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ABSTRACT
Title: Indigenous Knowledge Systems and Practices (IKSP): Essential Support to
Coordinated and Integrated Access to Disaster and Risk Reduction Management in
the Cordillera Administrative Region CIA-DRRM, 2017
Researcher:
Ethielyn E. Taqued – Team Leader Evangeline P. Malag
Office: DepED CAR- Regional Office Date: December 06, 2017
Ancestral Domain is life to the Indigenous Peoples of Cordillera and the IKSPs are directly related to the preservation and protection of the AD. This paper aims to interface Indigenous People’s Knowledge to disaster and risk reduction management undertaken by the Mountain Province and Ifugao Divisions with Risk Reduction Plans and organized School Disaster Risk Reduction Group. The results disclosed that respondent schools need to improve Implementation of the Disaster Risk Reduction Measures and organization of Incident Command System that can be activated in times of emergency.
Major organizational functions as Logistics, Finance and Strike Teams has to be undertaken and instructional areas such as Barangay Halls and makeshifts rooms as alternative Instructional venues be reinforced. Access to Distance Learning Modules for Secondary should be improved in both provinces.
The respondents revealed plans on Preparedness and Mitigation and shall enhance response action and rehabilitation efforts. The study further revealed that the IKSPs on Disaster Risk Reduction Preparation/ Management Modules particularly on Water - Soil Management have caused significant increase in information to learners. The DAYNEK,
LUTAK and LEGLEG learning modules of Mountain Province proved Very Significant Learning among Grade 1 and Grade 7.
The Water/ Soil management Indigenous Systems of Ifugao like PAYO and TUPING for Grade 1 and Grade 7 proved Significant improvement, while module on UMA proved No Significant difference in learning among Grade 7 learners but has proven Significant among Grade 1. The findings promote further enhancement in curriculum contextualization and strengthening the Disaster Risk Reduction Implementation in both Provinces.
Keywords: Ancestral Domain; IKSPs; Risk Reduction Group; Cordillera
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Indigenous Knowledge Systems and Practices
(IKSP): Essential Support to Coordinated and Integrated
Access to Disaster and Risk Reduction Management in the Cordillera Administrative
Region CIA-DRRM
I. INTRODUCTION
Dubbed as the "Watershed Cradle of Northern Luzon”, the Cordillera
Administrative Region has a mountainous topography characterized by towering peaks,
plateaus and intermittent patches of valleys. Almost 71 percent of the region's land area
has slopes of 30 percent and above. The Region has a long history and rich diversity of
indigenous knowledge covering all aspects of life including community practices,
institutions, relationships and rituals. It is the basis for agriculture, food preparation,
healthcare, education and training, and environmental conservation. Its Indigenous
knowledge is conserved and is put to good use in development practices, through its
utilization of cost-effective and sustainable strategies that may help the Cordilleran in
their daily struggle for survival and existence. (Damasab ,M. et al.)
The Cordillera is not exempted to the natural hazard in a warming world. The
natural variability and/or processes beyond human control and natural hazards cannot be
avoided. Yet we can help mitigate the possible havoc and turning into disasters effects on
the economic growth and social cohesion by effectively managing its effect through
prevention and proper education. Climate change will likely lead to more intense and, in
cases of some hazards, more frequent climate extremes. Disaster Prevention and Risk
Reduction is a systematic approach to identifying, assessing and reducing the risks of
disaster. It aims to reduce socio-economic vulnerabilities to disaster as well as dealing
with the environmental and other hazards that trigger them. To the Indigenous Peoples of
Cordillera, Ancestral Domain (AD) is life and the Indigenous Knowledge and Practices of
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the IPs are directly related to the preservation and protection of the Ancestral Domain.
Disaster risk reduction (DRR) in CAR includes the consideration of the Ancestral Domain.
The starting point for reducing disaster risk lies in the knowledge of the hazards and the
physical, social, economic and environmental vulnerabilities and of the ways in which
hazards and vulnerabilities are changing in the short and long term, followed by action
taken on the basis of that knowledge.” The study stands on the principle that DRRM in
CAR lies in the practice of the IKSPs of the community and the passing of that
knowledge to the future generations through education. The advent of the culture based
K to 12 curriculum will also pave the realization that the IKSPs will help protect and
preserve the Ancestral domain and this effort is supported by the implementation of the
IP Education in CAR.
This paper aims to interface Indigenous People’s Knowledge in the Cordilleras on
disaster and risk reduction management. An IKSP module that focuses on DRRM is seen
as an intervention for the cognitive enhancement and appreciation of the cultural practices
to risk management. Strategic options and policy directions on environmental
communication and education will also be drawn from these findings aiming in conserving
the Cordilleran Indigenous Knowledge and System as Essential Support to Coordinated
and Integrated Access to Disaster and Risk Reduction Management.
