Emergency Preparedness Analysis of Educational Institutions

CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyses and interprets the
extent to which emergency preparedness is achieved among
higher educational institutions in Baguio City. It further
focuses on the following questions: 1) What are the
emergency preparedness practices/experiences of the
stakeholders of the higher educational institutions of
Baguio City? 2) What is the extent of knowledge of the
stakeholders about emergency preparedness education among
the higher educational institutions in Baguio City? 3) What
is the perceived extent of importance of the Emergency
Preparedness Programs/Policies of the higher educational
institutions of Baguio City?
Emergency Preparedness Practices/Experiences of the
Stakeholders of the Higher Educational
Institutions of Baguio City
Specific problem one of the study focuses on the
emergency preparedness practices/experiences of the
Baguio City.
Table 2 revealed that most of the respondents, 89.92
percent had not experienced being in a house, building or

Presentation, Analysis and Interpretation 66
Table 2
Practices/Experiences of Respondents During Disasters
1. Have you experienced being in a building/house on fire?

(39) Yes (348) No
2. If your answer to #1 is yes, which of the following did

you do? Check all those you did.
(28) ran outside immediately
(8) called the fire department
(4) attempted to put off the fire
(12) Sounded off an alarm
3. Have you experienced being in the building/house on an

earthquake?
(75) Yes (312) No
4. If your answer to #3 is Yes, which of the following did

(55) ran outside immediately
(24) took the stairs to get out of the building
(4) held on the wall/window for support
(8) took cover under a furniture
(20) got my belongings before going outside
(10) DUCK, COVER and HOLD
5. Have you experienced receiving a bomb threat?

(24) Yes (363) No

(8) relayed the message to another parson
(11) reported the call to the authorities
7. Have you experienced being trapped in an elevator?

(24) Yes (363) No

(8) shouted for help
(8) attempted to open the door
(20) texted/called a friend/classmate about the
situation
(28) texted/called the number in the advisory notice
inside the elevator
(24) none, waited for the elevator to become
functional or for help to arrive
9. How prepared are you to respond in case there is a fire

in the building where you are now?
(39) Not Prepared

(194) Slightly Prepared
(107) Much Prepared
(47) Very Much Prepared
10. How prepared are you to respond in case an earthquake

happens now?
(16) Not Prepared
(158) Much Prepared
11. How prepared are you of the procedures to do when you

receive a bomb threat?
(118) Not Prepared
(79) Much Prepared
12. How ready are you when you are trapped in the elevator
now?
(103) Not Prepared
(174) Slightly prepared
(79) Much-prepared
(31) Very Much-prepared
13. How Confident are you that you are safe from the
following in the campus?
A. fire
(63) Not Confident
(134) Slightly Confident
(158) Very Confident
(32) Very Much Confident
B. earthquake
(91) Not Confident
(83) Very Confident
C. bomb threat
(126) Not Confident
(63) Very Confident
structure during fires. However, 10.08 percent had
experienced being in a house, building or structure during
a fire. It was also found out that for those who had
experienced being in a house, building or structure during
fires had to ran outside immediately (28 of them, 71.79%);
sounded off an alarm (12 0r 30.77% of them); called the
fire department (20.51% or 8 of them); and attempted to put
off the fire (4 or 19.26% of them).
In the study of Kihila (2017) entitled “Fire
Preparedness and Situational Analysis in Higher Learning
Institutions of Tanzania,” revealed that the buildings
Higher Learning Institutions of Tanzania indicated that 60%
of the fire-fighting facilities were not regularly
serviced; 50% stored some hazardous materials; 70% of them
had not enough water storage for fire-fighting purposes;
60% had no identifiable fire assembly points; and 90% of
the sessions conducted in the buildings involved more than
100 people in a single venue. Further results indicated
that 51% of the respondents were not able to operate the
installed fire-fighting facilities; 80.7% of the
respondents had never received any training on fire-
fighting and prevention; 95.6% of the respondents had never
participated in any fire drills; and 81.5% of them were not
aware of the fire responder’s contacts. General situation
indicated that higher learning institutions are not well
prepared to manage fire outbreaks suggesting that plans to
rectify the situation are imperative.

The respondents likewise revealed that 312 of them
(80.62%) had not experienced earthquake while 75 of them
(19.38%) had experienced an earthquake. It was also found
out that 75 respondents who had experiences of earthquakes,
55 of them ran outside of the building immediately; 24 of
them took the stairs to get out of the building they are
in; 20 got their belongings before getting outside; 8 took
cover under furniture; and 4 held on the wall/window for
support. Moreover, 10 of them practiced the Duck, Cover and
Hold Principle during earthquakes.
In an article of the Sunstar by Catubig (2017) it
stated that two earthquakes rattled Batangas Saturday
afternoon – the second registering at magnitude 6.0 – in
the same area struck last April 4 by a quake that caused
residents to flee their homes.
Moreover, in an online article entitled, “When an
earthquake strikes: Duck, Cover, and Hold,” it was stressed
that whether you are in your home, a school classroom, a
high-rise or other type of building, it is important to
know how to protect yourself during an earthquake. Practice
what to do during an earthquake and teach yourself and your
family members to react automatically when the shaking
starts. If you are outdoors when the shaking starts, get

into an open area away from trees, buildings, walls, and
power lines. If you are indoors, follow the steps below:
DUCK. DUCK or drop down to the floor.
COVER. Take COVER under a sturdy desk, table, or
other furniture, if that is not possible, seek COVER
against an interior wall and protect your head and neck
with your arms. Avoid danger spots near windows, hanging
objects, mirrors, or tall furniture.
HOLD. If you take cover under a sturdy piece of
furniture, HOLD on to it and be prepared to move with it.
HOLD the position until the ground stops shaking and it is
safe to move.
The respondents moreover revealed than 93.80 % of them
never had experienced bomb threats. However, 6.20% of them
had experienced bomb threats and had relayed and reported
the call to authorities.
Further, several respondents had been trapped in
elevators not functioning (5.94%). Those who had been
trapped in elevators texted/called the number in the
advisory notice inside the elevator; waited for the
elevator to become functional or for help to arrive;
texted/called a friend/classmate about the situation;
shouted for help and attempted to open the door.

