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Influence of Awareness, Participation in Drrm Activities & Disaster
Preparedness on Student’s Engagement in Emergency Management
Practices
Jovert M. Baclayo
1
; Raquel A. Saab, DM
2
1
Lourdes College, Inc. Gen. Capistrano st. Cagayan de Oro City, Philippines
2
Lourdes College, Inc. Gen. Capistrano st. Cagayan de Oro City, Philippines
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150300023
Received: 16 March 2026; Accepted: 20 March 2026; Published: 02 April 2026
ABSTRACT
Disaster preparedness is essential in developing community resilience among future educators; however, existing
studies indicate a gap between students’ disaster awareness, participation in Disaster Risk Reduction and
Management (DRRM) activities, disaster preparedness, and their engagement in emergency management
practices. This study examined the influence of disaster awareness, participation in DRRM activities, and disaster
preparedness on student engagement in emergency management practices among education students. Guided by
the Protection Motivation Theory (Rogers, 1975), the study employed a descriptive-correlational research design
involving 141 students selected through stratified random sampling. Data were collected using a validated survey
questionnaire measuring the variables of disaster awareness, participation in DRRM activities, disaster
preparedness, and student engagement in emergency management practices. Descriptive analysis revealed
generally high levels across the measured variables. Multiple regression analysis indicated that disaster
awareness, participation in DRRM activities, and disaster preparedness significantly influenced student
engagement in emergency management practices, with participation emerging as the strongest predictor. The
findings highlight that while awareness provides foundational knowledge, active participation in DRRM
initiatives and practical preparedness activities play a stronger role in enhancing students’ readiness and
engagement in emergency management practices. These results underscore the importance of strengthening
experiential and participatory DRRM initiatives within teacher education programs to further enhance students’
preparedness and engagement in emergency management practices.
Keywords: awareness, disaster preparedness, DRRM participation, student engagement in emergency
management practices
INTRODUCTION
The Philippines stands as a country that is most vulnerable to disasters globally, and this may be attributed to its
position on the Pacific Ring of Fire and within the typhoon corridor. This vulnerability demands a comprehensive
strategy for disaster readiness, especially within educational settings where young individuals can be encouraged
to engage proactively in Disaster Risk Reduction and Management (DRRM). Malto (2021) noted that an
increased understanding of disaster risks among students greatly enhances their preparedness, underscoring the
importance of incorporating DRRM into higher education curricula.
Natural disasters pose a serious threat to life, property, and the continuation of education, especially in areas that
are already weak, like the island province of Camiguin. The students are expected to be academically strong and
ready to handle emergencies as future teachers. It remains concerning to some extent, even while efforts are
being made to include Disaster Risk Reduction and Management (DRRM) education in the primary and
secondary school curricula, concerning the awareness, engagement, and overall implications on the preparedness
of tertiary students in DRRM activities. Indeed, disasters are recurring and increasing in frequency and intensity
around the globe. This underpins why every institution, especially schools, ought to prioritize preparedness.
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Furthermore, actively taking part in drills, seminars, and community-based activities related to DRRM helps
cultivate the confidence and competence needed for disaster response. Medina and Dungo’s (2024) research
concerning students participating in simulation exercises revealed a marked improvement in strategic thinking
and resilience during real-world crises. Ching et al. (2023) highlights that the use of information technology in
learning during Disaster Risk Reduction Management (DRRM) classes increases focus and retention, Similarly,
integrating disaster preparedness topics into educational curricula has been found to significantly improve
students’ understanding of disaster response procedures and safety protocols (Kim et al., 2023).
Technology-enhanced learning platforms also support interactive disaster preparedness training and improve
student engagement in DRRM education (Roberts, 2025). turning preparation into a more accessible process.
Disaster risk reduction (DRR) commences within the higher learning institutions which seek to build a culture
of resilience among learners through relevant workshops and structured programs. Educators and community
leaders of tomorrow, the BTLED students, as well as their peers from other colleges of education, are expected
to model and advocate for a culture of disaster preparedness.
Teacher education institutions therefore play an essential role in strengthening disaster preparedness by
integrating DRRM concepts into the curriculum and training future educators to promote safety practices within
schools and communities (Gonzales et al., 2023; Kang & Lee, 2024; Smith & Lee, 2021). Their individual level
of awareness and engagement with the practiced frameworks of safety is fundamental not only for personal
protection, but also in their emerging roles as national change champions in schools and communities.