II. LITERATURE REVIEW
The Philippine archipelago is one of the most disaster-prone areas of the world,
with a wide span of different hazards like tropical cyclones, accompanied by strong winds,
intense rainfall and flooding, storm surges, flash floods, droughts caused by El Niño,
earthquakes and volcanic eruptions. Due to the location of the Philippines, there is an
increasing risk from the impacts of more frequent and extreme climate-related events,
such as severe storms, flooding or drought. The Philippines as middle income country is
characterized by a widening gap between rich and poor and has an actual poverty rate of
26.5 %. The nation is hazard, disaster prone and vulnerable to risks, seen is a weak
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institutional capacities and poor social protection which led to demographic growth and
rapid urbanization resulting in a large number of informal settlements highly vulnerable to
natural disasters. Its coping capabilities, the Philippine Government and at the level of
local governments units has a low disaster risk reduction management, thus, crafted a
plan to enforce a comprehensive legal framework on DRR and its general the capacity.
Over the past two decades, the Philippines endured a total of 274 natural calamities,
making it the fourth most disaster-prone country in the world.(CNN Philippines 2015) The
Philippines is hit by the highest number of disasters over the past 20 years.
(Montenegro,GMA News Nov. 25, 2015) A total of 274 disasters were recorded in the
Philippines from 1995-2015 trailing the United States with 472, China with 441 and India
with 288 from the Human Cost of Weather Related Disasters from 1995 to 2015 research.
The Philippines is also among the top ten countries with the highest absolute number of
affected people with 130 million recorded. The report found that 90% of major disasters
were caused by weather-related events. (UNISDR, 2015)
According to “ The Human Cost of Weather Related Disasters”, a study conducted by
the Geneva-based United Nations Office for Disaster Risk Reduction (UNISDR) and the
Belgian-based Centre on the Epidemiology of Disasters (CRED) there are 606,000 people
who died and 4.1 billion people were injured or left homeless of the major disasters from
the period between 1995 and 2015.According to Margareta Wahlström, head of UNISDR
“Weather and climate are major drivers of disaster risk and this report demonstrates that
the world is paying a high price in lives lost, Economic losses are a major development
challenge for many least developed countries battling climate change and poverty”. He
further emphasized that the country’s existing laws on climate change and disaster risk
reduction can provide a “strong legal and policy framework. The full implementation entails
at all levels strong political will, cooperation and coordination among agencies and
stakeholders concerned, resources as well as resourcefulness of local leaders.
“Convergence of actions is key to reducing effectively climate and disaster risks in our local
communities," (De Guzman 2015)
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The report noted that while there was no way to establish how much of the rise in such
disasters was caused by climate change, the link between the planet's changing climate
and extreme weather was clear. Given the correlation between climate change and
extreme weather, the planet will "witness a continued upward trend in weather-related
disasters in the decades ahead," the report warned. (Excerpt from a report of Jam
Sisante and Agence France-Presse/JST/NB, GMA). There are Geophysical factors which
go beyond administrative boundaries yet vulnerability to types of disasters example of
which is the risk to earthquakes. Since 1968, PHIVOLCS has recorded twelve destructive
earthquakes in the Philippines. This record includes the infamous July 16, 1990 Luzon
earthquake which caused innumerable injuries and at least 1,100 deaths. Seismicity
(geographic and historical distribution of earthquake events) is all over the country except
in the Palawan region. The top ten provinces that are at risk to earthquakes are:Surigao
Del Sur,La Union, Benguet, Pangasinan, Pampanga, Tarlac, Ifugao, Davao Oriental,
Nueva Vizcaya, Nueva Ecija, La Union and Pangasinan are prone to earthquakes and from
the aforementioned provinces two provinces are from the Cordillera, Benguet and Ifugao.
This is due to the Manila Trench while Surigaodel Sur and Davao Oriental have earthquake
hazards due to Philippine Trench and nearby active faults. Frequency of shallow and left-
lateral strike-slip earthquakes in Nueva Vizcaya, Nueva Ecija, Eastern Pangasinan,
Benguet and La Union can be attributed to its location along the Philippine Fault Zone.
Another factor to consider is risk to earthquake-induced Landslides. Most of the
provinces, except Palawan, are susceptible to landslide hazards. The top ten provinces
that are at risk to earthquake-induced shallow landslides are, Ifugao, Lanao Del Sur,
Sarangani, Benguet, Mountain Province, Bukidnon, Aurora, Davao del Sur, Davao
Oriental, Rizal, Ifugao, Lanao del Sur and Sarangani ranked high because of their high
vulnerability to disasters while Rizal ranked the lowest. Benguet, despite its low
vulnerability, ranked four because of its high exposure factor or population density. Aurora
ranked higher than Davao del Sur and Davao Oriental despite its low vulnerability
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compared with the other two provinces. This is due to the fact that the whole of Aurora is
more susceptible to landslide than the other two provinces.
However, Ifugao, despite having less earthquake occurrences is at risk because of its very
high vulnerability to disasters.
