From Policy to Practice: Investigating the Effectiveness of DRRM Implementation in Shaping Student Disaster Competence
DOI:
https://doi.org/10.54536/ajec.v4i3.5215Keywords:
Descriptive-Correlational Design, Disaster Knowledge, Disaster Risk Reduction Education, Drrm Program Implementation, Student ReadinessAbstract
Disaster Risk Reduction is a critical component of basic education, mainly in disaster-prone countries like the Philippines, where schools contribute to fostering preparedness and resilience. This study examined the relationship between the implementation of the Disaster Risk Reduction and Management (DRRM) Program and students’ disaster knowledge and readiness in public high schools in the SOX Region. Anchored in Bandura’s Social Cognitive Theory, the Constructivist Learning Theory, and the Theory of Planned Behavior as supported by the Sendai Framework for Disaster Risk Reduction, this research looked at how school efforts shape learner competence. Using a descriptive-correlational design, the study involved 259 administrators, DRRM coordinators, and teachers, and 389 senior high school students from eight disaster-prone schools. DRRM implementation was assessed using seven Key Result Areas (KRAs), while students’ knowledge was measured through a validated test and their readiness through performance-based tasks. Findings indicated a “very high” level of DRRM implementation across schools, yet students exhibited merely “average” knowledge but “very satisfactory” readiness. No significant correlation was noted between program implementation and either knowledge or readiness, indicative of a gap within institutional initiatives and student outcomes. The study implies the need to strengthen the instructional delivery of DRRM education, emphasizing experiential learning and active engagement. Limitations include purposive sampling and confidence on self-reported implementation data. Future research should adopt mixed methods and broader sampling to improve wider inference and explore mediating factors. Ultimately, effective DRRM in schools requires not just structured plans but meaningful student-centered learning.
Downloads
References
Abenoja, J. T., Oducado, R. M. F., & Ocampo, M. R. (2023). Implementation of school disaster risk reduction and management program in Davao de Oro, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(3), 986–994. https://doi.org/10.11594/ijmaber.04.03.29
Abenoja, N., Bautista, R. J., & Villanueva, L. A. (2023). Disaster risk reduction management in public high schools: Implementation gaps and opportunities. Philippine Journal of Education and Development, 14(2), 45–61.
Agustin, E. R., & Cabansag, J. N. (2023). Integration of DRRM in secondary education: A pedagogical imperative. International Journal of Education and Research, 11(2), 35–49.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020 T
Alarte, C. P. (2024). Disaster preparedness for learners with special needs: A call for inclusive DRRM. Journal of Special Education and Development, 9(1), 32–47.
Alarte, T. (2024). Implementation of Disaster Risk Reduction and Management in the context of inclusive education. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4818643
Arao Arao, M. A., Dizon, G. T., & Lim, C. J. (2023). Building a culture of preparedness in schools: The role of comprehensive DRRM plans. Asian Journal of Education and Disaster Resilience, 5(2), 13–29.
Baluran, A. B. (2023). Governing disaster risk in schools: Lessons from DRRM implementation in local communities. Philippine Journal of Public Policy, 29(1), 67–84.
Baluran, A. G. S. (2023). Extent of disaster risk reduction and management (DRRM) program implementation among public elementary schools: Basis for a proposed “Our School, Our Safe Zone” program. European Journal of Education Studies.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Canlas, I. P., & Karpudewan, M. (2023). Complementarity of scientific literacy and disaster risk reduction: A reflection from the science curriculum of the Philippine basic education program. Curriculum Perspectives. Springer.
Cruz, R. D. D., & Ormilla, R. C. G. (2022). Disaster risk reduction management implementation in the public elementary schools of the Department of Education, Philippines. International Journal of Disaster Risk Management.
Cruz, R. L., & Ormilla, R. J. (2022). Disaster preparedness levels in schools: A comparative assessment of DRRM implementation. Southeast Asian Journal of Educational Research, 7(3), 88–102.
Dipon, C. H. (2023). Disaster risk reduction management: Basis in crafting a 3 year strategic plan for Pili National High School. ResearchGate.