According to Asuncion et al. (2023), university students’ awareness is significantly influenced by educational
exposure to disaster-related content. Disaster awareness among university students is also shaped by exposure
to hazard education, safety campaigns, and risk communication programs implemented within educational
institutions (Francisco et al., 2024; Park et al., 2023). Additionally, awareness plays a critical role in influencing
preparedness behaviors and risk perception among students (Lee & Choi, 2021). Meanwhile, Reyes et al. (2023)
emphasized that students who undergo regular training and drills demonstrate a higher level of preparedness and
response efficiency. These findings highlight the need to assess and strengthen disaster preparedness education,
particularly among future educators.
Although policies promote integrating disaster preparedness into educational environments, there is limited
empirical research examining how future educators perceive and adopt these initiatives. Studies focusing on
pre-service teachers’ experiences and preparedness in DRRM contexts are relatively few, with existing research
highlighting gaps in applied DRRM skills and the need for stronger curricular integration in teacher education
programs (Suanco et al., 2023; Malque Pub, 2025; BMC Public Health, 2025). Nonetheless, how their
understanding, availability of resources, and involvement in DRRM activities convert into tangible preparedness
is still largely unexamined. Closing this gap is essential to guarantee that upcoming teachers possess both
knowledge and practical skills to handle disasters and promote resilience in their future classrooms and
communities.
Although there is an increasing incorporation of Disaster Risk Reduction and Management (DRRM) education
within schools in the Philippines, previous research largely concentrated on the general student body or those in
basic education. This has created a significant void in studies focused on particular tertiary programs like the
Bachelor of Technology and Livelihood Education (BTLEd). Additionally, much of the existing research tends
to examine isolated factors such as awareness or participation, failing to thoroughly analyze how these elements
interact with resource access to influence disaster preparedness practices (Malto, 2021; Medina & Dungo, 2024).
There was also a scarcity of localized research in areas that are geographically isolated and prone to disasters,
such as Camiguin, where the limited infrastructure and resources could affect the execution and success of
DRRM initiatives. This study aimed to fill this gap by exploring the synergistic effects of awareness, emergency
management, and involvement in DRRM activities on the preparedness practices of students, thus providing a
more localized and program-specific insight into DRRM involvement in higher education.
This research supports on the worldwide dedication to sustainable development, especially regarding disaster
risk reduction and management. It directly aligns with Sustainable Development Goal (SDG) 11: Sustainable
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Cities and Communities, particularly Target 11.5, which seeks to considerably minimize the number of
individuals impacted by disasters. This study enhances the formation of safer and more resilient communities by
analyzing how awareness, resource availability, and involvement in DRRM activities affect the disaster
preparedness of BTLEd students at the province of Camiguin.
Additionally, the research corresponds with Sustainable Development Goal (SDG) 13: Climate Action,
especially Target 13.1, which highlights the importance of enhancing resilience and adaptive capacity to climate-
related risks and natural disasters. This research examines how awareness, access to resources, and involvement
in DRRM activities affect the disaster preparedness habits of students at the province of Camiguin, by analyzing
these interconnected factors, the study seeks to aid in creating more effective, student-focused DRRM strategies
that foster a culture of safety and readiness within higher education.
Research questions
This study sought to examine the students’ level of awareness of disaster, their participation in DRRM activities,
and the influence of these factors on their engagement in emergency management practices. Specifically, it
answered the following questions:
1. What is the level of awareness on disaster preparedness of students?
2. What is the participants’ level of participation in DRRM related activities?
3. What is the participants’ level of disaster preparedness?
4. What is the participants’ Students’ Engagement in Emergency Management Practices?
5. Do the participants’ awareness of disaster management, participation in DRRM-related activities, and disaster
preparedness significantly influence their Students’ Engagement in Emergency Management Practices?
Figure 1. Schematic Diagram of the Study
METHODOLOGY
The descriptive correlational research design was employed because the study sought to describe the levels of
awareness, participation, disaster preparedness, and engagement on emergency management practices among
students, while also determining the predictive influence among these variables. This design allowed the
researcher to obtain a comprehensive understanding of existing conditions without manipulating any factors
(Creswell & Creswell, 2018), and was statistically examine how awareness and participation relate to and
influence preparedness and practices.