(http://www.gmanetwork.com/news/story/545760/scitech/weather/philippines-4th-most-
disaster-prone-country-in-the-world-un-reportdownloaded April 2015)
From September to October 2009, two typhoons hit the Philippines and caused
massive floods and landslides. A study conducted by Takashi Inokuchi, et al (2011) said
that the unprecedented amount of rainfall, and social factors, such as the unregulated
overbuilding of houses on steep slopes, also contributed largely to the damage. Typhoon
Pepeng made landfall in Luzon October 2 and brought massive rains while it traversed
from east to west, but as it exited the northwest of Luzon, it changed its course due to the
Fujiwara effect brought by its interaction with typhoon Ondoy. (Sato 2011) The rainfall
from October 6 to 8 was recorder at 260, 267, and 685 mm, for a total of 1,200 mm with
200 people. According to reports from the Baguio City government, there were around
100 areas within Baguio City that experienced landslides as well as 58 casualties and 5
missing persons. The construction of houses along risk steep slopes that accompanied
the rapid growth the city’s population had exacerbated the damage brought about by the
disaster. Nakasu (2011) pointed out that rapid population growth as an important factor in
this disaster.
The table below presents the comparison of the effect of the three typhoons that
visited CAR in 2015.
Name of Typhoons
Date School Damaged
Damaged Classroom
Classrooms with Major Damaged
Classroom with Minor Damaged
Damaged Learning Materials
Damaged Computers
Kabayan
(least intensity)
August 2015
3 0 0 31 No record No record
Lando
(Highest rainfall)
October 2015
48 25 52 157 1,384 116
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Ineng
(Average)
July 2015
44 37 86 210 204 21
Total 95 62 138 398 1,588 137
The above data evidenced the major effect of typhoons to the Cordilleras leaving
damaged on the physical facilities of the schools and the Learning Materials. The extent of
damaged has increased as the intensity of typhoon increased showing the vulnerability of
the Region.
One can always recall the tragic incident that happened on 8 November 2013 Typhoon
Haiyan (or Yolanda by its local name), although did not directly hit Cordillera it is one of
the strongest typhoons ever recorded, made landfall devastating parts of the central
Philippines, affecting 14 million people overall and proving once more that the Philippines
is one of the most disaster-prone countries in the world. As stated in the DRRM Act
10121, it will be the policy of the State to uphold the people's constitutional rights to life
and property by addressing the root causes of vulnerabilities to disasters, strengthening
the country's institutional capacity for disaster risk reduction and management and
building the resilience of local communities to disasters including climate change impacts.
In terms of decentralization, local governments and communities are mandated by the
DRRM Act to enforce DRR measures to address their respective risks. The NDRRMP
2011 to 2028 serves as a national guide for sustainable development. It aims at building
the adaptive capacities of communities, increasing the resilience of vulnerable sectors;
and optimizing disaster mitigation opportunities. The plan includes 4 Priority Areas with
Long Term Goals, 14 Objectives, 24 Outcomes, 56 Outputs and 93 Activities. It also
maintains systematic links with the 2011-2016 Philippine Development Plan’s Goals, the
National Climate Change Plan and the HFA. Furthermore the NDRRMP highlights, among
other things, the importance of mainstreaming DRRM and CCA in the development
processes such as policy formulation, socio-economic development planning, budgeting
and governance particularly in the areas of environment, agriculture, water, energy,
health, education, poverty reduction, land-use and urban planning and public
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infrastructure and housing. The NDRRMP also outlines activities aimed at strengthening
the capacity of the national government and the local government units (LGUs) to build the
disaster resilience of communities and to institutionalize arrangements and measures for
reducing disaster risks, including projected climate risks and enhancing disaster
preparedness and response capabilities at all levels. The DRRM Act (RA 10121) is
complimented by its twin law on Climate Change (RA 9729 or Climate Change Act of
2009).They are also working together with the Development Academy of the Philippines
DAP and PDCC just like what they did in Albay. Among the precaution conducted in the
place is the creation of the inter-agency project READY, implemented together with other
programs with the technical assistance from UNDP, has laid important foundations for risk
mapping and early warning systems in the country. UNDP has also supported, together
with the EC the NEDA in the elaboration of the Guidelines Mainstreaming Disaster Risk
Reduction in sub-national Development and Land Use/ Physical Planning in the
Philippines launched in July 2009. Another is the Comprehensive Development Plans and
investment program includes a community-based diagnosis of vulnerabilities and enacting
appropriate ordinances/policies/ instruments that reduce risks, e.g., settlement/housing,
building standards.
The Department of Science and Technology (DOST) in 2012 launched the
Nationwide Operational Assessment of Hazards program or NOAH with the aim to use
advanced technology for timely and accurate hazard information through various media
and communication platforms, thus improving the early warning system and the disaster
management capacities of Local Governments. The project NOAH website
www.noah.dost.gov.ph is one of the platforms designed by the Government to mitigate
and prevent disasters by conveying critical, reliable, authoritative, understandable and
timely information to communities and LGUs. The website includes hazard maps,
weather forecasts, flood warnings and is closely linked with PAGASA and PHIVOLCS. A
Community-based Early Warning System (CBEWS) has also been included as second
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component in the READY project. From the reviews done, there was No mention of
modules infused with Indigenous Knowledge and Practices to be used in the schools to
educate learners and community in general on Risk reduction and Disaster Mitigation
Practices.