Dipon, D. G. (2023). School leadership and disaster preparedness: Translating policies into programs. International Journal of School Governance, 6(1), 21–38.
Dollentas, J. A. T., & Gamba, M. N. (n.d.). Knowledge and skills of school disaster risk reduction management (DRRM) coordinators in Irosin District I: A mixed methods analysis. American Research Journal of Humanities & Social Sciences. https://www.arjhss.com/
Epal, E. B., Devanadera, M. N., & Orillos, M. M. (2024). Challenges in DRRM implementation in Philippine public schools: A provincial case study. Philippine Journal of Education and Development, 12(1), 57–69.
Epe, R. B. (2023). Children and disaster risk reduction: Building resilience from education, local government units, and communities. In Disasters in the Philippines. Bristol University Press.
Fale, B. J. (2022). Teacher readiness in implementing DRRM: Challenges and capacity gaps. Journal of Teacher Education and Practice, 12(4), 40–55.
Fale, M. A. T. L. (2022). Climate Change Adaptation, Disaster Risk Reduction Management (DRRM) and Resiliency of Secondary School Teachers: Basis for Integrated School Disaster Management. Archive.org. https://scholar.archive.org
Firmo, E. P. Jr. (2022). Implementation of Disaster Risk Reduction and Management, Climate Change Adaptation and Education in Emergencies of Public Schools in Region VIII. Universal Journal on Innovative Research.
Firmo, J. D. Jr. (2022). Bridging DRRM policy and practice in education: A critical analysis. Disaster and Education Review, 10(1), 25–41.
Javier, S. P., & Diliman, Q. C. (2019). Risk Reduction Through Disaster Literacy Among School-Age Children in a Vulnerable Community: The Case of Barangay Parian, Calamba City. Academia.edu. https://www.academia.edu
Kelman, I. (2017a). Linking disaster risk reduction, climate change, and the sustainable development goals. Disaster Prevention and Management: An International Journal, 26(3), 254–258. https://doi.org/10.1108/DPM-02-2017-0043
Kelman, I. (2017b). Linking disaster risk reduction, climate change, and sustainable development. International Journal of Disaster Risk Reduction, 23, 252–260. https://doi.org/10.1016/j.ijdrr.2017.05.020
Lavilles, H., & Hordista, A. (2024). Implementation of Disaster Risk Reduction and Management Program in Selected Schools in Region XII, Philippines. Psychology and Education: A Multidisciplinary Journal. https://papers.ssrn.com
Leal, M. F., & Zipagan, M. D. (2024). Uneven ground: DRRM implementation across Philippine secondary schools. Philippine Journal of Educational Policy and Research, 15(1), 58–76.
Loquillano, J. P., Dalisay, J. M., & Paloma, J. A. (2021). School-based disaster risk reduction and management programs in Philippine basic education. Journal of Educational Policy and Research, 5(1), 23–34.
Loquillano, J. T., & Potane, J. (2021). Validation and utilization of the contextualized disaster readiness and risk reduction (DRRR) modules. IOER International Multidisciplinary Research Journal.
Loquillano, N. J., Santos, M. E., & Ferrer, C. L. (2021). Localized modules in DRRM instruction and their effects on students’ awareness. Journal of Curriculum Studies, 11(2), 93–109.
Mal, S., Singh, R., Huggel, C., & Grothmann, T. (2017). Disaster risk reduction and climate change adaptation: Do we have a policy mix problem? Environmental Science & Policy, 74, 89–98. https://doi.org/10.1016/j.envsci.2017.05.013
Mamon, M. A. C., Suba, R. A. V., & Son, I. L. (2017). Disaster risk reduction knowledge of Grade 11 students: Impact of senior high school disaster education in the Philippines. International Journal of Health. https://www.academia.edu
Manalo, R. A., & Manalo, J. C. (2020). Barriers to effective DRRM integration in senior high school education. Philippine Journal of Disaster Education, 3(1), 17–33.
Manalo, R. G. M. V., & Manalo, M. V. (2020a). Bridging the Gap in Implementing the Philippine DRRM Law (RA 10121) in the K-12 Senior High School Institutions’ Curricula. De La Salle University. https://www.dlsu.edu.ph
Manalo, R. G. M. V., & Manalo, M. V. (2020b). Exploring the gap in implementing the Philippine DRRM Law (RA 10121) in the K-12 Senior High School institutions. De La Salle University.