In this context, it provides a clear picture of how students perceive disaster risks and what preparedness measures
they undertake in their natural setting. According to Creswell (2014), descriptive studies are particularly valuable
when the aim is to present and analyze trends within a given population, rather than to establish causality. this
aligns with the current study’s objective of examining disaster preparedness awareness and practices as they
occur among students. As Sekaran and Bougie (2016) note, descriptive designs are more effective in addressing
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“what is” questions than in attempting to explain “why” phenomena exist. Accordingly, this research emphasizes
identifying the levels of awareness and preparedness rather than probing into their underlying causes.
The participants of this study were drawn from the Bachelor of Technology and Livelihood Education students
enrolled at the Institute of Teacher Education of the College, located on Camiguin Island, Philippines. The total
population of BTLEd students is 217, distributed across different year levels and sections. It was ensured that all
groups of students are proportionally represented, the study was employed stratified random sampling.
The main method of data gathering hinges on a systematic questionnaire comprised of three sections: Part I
concerning Awareness on Disaster Preparedness derives from NDRRMC (National Disaster Risk Reduction and
Management Council) 2020, DepEd DRRM Manual 2018 and UNDRR 2015. The second part which is the
student engagement in Emergency Management practices (Based on Asian Disaster Preparedness Center,
International Federation of Red Cross and Red Crescent Societies (2021). Community-based disaster response.)
Part III on the Level of Participation in DRRM Activities is based from Based on DepEd DRRM Implementation
Strategies (2018) and NDRRMC Guidelines (2020). Furthermore, Part IV of the survey questionnaire on Level
of Disaster Preparedness draws from WHO: Health Emergency and Disaster Risk Management Framework,
2019 and IFRC, 2020.
The instrument was evaluated by three experts considering the content validity. For the reliability, pilot testing
also conducted in same institution with 30 participants and then collected data were analyzed using Jamovi
software, applying Cronbach’s alpha as the measure of internal consistency, The results of the pilot testing
revealed that the instrument achieved high reliability across all variables.
The Cronbach’s alpha coefficients obtained were as follows: 0.860 for Awareness on Disaster Preparedness,
0.849 for Students’ Engagement in Emergency Management Practices, 0.793 for Participation in DRRM
Activities, and 0.773 for Disaster Preparedness. Since all computed values exceeded the acceptable threshold of
0.70. This implies that the items within each variable reliably measure the same concept, and participants
provided consistent responses across related items. Therefore, the instrument can be considered both valid and
reliable for use in the actual data-gathering process, ensuring credible and dependable results for the study.
The research instrument utilizes a 5-point Likert scale to quantify respondents’ perceptions across four major
dimensions.
RESULTS AND DISCUSSIONS
Problem 1. What is the level of awareness of disaster management of BTLEd–Home Economics students?
Table 1 shows the distribution of participants concerning their awareness of disaster preparedness, which
includes their frequency, percentage, and mean. The results indicate an overall mean of 4.45 and standard
deviation of 0.42, which is interpreted as High. This shows that the BTLEd - HE students display a high level of
awareness regarding Disaster Risk Reduction and Management (DRRM) and the concepts of disasters, school
emergency plans, and safety procedures.
Regarding distribution, 71 participants (50.35%) noted their awareness as Very High, and 70 participants
(49.65%) noted their awareness as High. Most striking is that no participant selected neutral, low, or very low.
This shows that 100% of the participants demonstrated High to Very High awareness, showcasing a high level
Scale
Description
Mean Score Range
Interpretation
5
Strongly Agree
4.51 – 5.00
Very High
4
Agree
3.51 – 4.50
High
3
Neutral/Undecided
2.51 – 3.50
Moderate
2
Disagree
1.51 – 2.50
Low
1
Strongly Disagree
1.00 – 1.50
Very Low
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of understanding of the group about disaster preparedness. The standard deviation of (SD) 0.42 means that the
responses are very closely clustered around the mean, which shows very low variance of participants. In simple
terms, the students held a similar and strong awareness of disaster preparedness and the associated safety
measures. The results indicate the effectiveness of the institution in promoting Disaster Risk Reduction and
Management (DRRM) education by using orientations, drills, workshops, and dissemination of information to
make sure that students are well informed. High awareness of dangers, procedures, and strategies is the basis for
understanding the appropriate behaviors for disaster response and preparedness. The results affirmed the
heightened awareness regarding disaster preparedness demonstrated by BTLEd–Home Economics students, and
this strong foundation encourages active participation in DRRM activities and emergency management practices.