So far there are several recommendations of recovery projects at local level.
Among these are the following: Co-ordinate programs, projects activities with other actors
and exchange information with them on a regular basis in order to take advantage of
possible synergies/ avoid duplication, Assess quality of local risk management capacity
thoroughly/make reality check, Strengthen institutional set up at local level by adopting
DRM measures, Emergency shelters and emergency response centers should be re-
assessed with regard to their location and their exposure to all potential hazards,
Integrate Build-Back-Better approach into the projects, instead of solely re-establish the
situation before the disaster.
Furthermore, involvement with prevention activities as they are more cost effective DRR or
mainstream DRR in livelihood projects: Ecosystem based DRR can provide win-win
situations (e.g. Mangrove trees can play a vital role as nature’s bio-shields as they absorb
and dissipate much of the energy of the storm surge from a typhoon, by protecting the
mangrove trees, livelihoods and biodiversity can be strengthened and the vulnerability to
disasters can be reduced), Increase the resilience of systems and communities trough the
project activities: In the case of community resettlements of related to “No-Dwelling Zone”
(NDZ) ensure directly or through advocacy at LGU level that fundamental human rights of
dwellers are respected and pay attention to issues such as the maintenance of social
fabric, social infrastructure in resettlement locations and access to employment. Otherwise,
the exposure to hazards will be reduced on cost of increased vulnerability and the overall
risk will remain unchanged, or the potential conflicts and social costs will even be
increased. . (Lucerne, 19.6.2014/updated 8.7.2014 Barbara Rothenberg).
Deped Order No. 27, s. 2015 advocated the Family Earthquake Preparedness to
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all elementary and secondary schools and instruct all schools to accomplish the family
earthquake preparedness homework for G2 and SPED and G3 to Grade 10 with their
families and submit it to their respective advisers for discussion with students along with
their family responses during the homeroom session. This activity guideline supports the
Prioritizing the Mainstreaming of Disaster Risk Reduction and Management in the School
System and Implementation of Programs relative which seek to engage different
education stakeholders, especially learners and their families in disaster prevention and
preparedness. The activity sheets mentioned above shall be used as reference in the
formulation of the Pretest and also in the development of the module to improve
awareness on disaster and risk reduction among learners.
In line with the efforts of the Disaster and Risk Reduction management (DRRM),
the rich diversity of indigenous knowledge covering all aspects of life including community
practices, institutions, relationships and rituals could be an effective source of DRRM
practices as these helped the community to last for a long time in spite of the many
disasters and catastrophes encountered. The culture with its practices is the basis for
agriculture, food preparation, healthcare, education and training, and environmental
conservation. In this Region Indigenous knowledge is conserved and is put to good use
in development, through its utilization of cost-effective and sustainable strategies that
may help the Cordilleran in their daily struggle for survival and existence (Magcale-
Macandog, et al. 2016) thus empower learners to become agents to sustain Mitigation of
risks through the cultural practices. A Learning Modules aiming such learning to mitigate
disaster and in the preservation and conservation of the environment is seen as
intervention to quickly reducing connections to the culture and DRRM.
The key characteristics of Indigenous Learning Systems (ILS) strengthens this
study as these are built on the following: the classroom is the whole area/ territory of the
community, (DepED-IPsEO 2015 on Contextualization), the venue for learning is anywhere
anytime. And since the ancestral domain is their classroom the heart to protect and save it
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from destruction is essential. An ancestral domain based DRR can provide a win-win
situation. The IPEd curriculum is actually IKSPs in action so to say. The IKSPs involded ibn
this activity are generated and lived by a community and communicated as collective
property ( no one person owns the IKSPs) Concepts and competencies can be related and
discussed from the life experience, perspective of the community, concepts and
competencies can be related to community events and institutions. Integrative teaching can
be the approach used so that learning is more holistic as IKSPs can be integrative theme
across subject areas as this output helps nurtures learners to be culture bearers as the
Elders passed it on to them. Learning is in relation to the dynamics of the ancestral domain
wherein activities that harness observation of and relating with the environment are to be
strengthened. As learning is a collective process it fosters group learning and group work,
not just individual achievement. Learning by doing is one of the dominant teaching-learning
process that has developed, in some communities, their natural giftedness.
On the other hand one of the mandates of the Basic Education Curriculum is to
develop contextualized learning materials needed to develop the skills and competencies
of the learners in the K to 12. In support to IPED former NCIP Commissioner Bridget Pawid
during the 2017 IPED Congress quoted, “ IPED is not “going back” rather, it is a program
based on the recognition of the rights of the IPs to an education that respects their cultures
and identities. The tendency of the past to look at the culture of the IPs as backward and
primitive and their identities as something they should leave behind is a violation of their
cultural rights and to their identity. If Ancestral Domain is life for the IPs then to protect it is
imperative to their system, this premise the support and coherence of the IKSPs to the
DepEd Order No. 37,s 2015 on the Comprehensive DRRM in Education Framework. The
education interventions on DRRM shall be aligned with the Three (3) education outcomes,
ACCES, QUALITY, GOVERNANCE and the four (4) DRRM thematic areas PREVENTION
AND MITIGATION, PREPAREDNESS, RESPONSE, AND RECOVERY AND
REHABILITATION. This is to maintain a learner-centered, rights-based implementation at
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all levels. The same order, DO 37, 2015 released August 12, 2015 stipulates that DRRM
Interventions in schools will be categorized using the three pillars of Comprehensive
School Safety (CSS) Framework. Safety Learning Facilities, School Disaster Management
and Risk Reduction and Resilience Education. The later refers to the integration of DRRM
in the school curricula and in extra-curricular or school activities as well as providing
necessary material support. This also covers the conduct of orientations, workshops, and
trainings for learners and personnel related to DRRM. The learning module envisioned in
the study will fall under this Risk Reduction and Resilience Education Pillar.
