Crister C. Demetrio, Grace T. Flores
Abstract:
This study aimed to determine the level of Disaster Risk Reduction and Management (DRRM) practices at Agusan National High School (ANHS) in the Division of Butuan City for the school year 2023–2024. Specifically, it assessed the functionality of DRRM resources in terms of preparedness, prevention and mitigation, and response. The study employed a descriptive research design and involved 243 respondents, consisting of 45 student members of the ANHS School DRRM Committee (SDRRMC), 178 teachers, and 20 non-teaching staff. Stratified random sampling ensured representative data, with the sample size determined through Slovin Formula. Findings revealed that DRRM resources at ANHS were generally functional and practical. Regarding disaster preparedness, the resources received an overall weighted mean of 4.53, interpreted as very satisfactory and functioning very well. The most effective practice was the regular conduct of earthquake and fire drills (mean = 4.83), while the lowest-rated was the regular review of the school contingency plan (mean = 4.25). For disaster prevention and mitigation, the resources achieved an overall mean of 4.42, categorized as satisfactory and functioning well. The highest functionality was seen in the preparation of site maps by DRRM personnel (mean = 4.60). In contrast, the availability of a database on elements at risk, such as chemistry laboratories and libraries, scored lowest (mean = 4.16). In disaster response, the overall functionality was rated at 4.29, again satisfactory and functioning well. The strongest aspect was the school partnerships with external DRRM offices (mean = 4.57), while the rehabilitation or repair of damaged infrastructures received the lowest rating (mean = 4.13). These findings suggest that while DRRM resources at ANHS are generally adequate, specific areas—particularly in contingency planning, data management, and infrastructure rehabilitation—require improvement for a more resilient school environ
Irene D. Lumanta, Ma. Gloria E. Liquido
Abstract:
This study investigated the teaching practices and challenges of secondary Filipino language teachers at Ampayon National High School in the Philippines. Using a descriptive correlational design and simple random sampling, data were gathered from 9 teachers and 60 students through a survey questionnaire. Results revealed effective practices in classroom management, such as setting clear expectations, and in assessment, including alignment with learning objectives and accurate record-keeping (weighted mean of 4.00). However, teachers faced challenges in lesson preparation, delivery, classroom management, and assessment. These included time constraints, localized instruction difficulties, managing inclusivity, and aligning assessment tools. The findings highlight the need for enhanced teacher training, curriculum support, and resource development to improve Filipino language instruction.
Edlyn Grace Penazo-Aparece, Rosemarie D. Paceño
Abstract:
This study examined the solid waste segregation practices of Grade 4 learners at Obrero Central Elementary School. Using a descriptive research design, 187 respondents were selected through stratified random sampling with proportional allocation, ensuring fair representation from both morning and afternoon sessions. Data were gathered using an adapted and validated questionnaire based on previous studies and the Department of Education WinS (Wash in Schools) Monitoring Form. The instrument measured learners attitudes and waste segregation practices through close-ended and open-ended questions. Expert validation and a pilot test ensured the reliability and clarity of the tool. Findings revealed a weighted mean of 4.25, interpreted as Agree and described as Appropriate, indicating generally positive waste segregation practices among the learners. The highest adherence was observed in using separate bins for biodegradable, non-biodegradable, and recyclable waste, reflecting learners understanding of proper segregation practices. However, compost bins received the lowest mean score, suggesting limited familiarity and access to composting and highlighting an area for improvement. The results imply the effectiveness of integrating environmental education into classroom instruction and routines. They also suggest that consistent practice and teacher reinforcement play a vital role in shaping positive environmental behaviors among young learners. However, the gap in composting awareness implies a need for more comprehensive and accessible instruction in this area. School is encouraged to enhance composting education through hands-on activities and provide accessible composting facilities.