Table 1 Frequency, Percentage and Mean Distribution of the Participants’ Awareness on Disaster Preparedness
Range
Description
Frequency
Percentage
4.51-5.00
Strongly Agree
71
50.35
3.51-4.50
Agree
70
49.65
2.51-3.50
Neutral
0
0.00
1.51-2.50
Disagree
0
0.00
1.00-1.50
Strongly Disagree
0
0.00
141
100
4.45
High
0.42
Problem 2. What is the participants’ level of participation in DRRM related activities.
Table 2 presents the frequency, percentage, and mean distribution of each participants’ level of involvement in
DRRM-related activities. Overall, the mean of the results is 4.01 and the standard deviation is 0.52, which is
interpreted as High. Most of the BTLEd–Home Economics students show involvement in the disaster
preparedness activities organized by the school and by the community. The mean score indicates a tendency of
students to go beyond the mere attendance to the activities. Most students are likely to participate in the drills
and workshops, and in the community DRRM activities.
Table 2 Frequency, Percentage and Mean Distribution of the Participants’ Level of Participation in DRRM
Related Activities
Range
Description
Interpretation
Frequency
Percentage
4.51-5.00
Strongly Agree
Very High
27
19.15
3.51-4.50
Agree
High
84
59.57
2.51-3.50
Neutral
Moderate
30
21.28
1.51-2.50
Disagree
Low
0
0.00
1.00-1.50
Strongly Disagree
Very Low
0
0.00
Total
141
100
Overall Mean
4.01
Interpretation
High
SD
0.52
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Their consistent engagement demonstrates a strong commitment to disaster preparedness, which complements
their high awareness and lays the foundation for effective household and community emergency management
practices. These findings suggest that although students consistently join mandatory drills and preparedness
workshops, their involvement in more specialized or leadership-oriented DRRM initiatives remains relatively
limited. Previous research confirms that active participation in disaster preparedness activities such as drills,
workshops, and community simulations significantly strengthens students’ disaster response skills and
preparedness behaviors (Camacho & Ferrer, 2023; Martinez et al., 2024).
This may be attributed to fewer available opportunities, limited capacity to take on organizational
responsibilities. Nonetheless, the overall results indicate that the respondents maintain an active and positive
engagement in DRRM activities, which strengthens their preparedness and safety awareness. Bernardo and
Velasco (2023) reported that students showed strong attendance in routine DRRM drills but limited involvement
in planning and decision-making roles due to lack of training. Similarly, Salazar and Manalo (2024) found that
while learners frequently joined simulations and community DRRM activities, leadership tasks and committee
participation were often assigned only to selected or trained groups, reducing broader student engagement.
Additional studies also affirm that experiential and hands-on DRRM activities encourage high participation,
whereas leadership roles demand higher competency and institutional facilitation (Dizon & Bautista, 2022;
Ramos, 2023), these studies support the interpretation that students exhibit positive and active engagement in
DRRM activities, but further opportunities for leadership development and structured involvement may enhance
their participation in more advanced DRRM functions.
Problem 3. What is the level of disaster preparedness among BTLEd HE students?
Table 3 reveals that the exhibit a high level of disaster preparedness, as reflected by the overall mean of 4.14.
This suggests that students are generally ready to take appropriate actions during emergencies, access necessary
resources, and maintain awareness of hazard-related information. The highest-rated indicators of preparedness
include knowledge of safe evacuation areas (M = 4.38), keeping important phone numbers easily accessible (M
= 4.38), and regularly monitoring hazard warnings from credible sources (M = 4.32).
These results indicate that students prioritize locating safety zones, maintaining communication lines during
emergencies, and staying updated on potential threats essential components of effective preparedness. On the
other hand, slightly lower but still high indicators involve the ability to quickly gather essentials during sudden
evacuation (M = 4.05) and possessing emergency skills to assist others (M = 4.02). These scores suggest that
while students demonstrate strong foundational preparedness, some may still require further enhancement of
rapid response actions and practical emergency competencies.