Learning modules, these have evolved as a subsequent technique to programmed
learning. Learning modules contain many of the features of programmed learning that are
considered beneficial to the learners. The module strategy stands to benefit the learners
whether as a class or individualized instructions. They are also flexible and combine many
aspects of modern instruction theory. Concept formation and conceptual models fit
naturally into this instructional medium. The chief characteristics of learning modules are
that they are flexible and use mediated instruction adapted to individual or group learning
situation. Learning Modules is a packet of teaching materials consisting of behavioral
objectives and provisions for evaluation. The objectives are written in behavioral terms, are
specific and embody the accomplishment of microscopic bits of changed behavior based
on learning module theory. The sequence of learning activities is designed to: provide
instant feedback to the learner on his achievement, proceed from lower to higher cognitive
levels. This should contain materials with intrinsic interest for the learner provide optional
and recycling paths to achieve the objective, be self-continuative to the conclusion of the
module and equip the learner to achieve the stated behavioral objective. (Robinson,
Crittenden 1972).
III. Research Question
The study answers the general question on how can a contextualized Learning
Resource Material infused with DRRM thematic areas be effective in the teaching –
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learning process to enhance knowledge on preparedness, response, and recovery
and rehabilitation among respondent schools?
Specifically it seeks to answer the following questions:
1. What is the degree of awareness and preparedness of the respondent schools on
emergencies in relation to resources, preparedness plan , buffer stock, hazard
mapping and conduct of drills among respondent schools ;
2. What KSPs in Ifugao, and Mountain Province could be Integrated in the IPED
curriculum of Grade 1 and Grade 7 covering the year round competencies that
clearly applies DRRM measures and thematic areas on Prevention and Mitigation,
Response, and Recovery and Rehabilitation?
3. What would be the difference in the learner’s absorption and acceptance of the
contextualized Learning Resources when introduced to Grade 1 and Grade 7
respondents?
IV. SCOPE AND LIMITATION
Development of the module will be limited to the IKSPs that clearly identified the DRRM
principles and practices. This will be developed to the level of six year old in Grade 1 and
twelve year old students of Grade 7. Development stage will be done during the
coordination/interface meeting and writeshop activity as referred to in the Gant Chart of
this proposal. The implementation of the module and respondents of the study were
limited to two divisions out of the eight divisions in CAR on the basis of the Literature
review reflecting Ifugao, Mountain Province and Benguet with the later having
waived their inclusion to the study due to time constraints and hectic activities in
the division. (gmanetwork.com/news/story/545760/scitech/weather/philippines-4th-most-
disaster-prone-country-in-the-world-un-report downloaded April 2015
V. RESEARCH METHODOLOGY
There were originally three identified provinces of the Cordilleras these are
Benguet, Ifugao and Mt. Province. As mentioned, Benguet waived their inclusion to
the study due to time constraints and hectic activities in the division during the
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conduct of the study. From each province /SDO four schools were chosen, two
elementary and two secondary schools based on vulnerability to disaster and from each
school ten (10) Pupils from Grade 1 and ten (10) students from Grade 7 were randomly
selected. To every division there were one hundred (100) Grade 1 respondents and one
hundred (100) Grade 7 respondents a total of 200 respondents per SDO to a grand total
of 400 respondents for the study. The intervening modules was output of all the two
SDOs and the regional Office in a collaborative training workshop (Ref: WFP).
A. Methodological Framework and Sampling
Conceptual Framework
The SIX-stage approachwill be used in the process
1. Coordination meeting – was conducted to trail blazed the direction of the
study through coordinated planning. This was participated by Director/ARD,
IPED focal persons (Region and Divisions), Chief of the CLMD and ESSD,
proponents of the study and EPS per learning area in the CLMD.
2. Development of the Module –a writeshop and interface activity conducted
INPUT
IKSPS Six Stage Collaborative Approach BERF Fund
PROCESS
Coordination Meeting
Development
Production
Implementation including QA
Post- Implementation
Dissemination
OUTPUT
IKSP –DRRM infused Modules for G1 and G7
300 G1
DRRM Infused Modules
300 G7
DRRM Infused Modules
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on the contextualization of the DRRM principles and practices aligned to the
IKSPs and the K to 12 competencies. Specifically on the agriculture-farming,
weather, land, air indigenous knowledge and learning systems. This process
includes the Quality assurance of the modules using the LRMDS QA Tools
and consent seeking with the ICCs.
