

impacts, which exceeds the ability of the affected community or society to cope using

its own resources. Disasters are often described as a result of the combination of: the

exposure to a hazard; the conditions of vulnerability that are present; and insufficient

capacity or measures to reduce or cope with the potential negative consequences,

Disaster impacts may include loss of life, injury, disease and other negative effects on

human, physical, mental and social well-being, together with damage to property,

destruction of assets, loss of services, Social and economic disruption and

environmental degradation.1avvphi1
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(i) “Disaster Mitigation” – the lessening or limitation of the adverse impacts of hazards

and related disasters. Mitigation measures encompass engineering techniques and

hazard-resistant construction as well as improved environmental policies and public

awareness.

(j) “Disaster Preparedness” – the knowledge and capacities developed by

governments, professional response and recovery organizations, communities and

individuals to effectively anticipate, respond to, and recover from, the Impacts of

likely, imminent or current hazard events or conditions. Preparedness action is carried

out within the context of disaster risk reduction and management and aims to build

the capacities needed to efficiently manage all types of emergencies and achieve

orderly transitions from response to sustained recovery. Preparedness is based on a

sound analysis of disaster risk and good linkages with early warning systems, and

includes such activities as contingency planning, stockpiling of equipment and

supplies, the development of arrangements for coordination, evacuation and public

information, and associated training and field exercises. These must be supported by

formal institutional, legal and budgetary capacities.

(k) “Disaster Prevention” – the outright avoidance of adverse impacts of hazards and

related disasters. It expresses the concept and intention to completely avoid potential

adverse impacts through action taken in advance such as construction of dams or

embankments that eliminate flood risks, land-use regulations that do not permit any

settlement in high-risk zones, and seismic engineering designs that ensure the

survival and function of a critical building in any likely earthquake.

(l) “Disaster Response” – the provision of emergency services and public assistance

during or immediately after a disaster in order to save lives, reduce health impacts,

ensure public safety and meet the basic subsistence needs of the people affected.
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Disaster response is predominantly focused on immediate and short-term needs and

is sometimes called “disaster relief”.

(m) “Disaster Risk” – the potential disaster losses in lives, health status, livelihood,

assets and services, which could occur to a particular community or a Society over

some specified future time period.

(n) “Disaster Risk Reduction” – the concept and practice of reducing disaster risks

through systematic efforts to analyze and manage the causal factors of disasters,

including through reduced exposures to hazards, lessened vulnerability of people and

property, wise management of land and the environment, and improved preparedness

for adverse events.

(o) “Disaster Risk Reduction and Management” – the systematic process of using

administrative directives, organizations, and operational skills and capacities to

implement strategies, policies and improved coping capacities in order to lessen the

adverse impacts of hazards and the possibility of disaster. Prospective disaster risk

reduction and management refers to risk reduction and management activities that

address and seek to avoid the development of new or increased disaster risks,

especially if risk reduction policies are not put m place.

(p) “Disaster Risk Reduction and Management Information System” – a specialized

database which contains, among others, information on disasters and their human

material, economic and environmental impact, risk assessment and mapping and

vulnerable groups.

(q) “Early Warning System” – 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. A people-
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centered early warning system necessarily comprises four (4) key elements:

knowledge of the risks; monitoring, analysis and forecasting of the hazards;

communication or dissemination of alerts and warnings; and local capabilities to

respond to the warnings received. The expression “end-to-end warning system” is

also used to emphasize that warning systems need to span all steps from hazard

detection to community response.

(r) “Emergency” – unforeseen or sudden occurrence, especially danger, demanding

immediate action.

(s) “Emergency Management” – the organization and management of resources and

responsibilities for addressing all aspects of emergencies, in particular preparedness,

response and initial recovery steps.

(t) “Exposure” – the degree to which the elements at risk are likely to experience

hazard events of different magnitudes.

(u) “Geographic Information System” – a database which contains, among others,

geo-hazard assessments, information on climate change, and climate risk reduction

and management.

(v) “Hazard” – a dangerous phenomenon, substance, human activity or condition that

may cause loss of life, injury or other health impacts, property damage, loss of

livelihood and services, social and economic disruption, or environmental damage.

(w) “Land-Use Planning” – the process undertaken by public authorities to identify,

evaluate and decide on different options for the use of land, including consideration of

long-term economic, social and environmental objectives and the implications for

different communities and interest groups, and the subsequent formulation and

promulgation of plans that describe the permitted or acceptable uses.

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(x) “Mitigation” – structural and non-structural measures undertaken to limit the

adverse impact of natural hazards, environmental degradation, and technological

hazards and to ensure the ability of at-risk communities to address vulnerabilities

aimed at minimizing the impact of disasters. Such measures include, but are not

limited to, hazard-resistant construction and engineering works, the formulation and

implementation of plans, programs, projects and activities, awareness raising,

knowledge management, policies on land-use and resource management, as well as

the enforcement of comprehensive land-use planning, building and safety standards,

and legislation.

(y) “National Disaster Risk Reduction and Management Framework” or “NDRRMF” –

provides for comprehensive, all hazards, multi-sectoral, inter-agency and community-

based approach to disaster risk reduction and management.

(z) “National Disaster Risk Reduction and Management Plan” or “NDRRMP” – the

document to be formulated and implemented by the Office of Civil Defense (OCD)

that sets out goals and specific objectives for reducing disaster risks together with

related actions to accomplish these objectives.

The NDRRMP shall provide for the identification of hazards, vulnerabilities and

risks to ‘be managed at the national level; disaster risk reduction and management

approaches and strategies to be applied m managing said hazards and risks; agency

roles, responsibilities and lines of authority at all government levels; and vertical and

horizontal coordination of disaster risk reduction and management in the pre-disaster

and post-disaster phases. It shall be in conformity with the NDRRMF.

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(aa) “Post-Disaster Recovery” – the restoration and improvement where appropriate,

of facilities, livelihood and living conditions. of disaster-affected communities,

including efforts to reduce disaster risk factors, in accordance with the principles of

“build back better”.

(bb) “Preparedness” – pre-disaster actions and measures being undertaken within the

context of disaster risk reduction and management and are based on sound risk

analysis as well as pre-disaster activities to avert or minimize loss of life and property

such as, but not limited to, community organizing, training, planning, equipping,

stockpiling, hazard mapping, insuring of assets, and public information and education

initiatives. This also includes the development/enhancement of an overall

preparedness strategy, policy, institutional structure, warning and forecasting

capabilities, and plans that define measures geared to help at-risk communities

safeguard their lives and assets by being alert to hazards and taking appropriate

action in the face of an Imminent threat or an actual disaster.

(cc) “Private Sector” – the key actor in the realm of the economy where the central

social concern and process are the mutually beneficial production and distribution of

goods and services to meet the physical needs of human beings. The private sector

comprises private corporations, households and nonprofit institutions serving

households.

(dd) “Public Sector Employees” – all persons in the civil service.

(ee) “Rehabilitation” – measures that ensure the ability of affected communities/areas

to restore their normal level of functioning by rebuilding livelihood and damaged

infrastructures and increasing the communities’ organizational capacity.

(ff) “Resilience” – the ability of a system, community or society exposed to hazards to

resist, absorb, accommodate and recover from the effects of a hazard in a timely and
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efficient manner, including through the preservation and restoration of its essential

basic structures and functions.

(gg) “Response” – any concerted effort by two (2) or more agencies, public or private,

to provide assistance or intervention during or immediately after a disaster to meet the

life preservation and basic subsistence needs of those people affected and in the

restoration of essential public activities and facilities.

(hh) “Risk” – the combination of the probability of an event and its negative

consequences.

(ii) “Risk Assessment” – a methodology to determine the nature and extent of risk by

analyzing potential hazards and evaluating existing conditions of vulnerability that

together could potentially harm exposed people, property, services, livelihood and the

environment on which they depend. Risk assessments with associated risk mapping

include: a review of the technical characteristics of hazards such as their location,

intensity, frequency and probability; the analysis of exposure and vulnerability

including the physical, social, health, economic and environmental dimensions; and

the evaluation of the effectiveness of prevailing and alternative coping capacities in

respect to likely risk scenarios.

(jj) “Risk Management” – the systematic approach and practice of managing

uncertainty to minimize potential harm and loss. It comprises risk assessment and

analysis, and the implementation of strategies and specific actions to control, reduce

and transfer risks. It is widely practiced by organizations to minimize risk in

investment decisions and to address operational risks such as those of business

disruption, production failure, environmental damage, social impacts and damage

from fire and natural hazards.

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(kk) “Risk Transfer” – the process of formally or informally shifting the financial

consequences of particular risks from one party to another whereby a household,

community, enterprise or state authority will obtain resources from the other party

after a disaster occurs, in exchange for ongoing or compensatory social or financial

benefits provided to that other party.

(ll) “State of Calamity” – a condition involving mass casualty and/or major damages to

property, disruption of means of livelihoods, roads and normal way of life of people in

the affected areas as a result of the occurrence of natural or human-induced hazard.

(mm) “Sustainable Development” – development that meets the needs of the present

without compromising the ability of future generations to meet their own needs. It

contains within it two (2) key concepts: (1) the concept of “needs”, in particular, the

essential needs of the world’s poor, to which overriding priority should be given; and

(2) the idea of limitations imposed by the state of technology and social organizations

on the environment’s ability to meet present and future needs. It is the harmonious

integration of a sound and viable economy, responsible governance, social cohesion

and harmony, and ecological integrity to ensure that human development now and

through future generations is a life-enhancing process.

(nn) “Vulnerability” – the characteristics and circumstances of a community, system or

asset that make it susceptible to the damaging effects of a hazard. Vulnerability may

arise from various physical, social, economic, and environmental factors such as poor

design and construction of buildings, inadequate protection of assets, lack of public

information and awareness, limited official recognition of risks and preparedness

measures, and disregard for wise environmental management.

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(oo) “Vulnerable and Marginalized Groups” – those that face higher exposure to

disaster risk and poverty including, but not limited to, women, children, elderly,

differently-abled people, and ethnic minorities.

Section 4. Scope. – This Act provides for the development of policies and plans and

the implementation of actions and measures pertaining to all aspects of disaster risk

reduction and management, including good governance, risk assessment and early

warning, knowledge building and awareness raising, reducing underlying risk factors,

and preparedness for effective response and early recovery.

Section 5. National Disaster Risk Reduction and Management Council. – The present

National Disaster Coordinating Council or NDCC shall henceforth be known as the

National Disaster Risk Reduction and Management Council, hereinafter referred to as

the NDRRMC or the National Council.