Table 3 Frequency, Percentage and Mean Distribution of the Level of Disaster Preparedness among BTLEd HE
Students
Range
Description
Frequency
Percentage
4.51-5.00
Strongly Agree
31
21.99
3.51-4.50
Agree
91
64.54
2.51-3.50
Neutral
19
13.48
1.51-2.50
Disagree
0
0.00
1.00-1.50
Strongly Disagree
0
0.00
141
100
4.14
High
0.51
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Reyes and Sarmiento (2023) highlighted that learners often show strong awareness of evacuation routes and
early warning systems but exhibit gaps in hands-on skills such as first aid or rapid evacuation procedures.
Likewise, the study of Corpuz and Almonte (2024) found that while students consistently monitor hazard
advisories and maintain emergency contacts, their confidence in executing emergency tasks like assisting injured
peers or performing basic rescue remains moderat the findings imply that BTLEd–HE students are confident and
knowledgeable in managing disaster situations, yet opportunities remain to improve their immediate response
capabilities and hands-on skills during actual emergencies.
Problem 4. What is the extent of student’s engagement in emergency management practices of the BTLEd
HE students?
Table 4 shows that the participants demonstrate a high extent of household emergency management practices,
as indicated by the overall mean of 4.18. This suggests that students consistently apply their knowledge of
disaster preparedness within their homes, engaging in behaviors that contribute to family safety and readiness.
Protection important components of household preparedness. Meanwhile, the lowest-rated indicators, though
still within the high range, involve maintaining functional fire safety equipment at home (M = 3.87) and regularly
updating emergency kits (M = 4.02–4.11 The most highly rated practices are monitoring reputable media and
official communications during emergencies (M = 4.48), knowledge of household evacuation routes and safe
locations (M = 4.35), and store important documents in safe and waterproof containers (M = 4.33). This indicates
that respondents appreciate proper monitoring of information and evacuation planning, and proper document
storage. In addition, these scores indicate that there are deficiencies in fire safety equipment and emergency
preparedness materials, which suggests that improvements in these areas are necessary.
Table 4 Frequency, Percentage and Mean Distribution of Extent of student’s engagement Management Practices
of BTLEd–Home Economics Students
Range
Description
Frequency
Percentage
4.51-5.00
Strongly Agree
34
24.11
3.51-4.50
Agree
95
67.38
2.51-3.50
Neutral
12
8.51
1.51-2.50
Disagree
0
0.00
1.00-1.50
Strongly Disagree
0
0.00
141
100
4.18
High
0.44
While tracking weather information and identification of safe zones were done by students, there were
inconsistencies in keeping emergency kits up to date, according to Manalili and Corpuz (2024). Also, studies
show that preparation practices for emergencies in households are strongest in behaviors that require less
technical knowledge, and are less frequent in practices that require maintenance or more expenses (Roldan &
Esquivel, 2022; Javier, 2023). These studies indicate that BTLEd–HE students enact almost all household
preparedness behaviors, and more focus on equipment maintenance and readiness could greatly improve safety.
Problem 5. Do the participants’ awareness of disaster management, participation in DRRM-related
activities, and disaster preparedness significantly influence their Students’ Engagement in Emergency
Management Practices?
H
o1
. The participants’ awareness of disaster management, participation in DRRM-related activities, and
disaster preparedness do not significantly influence their Engagement in Emergency Management
Practices
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H₀₂: Participants’ level of awareness on disaster management does not significantly influence their level of
disaster preparedness.
H₀₃: Participants’ level of participation in DRRM-related activities does not significantly influence their
engagement in emergency management practices
The results of the study reveal that students’ awareness of disaster management, participation in DRRM-related
activities, and overall disaster preparedness significantly influence their Engagement in Emergency Management
Practices. The multiple regression analysis showed that the combined model was statistically significant,
F(3,137) = 60.06, p < .001, indicating that students who are more knowledgeable about disaster management,
actively participate in DRRM activities, and report higher preparedness levels are also more likely to implement
effective emergency practices.
Table 5 Regression Analysis of Awareness of Disaster Management, Participation in DRRM Related Activities,
Disaster Preparedness, and Household Emergency Management Practices
Predictor
Unstandardized
Coefficients
β
95% CI
T
p
B
SE
Lower
Upper
Constant
.781
.292
.205
1.358
2.680*
.008
Awareness of
Disaster Mgt.