In summary, the respondents are slightly prepared in
case there is fire in the building they are in; much
prepared during earthquakes; slightly prepared when they
receive bomb threats, and slightly prepared when trapped in
the elevator. However, they expressed that they are very
confident that they are safe in buildings in case fire
happens; slightly confident when earthquake happens and
slightly confident when bomb threats occur.
This means further that the respondents still are
worried, not confident, and not prepared for disasters.
In like manner, Rosenfield (2013) revealed that a new
survey by the Mailman School of Public Health's National
Center for Disaster Preparedness (NCDP) in collaboration
with the Children's Health Fund (CHF) has found that a
majority of Americans lack confidence in the U.S. health
system's capacity to respond effectively to a biological,
chemical, or nuclear attack. This survey reflects an
extraordinary lack of public confidence in the nation's
level of preparedness for bioterrorism and major
disasters," says Dr. Irwin Redlener, director of the NCDP.
"And the fact is that we have not made the kind of progress
in these areas that might have been expected two years
after 9/11. People are very concerned about the possibility
of bioterrorism in America, but the lack of confidence in

our ability to prevent or respond to future attacks may
undermine the likelihood of people cooperating with
authorities at the time of an actual crisis."
In addition, the survey found that many Americans lack
effective emergency preparedness plans in homes, schools
and workplaces.
Similarly, Hoffman and Mattarak in the article “Learn
from the Past, Prepare for the Future: Impacts of Education
and Experience on Disaster Preparedness in the Philippines
and Thailand,” concluded that overall, disaster
preparedness is higher in the Philippine sample: 76%
reported undertaking disaster preparedness actions as
compared to only 32% in Thailand. Similar to overall
disaster preparedness, the Philippine sample shows a higher
degree of activities carried out for most preparedness
measures, except for setting up of a family evacuation
plan. For example, more than 50% of the respondents in the
Philippines reported having stockpiled food at home in
order to be self-reliant in case a disaster strikes as
compared to only 14.4% in Thailand. It is also noticeable
that while food storage, emergency kit preparation,
structural upgrades and setting of a family emergency plan
are common in both countries, very few respondents 6.3% in
the Philippines and 1.4% in Thailand reported to have

disaster insurance. The effect of education on disaster
preparedness is mainly mediated through social capital and
disaster risk perception in Thailand whereas there is no
evidence that education is mediated through observable
channels in the Philippines. This suggests that the
underlying mechanisms explaining the education effects are
highly context-specific. Controlling for the interplay
between education and disaster experience, we show that
education raises disaster preparedness only for those
households that have not been affected by a disaster in the
past. Education improves abstract reasoning and
anticipation skills such that the better educated undertake
preventive measures without needing to first experience the
harmful event and then learn later.
Further, Sena (2006) on the article “Disaster
Prevention and Preparedness,” stressed that there are
different predisposing factors that make vulnerable the
survivors. The following are some of such underlying
causes:
Poverty: Virtually all disaster studies show that the
wealthiest of the population survive the disaster, remains
unaffected or are able to recover quickly.
Population growth: Increasing number of people will
compete for limited amount of resources which can lead to

conflict and conflict may result in crisis-induced
migration.
Rapid urbanization: competition for scarce resources
is an inevitable consequence of rapid urbanization, leading
to human-made disasters.
Transitions in cultural practices: Societies are
constantly changing and in continuous state of transition.
These transitions are often extremely disruptive and
uneven, leaving gaps in social coping mechanisms and
technology. Conflicts as well as transitional cultural
practices can also lead.
Lack of awareness and information: Disasters can also
happen because people vulnerable to them simply do not know
how to get out of harm’s way or to take protective
measures.
Wars and civil strife are among the principal man made
factors precipitating disaster.
In fact, prior disaster experience, which is
influenced by geographical location of the home, is one of
the key predictors of the adoption of precautionary
measures. Once being affected by a disaster, it seems that
people acquired understanding of the devastation that
disasters can create and hence obtained knowledge of what
they can do to minimize the risk of harm (Sattler et al.,

2000). In this regard, education does not seem to play a
significant role since anyone who was affected by a
disaster had a chance to learn about the risks of natural
hazards.
Extent of Knowledge of the Stakeholders

About the Proper Procedures and Practices During
Emergencies of the HEIs in Baguio City
Specific problem number two of the study focuses on
the extent of knowledge of the respondents about the proper
procedures and practices during emergencies of the HEIs in
Baguio City.
Table 3 shows the extent of knowledge of the
respondents about the proper procedures and practices
during emergencies of the HEIs in Baguio City.
Knowledge on the Proper Procedures
And Practices During Fire
As gleaned from table 3A, the respondents are
moderately knowledgeable of the proper procedures and
practices during fire, as shown in the area mean of 10.31.
This means that they lack the full knowledge of the proper
procedures and practices during fires. As one of the
respondents had mentioned that when she experienced fire in
their home in their province, she panicked and had been
shouting for help and had not done anything until the fire
Table 3. A
Extent of knowledge of the correct practices and
procedures that must be done in case a FIRE breaks
out in the building where you are.
Levels Frequency
Very Knowledgeable 92
(12-15)
Moderately Knowledgeable 281
(8-11)
Slightly Knowledgeable 14
(4-7)
Not Knowledgeable 0
(0-3)
Area Mean 10.31
Moderately Knowledgeable
was put off several hours after. She even mentioned that it
took her several days to move on realizing that the fire
had made all their belongings vanished for a few minutes
and had turned them homeless.
As was stressed by the Bureau of Fire Department,
the safest way to deal with fire is to prevent it. Fire
poses a significant risk in the workplace. The Health &
Safety Authority has a role in monitoring employers'
management of fire risk. Much responsibility for fire
safety rests with the Local Authority (Safety, Health and
Welfare at Work Act 2005).