3. Production of the modules – the approved and QA modules were
reproduced into three hundred copies to fulfill the sampling technique of 100
per division identified and with the assumption of ten copies per respondent
school.
4. Implementation Proper – Four identified schools from each of the identified
SDOs making a total Eight respondent schools. The list was based on
statics and on the frequently of affected schools in the province. A situational
analysis is the pre-requisite to support the list.
5. Post- Implementation Meeting/ Conference – To further analyze and
interpret the data a collaborative and a brain storming activity in planning the
presentation of results was conducted.
6. Dissemination and Advocacy – Regional level dissemination activity to
present the findings and policy direction of the study to concerned people in
authority.
A. Data Collection
B.1.Coordinated and Integrated Access to Disaster and Risk Reduction
Management (CIADRRM) Forms based from the 2016 validated tools of Disaster
and Risk Management Agency of the Philippines.
a. CIADRRM Form 1 –– Situational analysis of the school respondents.
b. CIADRRM Form 2 –- Interface Observation Template for
Contextualization of the Education resource
c. CIADRRM Form 3 - Questionnaires for Division offices on Basic Program
Component in terms of :
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i. Preparedness
ii. Response Effectiveness
iii. Relief and Rehabilitation
B.2. Quality Assurance of the LR– to account for sustainable implementation
by regular monitoring and evaluating the effectiveness and efficiency of the
Learning Resources. The following are the National QA tools which could be
used to QA the outputs before utilization to the SDOs.
A.LRMDS Tool Form 1 - IPR Evaluation Report- provides legal compliance
and IP requirements.
b. LRMDS Tool Form 2 - Educational Soundness General Evaluation
Checklist– based on the holistic approach to education that gives
emphasis on the underlying principles that each person finds identity,
meaning and purpose in life through connections to the community, to the
natural world and to spiritual values such as compassion and peace.
(LRMDS Assessment and Evaluation Vol. 2, 2010)
c. LRMDS Tool Form 3 - Evaluation Rating Sheet for Print and Off Print
Resources– technical compliance on format, file size, authoring, software
interoperability, plug-ins, assures usability by range of teachers and
students.
d. LRMDS Tool Form 4 - Social Content Guideline Tool- To ensure that
text, art, and photos// illustrations of textbooks and teachers’ manuals and
other instructional materials teach social values as Government’s
educational thrust.
e. LRMDS Tool Form 5 - Evaluation Tool for the contextualization of
Cultural and Curriculum Standards.
The development of the CIADRRM Module was done in the Writeshop on
Contextualizing K to 12 competencies with DRRM practices and principles
aligned to the thematic areas.
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The collection of data was done using float and retrieval method of the tools
used. Pre-post assessment and performance standards of the learners were
utilized to test the hypothesis. The collected information was interpreted using
Likert scale, Central tendencies and regression technique. T-test correlated
were employed to interpret the pre-post assessment.
B. Ethical Issues
There are essential understanding in the Fundamental Relationships of Cultural
Communities some are presented in this proposal: ( IPsEO 2015)
a. Relationship with the place- This is vital to community life since all activities of
the human community are one way or another related to the environment. It is
by relating with the place that a community is able to grow and develop.
b. Relationship with the human community and cultural standards - This has to
be nurtured and maintained expressed in conflict resolution practices, justice
system of communities, self-help practices and the like. These are also seen
in how communities have ways to make sure that their sense of unity,
collective action and oneness are sustained.
c. Relationship with the sacred/spiritual- Values, relating with the Creator, of
important and shared perspectives that have been handed down from one
generation to another, of our relationship with the elders, these concerns are
related to the spiritual dimensions of human life. This dimension is crucial for
a community to survive since it guides the two relationships of the place and
human community. Without the spiritual dimension, the community’s moral
and spiritual anchorage will weaken which could entail grave consequence.
Each cultural community, particularly IP has a way of expressing these
fundamental relationships. The expression of these three relationships is
seen in IP communities and these will be respected in the light of the
expression in the development of the contextualized DRRM modules in
Grade 1 and Grade 7 through the consultation with the Indigenous Elders in
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the community where the IKSP belongs. (Contextualization Writeshop NEAP-
CAR 2016)
C. Data Analysis
a. To answer the question on “what is the degree of awareness and preparedness
of the respondent schools on preparedness for emergencies in relation to
resources, preparedness plan, buffer stock, hazard mapping and conduct of
drills among respondent schools? The following CIADRMM Forms 1-5 tools
were utilized.
Data revealed the following findings: Disaster Risk Reduction Preparation
undertaken by the school respondents showed that the eight respondent
schools from Mountain Province and Ifugao Divisions have Risk
Reduction Plans and organized School Disaster Risk Reduction Group.