The National Council shall be headed by the Secretary of the Department of

National Defense (DND) as Chairperson with the Secretary of the Department of the

Interior and Local Government (DILG) as Vice Chairperson for Disaster

Preparedness, the Secretary of the Department of Social

Welfare and Development (DSWD) as Vice Chairperson for Disaster

Response, the Secretary of the Department of Science and Technology (DOST) as

Vice Chairperson for Disaster Prevention and Mitigation, and the Director-General of

the National Economic and Development Authority (NEDA) as Vice Chairperson for

Disaster Rehabilitation and Recovery.

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The National Council’s members shall be the following:

(a) Secretary of the Department of Health (DOH);

(b) Secretary of the Department of Environment and Natural Resources (DENR);

(c) Secretary of the Department of Agriculture (DA);

(d) Secretary of the Department of Education (DepED);

(e) Secretary of the Department of Energy (DOE);

(f) Secretary of the Department of Finance (DOF);

(g) Secretary of the Department of Trade and Industry (DT!);

(h) Secretary of the Department of Transportation and Communications (DOTC);

(i) Secretary of the Department of Budget and Management (DBM);

(j) Secretary of the Department of Public Works and Highways (DPWH);

(k) Secretary of the Department of Foreign Affairs (DFA);

(l) Secretary of the Department of Justice (DOJ);

(m) Secretary of the Department of Labor and Employment (DOLE);

(n) Secretary of the Department of Tourism (DOT);

(o) The Executive Secretary;

(p)Secretary of the Office of the Presidential Adviser on the Peace Process (OPAPP);

(q) Chairman, Commission on Higher Education (CHED);

(r) Chief of Staff, Armed Forces of the Philippines (AFP);

(s) Chief, Philippine National Police (PNP);

(t) The Press Secretary;

(u) Secretary General of the Philippine National Red Cross (PNRC);

(v) Commissioner of the National Anti-Poverty Commission-Victims of Disasters and

Calamities Sector (NAPCVDC);

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(w) Chairperson, National Commission on the Role of Filipino Women;

(x) Chairperson, Housing and Urban Development Coordinating Council (HUDCC);

(y) Executive Director of the Climate Change Office of the Climate Change

Commission;

(z) President, Government Service Insurance System (GSIS);

(aa) President, Social Security System (SSS);

(bb) President, Philippine Health Insurance Corporation (PhilHealth);

(cc) President of the Union of Local Authorities of the Philippines (ULAP);

(dd) President of the League of Provinces of the Philippines (LPP);

(ee) President of the League of Cities of the Philippines (LCP);

(ff) President of the League of Municipalities of the Philippines (LMP);

(gg) President of the Liga ng Mga Barangay (LMB);

(hh) Four (4) representatives from the CSOs;

(ii) One (1) representative from the private sector; and

(jj) Administrator of the OCD.

The representatives from the CSOs and the private sector shall be selected

from among their respective ranks based on the criteria and mechanisms to be set for

this purpose by the National Council.

Section 6. Powers and Functions of the NDRRMC. – The National Council, being

empowered with policy-making, coordination, integration, supervision, monitoring and

evaluation functions, shall have the following responsibilities:

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(a) Develop a NDRRMF which shall provide for a comprehensive, all-hazards, multi-

sectoral, inter-agency and community-based approach to disaster risk reduction and

management. The Framework shall serve as the principal guide to disaster risk

reduction and management efforts in the country and shall be reviewed on a five(5)-

year interval, or as may be deemed necessary, in order to ensure its relevance to the

times;

(b) Ensure that the NDRRMP is consistent with the NDRRMF;

(c) Advise the President on the status of disaster preparedness, prevention,

mitigation, response and rehabilitation operations being undertaken by the

government, CSOs, private sector, and volunteers; recommend to the President the

declaration of a state of calamity in areas extensively damaged; and submit proposals

to restore normalcy in the affected areas, to include calamity fund allocation;

(d) Ensure a multi-stakeholder participation in the development, updating, and sharing

of a Disaster Risk Reduction and Management Information System and Geographic

Information System-based national risk map as policy, planning and decision-making

tools;

(e) Establish a national early warning and emergency alert system to provide accurate

and timely advice to national or local emergency response organizations and to the

general public through diverse mass media to include digital and analog broadcast,

cable, satellite television and radio, wireless communications, and landline

communications;

(f) Develop appropriate risk transfer mechanisms that shall guarantee social and

economic protection and increase resiliency in the face of disaster;

(g) Monitor the development and enforcement by agencies and organizations of the

various laws, guidelines, codes or technical standards required by this Act;

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

(h) Manage and mobilize resources for disaster risk reduction and management

including the National Disaster Risk Reduction and Management Fund;

(i) Monitor and provide the necessary guidelines and procedures. on the Local

Disaster Risk Reduction and Management Fund (LDRRMF) releases as well as

utilization, accounting and auditing thereof;

(j) Develop assessment tools on the existing and potential hazards and risks brought

about by climate change to vulnerable areas and ecosystems in coordination with the

Climate Change Commission;

(k) Develop vertical and horizontal coordination mechanisms for a more coherent

implementation of disaster risk reduction and management policies and programs by

sectoral agencies and LGUs;

(l) Formulate a national institutional capability building program for disaster risk

reduction and management to address the specific’ weaknesses of various

government agencies and LGUs, based on the results of a biennial baseline

assessment and studies;

(m) Formulate, harmonize, and translate into policies a national agenda for research

and technology development on disaster risk reduction and management;

(n) In coordination with the Climate Change Commission, formulate and implement a

framework for climate change adaptation and disaster risk reduction and

management from which all policies, programs, and projects shall be based;

(o) Constitute a technical management group composed of representatives of the

abovementioned departments, offices, and organizations, that shall coordinate and

meet as often as necessary to effectively manage and sustain national efforts on

disaster risk reduction and management;

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(p) Task the OCD to conduct periodic assessment and performance monitoring of the

member-agencies of the NDRRMC, and the Regional Disaster Risk Reduction and

Management Councils (RDRRMCs), as defined in the NDRRMP; and

(q) Coordinate or oversee the Implementation of the country’s obligations with

disaster management treaties to which it IS a party and see to It that the country’s

disaster management treaty obligations be incorporated in its disaster risk reduction

and management frameworks, policies, plans, programs and projects.

Section 7. Authority of the NDRRMC Chairperson. – The Chairperson of the

NDRRMC may call upon other instrumentalities or entities of the government and

nongovernment and civic organizations for assistance In terms of the use of their

facilities and resources for the protection and preservation of life and properties in the

whole range of disaster risk reduction and management. This authority includes the

power to call on the reserve force as defined in Republic Act No. 7077 to assist in

relief and rescue during disasters or calamities.

Section 8. The Office of Civil Defense. – The Office of Civil Defense (OCD) shall have

the primary mission of administering a comprehensive national civil defense and

disaster risk reduction and management program by providing leadership in the

continuous development of strategic and systematic approaches as well as measures

to reduce the vulnerabilities and risks to hazards and manage the consequences of

disasters.

The Administrator of the OCD shall also serve as Executive Director of the

National Council and, as such, shall have the same duties and privileges of a

department undersecretary. All appointees shall be universally acknowledged experts

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

in the field of disaster preparedness and management and of proven honesty and

integrity. The National Council shall utilize the services and facilities of the OCD as

the secretariat of the National Council.

Section 9. Powers and Functions of the OCD. – The OCD shall have the following

powers and functions:

(a) Advise the National Council on matters relating to disaster risk reduction and

management consistent with the policies and scope as defined in this Act;

(b) Formulate and implement the NDRRMP and ensure that the physical framework,

social, economic and environmental plans of communities, cities, municipalities and

provinces are consistent with such plan. The National Council shall approve the

NDRRMP;

(c) Identify, assess and prioritize hazards and risks in consultation with key

stakeholders;

(d) Develop and ensure the implementation of national standards in carrying out

disaster risk reduction programs including preparedness, mitigation, prevention,

response and rehabilitation works, from data collection and analysis, planning,

implementation, monitoring and evaluation;

(e) Review and evaluate the Local Disaster risk Reduction and Management Plans

(LDRRMPs) to facilitate the integration of disaster risk reduction measures into the

local Comprehensive Development Plan (CDP) and Comprehensive Land-Use Plan

(CL UP);
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(f) Ensure that the LG U s, through the Local Disaster Risk Reduction and

Management Offices (LDRRMOs) are properly informed and adhere to the national

standards and programs;

(g) Formulate standard operating procedures for the deployment of rapid assessment

teams, information sharing among different government agencies, and coordination

before and after disasters at all levels;

(h) Establish standard operating procedures on the communication system among

provincial, city, municipal, and barangay disaster risk reduction and management

councils, for purposes of warning and alerting them and for gathering information on

disaster areas before, during and after disasters;

(i) Establish Disaster Risk Reduction and Management Training Institutes in such

suitable location as may be deemed appropriate to train public and private individuals,

both local and national, in such subject as disaster risk reduction and management

among others. The Institute shall consolidate and prepare training materials and

publications of disaster risk reduction and management books and manuals to assist

disaster risk reduction and management workers in the planning and implementation

of this program and projects. The Institute shall conduct research programs to

upgrade know ledge and skills and document best practices on disaster risk reduction

and management. The Institute is also mandated to conduct periodic awareness and

education programs to accommodate new elective officials and members of the

LDRRMCs;

(j) Ensure that all disaster risk reduction programs, projects and activities requiring

regional and international support shall be in accordance with duly established

national policies and aligned with international agreements;

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(k) Ensure that government agencies and LGUs give toppriority and take adequate

and appropriate measures in disaster risk reduction and management;

(l) Create an enabling environment for substantial and sustainable participation of

CSOs, private groups, volunteers and communities, and recognize their contributions

in the government’s disaster risk reduction efforts;

(m) Conduct early recovery and post-disaster needs assessment institutionalizing

gender analysis as part of it;

(n) Establish an operating facility to be known as the National Disaster Risk Reduction

and Management Operations Center (NDRRMOC) that shall be operated and staffed

on a twenty-four (24) hour basis;

(o) Prepare the criteria and procedure for the enlistment of accredited community

disaster volunteers (ACDVs). It shall include a manual of operations for the volunteers

which shall be developed by the OCD in consultation with various stakeholders;

(p) Provide advice and technical assistance and assist in mobilizing necessary

resources to increase the overall capacity of LGUs, specifically the low income and in

high-risk areas;

(q) Create the necessary offices to perform its mandate as provided under this Act;

and

(r) Perform such other functions as may be necessary for effective operations and

implementation of this Act.