And Practices During Earthquake
Table 3B shows that the respondents are moderately
knowledgeable of the proper procedures and practices during
fire, as shown in the area mean of 9.86. This means that

they lack the full knowledge of the proper procedures and
practices during earthquake.
At this context, Jimee, Upadhay & Shrestha (2012)
mentioned that earthquake as a hazard is beyond human
control therefore the only way to reduce the risk is
increasing the capacity of potential victims to cope with
the impact of potential earthquake which comes through
awareness and preparedness. National Society for Earthquake
Technology in Nepal along with many professional
organizations has been working for earthquake awareness and
preparedness realizing that it is high time to be prepared
for the next big earthquake affecting the country. This has
raised significant awareness and enhanced the capacity
among the general people and the policy makers. Sikkim-
Nepal Earthquake has shown that the large number of people
have saved themselves from the earthquake by following the
safety measures what they have learnt through the media,
Table 3. B
Extent of knowledge of the correct practices and procedures
that must be done in case EARTHQUAKE happens
Levels Total
(12-15)
(8-11)
(4-7)
Not Knowledgeable 0
(0-3)
Area Mean 9.86
pamphlets or orientation and training programs. However,
have saved themselves from the earthquake by following the
safety measures what they have learnt through the media,
pamphlets or orientation and training programs. However,
earthquake Safety cannot be achieved in developing
countries unless policy makers initiate a bottom-up
approach in which house owner and common people become
aware, have basic ideas on earthquake preparedness and
convinced on the need to make their residences safer
against earthquake. Therefore, as one of the reliable means
of disseminating awareness massage in all communities, NSET
has implemented a separate program focusing schools called
School Earthquake Safety Program (SESP) to aware, enhance
knowledge on earthquake safety. They further stressed that
nobody can assure earthquake safety unless everybody in the
community is aware of earthquake consequences and gets
prepared. Being prepared alone will not work always for
others. Therefore, a massive awareness program for making
prepared individuals from all communities and different
stakeholders is a must.
McMillan (2008) further stressed that thoughtful
planning and preparation can help ensure the safety of
students and staff should an earthquake occurs during

school hours. These tips can aid in the preparation
process.
Consider the buildings. Schools are built to code at
the time of their construction, and many older school
buildings might not meet earthquake protection standards.
Seek out an architect to evaluate the building and point
out areas that could be reinforced.
Secure furniture. Any tall shelving, audio-visual
equipment and heavy computer cabinets should be secured to
the wall. Try to avoid placing heavy objects on shelves or
other surfaces where they might fall during severe shaking.
Create a cache of emergency supplies. In a serious
earthquake, it could be awhile before it’s safe for
students and staff to leave the building. Have a plan to
shelter in place for two or three days, including plenty of
emergency food, water and first aid kits.
Drop, cover and hold on. Make sure students are
familiar with safety procedures, like taking cover under
their desks until the quake subsides. Have a class
discussion on earthquake preparedness at the beginning of
each school year.
Hold earthquake drills. This is necessary to ensure an
immediate and proper response. Earthquake drills also help

administrators figure out where the process needs to be re-
evaluated.
Practice evacuation plans. Aftershocks are very
likely. Solid evacuation plans should get students out of
the building within minutes and offer a safe meeting place
for all classes.
Be prepared for search and rescue. In addition to
earthquake drills and evacuation procedures, staff may need
to conduct search and rescues. However, before entering the
building, staff should make sure that they aren’t going to
put themselves in danger. If one or more outer walls or the
roof is collapsed, or if the building is leaning, staff
should wait for search and rescue professionals.

And Practices During Bomb Threat
Table 3C shows that the respondents are moderately
knowledgeable of the proper procedures and practices during
bomb threats, as shown in the area mean of 12.10. This
means that they lack the full knowledge of the proper
procedures and practices during bomb threats.
The Georgia State University: Safety and Security
(n.d.) states explosion or bomb threat procedures. This
includes the following:
If There Is An Explosion:
 Take cover under sturdy furniture, or leave the
building if directed to do so by emergency
responders.
 Stay away from windows.
 Do not light matches.
 Move well away from the site of the hazard to a
safe location.
 Use stairs only; do not use elevators.
 Call University Police.
If You Receive a Bomb Threat:
 Stay calm and keep your voice calm.
 Pay close attention to details. Talk to the
caller to obtain as much information as
possible.
Take notes. Ask questions:
-When will it explode?
Table 3.C
Extent of knowledge of the correct practices and procedures
that must be done in case there is a BOMB THREAT
Levels Total
(15-17)
(10-14)
(5-9)
Not Knowledgeable 0
(0-4)
Area Mean 12.01
 -Where is it right now?
-What does it look like?
-What kind of bomb is it?
-Where did you leave it?
-Did you place the bomb?
-Who is the target?
-Why did you plant it?
-What is your address?
-What is your name?
 Observe the caller’s:
-Speech patterns (accent, tone)
-Emotional state (angry, agitated, calm, etc.)
-Background noise (traffic, people talking and
accents, music and type, etc.)
-Age and gender
 Write down other data:
-Date and time of call
-How threat was received (letter, note,
telephone)
 Call University Police and submit your notes from
the telephone call or the bomb threat (letter or
note) to University Police.
In Any Bomb Threat Situation:

 Check your work area for unfamiliar items. Do not
touch suspicious items; report them to University
Police.
 Take personal belongings when you leave.
 Leave doors and windows open; do not turn light
switches on or off.
 Use stairs only; do not use elevators.
The United Nations International Strategy for
Disaster Reduction (2010) further mentioned that taking
steps to prepare the building as well as those inside it
can help schools stay safe and respond appropriately to
active shooter events and terrorist threats.
Prepare the building. Quick-lock doors, panic buttons
and even discreet metal detectors are good options to deal
with armed intruders. Security cameras outside the building
can help spot problems before they breach the protective
walls.
Teach alertness. “If you see something, say
something.” Any student who notices something odd or
frightening should immediately tell the teachers or
administrators.
Prepare for evacuation and lockdown. Create a plan
that looks at various ways to get students out of the
building at a moment’s notice. This should have alternate

routes, as the usual exit might be too dangerous to use. If
evacuating is too risky, students will need to shelter in
place.
Have regular drills. Conducting drills for all types
and severities of emergency lockdown situations, not just
the most likely or the most extreme can increase success
rates and safety if an actual threat occurs.
Use strong communication. In addition to sounding the
immediate alarm when a threat occurs, be ready to
communicate with concerned parents. A good alert system can
keep them updated and away from danger.

and Practices Inside an Elevator
Not Functioning
Table 3D presents the extent of knowledge on the
proper procedures and practices inside an elevator not
functioning. As shown in the table, the respondents are
Table 3. D
Extent of knowledge of the correct practices and
procedures that must be done in case you are INSIDE AN
ELEVATOR NOT FUNCTIONING
Levels Total
Very Much Knowledgeable 26
(6 - 7)
(4 - 5)
(2 - 3)
Not Knowledgeable 25
(0 - 1)
Area Mean 4.12
moderately knowledgeable on the correct procedures and
practices in the event of an elevator emergency evidenced
by the area mean of 4.12. This means that the respondents
do not know what to do in the event of an elevator
emergency.
Woodford (2017) in an article “Elevators” in the
Nikkei Asian Review enumerated procedures and practices in
the event of an elevator emergency and these are:
If the elevator should ever stop between floors,
do not panic, there is plenty of air in the
elevator.
 Never climb out of a stalled elevator.
 Use the ALARM or HELP button, the telephone or
the intercom to call for assistance.
 Above all, wait for qualified help to arrive and
never try to leave an elevator that has not stopped
normally.
 Emergency lighting will come on in the event of a
power failure.
An article, “A Safer Future: Reducing the Impacts of
Natural Disasters” of the Academic Press (2001) stated and
strongly recommends that household survival plans should
provide basic information on what hazardous events are most

likely to occur in particular communities, what emergency
equipment and supplies should be on hand, what precautions
should be taken to limit damage, and what preparations
should be made for escape and evacuation. Such information
might best be conveyed graphically, both in print and on
television. Dramatic, easily recognizable graphic symbols
signifying each natural hazard should be created and widely
publicized to identify impending emergencies and quickly
alert the public to the degree of seriousness and the
imminence of danger.
Comparison on the Extent of Knowledge of the Respondents

about the Proper Procedures and Practices During
Emergencies of the HEIs in Baguio City
Considering the Moderator Variables
This section discusses the extent of knowledge of the
respondents about the proper procedures and practices
during emergencies of the HEIs in Baguio City considering
the moderator variables.
According to Institutions
As gleaned from table 4, the respondents considering
the variable of Higher Educational Institutions of Baguio
City manifest similarly a moderately knowledgeable level on
the proper procedures and practices during emergencies
evidenced by the verbal interpretations of the area means
as provided in the scale used. Therefore, the respondents

of the different Higher Educational Institutions of Baguio
City are moderately aware of the proper procedures and
practices during emergencies.
This means further that the key to reducing loss of
life, personal injuries, and damage from natural disasters
is widespread public awareness and education. People must
Table 4 A
Extent of knowledge of the correct practices and procedures that
must be done in case a FIRE breaks out in the building where you
are.
Levels A B C D E
(18) (23) (23) (225) (98)
Very Knowledgeable 2 3 5 69 13
(12-15)
Moderately 13 18 17 155 77
Knowledgeable
(8-11)
Slightly Knowledgeable 2 2 1 1 8
(4-7)
Not Knowledgeable 0 0 0 0 0
(0-3)
Area Mean 8.97 MK 9.67 MK 10.20 MK 10.71MK 9.70MK
Legend: MK – Moderately Knowledgeable
B. Extent of knowledge of the correct practices and procedures

Levels A B C D E
(18) (23) (23) (225) (98)
Very Knowledgeable 4 4 5 41 20
(12-15)
Moderately 12 17 15 168 62
Knowledgeable
(8-11)
Slightly 2 2 3 16 16
Knowledgeable
(4-7)
Not Knowledgeable 0 0 0 0 0
(0-3)
Area Mean 9.94 MK 9.85 MK 10.50 MK 9.94 MK 9.66MK
C. Extent of knowledge of the correct practices and procedures

that must be done in case there is a BOMB THREAT
Levels A B C D E Total Total
(18) (23) (23) (225) (98)
VK 6 7 7 64 29 113
(15-17)
MK 11 15 14 156 67 263
(10-14)
SK 1 1 2 5 2 11
(5-9)
NK 0 0 0 0 0 0
(0-4)
Area Mean 12.14 MK 12.02MK 11.87MK 11.99 MK 12.06MK 12.01MK
D. Extent of knowledge of the correct practices and procedures

that must be done in case you are INSIDE AN ELEVATOR NOT
FUNCTIONING
Levels A B C D E Total
(18) (23) (23) (225) (98)
VMC 1 8 0 6 11 26
(6 - 7)
VK 15 11 18 173 70 287
(4 - 5)
SK 2 4 4 12 12 49
(2 - 3)
NK 0 0 1 5 5 25
(0 - 1)
Area Mean 4.93 MK 4.85MK 3.98MK 3.98 MK 4.28MK 4.12MK
be made aware of what natural hazards they are likely to
face in their own communities. They should know in advance
what specific preparations to make before an event, what to
do during a hurricane, earthquake, flood, fire, or other
likely event, and what actions to take in its aftermath.
Weichselgartner & Piegeon (2015) in their online
article, “The Role of Knowledge in Disaster Risk Reduction”
stated that improved knowledge was not by itself sufficient
to reverse the upward trend in disaster statistics and