.190
.065
.180
.061
.319
2.903*
.004
Participation in
DRRM- Related
Activities
.314
.062
.373
.191
.436
5.075*
.000
Disaster
Preparedness
.313
.061
.364
.192
.434
5.112*
.000
Model Summary
R = 0.754 R
2
= 0.568 Adjusted R
2
= 0.559 F(3,137) = 60.06** p = .000
Note. B = unstandardized beta coefficient, SE = standard error, β = standardized beta coefficient, 95% CI
= 95% confidence interval, t = t statistic, p = probability value.
**significant at 0.01 two-tailed alpha level.
Specifically, the findings indicate that awareness contributes foundational knowledge that enables students to
anticipate and plan for potential disasters, while participation in hands-on DRRM activities strengthens practical
skills and confidence in emergency response. Preparedness, in turn, reflects the application of both knowledge
and experience in managing household emergencies. Consequently, the null hypotheses H₀₁: The participants’
awareness of disaster management, participation in DRRM-related activities, and disaster preparedness do not
significantly influence their Engagement in Emergency Management Practices, the regression model is
statistically significant, F(3,137) = 60.06, p < .001, showing that the three predictors impact engagement in
emergency management
The model has strong explanatory power as it shows the variance in emergency management practices as 56.8%
(R² = 0.568). Because the p-value of the overall model is less than 0.01, we reject H₀₁. This indicates that the
variables awareness, participation, and preparedness have significant positive impacts on students’ engagement
in emergency management.
The null hypotheses H₀₂: There was no significant relationship between the participants’ levels of understanding
of their disaster preparedness and their levels of disaster preparedness is considered to be true. However, the
regression results show awareness of disaster management practices to be a significant predictor of emergency
management practices (B = 0.190, β = 0.180, t = 2.903, p = .004). This means that, although the awareness
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predictor has the least beta value (β = 0.180), awareness of disaster management still significantly contributes to
the positive change in the disaster-related behavior of the participants.
The null hypothesis H₀₃: There was no significant effect of the participants’ levels of participation in DRRM-
related activities and their levels of disaster preparedness has been considered to be true. However, participation
in DRRM-related activities is a significant predictor of emergency management practices (B = 0.314, β = 0.373,
t = 5.075, p < .001). In the model that h = 0.373, participation has one of the highest influence weights, meaning
that students who participatively and responsively participate in DRRM activities have a higher tendency to
perform the appropriate and adequate emergency management practices, therefore, being participative, aware,
and prepared are enough to predict one’s engagement in emergency management practices.
Furthermore, a combination of the predictor variables accounts for almost 57% of the variability in that
engagement in emergency management. The other 43% relates to factors of a socioeconomic nature, availability
of household resources, prior disaster experiences, family beliefs and attitudes toward preparedness, community
based DRRM initiatives, geographic areas subject to hazards, access to emergency equipment, the influence of
parents, and the effectiveness of the disaster initiatives of the local government. Of the predictors, the greatest
contribution by far was participation in DRRM-related activities of β = 0.373, p < .001. The implication of this
is that participants in those activities practice disaster preparedness to a greater extent.
Disaster preparedness (β = 0.364, p < .001) and awareness of disaster management (β = 0.180, p = .004) were
also significant. Disaster preparedness participation and awareness result in larger effect sizes. Engagement
through drills, training, and hands-on exercises, as well as physical preparedness (e.g., plans, kits, and skills)
seems to facilitate behavioral change among participants. Behavioral change studies along with DRRM also
support greater participation, as they strengthen social norms and procedural competencies to act (Gaillard,
Cadag, & Rampengan, 2022).
DRR knowledge, as per the United Nations Office for Disaster Risk Reduction (2020), only becomes beneficial
when awareness is turned into action. Along with practical measures, contingency planning, mobilization of
resources, and training are essential to strengthen the capacity of the community. Public awareness of hazards
also needs to be supported through practical measures. This is emphasized by the World Health Organization
(2021) through household preparedness kits and simulation exercises. Throughout the years of research, the
WHO also points out that planning, and response training are crucial to translating knowledge into action in
emergencies. Shiwaku and Shaw (2020) illustrate that hands-on participation in Disaster Risk Reduction and
Management (DRRM) activities promotes greater confidence, self-efficacy, and self-initiated household safety
behaviors than information-based activities. This aligns with the concept that focused, experiential, and
situational learning helps people apply what they know about being prepared for disasters. Therefore, DRRM
activities that combine information with organized, regular, and active participation, as well as materials and
household-level preparedness tools, are more likely to yield significant and sustained changes toward improved
behaviors in emergency management. This shows that although awareness activities are useful, practice and
active participation are critical in orienting people to take the necessary actions when an emergency occurs.