Section 10. Disaster Risk Reduction and Management Organization at the Regional

Level. – The current Regional Disaster Coordinating Councils shall henceforth be

known as the Regional Disaster Risk Reduction and Management Councils

(RDRRMCs) which shall coordinate, integrate, supervise, and evaluate the activities
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

of the LDRRMCs. The RDRRMC shall be responsible in ensuring disaster sensitive

regional development plans, and in case of emergencies shall convene the different

regional line agencies and concerned institutions and authorities.

The RDRRMCs shall establish an operating facility to be known as the

Regional Disaster Risk Reduction and Management Operations Center (RDRRMOC)

whenever necessary.

The civil defense officers of the OCD who are or may be designated as

Regional Directors of the OCD shall serve as chairpersons of the RDRRMCs. Its Vice

Chairpersons shall be the Regional Directors of the DSWD, the DILG, the DOST, and

the NEDA. In the case of the Autonomous Region in Muslim Mindanao (ARMM), the

Regional Governor shall be the RDRRMC Chairperson. The existing regional offices

of the OCD shall serve as secretariat of the RDRRMCs. The RDRRMCs shall be

composed of the executives of regional offices and field stations at the regional level

of the government agencies.

Section 11. Organization at the Local Government Level. – The existing Provincial,

City, and Municipal Disaster Coordinating Councils shall henceforth be known as the

Provincial, City, and Municipal Disaster Risk Reduction and Management Councils.

The Barangay Disaster Coordinating Councils shall cease to exist and its powers and

functions shall henceforth be assumed by the existing Barangay Development

Councils (BDCs) which shall serve as the LDRRMCs in every barangay.

(a) Composition: The LDRRMC shall be composed of, but not limited to, the following:

(1) The Local Chief Executives, Chairperson;

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(2) The Local Planning and Development Officer, member;

(3) The Head of the LDRRMO, member;

(4) The Head of the Local Social Welfare and Development Office, member;

(5) The Head of the Local Health Office, member;

(6) The Head of the Local Agriculture Office, member;

(7) The Head of the Gender and Development Office, member;

(8) The Head of the Local Engineering Office, member;

(9) The Head of the Local Veterinary Office, member;

(10) The Head of the Local Budget Office, member;

(11) The Division Head/Superintendent of Schools of the DepED, member;

(12) The highest-ranking officer of the Armed Forces of the Philippines (AFP)

assigned in the area, member;

(13) The Provincial Director/City/Municipal Chief of the Philippine National Police

(PNP), member;

(14) The Provincial Director/City/ Municipal Fire Marshall of the Bureau of Fire

Protection (BFP), member;

(15) The President of the Association of Barangay Captains (ABC), member;

(16) The Philippine National Red Cross (PNRC), member;

(17) Four (4) accredited CSOs, members; and

(18) One (1) private sector representative, member.

(b) The LDRRMCs shall have the following functions:

(1) Approve, monitor and evaluate the implementation of the LDRRMPs and regularly

review and test the plan consistent with other national and local planning programs;
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(2) Ensure the integration of disaster risk reduction and climate change adaptation

into local development plans, programs and budgets as a strategy in sustainable

development and poverty reduction;

(3) Recommend the implementation of forced or preemptive evacuation of local

residents, if necessary; and

(4) Convene the local council once every three (3) months or as necessary.

Section 12. Local Disaster Risk Reduction and Management Office (LDRRMO).

(a) There shall be established an LDRRMO in every province, city and municipality,

and a Barangay Disaster Risk Reduction and Management Committee (BDRRMC) in

every · barangay which shall be responsible for setting the direction, development,

implementation and coordination of disaster risk management programs within their

territorial jurisdiction.

(b) The LDRRMO shall be under the office of the governor, city or municipal mayor,

and the punong barangay in case of the BDRRMC. The LDRRMOs shall be initially

organized and composed of a DRRMO to be assisted by three (3) staff responsible

for: (1) administration and training; (2) research and planning; and (3) operations and

warning. The LDRRMOs and the BDRRMCs shall organize, train and directly

supervise the local emergency response teams and the ACDVs.

(c) The provincial, city and municipal DRRMOs or BDRRMCs shall perform the

following functions with impartiality given the emerging challenges brought by

disasters of our times:

(1) Design, program, and coordinate disaster risk reduction and management

activities consistent with the National Council’s standards and guidelines;

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

(2) Facilitate and support risk assessments and contingency planning activities at the

local level;

(3) Consolidate local disaster risk information which includes natural hazards,

vulnerabilities, and climate change risks, and maintain a local risk map;

(4) Organize and conduct training, orientation, and knowledge management activities

on disaster risk reduction and management at the local level;

(5) Operate a multi-hazard early warning system, linked to disaster risk reduction to

provide accurate and timely advice to national or local emergency response

organizations and to the general public, through diverse mass media, particularly

radio, landline communications, and technologies for communication within rural

communities;

(6) Formulate and implement a comprehensive and – integrated LDRRMP in

accordance with the national, regional and provincial framework, and policies on

disaster risk reduction in close coordination with the local development councils

(LDCs);

(7) Prepare and submit to the local sanggunian through the LDRRMC and the LDC

the annual LDRRMO Plan and budget, the proposed programming of the LDRRMF,

other dedicated disaster risk reduction and management resources, and other regular

funding source/s and budgetary support of the LDRRMO/BDRRMC;

(8) Conduct continuous disaster monitoring and mobilize instrumentalities and entities

of the LGUs, CSOs, private groups and organized volunteers, to utilize their facilities

and resources for the protection and preservation of life and properties during

emergencies in accordance with existing policies and procedures;

(9) Identify, assess and manage the hazards vulnerabilities and risks that may occur

in their locality;
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

(10) Disseminate information and raise public awareness about those hazards.

vulnerabilities and risks, their nature, effects, early warning signs and counter-

measures;

(11) Identify and implement cost-effective risk reduction measures/strategies;

(12) Maintain a database of human resource, equipment, directories, and location of

critical infrastructures and their capacities such as hospitals and evacuation centers;

(13) Develop, strengthen and operationalize mechanisms for partnership or

networking with the private sector, CSOs, and volunteer groups;

(14) Take all necessary steps on a continuing basis to maintain, provide, or arrange

the provision of, or to otherwise make available, suitably-trained and competent

personnel for effective civil defense and disaster risk reduction and management in its

area;

(15) Organize, train, equip and supervise the local emergency response teams and

the ACDV s, ensuring that humanitarian aid workers are equipped with basic skills to

assist mothers to breastfeed;

(16) Respond to and manage the adverse effects of emergencies and carry out

recovery activities in the affected area, ensuring that there is an efficient mechanism

for immediate delivery of food, shelter and medical supplies for women and children,

endeavor to create a special place where internally-displaced mothers can find help

with breastfeeding, feed and care for their babies and give support to each other;

(17) Within its area, promote and raise public awareness of and compliance with this

Act and legislative provisions relevant to the purpose of this Act;

(18) Serve as the secretariat and executive arm of the LDRRMC;

(19) Coordinate other disaster risk reduction and management activities;

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(20) Establish linkage/network with other LGUs for disaster risk reduction and

emergency response purposes;

(21) Recommend through the LDRRMC the enactment of local ordinances consistent

with the requirements of this Act;

(22) Implement policies, approved plans and programs of the LDRRMC consistent

with the policies and guidelines laid down in this Act;

(23) Establish a Provincial/City/Municipal/Barangay Disaster Risk Reduction and

Management Operations Center;

(24) Prepare and submit, through the LDRRMC and the LDC, the report on the

utilization of the LDRRMF and other dedicated disaster risk reduction and

management resources to the local Commission on Audit (COA), copy furnished the

regional director of the OCD and the Local Government Operations Officer of the

DILG; and

(25) Act on other matters that may be authorized by the LDRRMC.

(d) The BDRRMC shall be a regular committee of the existing BDC and shall be

subject thereto. The punong barangay shall facilitate and ensure the participation of at

least two (2) CSO representatives from existing and active community-based people’s

organizations representing the most vulnerable and marginalized groups in the

barangay.

Section 13. Accreditation, Mobilization, and Protection of Disaster Volunteers and

National Service Reserve Corps, CSOs and the Private Sector. – The government

agencies, CSOs, private sector and LGUs may mobilize individuals or organized

volunteers to augment their respective personnel complement and logistical

requirements in the delivery of disaster risk reduction programs and activities. The
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agencies, CSOs, private sector, and LGUs concerned shall take full responsibility for

the enhancement, welfare and protection of volunteers, and shall submit the list of

volunteers to the OCD, through the LDRRMOs, for accreditation and inclusion in the

database of community disaster volunteers.

A national roster of ACDVs, National Service Reserve Corps, CSOs and the

private sector shall be maintained by the OCD through the LDRRMOs. Accreditation

shall be done at the municipal or city level.

Mobilization of volunteers shall be in accordance with the guidelines to be

formulated by the NDRRMC consistent with the provisions of this Act. Any volunteer

who incurs death or injury while engaged in any of the activities defined under this Act

shall be entitled to compensatory benefits and individual personnel accident

insurance as may be defined under the guidelines.

Section 14. Integration of Disaster Risk Reduction Education into the School Curricula

and Sangguniang Kabataan (SK) Program and Mandatory Training for the Public

Sector Employees. – The DepED, the CHED, the Technical Education and Skills

Development Authority (TESDA), in coordination with the OCD, the National Youth

Commission (NYC), the DOST, the DENR, the DILG-BFP, the DOH, the DSWD and

other relevant agencies, shall integrate disaster risk reduction and management

education in the school curricula of secondary and tertiary level of education,

including the National Service Training Program (NSTP), whether private or public,

including formal and nonformal, technical-vocational, indigenous learning, and out-of-

school youth courses and programs.

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The NDRRMC, the RDRRMCs, the LDRRMCs, the LDRRMOs, the

BDRRMCs and the SK councils shall encourage community, specifically the youth,

participation in disaster risk reduction and management activities, such as organizing

quick response groups, particularly in identified disaster-prone areas, as well as the

inclusion of disaster risk reduction and management programs as part of the SK

programs and projects.

The public sector employees shall be trained in emergency response and

preparedness. The training is mandatory for such employees to comply with the

provisions of this Act.

Section 15. Coordination During Emergencies. – The LDRRMCs shall take the lead in

preparing for, responding to, and recovering from the effects of any disaster based on

the following criteria:

(a) The BDC, if a barangay is affected;

(b) The city/municipal DRRMCs, If two (2) or more barangays are affected;

(c) The provincial DRRMC, if two (2) or more cities/municipalities are affected;

(d) The regional DRRMC, if two (2) or more provinces are affected; and

(e) The NDRRMC, if two (2) or more regions are affected.

The NDRRMC and intermediary LDRRMCs shall always act as support to

LGUs which have the primary responsibility as first disaster responders. Private

sector and civil society groups shall work in accordance with the coordination

mechanism and policies set by the NDRRMC and concerned LDRRMCs.