called into question how knowledge is used in hazard
management. In their statement “knowing better and losing
even more”, they raised important questions about the trend
towards higher disaster losses: Is nature getting more
hazardous or is society becoming more vulnerable? Is
understanding of the causes of the losses inadequate
despite increasing research efforts? Or is existing
knowledge not applied or not used effectively?
Similarly, Abrha & Ejigu (2016) in the Ethiopian
Journal of Health Science stated that the majority felt
that they had poor knowledge on early warning indicators of
drought (48.0%) and flood (48.0%). Similarly, 50.8%, 47.7%,
51.1% and 42.6% of the participants had poor knowledge on
preparedness to drought, preparedness to flood, response to
drought, response to flood. On composite scale, they
generally perceived to have adequate (29.4%), moderate
(32.4%) and poor (38.2%) knowledge about early warning
information bout, preparedness for and response to common
disasters. A vast majority (92.8%) reported that they need
training on disaster preparedness, management and response.
They defined disaster as the occurrence of a natural or
manmade emergency accident or hazard like fire, car
accident, disease outbreak, flood, earthquake or drought
that affects human beings and their environments. Disaster

is a serious disruption of the functioning of society,
causing widespread human, material or environmental losses,
which exceed the ability of the affected communities to
cope using their own resources. To prevent the loss of life
and the impact of disaster, there is a need for community
residents, health professionals and others to have
readiness in emergency preparedness or disaster response.
Some viewed the concept from the emergency nature of the
response it requires. According to them, it needs readiness
of different institutions at any time as disaster is beyond
the control of human beings.
Moreover, in the F-test, shown in table 5, the
computed F-ratio of 0.006 is less than the tabled F-ratio
of 3.06 at 5 percent level of significance, thus, the null
hypothesis accepted. This implies that institutions do not
vary the extent of knowledge of the proper procedures and
practices of emergencies.
According to Group
Table 5 presents the extent of knowledge of the
respondents on the proper practices and procedures in cases

Table 5
Summary Table for ANOVA on Extent of Knowledge About the
Proper Practices and Procedures in Cases of Emergencies
Considering Institutions
Source of Mean Sum of df Estimated F-ratio
Variation Squares Variance
Between 1632.911 4 0.072 0.006
Within 1799.753 15 11.123
TV [α = 0.05, 3.06] Decision: Accept Ho
of emergencies according to group.
As gleaned from the table, the respondents similarly
are moderately knowledgeable on the proper practices and
procedures of all the emergencies considered according to
group. This implies that the extent of knowledge of the
Baguio City is similarly interpreted as moderately
knowledgeable.
In the t-test, shown in table 7, the computed t-ratio
of 0.111 is less than the tabled t-ratio of 1.943 at 5
percent level of significance, thus, the null hypothesis is
accepted. Therefore, there are no significant differences
on the extent of knowledge of the proper procedures and
Table 6
Extent of Knowledge About the Proper Practices and Procedures in

Cases of Disasters Considering Group
A. Extent of knowledge of the correct practices and procedures

that must be done in case a FIRE breaks out in the building where
you are.
Levels A B
(85) (302)
Very Knowledgeable 26 66
(12-15)
Moderately Knowledgeable 58 223
(8-11)
Slightly Knowledgeable 21 13
(4-7)
Not Knowledgeable 0 0
(0-3)
Area Mean 10.68 MK 10.20 MK
Legend MK – Moderately Knowledgeable
B. Extent of knowledge of the correct practices and procedures

Levels A B
(85) (302)
(12-15)
(8-11)
(4-7)
(0-3)
C. Extent of knowledge of the correct practices and

procedures that must be done in case there is a BOMB THREAT
Levels A B
(85) (302)
(15-17)
(10-14)
(5-9)
(0-4)
D. Extent of knowledge of the correct practices and procedures

that must be done in case you are INSIDE AN ELEVATOR NOT
FUNCTIONING
Levels A B
(85) (302)
(6 - 7)
(4 - 5)
(2 - 3)
(0 - 1)
Table 7
Mean Differences on the Extent of Knowledge About the Proper
Practices and Procedures in Cases of Disasters According to
Group
Group Mean Standard df Computed t-value
Deviation
Employees 9.57 3.896 6 0.111
Students 9.27 3.712
TV[ α = 0.05, df =6] = 1.943 Decision: Accept Ho
practices of emergencies considering group of the
respondents.
The International Federation of Red Cross and Red
Crescent Societies stressed in a website article, “Public
Awareness and Public Education (PAPE) for Disaster Risk
Reduction: Key Messages,” that evidence-based, action-
oriented messaging for risk reduction and resilience at the
household level is a key goal in public awareness, and is
particularly important when it comes to scaling-up efforts
to create a culture of safety. It further mentioned that

to ensure that these messages have credibility, legitimacy
and strong impact, they need to be harmonized and
consistent, backed by a consensus of key stakeholders, and
based on the best knowledge available at the time. These are
developed through a comprehensive validation, consensus
building, and expert feedback process, the Public awareness
and public education for disaster risk reduction: key
message is a guidance document created as a reference for
social and behaviour change. It is also intended to be used
in developing information and education materials for public
and children's awareness and education.
In the study of Ranban (2012), “Disaster Risk Reduction
Through School Awareness,” he stressed that the national
curriculum as a guide to what teachers should include in
their learning programmes is critical in enhancing learners’
hazard awareness and disaster preparedness. The curriculum
should therefore be reviewed so that hazard and disaster
learning outcomes can be integrated into a learning area
such as life orientation, to ensure that all learners at all
stages of their learning development will be prepared and
resilient in the face of disasters. This therefore gives
rise to the need for developing learning programmes on
hazard awareness and disaster preparedness for grade

students and learning areas other than Social Sciences.
Extent of Importance of the Emergency Preparedness Programs

of the Higher Educational Institutions in Baguio City
Specific problem three of the study focuses on the
extent of importance of the emergency preparedness programs
of the Higher Educational Institutions in Baguio City.
Table 8 shows the extent of importance of the
emergency preparedness programs of the Higher Educational
Institutions in Baguio City.
Table 8
Extent of importance of the disaster preparedness
programs/policies of the institution
Indicators Weighted Verbal