CONCLUSIONS
In analyzing the data received from the study, some conclusions regarding student disaster preparedness can be
drawn. Students show a notable, elevated level of disaster preparedness with the current information showing
that the student body is, knowledgeable, participative, and proactive in disaster related activities, specifically in
activities related to disaster risk reduction and management.
Their involvement in the concepts of DRRM, participation in the drills and trainings, and the actual emergency
management practices, illustrates the comprehensive preparedness that the student body practices and that
extends beyond theory. More inactive participation and practice preparedness is of greater significance than
awareness which also leads to greater participation with emergency management practice. Despite the awareness
piece being necessary, engagement is also a factor of significance as it is the means that students use to convert
that knowledge into an action that is purposeful and effective. The awareness piece is the foundation of both
participation and preparedness and remains necessary.
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The various risk, protocols, and responsibilities of disaster impact and management are some of the factors that
remain necessary prior to applying purposefully and meaningfully the DRRM knowledge. Applying the
knowledge of DRRM in the context of both school and home is still necessary. This study does raise the factor
of disaster preparedness and the various caveats that were not factors of this study and that warrant study in
future research. Disaster preparedness is also strengthened with any prior disaster experience, the presence of
any usable resource, and the presence or absence of family support to the student.
Disaster preparedness is already a study and this study further supports that awareness, participation, and practice
make the study of disaster preparedness most effective. Educators and communities can build the capacity of
citizens who are knowledgeable about disasters and are ready to take action to create a safer and more resilient
community by providing knowledge, involving students in valuable activities, and stimulating their response at
home.
Disaster preparedness is a combination of awareness, involvement, and action, and this coordination is what
makes preparedness in students most effective. Knowledge creates the awareness and response, involvement
describes the action and response, and preparedness ensures the action is taken, consistently, at school and at
home.
RECOMMENDATIONS
Based on these conclusions and findings, the study offers the following recommendations for students, the
institution, the community, and future research:
For Students to:
continue actively participating in DRRM-related activities such as drills, trainings, and safety
programs.
regularly update household emergency preparedness plans, emergency kits, and contact lists.
Share knowledge and tips about disaster preparedness and contingency planning with family members
and peers to foster a culture of safety and readiness.
For the Institution to
strengthen and institutionalize DRRM programs through regular drills, seminars, workshops, and
hands-on activities in collaboration with agencies like NDRRMC, PAGASA, and PHIVOLCS.
sustain the integration of DRRM concepts into the BTLEd curriculum, enhancing it with field-based
learning, research, and community extension activities to give students practical experience.
yearly update the contingency plan to both natural and man-made disaster phenomena
For the Community and Local Government Units:
sustain the community-based DRRM programs in partnership with schools, ensuring that the students
are actively involved in preparedness initiatives.
continue the barangay-level disaster education programs and youth leadership training to
encourage proactive disaster response behaviors among students.
For Future Researchers:
explore additional factors such as risk perception, socioeconomic status, psychological resilience, and
prior disaster experience to gain a deeper understanding of what influences their engagement on
disaster engagement in emergency management practices.
conduct comparative studies across different academic programs or institutions to provide
broader insights into DRRM practices in higher education.
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Compliance with Ethical Standards
The authors guarantee that this study is conducted in accordance with the ethical standards of research with
human subjects. During the study and before the actual data collection commenced, all participants were
provided with the complete study proposal and signed an informed consent form. Consent forms in the research
study were voluntary, and they were explained that they had the option to withdraw from the research study at
any time and that doing so would not have any adverse effects on the study. The respondents were not recorded,
and their identity was not disclosed to any third party. This study was conducted in compliance with the data
privacy and confidentiality of the Data Privacy Act of 2012. All study data were collected, stored, and protected
for research study purposes The respondents were treated with decency and courtesy during the study. The
authors have no competing interests in the study. Proper citations were provided and plagiarism was not tolerated.
The study was conducted without any biases and the interpretation of the study data was objective. The study
data was used solely for academic purposes and the results were presented in an unbiased manner. Authors retain
all responsibility for the content while any use of ai tools has been restricted to proofreading and editing, not
substantive revisions.
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