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Section 16. Declaration of State of Calamity. – The National Council shall recommend

to the President of the Philippines the declaration of a cluster of barangays,

municipalities, cities, provinces, and regions under a state of calamity, and the lifting

thereof, based on the criteria set by the National Council. The President’s declaration

may warrant international humanitarian assistance as deemed necessary.

The declaration and lifting of the state of calamity may also be issued by the

local sanggunian, upon the recommendation of the LDRRMC, based on the results of

the damage assessment and needs analysis.

Section 17. Remedial Measures. – The declaration of a state of calamity shall make

mandatory the Immediate undertaking of the following remedial measures by the

member-agencies concerned as defined in this Act:

(a) Imposition of price ceiling on basic necessities and prime commodities by the

President upon the recommendation of the implementing agency as provided for

under Republic Act No. 7581, otherwise known as the “Price Act”, or the National

Price Coordinating Council;

(b) Monitoring, prevention and control by the Local Price Coordination Council of

overpricing/profiteering and hoarding of prime commodities, medicines and petroleum

products;

(c) Programming/reprogramming of funds for the repair and safety upgrading of public

infrastructures and facilities; and

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

(d) Granting of no-interest loans by government financing or lending institutions to the

most affected section of the population through their cooperatives or people’s

organizations.

Section 18. Mechanism for International Humanitarian Assistance. – (a) The

importation and donation of food, clothing, medicine and equipment for relief and

recovery and other disaster management and recovery-related supplies is hereby

authorized in accordance with Section 105 of the Tariff and Customs Code of the

Philippines, as amended, and the prevailing provisions of the General Appropriations

Act covering national internal revenue taxes and import duties of national and local

government agencies; and

(b) Importations and donations under this section shall be considered as importation

by and/or donation to the NDRRMC, subject to the approval of the Office of the

President.

Section 19. Prohibited Acts. – Any person, group or corporation who commits any of

the following prohibited acts shall be held liable and be subjected to the penalties as

prescribed in Section 20 of this Act:

(a) Dereliction of duties which leads to destruction, loss of lives, critical damage of

facilities and misuse of funds;

(b) Preventing the entry and distribution of relief goods in disaster-stricken areas,

including appropriate technology, tools, equipment, accessories, disaster

teams/experts;
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(c) Buying, for consumption or resale, from disaster relief agencies any relief goods,

equipment or other and commodities which are intended for distribution to disaster

affected communities;

(d) Buying, for consumption or resale, from the recipient disaster affected persons any

relief goods, equipment or other aid commodities received by them;

(e) Selling of relief goods, equipment or other aid commodities which are intended for

distribution to disaster victims;

(f) Forcibly seizing relief goods, equipment or other aid commodities intended for or

consigned to a specific group of victims or relief agency;

(g) Diverting or misdelivery of relief goods, equipment or other aid commodities to

persons other than the rightful recipient or consignee;

(h) Accepting, possessing, using or disposing relief goods, equipment or other aid

commodities not intended for nor consigned to him/her;

(i) Misrepresenting the source of relief goods, equipment or other aid commodities by:

(1) Either covering, replacing or defacing the labels of the containers to make it

appear that the goods, equipment or other aid commodities came from another

agency or persons;

(2) Repacking the! goods, equipment or other aid commodities into containers with

different markings to make it appear that the goods came from another agency or

persons or was released upon the instance of a particular agency or persons;

(3) Making false verbal claim that the goods, equipment or other and commodity m its

untampered original containers actually came from another agency or persons or was

released upon the instance of a particular agency or persons;

(j) Substituting or replacing relief goods, equipment or other aid commodities with the

same items or inferior/cheaper quality;

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

(k) Illegal solicitations by persons or organizations representing others as defined in

the standards and guidelines set by the NDRRMC;

(l) Deliberate use of false at inflated data in support of the request for funding, relief

goods, equipment or other aid commodities for emergency assistance or livelihood

projects; and

(m) Tampering with or stealing hazard monitoring and disaster preparedness

equipment and paraphernalia.

Section 20. Penal Clause. – Any individual, corporation, partnership, association, or

other juridical entity that commits any of the prohibited acts provided for in Section 19

of this Act shall be prosecuted and upon conviction shall suffer a fine of not less than

Fifty thousand pesos (Php50,000.00) or any amount not to exceed Five hundred

thousand pesos (php500,000.00) or imprisonment of not less than six (6) years and

one (1) day or more than twelve (12) years, or both, at the discretion of the court,

including perpetual disqualification from public office if the offender IS a public officer,

and confiscation or forfeiture in favor of the government of the objects and the

instrumentalities used in committing any of herein prohibited acts.

If the offender is a corporation, partnership or association, or other juridical

entity, the penalty shall be imposed upon the officer or officers of the corporation,

partnership, association or entity responsible for the violation without prejudice to the

cancellation or revocation of these entities license or accreditation issued to them by

any licensing or accredited body of the government. If such offender is an alien, he or

she shall, in addition to the penalties prescribed in this Act, be deported without

further proceedings after service of the sentence.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

However, the prosecution for offenses set forth in Section 19 of this Act shall

be without prejudice to any liability for violation of Republic Act No. 3185, as

amended, otherwise known as the Revised Penal Code, and other civil liabilities.

Section 21. Local Disaster Risk” Reduction and Management Fund (LDRRMF). – The

present Local Calamity Fund shall henceforth be known as the Local Disaster Risk

Reduction and Management Fund (LDRRMF). Not less than five percent (5%) of the

estimated revenue from regular sources shall be set aside as the LDRRMF to support

disaster risk management activities such as, but not limited to, pre-disaster

preparedness programs including training, purchasing life-saving rescue equipment,

supplies and medicines, for post-disaster activities, and for the payment of premiums

on calamity insurance. The LDRRMC shall monitor and evaluate the use and

disbursement of the LDRRMF based on the. LDRRMP as incorporated in the local

development plans and annual work and financial plan. Upon the recommendation of

the LDRRMO and approval of the sanggunian concerned, the LDRRMC may transfer

the said fund to support disaster risk reduction work of other LDRRMCs which are

declared under state of calamity.

Of the amount appropriated for LDRRMF, thirty percent (30%) shall be

allocated as Quick Response Fund (QRF) or stand-by fund for relief and recovery

programs in order that situation and living conditions of people In communities or

areas stricken by disasters, calamities, epidemics, or complex emergencies, may be

normalized as quickly as possible.

Unexpended LDRRMF shall accrue to a special trust fund solely for the

purpose of supporting disaster risk reduction and management activities of the

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

LDRRMCs within the next five (5) years. Any such amount still not fully utilized after

five (5) years shall revert back to the general fund and will be available for other social

services to be identified by the local sanggunian.

Section 22. National Disaster Risk” Reduction and Management Fund. – (a) The

present Calamity Fund appropriated under the annual General Appropriations Act

shall henceforth be known as the National Disaster Risk Reduction and Management

Fund (NDRRM Fund) and it shall be used for disaster risk reduction or mitigation,

prevention and preparedness activities such as but not limited to training of

personnel, procurement of equipment, and capital expenditures. It can also be utilized

for relief, recovery, reconstruction and other work or services in connection with

natural or human induced calamities which may occur during the budget year or those

that occurred in the past two (2) years from the budget year.

(b) The specific amount of the NDRRM Fund and the appropriate recipient agencies

and/or LGUs shall be determined upon approval of the President of the Philippines in

accordance with the favorable recommendation of the NDRRMC.

(c) Of the amount appropriated for the NDRRM Fund, thirty percent (30%) shall be

allocated as Quick Response Fund (QRF) or stand-by fund for relief and recovery

programs in order that situation and living conditions of people in communities or

areas stricken by disasters, calamities, epidemics, or complex emergencies, may be

normalized as quickly as possible.

(d) All departments/agencies and LGUs that are allocated with DRRM fund shall

submit to the NDRRMC their monthly statements on the utilization of DRRM funds

and make an accounting thereof in accordance with existing accounting and auditing

rules.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

(e) All departments, bureaus, offices and agencies of the government are hereby

authorized to use a portion of their appropriations to implement projects designed to

address DRRM activities in accordance with the guidelines to be issued by the

NDRRMC in coordination with the DBM.

Section 23. Funding of the OCD. – As lead agency to carry out the provisions of this

Act, the OCD shall be allocated a budget of One billion pesos (Php1,000,000,000.00)

revolving fund starting from the effectivity of this Act.

Section 24. Annual Report. – The National Council, through the OCD, shall submit to

the Office of the President, the Senate and the House of Representatives, within the

first quarter of the succeeding year, an annual report relating to the progress of the

implementation of the NDRRMP.

Section 25. Implementing Rules and Regulations. – The NDRRMC. through its

Chairperson. shall issue the necessary rules and regulations for the effective

implementation of this Act within ninety (90) days after approval of this Act. The OCD.

in consultation with key stakeholders. shall take the lead in the preparation of the

implementing rules and regulations with the active involvement of the technical

management group of the NDRRMC.

Section 26. Congressional Oversight Committee. – There is hereby created a

Congressional Oversight Committee to monitor and oversee the implementation of

the provisions of this Act. The Committee shall be composed of six (6) members from

the Senate and six (6) members from the House of Representatives with the
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Chairpersons of the Committees on National Defense and Security of both the Senate

and the House of Representatives as joint Chairpersons of this Committee. The five

(5) other members from each Chamber are to be designated by the Senate President

and the Speaker of the House of Representatives. respectively. The minority shall be

entitled to pro rata represent3tion but shall have at least two (2) representatives from

each Chamber.

Section 27. Sunset Review. – Within five (5) years after the effectivity of this Act, or as

the need arises, the Congressional Oversight Committee shall conduct a sunset

review. For purposes of this Act, the term “sunset review” shall mean a systematic

evaluation by the Congressional Oversight Committee of the accomplishments and

impact of this Act, as well as the performance and organizational structure of its

implementing agencies, for purposes of determining remedial legislation.

Section 28. Repealing Clause. – Presidential Decree No. 1566 and all other laws,

decrees, executive orders, proclamations and other executive issuance’s which are

inconsistent with or contrary to the provisions of this Act are hereby amended or

repealed accordingly.

Section 29. Separability Clause. – If any provision of this Act shall be held

unconstitutional or invalid, the other provisions not otherwise affected shall remain m

full force and effect.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Section 30. Effectivity Clause. – This Act shall take effect fifteen (15) days following

its complete publication in the Official Gazette or in two (2) national newspapers of

general circulation.