Mean Interpretation
1. The priorities of Safe School and Community Environment are to:
1.1. Mobilize parent, student, 3.70 Very Important

local community and school
staff to champion school
safety
1.2. Schools to prepare and 3.70 Very Important
implement school safety
plans including measures to
be taken both within school
premises and in the
immediate neighbourhood.
This must include regular
safety drills.
1.3. Promote active dialogue and 3.63 Very Important
exchange between schools and
local leaders including
police, civil defence, fire
safety, search and rescue,
medical and other emergency
service providers.
1.4. School children must practise 3.66 Very Important
safety measures in all
aspects and places of their
lives.
Sub-Area Mean 3.67 Very Important
2. School community/school administrators and teachers should:
2.1. Ensure teacher and non- 3.70 Very Important

teaching staff receives the
opportunity for training in
disaster risk reduction.
2.2. Ensure active participation 3.61 Very Important
of school community including
children and parents, in
preparing and implementing
school disaster plans and
disaster risk reduction
efforts.
2.3. Be prepared to respond to 3.71 Very Important
emergencies.
2.4. Encourage and support 3.62 Very Important
children to participate in
spreading disaster risk
reduction knowledge, acting
as bridges to families and
communities.
3. Students should
3.1. Learn principles and 3.71 Very Important
practices of disaster risk
reduction.
3.2. Become aware of disaster 3.71 Very Important
risks in their own community
and how to reduce them.
3.3. Participate in preparing and 3.71 Very Important
implementing school disaster
plans and risk reduction
efforts.
3.4. Participate in drills and 3.70 Very Important
appropriate response to early
warning available in their
school or community.
3.5. Participate as bridges to 3.70 Very Important
spread disaster risk
reduction knowledge to
families and communities.
Over-All Mean 3.68 Very Important
The table further that all members of the school
community manifest a very important extent of emergency
preparedness. It is likewise stated that natural disasters
and other emergencies can happen at any time, and when they
happen at school, everyone should be prepared to handle them

safely and effectively. Administrators, teachers, staff,
parents and students can work together to promote and
maintain school-wide safety and minimize the effects of
emergencies and other dangerous situations.
The findings is further strengthened by Barakat,
Bengtsson, Muttarak, & Kebede (2016) who stated that
educational institutions were mandated by the country’s
Disaster Risk Management Act of 2010 to hold regular flood,
typhoon, and earthquake drills (Republic of the Philippines,
2011). Despite this, many schools have not yet started to
fully implement disaster preparedness modules in their
educational program. In Thailand, disaster education has not
yet been incorporated into the formal school curriculum.
While disaster education programs may increase disaster risk
awareness and knowledge and consequently preparedness
actions, there is limited empirical evidence supporting the
effectiveness of such initiatives.
In light of the recent tragedies which involved school
children globally together with other natural and man-made
disasters around the world, it seems that the current
educational approach is not enough and additional education
in emergency and disaster management is undeniably necessary
(Johnston & Ronan, 20013). Young people not only need to
understand the nature of society's response to disasters or

terrorist attacks, but also how to react to reduce the risks
for a disastrous event. In this perspective, theoretical
knowledge is not enough and practical approach should also
be included (Borum, R., Cornell, D.G., Modzeleski, W.,
&Jimerson, S,R. ,2010). Young people should be educated in a
way that offers them adjusted knowledge and develops their
capacity for crisis management and preparedness and ensure
their readiness for future emergencies. Although youth are
considered as a risk group in a disaster due to the fact
that they may not know how to deal with it, an educational
initiative may make them an important resource for the
future emergency preparedness.
Comparison of the Extent of Importance of the Emergency

Preparedness Programs of the Higher
Educational Institutions in Baguio City
Considering Institutions and Group
This section focuses on the comparison of the extent of
importance of the emergency preparedness programs of the
HEIs in Baguio City considering institutions and group.
According to Institutions
Table 9 presents the extent of importance of the
emergency preparedness programs of the HEIs in Baguio City
considering institutions.
As gleaned from the table, the Higher Education
Institutions of Baguio City unanimously perceived that the

emergency preparedness programs/policies are very important
to the stakeholders of the different institutions as shown
Table 9
Extent of Importance of the Emergency Preparedness
Programs/Policies of the Institutions Considering
Institutions
Indicators A B C D E
(18) (23) (23) (225) (98)
1. The priorities of Safe School
and Community Environment are
to:
1.1. Mobilize parent, student, 3.72 3.74 3.70 3.66 3.77
local community and school VI VI VI VI VI
safety
1.2. Schools to prepare and 3.67 3.74 3.75 3.77 3.54
implement school safety VI VI VI VI VI
plans including measures to
be taken both within school
premises and in the
immediate neighbourhood.
This must include regular
safety drills.
1.3. Promote active dialogue and 3.67 3.70 3.65 3.68 3.50
exchange between schools and VI VI VI VI VI
service providers.
1.4. School children must 3.67 3.65 3.61 3.65 3.68
practise safety measures in VI VI VI VI VI
all aspects and places of
their lives.
Sub-Area Mean 3.68 3.71 3.68 3.69 3.62
VI VI VI VI VI
2. School community/school administrators
and teachers should:
2.1. Ensure teacher and non- 3.72 3.70 3.70 3.71 3.68
teaching staff receives the VI VI VI VI VI
opportunity for training in
disaster risk reduction.
2.2. Ensure active participation 3.61 3.61 3.56 3.62 3.59
of school community including VI VI VI VI VI
efforts.
2.3. Be prepared to respond to 3.72 3.70 3.65 3.73 3.66
emergencies. VI VI VI VI VI
2.4. Encourage and support 3.61 3.61 3.56 3.66 3.54
children to participate in VI VI VI VI VI
spreading disaster risk
reduction knowledge, acting
as bridges to families and
communities.
Sub-Area Mean 3.67 3.66 3.62 3.68 3.62
VI VI VI VI VI
3. Students should
3.1. Learn principles and 3.72 3.70 3.70 3,74 3.63
practices of disaster risk VI VI VI VI VI
reduction.
3.2. Become aware of disaster 3.67 3.65 3.65 3.74 3.69
risks in their own VI VI VI VI VI
community and how to reduce
them.
3.3. Participate in preparing and 3.72 3.74 3.70 3.73 3.67
implementing school VI VI VI VI VI
disaster plans and risk
reduction efforts.
3.4. Participate in drills and 3.67 3.70 3.61 3.76 3.60
appropriate response to VI VI VI VI VI
early warning available in
their school or community.
3.5. Participate as bridges to 3.72 3.74 3.70 3.72 3.63
spread disaster risk VI VI VI VI VI
reduction knowledge to
families and communities.
Sub-Area Mean 3.70 3.71 3.67 3.74 3.64
VI VI VI VI VI
Over-All Mean 3.68 3.69 3.66 3.70 3.63
VI VI VI VI VI
in the area means ranging from 3.63 to 3.70, interpreted as
very important.
Similarly, Muttarak & Pothisiri (2013) in “The role of
education on disaster preparedness: case study of 2012
Indian Ocean earthquakes on Thailand’s Andaman Coast,”
stated that because preparedness action is closely related
to how individuals perceive and act on risk information,
educated individuals might have more awareness of risks
because they are likely to have greater access to