However, poor Implementation of the Disaster Risk Reduction Measures
and no organized Incident Command System that can be activated in
times of emergency were noted. Major organizational functions as
Logistics, Finance and Strike Teams were not undertaken. The respondent
schools have no available instructional venue and rely solely on Barangay
Halls as possible Instructional venue. Some schools constructed
makeshift structures and made available in case of disaster. Distance
Learning Modules for Secondary were NOT noted, none ADM materials for
Elementary Schools and less ADM/FLO materials in the Secondary
schools were also observed in the study. The respondents have plans on
Preparedness and Mitigation but less on response action and
rehabilitation.
b. To answer the question “what possible IKSPs could be Integrated IPED
curriculum that clearly applies DRRM measures and thematic areas on
Prevention and Mitigation, Response, and Recovery and Rehabilitation?
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In Mountain Province the Soil Management Indigenous System was
looked into with the following Indigenous practices as DAYNEK, LUTAK
and LEGLEG, while, in Ifugao Division similar SOIL/ Water Management
System with the following Indigenous Practices on PAYO, TUPING and
UMA.
c. To answer the problem on What would be the difference in the learner’s
absorption and acceptance of the contextualized Learning Resources used with
IKSPs wth DRRM Thematic Areas when introduced to Grade 1 and Grade 7
respondents?
A ten item test for Grade 1 and twenty item for Grade 7 pre-post test were
utilized to determine the degree of difference in the learning of the and
student respondents after exposed to the module. On the IKSPs on Disaster
Risk Reduction Preparation/ Management Modules, the intervention has
caused significant information learnt by learners on Soil Management as
Indigenous System. DAYNEK, LUTAK and LEGLEG modules has proved Very
Significant Difference among Grade 1 and Grade 7 learners with t-stat values
greater than α critical values prompted to accept Ha that Post –test is greater
that Pre-test and reject Ho. Signified by their high rated outputs the
indigenous practices in the modules were learned by the Grades 1 and 7
learners. In Ifugao, Province the water/ Soil management Indigenous System
was in focused wherein the PAYO and TUPING for Grade 1 and Grade 7 and
UMA for grade 7 modules proved No significant difference among Grades 1
and 7 learners with t-stat values lower than the α critical values prompted to
reject Ha that Post –test is greater that Pre-test and accept Ho. However, the
Indigenous System UMA has made a significant difference among learners in
Grade 1 with stat-value greater than α critical value that led to accept Ha and
Reject Ho. It is implied that Soil Management is familiar and very much
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observed by the learners in their community while the Water management
Indigenous Practices are not familiar among student respondents.
VI. The result of the study provided the policy directions/ next steps of the region
regarding contextualization relative to DRMM.
VII. Time Table/ Gant Chart
Activity/ies Objective/s Target Participants Target Date/ Time
1. Coordination meeting Plan and coordinate the proposal for the development and implementation of the study
ORD -2 CLMD – 11 SDOS – 8 HRDD- 2 QUAD – 2
September 2016
2. Development of the Module
Develop a contextualized module interfaced with IKSPs and aligned to the DRRM thematic areas
ORD -2 CLMD – 11 SDOS – 24 with ICCs HRDD- 2 QUAD – 2
October - November,
2016
3. Reproduction of Modules Reproduce modules for the respondent Divisions
ORD -2 CLMD – 10 SDOS – 8
November to December
2016 4. Implementation Proper Implement the modules ICA
DFRRM modules to the identified respondents
ORD -2 CLMD – 11 SDOS – 24 HRDD- 2 QUAD – 2 Schools – 30
December 2016 to January
2017
5. Post- Implementation Meeting
Analysis, Interpretation and next steps
ORD -2 CLMD – 11 SDOS – 8 HRDD- 2 QUAD – 2
January to February
2017
6. Dissemination Conference/ Advocacy
Disseminate the results and policy direction ( next steps)
ORD -2 CLMD – 11 SDOS – 24 HRDD- 2 QUAD – 2 Schools - 30
Half day within
January 2017
The study targeted September 2016 to February 2017 with a given a
tolerance of two months as extension to April 2017 anticipating unscheduled yet
relevant activities reflected in the OPCR and IPCR of the proponents and any
downloaded mandates from the central office.
Table 1. Time Table
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Recommendation:
The findings promote:
1. Revitalize the process of contextualizing the curriculum on the Indigenous
practices not explored in the study like LAPAT, UBOBO, SINGA, SIPAT for
Mountain Province. MUNLOBA, MUNGAUD,MUNCONTOK, HOGOP for
Ifugao;
2. Strengthen the Disaster Risk Reduction Implementation particularly the land
and water management through advocacy together with the support of
LGU particularly on how it is practiced in the community;
3. Sustain integration of IKSP to the curriculum to enhance competencies;
4. Strengthen Response Action Teams and rehabilitation programs in school
and community;
5. Revitalize commitment to observe and sustain the indigenous practices to
coordinate Risk Reduction and Mitigation practices.
VIII. Dissemination and Advocacy
The research Congress in the region was conducted in December 2017, and was an
avenue to present the findings of the study. Publication to a journal is seen as an
opportunity to advocate IKSPs to the Disaster Risk Reduction Program in the Philippines.