On Theory of Planned Behavior

The Theory of Planned Behavior (TPB) started as the Theory of Reasoned

Action in 1980 to predict an individual's intention to engage in a behavior at a specific

time and place. The theory was intended to explain all behaviors over which people

have the ability to exert self-control. The key component to this model is behavioral

intent; behavioral intentions are influenced by the attitude about the likelihood that the

behavior will have the expected outcome and the subjective evaluation of the risks

and benefits of that outcome.

The TPB has been used successfully to predict and explain a wide range of

health behaviors and intentions including smoking, drinking, health services

utilization, breastfeeding, and substance use, among others. The TPB states that

behavioral achievement depends on both motivation (intention) and ability (behavioral

control). It distinguishes between three types of beliefs - behavioral, normative, and

control. The TPB is comprised of six constructs that collectively represent a person's

actual control over the behavior. Attitudes, Behavioral intention, Subjective norms,

Social norms, Perceived power, and Perceived behavioral control.(Ajzen, 2011)

Review of Related Literature

This section presents a review of literature pertaining the current research,

with variables covering the Level of implementation of Quarterly Earthquake drill. This

section contains the following areas related to study:

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Participation

A theory of participative behavior (the theory of margin) has been propounded

by McClusky (1970, p.25-32). He defines margin as a "function of the relationship of

load to the power". Load is defined as the "self and social demands by a person to

maintain a minimum level of autonomy" and power is described as "resources such

as abilities, possessions, position, allies, etc. which a person can command in coping

with the load". From this characterization of load and power, Lupanga (1988, p.22)

derives a hypothesis to explain the lack of people's participation in development

activities in the Third World. The hypothesis is that the majority of rural people in most

of the Third World have heavy load and little power to cope therewith and hence they

are too preoccupied with mere survival to participate meaningfully in development

activities. In other words, the higher the margin between load and power, the lesser

the participation in development activities. If the hypothesis is true, a logical

conclusion is that efforts to mobilize such marginal masses to participate in

development activities must, of necessity, include reduction of load or raising of their

power or both.

On DepEd Order No. 48, series 2012 of 2012

Based on the DepEd Order No. 48, series of 2012, Quarterly Conduct of

National- Based Earthquake and Fire Drills. The stages of an Earthquake Drill are as

follows:

Step 1: Planning

Form a school Disaster Management Committee(SDMC)

 Over-all Coordinator

 First Aid Team

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

 Fire Safety Team

 Communication Team

 Building Safety Inspection Team

 Evacuation Team

 Site Security Team

Prepare Earthquake Survival Kit

Basic items inside an earthquake survival kit:

1. First aid kit (alcohol, bandages, absorbent cotton, gauze, masks, adhesive

pasters, medicine, tweezers)

2. Food

3. Bottled water

4. Flashlights and extra batteries

5. Radio (battery operated)

6. Lighters and matches

7. Whistle

8. Knife

9. Blankets and spare clothes

10. Rope- at least 7 meters long

11. Toiletries

12. Pen and paper

13. Emergency contact numbers

14. Cash

SDMC should

 Have the yearly update on information of school population

 Prepare the most recent school map

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

 Prepare the building floor plan of each building

SDMC should conduct a school watching exercise

 Observe safe and unsafe zones

 Suggest corrections for improvements

 Assess the structural integrity of the building/s

 Assess if the school location is tsunami prone

Good practices and safe zones:

 Swing out door

 Wide corridors

 Wide open space for evacuation

 Fire exits

 Public alarm system

Some of the unsafe zones:

 Windows and glass panes

 Books shelves, machinery, cabinets and furniture that may topple or slide

 Narrow alleys

Stage 2: Developing the Earthquake Evacuation Plan

Use all available OPEN SPACES nearest to the building

Determine if there is sufficient open space for all, set a buffer zone from the

building

Length x width = area

(how many students?/ 1 square meter)

Consider the number of students in each building (per session)

Make sure that evacuation route will not expose the students to additional hazards
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Stage 3: Orientation Prior to the Conduct of an Earthquake Drill

A. Preparations

1. Conduct of lectures about earthquake

2. Conduct classroom hazard observation activity

3. Introduce evacuation plan

4. Introduce assigned evacuation area

5. Post the school evacuation map in every classroom and bulletin board

6. Assign student in-charge of making sure the door is open during shaking

7. Assign observers and evaluators who will give comments and suggestions

8. Inform the neighborhood about the drill

9. Check available alarm system

10. Assign class marshal

11. Take note of perrons with disabilities (PWD), pregnant and elderly and

identify their locations for evacuation

12. Assign marshals to assist the PWD, pregnant and elderly during evacuation

B. Protect yourself

What to do DURING an earthquake

 DUCK, COVER and HOLD

 Watch out for falling objects

 Keep calm and do not panic

Stage 4: Actual Conduct of an Earthquake Drill

PHASES OF AN EARTHQUAKE DRILL

Phase 1. Alarm

During the drill, the 1-minute alarm indicated earthquake or shaking.

Phase 2. Response
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

While the alarm is ongoing, everyone should perform “duck, cover and hold”.

Remain in this position until the “shaking” stops.

Phase 3. Evacuation

As soon as the shaking stops, immediately evacuate the school building and

proceed to identified evacuation areas using the pre-determined routes guided by

the class marshal or teacher.

Phase 4. Assembly

At the designated evacuation area, students must be grouped together

according to the class where they belong.

Phase 5. Headcount

Teachers should check and make sure all students are accounted for.

Phase 6. Evaluation

The over-all coordinator will announce the termination of drill or “All clear”.

An evaluation of the drill must be conducted to identify problems encountered

during the drill and how this be improved in future earthquake drills.

Observers will give their comments and suggestions when all are gathered in

the evacuation areas.

Related Studies

According to the research article of Alcover & Loremia(2020) entitled

Implementation of Disaster Risk Reduction Education in the Philippines revealed that

the respondent’s awareness and knowledge of the practices on what to do before

during-after disasters like fire, flood, typhoon and earthquake were very much

knowledgeable. It also publicized that the level of awareness among respondents on

the DRR activities such as lecture and video presentation, picture and story show,

drawing and coloring, DRR jingle and Evacuation Drills were very much enhanced. It
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

was concluded that through DRR Education in the Philippines, the learners may be

able to easily build their knowledge on various natural disasters and through the use

and proper application of DRR activities, their interest and desire will increase in order

to take appropriate action for disaster preparedness and mitigation, thus, reducing its

risks and impacts.

According to the research of Sari, R., Suriah, L. M. S., Nasir, S., Sidin, A. I., &

Ishak, H. (2019) about the Earthquake Readiness Education Using Simulation

Method and Picture Book Media in Elementary School Students in Majene Regency,

concluded that the education of earthquake disaster preparedness with the simulation

method and picture book media has an effect on the level of knowledge and attitude

of students in two Majene District Elementary School. A fun simulation game can

make education preparedness can be absorbed by the students well. And the use of

picture book media that can stir students ' imagination on preparedness so that the

respondent can be better prepared and know what to do. Therefore, it is advisable to

the government for a mandatory curriculum that is in elementary school, so that

information about disaster preparedness can be thoroughly. Simulated exercises

should also be performed more frequently and reach the entire school to prepare

students for a disaster emergency. In addition, the need to provide books on

earthquake preparedness in reading rooms in schools especially picture books so that

students are more motivated to read. So that it can increase knowledge and positive

attitude about the preparedness of earthquakes.

Hypothesis
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

There is no significant relationship between the profile of the Senior High

School Advisers in Ilocos Sur National High School and the implementation of

quarterly earthquake in Ilocos Sur National High School.

Operational Definition of terms

Assistance. Refers to the act of helping or assisting someone or the help

supplied.

Data. Factual information (such as measurements or statistics) used as a

basis for reasoning, discussion, or calculation.

Documentation. Consists of documents which provide proof or evidence of

something, or are a record of something.

Evacuation. Refers to the action of evacuating a person or a place.

Evacuation Plan. Lays out how to exit a building safely during an emergency.

Evaluation. The making of a judgement about the amount, number, or value

of something.

Exercise. A process or activity carried out for a specific purpose, especially

one concerned with specified area or skill.

Guidance. Refers to the act or function of guiding, leadership, and giving

directions.

Monitoring. To observe, record or detect.

Participation. Refers to the act of taking part in an event or activity.

Post-evacuation. Refers to the activities done after the evacuation.

Report. Give a spoken or written account of something that one has

observed, heard, done, or investigated.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Methodology

This presents the methods and procedures that will be used in the study. It

covers the research design, the source of data, local of the study, the population and

sample of the study, data gathering procedure and statistical of data.

Research Design

This quantitative study will employ the descriptive correlational method of

research. This research evaluation method is for collecting information from total

population of Senior High School Advisers in Ilocos Sur National High School using

questionnaires. Descriptive research describes a population, situation or phenomenon

that is being studied. While, Correlational research design measures two or more

relevant variables and assess a relationship between or among them. The descriptive

correlational analysis of the research will be utilized in order to determine the Level of

Implementation of Quarterly Earthquake drill in Ilocos Sur National High School with

the main objective of generating hypothesis regarding the profile of the respondents

and the implementation of quarterly earthquake drill. This will enable the researchers

to gain depth knowledge and information that will be used to find answers to the

research questions of the study.

Population and Sampling

In this study, the target population comprised the Senior High School(SHS)

Advisers in Ilocos Sur National High School as the respondents of the study. The total

number of respondents are 76. To get the exact sample (n) the researchers used

Total Enumeration Sampling technique. Total Enumeration Sampling technique is a

type of purposive sampling technique where the researcher chooses to examine the

entire population that have a particular set of characteristics, therefore the

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

researchers used Total Enumeration Sampling technique in choosing the target

population of the study.

Source of Data

The source of data will be obtained through the responses of 76 Senior High

School Advisers in Ilocos Sur National High School on the questionnaire distributed to

a defined population.

Locale of the study

This study will be conducted in Ilocos Sur National High School (ISNHS),

Vigan City, Ilocos Sur.

Data Gathering Instrument

The principal device that will be used by the researchers is a validated

questionnaire design to gather information and collect data about the implementation

of quarterly earthquake drill. Most part of the questionnaires were made and adopted

by the researchers, however, some modifications were made to seek the purpose of

the present study.

The questionnaire is consisting of two parts. Part 1 is the profile of the Senior

High School Advisers in Ilocos Sur National High School. Part 2 is composed of

questions regarding on the implementation of quarterly earthquake drill in Ilocos Sur

National High School in terms of participation, evacuation, and post-evacuation.