information sources and be better able to evaluate the risk
information. There is also evidence that education increases
the acquisition of general knowledge that are very important
that could influence values, priorities, capacity to plan
for the future, and ability to appropriately allocate
available resources for emergency preparedness.
Moreover, in the F-test, shown in table 10, the F-ratio
of 3.000 is less than the tabled F-ratio of 3.48 at 5
accepted. This implies that the institution to which the
respondents did not significantly vary the perceived extent
of importance of the emergency preparedness
programs/policies of the higher educational institutions of
Baguio City.
Further, Dunlop, Logue & Isakoy (2014) stressed that
academic institutions contribute a broad range of resources
to community disaster response. Their involvement and the
extent of their engagement is variable and influenced by (1)
their resources, (2) pre-existing relationships with public
health and emergency management organizations, (3) the
structure and organizational placement of the school's
disaster planning and response office, and (4) perceptions
of liability and lines of authority. Facilitators of
engagement include (1) the availability of faculty

expertise or special training programs, (2) academic staff
presence on public health and emergency management planning
boards, (3) faculty contracts and student practical, (4)
incident command system or emergency operations training of
academic staff, and (5) the existence of mutual aid or
Table 10
Summary Table for ANOVA on Extent of Importance of the
Emergency Preparedness Programs/Policies of the
Institutions Considering Institutions
Source of Mean Sum of df Estimated F-ratio

Variation Squares Variance
Between 202.339 4 0.003 3.000
Within 202.345 10 0.001
TV [α = 0.05, 3.48] Decision: Accept Ho
memoranda of agreements.
Moreover, Thayaparana, Malalgodaa , Keraminiyagea , &
Amaratungab (2014) in their study “Disaster Management
Education through Higher Education – Industry Collaboration
in the Built Environment” mentioned that HEIs aim to reduce
the mismatch between what they deliver and what is required
by the industry. Built environment professionals require
continuous update of knowledge and education in order to
effectively contribute to disaster management. However, the
complex and multidisciplinary nature of disaster management
education pose a challenge to the higher education
institutions to make them more responsive to the industrial
needs and to prepare the students for careers in disaster

resilience. Adopting a lifelong learning approach would be
appropriate for HEIs to maintain a through-life studentship
and to provide disaster related knowledge and education on a
continuous basis to respond to the labour market
requirements. However, incorporating lifelong learning
approach within the system of higher education is not easy
and straightforward for HEIs. This is mainly because of the
formal and bureaucratic nature of HEIs that acts as a
barrier for providing effective lifelong learning education.
In resolving this issue, HEIs are increasingly relying on
the benefits associated with fostering close collaboration
with external organisations such as industries, professional
bodies and communities. In this context, this paper
discusses the role of HEIs in providing disaster management
education, the challenges associated with it, and the way of
addressing the challenges through the higher education
industry collaboration.
According to Group
Table 11 presents the perceived extent of importance of
the Emergency Preparedness Programs/Policies of the
institutions considering group.
As gleaned from the table, the respondents similarly
stressed that the emergency preparedness programs/policies

Table 11
Extent of Importance of the Emergency Preparedness
Programs/Policies of the Institutions Considering Group
Indicators Employees Students

(85) (302)
1. The priorities of Safe School and Community Environment
are to:
1.1. Mobilize parent, student, 3.67 3.71
local community and school VI VI
safety
1.2. Schools to prepare and 3.76 3.68
implement school safety plans VI VI
including measures to be taken
both within school premises
and in the immediate
neighbourhood. This must
include regular safety drills.
1.3. Promote active dialogue and 3.65 3.62
exchange between schools and VI VI
service providers.
1.4. School children must practise 3.60 3.68
safety measures in all aspects VI VI
and places of their lives.
Sub-Area Mean 3.67 3.67
VI VI
2. School community/school administrators and teachers
should:
2.1. Ensure teacher and non-teaching 3.70 3.70
staff receives the opportunity VI VI
for training in disaster risk
reduction.
2.2. Ensure active participation of 3.65 3.60
school community including VI VI
efforts.
2.3. Be prepared to respond to 3.64 3.73
emergencies. VI VI
2.4. Encourage and support children 3.48 3.66
to participate in spreading VI
knowledge, acting as bridges
to families and communities.

