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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Department, Jo A. Espiritu
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Extent of Disaster Management Program Implementation and Prepared-ness Level in Selected Public Secondary Schools in Zambales, Philippines Viado, Alexander C.; Department, Jo A. Espiritu
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 7 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.07.28

Abstract

The research aimed to assess the implementation of various components of disaster management programs including Vulnerability Assessment, Planning and Preparedness, Institutional Framework and Coordination, Resource Management and Allocation, Early Warning Systems, Response Mechanisms and Emergency Operations, Public Education and Training Disaster Drills and Exercises. Additionally, the study aimed to determine the level of disaster preparedness among school personnel and students, identify any significant differences in program implementation among schools, and explore the relationship between program implementation and disaster preparedness. The data collection involved surveys, questionnaires, and interviews with school principals, teachers, and learners during the third quarter of the 2016-2017 school year. The sample consisted of six schools, and the gathered data were analyzed using appropriate statistical tools.The findings indicated that most of the disaster management activities were implemented in the schools within Zone IV, contributing to an effective implementation of the programs. Teachers were moderately prepared in planning and warning system activities but showed preparedness in other areas such as vulnerability assessment, planning and preparedness, institutional framework and coordination, resource management and allocation, early warning systems, response mechanisms and emergency operations, public education and training disaster drills and exercises. Similarly, students displayed moderate preparedness in warning system activities and preparedness in other aspects. Overall, the students in Zone IV were considered prepared for potential disasters in their community and school.
The Collaborative-Individual Learning in Improving the Critical Thinking Skills of Secondary Students in the Philippines Viado, Ana Laigue; Department, Jo A. Espiritu
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 7 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.07.35

Abstract

Critical thinking is at the forefront of learning, it builds self-empowerment and confidence. The study aimed to evaluate the influence of collaborative-individual learning on the critical thinking abilities of secondary students in the Philippines. The research sought to answer several questions, including the initial level of critical thinking skills, how the collaborative-individual learning approach was implemented, the level of critical thinking skills after the intervention, whether there was a significant difference before and after the intervention, and which group of students benefited the most from the approach. The study involved 215 Grade 10 students and utilized a single subject experimental design. Pre-tests and post-tests were conducted, and statistical tools such as item analysis, frequency distribution, mean difference, standard deviation, and t-tests were employed. The findings indicated that the students' critical thinking skills improved significantly after the application of collaborative-individual learning. School C demonstrated the highest level of interest and implementation. Based on the results, the study recommends incorporating collaborative-individual learning in teaching Economics and other subjects to enhance students' critical thinking skills. School administrators are encouraged to promote the use of this strategy.
Co-Authors Viado, Alexander C. Viado, Ana Laigue