The norms interpretation of the implementation of the Senior High School

Advisers in Ilocos Sur National High School are shown below:

Range of Scores Item Descriptive Rating Overall Descriptive

Rates
4.21-5.00 5= Very Highly Very High
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Implemented (VHI)

3.41-4.20 4= Highly Implemented High

(HI)

2.61-3.40 3= Moderately Moderate

2= Implemented (MI)
1.81-2.60 Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)

Data Gathering Procedure

In realizing the objectives of the study, the researchers followed a definite

procedure. Specifically,

1. The researchers requested permission from the principal of Ilocos Sur National

High School (ISNHS),

2. Undergone validation of the questionnaire, met the target participants and

explained to them the objectives, nature, and requested extent of their participation in

the research as well as identify those who are willing to participate in the study.

3. The researchers will distribute the questionnaires to determine the implementation

of quarterly earthquake drill in Ilocos Sur National High School.

4. After retrieving questionnaires and collecting the data, the researchers will tally,

analyze, and interpret the data to know the findings of the study.

5. Lastly, the researchers will discuss the findings of the study.

Statistical Treatment of Data

In the study, the following data will be used to treat the data gathered:
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

1. Frequency count and percentage distribution were used to determine the

profile of the Senior High School Advisers in Ilocos Sur National High School.

2. Mean was used to determine the level of implementation of quarterly

earthquake drill in Ilocos Sur National High School.

3. Pearson, rxy were used to determine the significant relationship between the

profile of Senior High School Advisers and the Level of Implementation of

Quarterly Earthquake Drill in Ilocos Sur National High School.

Ethical Considerations

This research paper was submitted to the ethics committee of the school. It

was the considered ethical issues to address the respondent's vulnerability, obtained

informed consent, and maintain anonymity, confidentiality and justice and fairness.

The researchers conducted this study guided by the following ethical

consideration:

Vulnerability. The decision to take part in this study is entirely voluntary. As a

result, the informants are free to stop taking part at any time without incurring any

fees or risks. In the event that a participant withdrew, the researchers asked other real

informants for permission to be included in the sample. The surveys had to be filled

out completely and honestly by the informants. In order to support the previous study

and offer explanations, they were also asked to take part in the discussion of the

results.

Conflict of interest. The respondents must be informed by the researchers

that there are no financial or other ties, conflicts of interest, or other potentially

incompatible interests between the respondents and the researchers in different

schools or divisions. According to the researchers, the only gains were knowledge

and information, not any other kind of gain. The researchers stated in the letter to the
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

respondents that there was no conflict of interest, financial or otherwise, as the survey

was only conducted to progress the research article professionally.

Informed consent process. Participation by respondents must be voluntarily

given; no coercion is permitted. The respondents have the right to withdraw their

consent and stop participating at any time without consequence. Respondents signed

an informed consent form before any data was collected, indicating that they were

willing to take part in the study. By doing so, the respondents are proving that they

fully understand the nature of the study.

Review of the Risk and Measure to Mitigate. The only risks associated with

the respondents' participation in the study were minimal mental activity stress from

answering questions and minimal emotional stress from recalling their experiences as

voters and community members. You may trust that anything they shared will be

treated impartially and without bias.

Compensation. Since the respondents' participation was voluntary and with

their consent, there was no payment of any kind.

Right to Self-Discrimination. The respondents have the choice whether or

not to participate without consequence, and the researcher is required to understand

and clarify to them anything that is unclear. They are free to leave at any time and

refuse to divulge any information. In addition to being informed about how the survey

will be designed, participants were asked to consent to the study's conduct.

Anonymity and Confidentiality. The confidentiality and anonymity of the

responses were guaranteed to the study's informants. The names of the informants

were withheld from the research in order to protect their privacy. It must be kept up to

date by, among other things, giving participants code names, keeping survey forms

and any other documents that reveal the identity or other information of respondents
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

in a secure file in the researchers' personal possession, and shredding data once the

analysis is bound, presented, and published. The technical panel, the ethics

committee panel, and the researchers are the groups that have access to the

information.

Justice and Fairness. The researchers made sure that the discussion was

conducted with integrity by treating the respondent without bias or judgment.

Community Considerations. The study served as a way to assess whether

the school instilled knowledge to their students, and its findings served as the

foundation for guidance on how to adapt testing frequencies to different

epidemiological conditions

Benefits from the Study. The outcomes of the data collection, analysis, and

discussion are used as a foundation for understanding the implementation of quarterly

earthquake drill in Ilocos Sur National High School.

Chapter II

This chapter presents the analysis and interpretation of data obtained as

specified in the statement of the problem in the Chapter 1. These data helped the

researchers to generate conclusion of the study.

Problem 1. What is the profile of the Senior High School Advisers in Ilocos Sur

National High School:

a. Sex

b. Years of service in the DepEd

c. No. of Trainings and seminars attended relevant to NSED and first aid

d. Number of times facilitated an earthquake drill

e. Highest Educational Attainment

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Profile of the Respondents

The table shows the profile of the Seventy-Six (76) Senior High School

Advisers in Ilocos Sur National High School. The profile of the respondents was

presented through frequency and percentage distribution in terms of sex, years of

service in DepEd, no. of trainings and seminars attended relevant to NSED and first

aid, number of times facilitated an earthquake drill, and highest educational

attainment.

Table 2

Profile of the Senior High School Advisers in Ilocos Sur National High School

Profile of the Respondents f %

Sex

Male 30 39.5

Female 46 60.5

Total 76 100%

Years of service in the DepEd f %

1-5 43 56.6

6-10 23 30.3

11-15 6 7.9

16-20 1 1.3

21 Above 3 3.9

Total 76 100%
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

No. of trainings and seminars attended relevant to f %

NSED and first aid

1-5 48 63.2

6-10 19 25.0

11-15 5 6.6

16-20 1 1.3

21 Above 3 3.9

Total 76 100%

Number of times facilitated an earthquake drill f %

1-5 32 42.1

6-10 23 30.3

11-15 9 11.8

16-20 8 10.5

21 Above 4 5.3

Total 76 100%

Highest Educational Attainment f %

Bachelor’s Degree 28 36.8

Master’s Degree 20 26.3

Doctorate Degree 9 11.8

Bachelor’s Degree w/ MA Units 19 25.0

Total 76 100%
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

On Sex. The table shows that out of the 76 Senior High School Advisers in

Ilocos Sur National High School, the majority of them are female which is 46 (60.5%),

while the other 30 (39.5%) are male.

On Years of service in the DepEd. The table shows that 1-5 years of service

in the DepEd obtained the highest percentage with 43 (56.6%), while 16-20 years of

service in the DepEd obtained the lowest with 1 (1.3%). Which means that the

majority of the respondents have been in service in the DepEd for 1-5 years.

On No. of trainings and seminars attended relevant to NSED and first

aid. The table shows that out of the 76 respondents, the majority have attended 1-5

trainings and seminars relevant to NSED and first aid with 48 (63.2%), while only 1

(1.3%) have attended 16-20 seminars and trainings relevant to NSED and first aid,

which obtained the lowest percentage.

On Number of times facilitated an earthquake drill. The table shows that

most of the respondents have already facilitated an earthquake drill for 1-5 times with

32 (42.1%), while it shows that only 4 (5.3%) have facilitated an earthquake drill for 21

Above times, which obtained the lowest percentage.

On Highest Educational Attainment. The table shows that most of the

respondent’s highest educational attainment is Bachelor’s Degree with 28 (36.8%),

while only 9 (11.8%) have Doctorate Degree, which obtained the lowest percentage.

Problem 2. What is the Level of Implementation of Quarterly Earthquake Drill in

Ilocos Sur National High School in terms of:

a. Participation

a.1 Checking of Attendance

a.2 Guidance
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

a.3 Monitoring

a.4 Documentation

b. Evacuation

b.1 Introduce Evacuation Plan

b.2 Assign Class Marshal

b.3 Assistance

c. Post-evacuation

c.1 Evaluation

c.2 Report

c.3 Data

Table 3a

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Checking of Attendance)

a. Participation Mean DR

a.1. Checking of Attendance

1. I make sure every student is inside the classroom before the 4.74 VHI
alarm goes off.
2. I check the attendance of the students when everyone is in the 4.78 VHI
assigned evacuation area already to know of a student did not come
to the evacuation area.
3. I do headcount to check the attendance of the students during the 4.80 VHI
headcount phase.
4. I check my students in alphabetical order. 4.37 VHI

5. When checking the attendance, I make sure every student is 4.64 VHI
accounted.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Total 4.67 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As manifested in the table, the overall mean on the checking of attendance is

(4.67) rated as “Very High”. It indicates that the senior high school advisers in Ilocos

Sur National High School very highly implemented the checking of attendance during

the quarterly earthquake drills.

As shown above, the highest rated indicator is indicator number three (3), “I do

headcount to check the attendance of the students during the headcount phase” it

obtained the highest rating with (4.80) interpreted as “Very Highly Implemented”.

While indicator number four (4), “I check my students in alphabetical order” obtained

the lowest rating with (4.37) interpreted as “Very Highly Implemented”. This implies

that the majority of the senior high school advisers in Ilocos Sur National High School

does headcounts to check the attendance of their students during the headcount

phase.

Table 3b

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Guidance)

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

a.2. Guidance Mean DR

1. I instruct my students to practice the duck, cover and hold 4.78 VHI

2. I guide my students to the assigned evacuation area. 4.64 VHI

3. I remind my students to refrain from pushing their fellow students 4.59 VHI
during the drill.
4. I tell my students to walk accordingly. 4.62 VHI

5. I tell my students to keep the noise to minimum so they can hear 4.55 VHI
the instructions.
Total 4.64 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As revealed in the table, the overall mean on the Guidance is (4.64) that is

interpreted as “Very High”. Which indicates that the senior high school advisers in

Ilocos Sur National High School very highly implemented the guidance to the students

during an earthquake drill.

Clearly, the table above shows that the indicator number one (1), “I instruct my

students to practice the duck, cover and hold” have the highest mean with (4.78)

interpreted as “Very Highly Implemented”. On the other hand, indicator number five

(5), “I tell my students to keep the noise to minimum so they can hear the instructions”

received the lowest mean among the five indicators with (4.55) which is interpreted as

“Very Highly Implemented”. This suggests that most of the senior high school
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

advisers in Ilocos Sur National High School guides their students during the conduct

of the earthquake drill.