VI VI
3. Students should
3.1. Learn principles and practices 3.64 3.73
of disaster risk reduction. VI VI
3.2. Become aware of disaster risks 3.62 3.73
in their own community and VI VI
how to reduce them.
3.3. Participate in preparing and 3.71 3.71
implementing school disaster VI VI
plans and risk reduction
efforts.
3.4. Participate in drills and 3.54 3.75
appropriate response to early VI VI
warning available in their
school or community.
3.5. Participate as bridges to 3.56 3.74
spread disaster risk reduction VI VI
knowledge to families and
communities.
VI VI
Over-All Mean 3.63 3.69
VI VI
of the institutions are very important to all stakeholders
in the academe.
The findings of the study is reinforced by the article
of Olson (2017) “School Emergency Planning and Safety,”
where it is stated that knowing how to react and respond in
a time of crisis can go a long way to keeping all people in
the school out of harm’s way. Whether in day care, K-12 or a
college/university, school emergency preparedness efforts
and emergency plans help to keep students and staff safe.
The Office of Emergency Services (Security and Safety
Office) of a school aims to provide direct and easy access

to pertinent emergency preparedness information and
resources as they relate to schools throughout the
community and the nation.
In the t-test, shown in table 12, the computed t-ratio
of 2.211 is greater than the tabled t-ratio of 2.132 at 5
rejected. This means that there significant differences on
the perceived extent of importance of the emergency
preparedness programs/policies of the institutions
considering group. This means further that the students
expressed a higher extent of importance of the emergency
preparedness programs/policies of the institutions mainly
because they are less vulnerable of the emergencies they are
to encounter.
Numerous studies have shown the importance of early
engagement of young people in planning and preparedness
efforts for disasters. However, most studies evaluating
youth´s emergency and crisis preparedness are descriptive
and end up as a case description in handbooks,
recommendations, and lectures (Khorram-Manesh A, Lupesco O,
Friedl T, Arnim G, Kaptan K, Djalali AR, et al., 2016).
In light of the recent tragedies which involved school
children globally together with other natural and man-made
disasters around the world, it seems that the current

educational approach is not enough and additional education
in emergency and disaster management is undeniably necessary
(Ronan, K.R., Alisic, E., Towers, B., Johnson, V.A., &
Johnston, D.M..(2015). They further stressed that young

Table 12
Mean Differences on the Extent of Importance of the Disaster
Preparedness Programs/Policies of the Institutions
Considering Group
Group Mean Standard df Computed t-value
Deviation
Employees 3.63 0.029 4 2.211
Students 3.69 0.037
TV[ α = 0.05, df =4] = 2.132 Decision: Reject Ho
people not only need to understand the nature of society's
response to disasters or terrorist attacks, but also how to
react to reduce the risks for a disastrous event.
In an online article, “Survivors’ tales show strength
on July 1990 Luzon temblor” of the Inquirer Northern Luzon
(2016), it cited Solidum, head of the Philippine Institute
of Volcanology and Seismology (Phivolcs) who said that the
narratives of survivors are important so that residents are
made aware of how hazards are felt, how they can be
affected, how they survived and coped with the disasters.
In this perspective, theoretical knowledge is not
enough and practical approach should also be included. Young
people should be educated in a way that offers them adjusted
knowledge and develops their capacity for crisis management

and preparedness and ensure their readiness for future
emergencies. Although youth are considered as a risk group
in a disaster due to the fact that they may not know how to
deal with it, an educational initiative may make them an
important resource for the future emergency preparedness.


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CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyses and interprets the

extent to which emergency preparedness is achieved among

higher educational institutions in Baguio City. It further

focuses on the following questions: 1) What are the

emergency preparedness practices/experiences of the

stakeholders of the higher educational institutions of

Baguio City? 2) What is the extent of knowledge of the

stakeholders about emergency preparedness education among

the higher educational institutions in Baguio City? 3) What

is the perceived extent of importance of the Emergency

Preparedness Programs/Policies of the higher educational

institutions of Baguio City?

Emergency Preparedness Practices/Experiences of the

Stakeholders of the Higher Educational

Institutions of Baguio City

Specific problem one of the study focuses on the

emergency preparedness practices/experiences of the

stakeholders of the higher educational institutions of

Table 2 revealed that most of the respondents, 89.92

percent had not experienced being in a house, building or

1. Have you experienced being in a building/house on fire?

2. If your answer to #1 is yes, which of the following did

3. Have you experienced being in the building/house on an

4. If your answer to #3 is Yes, which of the following did

5. Have you experienced receiving a bomb threat?

6. If your answer to #3 is Yes, which of the following did

7. Have you experienced being trapped in an elevator?

8. If your answer to #7 is Yes, which of the following did

9. How prepared are you to respond in case there is a fire

(39) Not Prepared

10. How prepared are you to respond in case an earthquake

11. How prepared are you of the procedures to do when you

structure during fires. However, 10.08 percent had

experienced being in a house, building or structure during

experienced being in a house, building or structure during

fires had to ran outside immediately (28 of them, 71.79%);

sounded off an alarm (12 0r 30.77% of them); called the

fire department (20.51% or 8 of them); and attempted to put

off the fire (4 or 19.26% of them).

In the study of Kihila (2017) entitled “Fire

Preparedness and Situational Analysis in Higher Learning

Institutions of Tanzania,” revealed that the buildings

Higher Learning Institutions of Tanzania indicated that 60%

of the fire-fighting facilities were not regularly

serviced; 50% stored some hazardous materials; 70% of them

had not enough water storage for fire-fighting purposes;

60% had no identifiable fire assembly points; and 90% of

the sessions conducted in the buildings involved more than

100 people in a single venue. Further results indicated

that 51% of the respondents were not able to operate the

installed fire-fighting facilities; 80.7% of the

respondents had never received any training on fire-

fighting and prevention; 95.6% of the respondents had never

participated in any fire drills; and 81.5% of them were not

aware of the fire responder’s contacts. General situation

indicated that higher learning institutions are not well

prepared to manage fire outbreaks suggesting that plans to

rectify the situation are imperative.

The respondents likewise revealed that 312 of them

(80.62%) had not experienced earthquake while 75 of them

(19.38%) had experienced an earthquake. It was also found