Mella, R. C., Martinez, D. C., & Lisay, G. A. (2021). Student-led hazard mapping: An approach to DRRM integration in the curriculum. Asia-Pacific Journal of Education for Sustainable Development, 8(1), 60–74.
Navarro, C. N. (2020). Disaster Risk Reduction, Health and Sustainable Development: The Case of the Philippines. Diposit.ub.edu.
Ng, M. C. (2022). Inquiry-based strategies for DRRM education in high schools. Journal of Educational Innovation and Resilience, 9(3), 29–44.
Orillo, A. R., & Prudente, M. S. (2023). Student disaster competence through community-based DRRM education. Journal of Youth and Disaster Readiness, 4(1), 50–66.
Pandapatan, N. S. (2024). Evaluating disaster readiness among senior high school learners in Central Mindanao. Philippine Social Science Review, 76(1), 102–117.
Pearson, L. J., & Pelling, M. (2015a). The UN Sendai Framework for DRR 2015–2030: Negotiation process and prospects for science and practice. Journal of Extreme Events, 2(1), 1–12. https://doi.org/10.1142/S2345737615500017
Pearson, L., & Pelling, M. (2015b). The UN Sendai Framework for DRR 2015–2030: Negotiation process and prospects for science and practice. Journal of Extreme Events, 2(1), 157–162. https://doi.org/10.1142/S2345737615500017
Piaget, J. (1972). The psychology of the child. Basic Books.
Pregoner, E., Cruz, M. J., & Talampas, R. D. (2020). The impact of DRRM-integrated education on student preparedness perception. Philippine Education Research Journal, 12(2), 78–94.
Reyes, M. R. B. (2019). Implementing DRR Education in Senior High School. Academia.edu. https://www.academia.edu
Swaris, A. T., Wijesooriya, R. B. T. S., & Jayasinghe, G. Y. (2024). Policy coherence in DRRM and climate change adaptation in South Asia: Barriers and opportunities. Asian Journal of Environment and Disaster Management, 16(1), 1–18.
Swaris, R., Nguyen, T. K., & Shah, S. (2024). Resilience-based education frameworks: Advancing disaster preparedness among youth. Journal of Risk and Resilience in Education, 6(2), 19–35.
Tabilon-Tizon, R., & Comighud, S. M. T. (2020). Implementation of the public schools’ DRRM program and level of capabilities to respond. CORE.ac.uk.
Tanaka, K. (2005). The impact of disaster education on public preparation and mitigation for earthquakes: A cross-country comparison. Journal of Natural Disaster Science, 27(2), 17–27.
United Nations Office for DRR (UNDRR). (2015). Sendai Framework for DRR 2015–2030. https://www.undrr.org/publication/sendai-framework-disaster-risk-reduction-2015-2030
Valente, R. M., Marquez, M. P. N., & Lucido, L. T. (2022). Climate change and DRR: Synergies in the Philippine education sector. Climate and Development, 14(1), 111–123. https://doi.org/10.1080/17565529.2021.1956480
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wen, J., Su, D., & Peng, K. (2023). Disaster risk reduction and resilience in education: Lessons from global frameworks. International Journal of Disaster Risk Science, 14(1), 17–28. https://doi.org/10.1007/s13753-022-00414-y
Wen, J., Zhou, Y., & Widlund, M. (2023). Cross-sectoral collaboration in disaster risk reduction and school education. International Review of Education, 69(3), 345–365. https://doi.org/10.1007/s11159-023-10000-9
Yamazaki-Honda, A. (2022a). Education and the sustainable development goals: A pathway to DRRM integration. Education for Sustainable Development Journal, 10(1), 23–39.
Yamazaki-Honda, A. (2022b). Global to local disaster risk reduction: An education perspective. UNESCO Working Paper Series on Global Citizenship Education, 12, 1–25.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Agnes S. Morante, Ernie C. Cerado
This work is licensed under a Creative Commons Attribution 4.0 International License.