Table 3c

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Monitoring)

a.3. Monitoring Mean DR

1. I check the students’ participation in the drill. 4.58 VHI

2. I observe students if they are doing the drill properly. 4.53 VHI

3. I observe the students if they are taking the drill seriously. 4.37 VHI

4. I make sure the students are listening to the emergency 4.42 VHI
personnel when they are demonstrating/discussing.
5. I call out students that are not following the process of the 4.29 VHI
Earthquake Drill
Total 4.44 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As indicated in the table, the overall mean on the Monitoring is (4.44) rated as

“Very High”. It means that the senior high school advisers in Ilocos Sur National

High School very highly implemented monitoring their students while an earthquake

drill is ongoing.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

As reflected in the table, the indicator number one (1), “I check the students’

participation in the drill” is the highest rated indicator with (4.58) interpreted as “Very

Highly Implemented”. While the lowest rated indicator is number five (5), “I call out

students that are not following the process of the Earthquake Drill” with (4.29)

interpreted as “Very Highly Implemented”. This simply means that almost all of the

senior high school advisers in Ilocos Sur National High School monitors their students

during earthquake drills, calls the students out if they’re not following the process of

the drill, and observes if the students are doing the drill properly.

Table 3d

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Documentation)

a.4. Documentation Mean DR

1. During the drill, I take photos of my students doing the duck, 4.51 VHI
cover and hold.
2. I take candid photos of my students doing the duck, cover and 4.16 HI
hold.
3. I take pictures prior the ring of the alarm. 4.13 HI

4. I only take photos during the 1-minute alarm. 3.95 HI

5. I take photos/documentation only because it is a requirement. 4.11 HI

Total 4.17 H

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

2.61-3.40 3= Moderately Moderate

Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As presented in the table above, the overall mean on the Documentation is

(4.17) rated as “High”. This indicates that the senior high school advisers in Ilocos

Sur National High School highly implemented documenting the students and the

process of the earthquake drill.

As shown above, the total of 76 respondents subjected in this study, rated the

indicator number one (1), “During the drill, I take photos of my students doing the

duck, cover and hold” as the highest with (4.51) interpreted as “Very Highly

Implemented”. While on the other hand, indicator number four (4), “I only take

photos during the 1-minute alarm” with (3.95) interpreted as “Highly Implemented”.

This then indicates that majority of the respondents take photos of their students

doing the duck, cover, and hold while most of them only take photos during the 1-

minute alarm and only take photos only because it is a requirement.

Table 3e

Summary of item mean ratings on Level of Implementation of Quarterly

Earthquake Drill in Ilocos Sur National High School along Participation

a. Participation WM DR

a.1 Checking of Attendance 4.67 Very High

a.2. Guidance 4.64 Very High

a.3. Monitoring 4.44 Very High

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

a.4. Documentation 4.17 High

Total 4.48 Very High

As reflected in the table, it shows that the overall mean on the Participation is

(4.48) interpreted as “Very High” which indicates that the senior high school advisers

in Ilocos Sur National High School participates on the quarterly earthquake drills and

very highly implements almost all situations presented in the questionnaire.

As presented in the table, Checking of Attendance has the highest mean

rating with (4.67) interpreted as “Very High”. This denote that majority of the senior

high school advisers in Ilocos Sur National High School checks the attendance during

the earthquake drill. On the other hand, Documentation has the lowest mean rating

with (4.17), interpreted as “High”. This means that most of the senior high school

advisers in Ilocos Sur National High School documents the process of the earthquake

drill as well as their students.

Table 4a

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Introduce Evacuation Plan)

b. Evacuation Mean DR

b.1 Introduce Evacuation Plan

1. I make sure the school evacuation map is posted in the 4.20 HI

classroom and bulletins.
2. I make sure every student knows where the assigned evacuation 4.43 VHI
area is.
3. I make sure the students know the routes to the 4.46 VHI
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

assembly/evacuation area.

4. I make sure my students familiarize the routes where they can go 4.39 VHI
through during the shaking/drill.
5. I inform my students where is the right way to exit the building. 4.41 VHI

Total 4.38 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As shown in the table, the overall mean on the Introduce Evacuation Plan is

(4.38) rated as “Very High”. It indicates that the respondents very highly implement

almost all the situations in the survey questionnaire.

As shown above, there are the indicator with the highest mean is number

three (3), “I make sure the students know the routes to the assembly/evacuation area”

with (4.46) interpreted as “Very Highly Implemented”. This means that majority of

the senior high school advisers in Ilocos Sur National High School keeps their

students informed about the earthquake drill. While the indicator with the lowest mean

is number one (1), “I make sure the school evacuation map is posted in the classroom

and bulletins” with (4.20) rated as “Highly Implemented”. This then implies that most

of the senior high school advisers in Ilocos Sur National High School introduces the

evacuation plan to the students for them to be aware of the process, the evacuation

area, and the routes to the assigned evacuation area.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Table 4b

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Assign Class Marshal)

b.2. Assign Class Marshal Mean DR

1. I tell the class marshal to help make sure no one is left inside the 4.41 VHI
classroom.
2. I order the class marshal to close the door when going out after 4.17 HI
the alarm rings.
3. I assign the class marshal to lead the class when proceeding to 4.29 VHI
the assigned evacuation area.
4. I assign the class marshal to help bring the first aid kit. 4.24 VHI

5. I tell the assigned class marshal to help other students if needed. 4.32 VHI

Total 4.28 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As revealed in the table, the overall mean on the Assign Class Marshal is

(4.28) rated as “Very High” which means that the senior high school advisers in

Ilocos Sur National High School very highly implemented assigning of class marshal

to help lead the class.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

As shown above, indicator number one (1), “I tell the class marshal to help

make sure no one is left inside the classroom” with (4.41) is the indicator with the

highest mean, interpreted as “Very Highly Implemented”. On the other hand,

indicator number two (2), “I order the class marshal to close the door when going out

after the alarm rings” have the lowest mean with (4.27) interpreted as “Very Highly

Implemented”. This denote that majority of the senior high school advisers in Ilocos

Sur National High School assigns class marshal to lead the class and to have

someone assist the anyone who needs assistance also to have someone to help

them keep the order of the class.

Table 4c

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Assistance)

b.3. Assistance Mean DR

1. I instruct the class marshal to assist the persons with disabilities 4.25 VHI

(PWD).

2. I take note of persons with disabilities (PWD) . 4.22 VHI

3. I identify the location of the persons with disabilities (PWD). 4.26 VHI

4. I assist my students throughout the conduct of earthquake drill. 4.28 VHI

5. In case of emergency, I will assist my students go to the clinic. 4.32 VHI

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Total 4.27 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As shown in the table, the overall mean on the Assistance is (4.27) rated as

“Very High”. This implies that most of the senior high school advisers in Ilocos Sur

National High School gives assistance to their students, especially the ones with the

disabilities.

As presented above, the indicator with the highest mean is number five (5), “In

case of emergency, I will assist my students go to the clinic” with (4.32) interpreted as

“Very Highly Implemented”. This means that most of the senior high school

advisers in Ilocos Sur National High School gives assistance to their students in case

a student doesn’t feel well during the drill. While the indicator with the lowest mean is

number two (2), “I take note of persons with disabilities (PWD)” with (4.22) interpreted

as “Very Highly Implemented”. This implies that the senior high school advisers in

Ilocos Sur National High School gives importance and consideration to the persons

with disabilities (PWD) during the conduct of the earthquake drill.

Table 4d
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Summary of item ratings on Level of Implementation of Quarterly Earthquake

Drill in Ilocos Sur National High School along Evacuation

b. Evacuation WM DR

b.1. Introduce Evacuation Plan 4.38 Very High

b.2. Assign Class Marshal 4.28 Very High

b.3. Assistance 4.27 Very High

Total 4.31 Very High

Based on the table above, the overall mean on the Evacuation is (4.31) rated

as “Very High”. This indicates that the senior high school advisers in Ilocos Sur

National High School very highly implemented the evacuation process of the

earthquake drill conducted.

As reflected on the table above, the Introduce Evacuation Plan has the highest

mean rating with (4.38) rated as “Very High”, which indicates that most of the senior

high school advisers in Ilocos Sur National High School makes sure the students are

well informed and educated about the evacuation plan. On the other hand, Assistance

has the lowest mean rating with (4.27) rated as “Very High”. This denote that most of

the senior high school advisers in Ilocos Sur National High School gives assistance to

the students during and after an earthquake drill.

Table 5a

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Evaluation)

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

c. Post-evacuation Mean DR

c.1. Evaluation

1. I ask my students what they learned in the earthquake drill. 4.39 VHI

2. I ask my students if the instructions given were clear and were 4.34 VHI
they able to follow it.
3. I identify and ask my students if they encountered problems 4.34 VHI
during the drill.
4. As an observer, I will give my comments regarding the 4.26 VHI
performance of the students during the drill.
5. I give suggestions on how will the drill be improved. 4.24 VHI

Total 4.32 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As manifested in the table, it shows that the overall mean on the Evaluation

with (4.32) interpreted as “Very High”. This then implies that the senior high school

advisers in Ilocos Sur National High School thoroughly evaluates the students after

the earthquake drill.

As shown above, the indicator with the highest mean is number one (1), “I ask

my students what they learned in the earthquake drill” which obtained (4.39) mean

interpreted as “Very Highly Implemented”. While the indicator with the lowest mean

is number five (5), “I give suggestions on how will the drill be improved” which

obtained (4.24) mean interpreted as “Very Highly Implemented”. This implies that

most of the senior high school advisers in Ilocos Sur National High School ask their
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

students what they learned in the drill to have an idea on which to report and improve

about the drill.

Table 5b

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Report)

c.2. Report Mean DR

1. I report if there are students injured during the conduct of the 4.61 VHI
drill.
2. I report the problems I have observed and identified during the 4.53 VHI
drill that might need to be addressed.
3. I report unwanted incidents observed during the drill. 4.55 VHI

4. I report if the students practiced the duck, cover and hold during 4.53 VHI
the alarm phase.
5. I report if there are students missing after the drill. 4.47 VHI

Total 4.54 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

As presented in the table, the Report accumulated an overall mean of (4.54)

rated as “Very High”. This denotes that majority of the senior high school advisers in

Ilocos Sur National High School does report all the information needed and the

problems encountered during the conduct of the drill.

Distinctively, the table above shows that the indicator with the highest mean is

number one (1), “I report if there are students injured during the conduct of the drill”

with a mean of (4.61) interpreted as “Very Highly Implemented”. Which means that

majority of the senior high school advisers in Ilocos Sur National High School are

actively checking on their students and reporting it if there are students injured or hurt

during the conduct of the drill. On the other hand, the indicator with the lowest mean

is number five (5), “. I report if there are students missing after the drill” with a mean of

(4.47) interpreted as “Very Highly Implemented’. This implies that most of the senior

high school advisers in Ilocos Sur National High School are doing an amazing job as

an implementer of the earthquake drill, this also shows that they thoroughly check on

their students to see if anyone went missing after the drill.

Table 5c

Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur National

High School (Data)

c.3. Data Mean DR

1. I submit the number/estimated number of students who 4.71 VHI

participated/ attended the drill.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

2. The data or information will be sex-disaggregated. 4.46 VHI

3. I indicate the date/time when passing the data. 4.43 VHI

4. I put the name of the drill implementer on the evaluation form. 4.34 VHI

5. I indicate the place/location where the drill is conducted. 4.51 VHI

Total 4.49 VH

Range of Scores Item Descriptive Rating Overall

Descriptive
Rates
4.21-5.00 5= Very Highly Very High
Implemented (VHI)
3.41-4.20 4= Highly Implemented High
(HI)
2.61-3.40 3= Moderately Moderate
Implemented (MI)
1.81-2.60 2= Fairly Implemented (FI) Low

1.00-2.80 1= Poorly Implemented Very Low

(PI)
As revealed in the table, the respondents gave an overall mean rating on the

Data with (4.49) and it rated as “Very High”. It then implies that the respondents or

the senior high school advisers in Ilocos Sur National High School makes sure that

the data submitted for the report is concise, clear, and is made following the right way

of doing it.

As shown above, indicator number one (1), “I submit the number/estimated

number of students who participated/ attended the drill” bears the highest mean rating

with (4.71) interpreted as “Very Highly Implemented”. It implies that the senior high

school advisers in Ilocos Sur National High School are submitting the data collected

on how many students have participated on the drill. On the contrary, the lowest rated

indicator is number four (4), “I put the name of the drill implementer on the evaluation

form” garnering a total mean of (4.34) which is interpreted as “Very Highly

Implemented”. This implies that most of the the senior high school advisers in Ilocos
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Sur National High School puts the name of the drill implementer on the evaluation

form for formality and validity.

Table 5d

Summary of item ratings on Level of Implementation of Quarterly Earthquake

Drill in Ilocos Sur National High School along Post-evacuatiom

c. Post-evacuation WM DR

c.1. Evaluation 4.32 Very High

c.2. Report 4.54 Very High

c.3. Data 4.49 Very High

Total 4.45 Very High

It can be seen in the table above that the main variable Post Evacuation have

garnered a mean of (4.45) which is interpreted as “Very High”. This denotes that the

level of implementation of quarterly earthquake drill in Ilocos Sur National High School

on the Post Evacuation is very highly implemented.

As reflected in the table, Report has the highest rating of (4.54), interpreted as

“Very High”. It implies that the respondents or the senior high school advisers in

Ilocos Sur National High School reports every single part and information about the

conduct of the earthquake drill. While Evaluation garnered the lowest mean rating

with (4.32) interpreted as “Very High”. Which basically means that the senior high

school advisers in Ilocos Sur National High School evaluate the students regarding

the earthquake drill after the said activity to be able to identify which is needed to be

improved and addressed.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Problem 3. Is there a significant relationship between the profile of the Senior High

School Advisers in Ilocos Sur National High School and the Level of Implementation

of Quarterly Earthquake Drill in Ilocos Sur National High School?

Table 6

Correlation between the Level of Implementation of Quarterly Earthquake Drill

in Ilocos Sur National High School and the profile of the Senior High School

Advisers in Ilocos Sur National High School.

Profile Implementation of Quarterly Earthquake Drill In

Ilocos Sur National High School
Participation Evacuation Post-evacuation

Sex -.005 .017 .008

Years of service in .035 .062 .026

the DepEd
No. of Trainings and -.049 -.018 .006
seminars attended
relevant to NSED and
first aid
Number of times .281* .252* .166
facilitated an
earthquake drill
Highest Educational .196 .217 .223
Attainment
*. Correlation is significant at the 0.05 level (2-tailed)
** . Correlation is significant at the 0.01 level (2-tailed)

Based on the table above, the null hypothesis (There is no significant

relationship between the profile of the senior high school advisers in Ilocos Sur

National High School and the level of implementation of quarterly earthquake drill in
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Ilocos Sur National High School) is accepted. It denotes that the profile of the senior

high school advisers in Ilocos Sur National High School does not have a significant

relationship to the implementation of the quarterly earthquake drill. One possible

reason is that the implementation of the earthquake drill depends on the advisers’

competence and responsibility.

References

Alcover, D.M., & Loremia, A.S. (2020). Implementation of Disaster Risk

Reduction Education in the Philippines. International Journal of Trend in Scientific

Research and Development.

https://zenodo.org/record/3843184#.Y2zd5HZBzIU

Conner, M.T., & Mcmillan, B. (2004). The Theory of Planned Behaviour.

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

http://www.cres.gr/behave/pdf/Theory_of_Planned_Behaviour.pdf

DepEd Order No. 48, series of 2012. Quarterly Conduct of the National

School-Based Earthquake and Fire Drills.

https://www.deped.gov.ph/2012/06/15/do-48-s-2012-quarterly-conduct-of-the-

national-school-based-earthquake-and-fire-drills/

Earthquakes, 2022, British Geological Survey.

https://www.bgs.ac.uk/discovering-geology/earth-hazards/earthquakes/

Implementing Rules and Regulations(IRR) of Republic Act 10121 (2010).

Philippine Disaster Risk Reduction and Management.

https://www.officialgazette.gov.ph/2010/05/27/republic-act-no-10121/

Lewis, V. (2020). The Advantages & Disadvantages of Practice & Drills in

Teaching.

https://classroom.synonym.com/advantages-disadvantages-practice-drills-teaching-

8716462.html

Sari, R., Suriah, L. M. S., Nasir, S., Sidin, A. I., & Ishak, H. Earthquake

Readiness Education Using Simulation Method and Picture Book Media in

Elementary School Students in Majene Regency.

https://www.gijash.com/GIJASH_Vol.3_Issue.3_July2019/GIJASH004.pdf
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Song, Y., Xie, K., & Su, W. (2019). Mechanism and strategies of post-

earthquake evacuation based on cellular automata model. International Journal of

Disaster Risk Reduction.

https://www.sciencedirect.com/science/article/abs/pii/S2212420918308367

Questionnaire

IMPLEMENTATION OF QUARTERLY EARTHQUAKE DRILL IN ILOCOS SUR

NATIONAL HIGH SCHOOL

 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

Part I: Personal Profile

Instruction: Please put a check mark on which corresponds to your answer.

Name (optional):_______________________

Sex:

__Male __Female

Years of service in the DepEd:

__1-5 __6-10 __11-15 __16-20 __21 Above

No. of Trainings and seminars attended relevant to NSED and first aid:

__1-5 __6-10 __11-15 __16-20 __21 Above

Number of times facilitated an earthquake drill:

__1-5 __6-10 __11-15 __16-20 __21 Above

Highest Educational Attainment:

__Bachelor’s Degree

__Master’s Degree

__Doctorate Degree

__Bachelor’s Degree w/ MA Units

Part II: Level of Implementation of Quarterly Earthquake Drill in Ilocos Sur

National High School.

Instruction: Read each statement carefully and decide whether you accept it or

not. There are no right or wrong answers. Its only purpose is to make you think

about your knowledge, preparedness, and application of the earthquake drill.

You should indicate your response by putting a check mark (/) on the following

items.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

LEGEND

Number Description

5 Very Highly Implemented

4 Highly Implemented

3 Moderately Implemented

2 Fairly Implemented

1 Poorly Implemented

5 4 3 2 1

A. Participation

A.1. Checking of Attendance

1. I make sure every student is inside the

classroom before the alarm goes off.
2. I check the attendance of the students
when everyone is in the assigned
evacuation area already to know if a student
did not come to the evacuation area.
3. I do headcount to check the attendance
of the students during the headcount phase.
4. I check my student’s in alphabetical
order.
5. When checking the attendance, I make
sure every student is accounted.
A.2. Guidance 5 4 3 2 1

1. I instruct my students to practice the

duck, cover and hold
2. I guide my students to the assigned
evacuation area.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

3. I remind my students to refrain from

pushing their fellow students during the drill.
4. I tell my students to walk accordingly.

5. I tell my students to keep the noise to

minimum so they can hear the instructions.
A.3. Monitoring 5 4 3 2 1

1. I check the students’ participation in the

drill.
2. I observe students if they are doing the
drill properly.
3. I observe the students if they are taking
the drill seriously.
4. I make sure the students are listening to
the emergency personnel when they are
demonstrating/discussing.
5. I call out students that are not following
the process of the Earthquake Drill
A.4. Documentation 5 4 3 2 1

1. During the drill, I take photos of my

students doing the duck, cover and hold.
2. I take candid photos of my students doing
the duck, cover and hold.
3. I take pictures prior the ring of the alarm.

4. I only take photos during the 1-minute

alarm.
5. I take photos/documentation only
because it is a requirement.
B. Evacuation 5 4 3 2 1

B.1. Introduce Evacuation Plan

1. I make sure the school evacuation map is

posted in the classroom and bulletins.
2. I make sure every student knows where
the assigned evacuation area is.
3. I make sure the students know the routes
to the assembly/evacuation area.
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

4. I make sure my students familiarize the

routes where they can go through during the
shaking/drill.
5. I inform my students where is the right
way to exit the building.
B.2. Assign Class Marshal 5 4 3 2 1

1. I tell the class marshal to help make sure

no one is left inside the classroom.
2. I order the class marshal to close the
door when going out after the alarm rings.
3. I assign the class marshal to lead the
class when proceeding to the assigned
evacuation area.
4. I assign the class marshal to help bring
the first aid kit.
5. I tell the assigned class marshal to help
other students if needed.
B.3. Assistance 5 4 3 2 1

1. I instruct the class marshal to assist the

persons with disabilities (PWD).
2. I take note of persons with disabilities
(PWD) .
3. I identify the location of the persons with
disabilities (PWD).
4. I assist my students throughout the
conduct of earthquake drill.
5. In case of emergency, I will assist my
students go to the clinic.
C. Post-evacuation 5 4 3 2 1

C.1. Evaluation

1. I ask my students what they learned in

the earthquake drill.
2. I ask my students if the instructions given
were clear and were they able to follow it.
3. I identify and ask my students if they
encountered problems during the drill.
4. As an observer, I will give my comments
regarding the performance of the students
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1

during the drill.

5. I give suggestions on how will the drill be
improved.
C.2. Report 5 4 3 2 1

1. I report if there are students injured

during the conduct of the drill.
2. I report the problems I have observed
and identified during the drill that might
need to be addressed.
3. I report unwanted incidents observed
during the drill.
4. I report if the students practiced the duck,
cover and hold during the alarm phase.
5. I report if there are students missing after
the drill.
C.3. Data 5 4 3 2 1

1. I submit the number/estimated number of

students who participated/ attended the drill.
2. The data or information will be sex-
disaggregated.
3. I indicate the date/time when passing the
data.
4. I put the name of the drill implementer on
the evaluation form.
5. I indicate the place/location where the
drill is conducted.