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IX. References/ Bibliography
1. Calliari,E.&Mysiak,J. (2013) Center on Climate Change CATALYST Online Training Module for Practitioners
2. Damasab ,M and Macandog, E. (2015) Understanding and Conserving Indigenous Knowledge on Sustainable Natural Resource Management in the Cordillera Administrative Region of the Philippines.
3. IPsEO (2016) Contextualization of Lesson Plans and Learning Modules
4. Jump up to:a b "Regional Profile: Cordillera Administrative Region (CAR)". CountrySTAT Philippines. Retrieved 18 September 2014.
5. National Statistics Office(2010) Population and Annual Growth Rates for The
Philippines and Its Regions, Provinces, and Highly Urbanized
Cities" (PDF). Census and Housing Population. Retrieved 9 August 2013.
6. http://www.slideshare.net/xamteody/car-region-philippines 2016
7. Robinson, J.W. and Crittenden, W.B.(1972) Hournal of Extension: Winter
8. Santos, E., CNN Philippines (2016) Philippines among World's most disaster-
prone Countries
9. Sisante ,J. and France-Presse, A. (2015) /JST/NB, GMA ).
10. https://mapsengine.google.com/map/edit?mid=zhEVYSL6jZeo.kda7RLWI_U2E .
downloaded April 8, 2016
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TROPICAL STORM KABAYAN
Region
Division
Count of ID
Sum of Total Schools with Report
Sum of Schools with Reported Damages
Sum of Totally Damaged Classrooms
Sum of Partially Damaged Classrooms (Major)
Sum of Partially Damaged Classrooms (Minor)
Sum of Temporary Learning Spaces needed
Sum of Number of Deceased DepEd Personnel
Sum of Number of Injured DepEd Personnel
Sum of Number of Missing DepEd Personnel
Sum of Number of Displaced DepEd Personnel
Sum of Total Classrooms used as Evacuation Center
Sum of Number of damaged school furnitures
Sum of Number of damaged learning materials
Sum of Number of damaged computer equipment
CAR - Cordillera Administrative Region
1,819
1,723
44
37
86
210
55
-
-
-
-
25
330
204
21
Abra
310
310
9
4
16
27
6
-
-
-
-
9
-
-
-
Division
Count of ID
Sum of Total Schools with Report
Sum of Schools with Reported Damages
Sum of Totally Damaged Classrooms
Sum of Partially Damaged Classrooms (Major)
Sum of Partially Damaged Classrooms (Minor)
Sum of Temporary Learning Spaces needed
Sum of Number of Deceased DepEd Personnel
Sum of Number of Injured DepEd Personnel
Sum of Number of Missing DepEd Personnel
Sum of Number of Displaced DepEd Personnel
Sum of Total Classrooms used as Evacuation Center
1,017
997
3
-
10
31
5
-
-
-
-
15
Baguio City
66
66
-
-
-
5
-
-
-
-
-
-
Benguet
426
406
2
-
9
22
5
-
-
-
-
9
Ifugao 261
261
-
-
-
1
-
-
-
-
-
6
Mt. Province
264
264
1
-
1
3
-
-
-
-
-
-
TROPICAL STORM INENG 2015
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Apayao
201
142
3
1
4
10
2
-
-
-
-
1
165
60
-
Baguio City
66
66
6
4
10
76
2
-
-
-
-
-
115
134
8
Benguet
426
426
12
15
31
80
41
-
-
-
-
9
-
-
-
Ifugao
261
261
3
7
5
8
-
-
-
-
-
6
-
-
1
Kalinga
190
153
6
2
11
-
1
-
-
-
-
-
-
-
12
Mt. Province
264
264
5
4
9
9
3
-
-
-
-
-
50
10
-
Tabuk City
101
101
-
-
-
-
-
-
-
-
-
-
-
-
-
TROPICAL STORM - LANDO OCTOBER 2016
Region
Division
Count of ID
Sum of
Enrollment (December
2014)
Sum of Teaching
Sum of Non-teaching
Sum of Total Schools with
Report
Sum of Schools with
Reported Damages
Sum of Totally Da
maged Classrooms
Sum of Partially Da
maged Classrooms (Major)
Sum of Partially Da
maged Classrooms (Minor)
Sum of Temporar
y Learnin
g Spaces needed
Sum of Number of Deceased DepEd
Personnel
Sum of Number of
Injured DepEd
Personnel
Sum of Number of
Missing
DepEd
Personnel
Sum of Number of
Displaced DepEd
Personnel
Sum of Total
Classrooms used as Evacuation Center
Sum of Number of damaged
school furnitures
Sum of Number of damaged
learning materials
Sum of Number of damaged computer equipment
CAR - Cordillera Administrative Region
1,819
338,908
13,266
946
1,819
48
25
52
157
16
-
-
-
-
46
375
1,384
116
Abra
310
48,316
2,080
145
310
-
-
-
-
-
-
-
-
-
-
-
-
-
Apayao
201
28,546
1,076
77
201
1
-
-
8
-
-
-
-
-
-
2
36
9
Baguio City
66
59,043
1,912
82
66
6
-
3
35
-
-
-
-
-
-
54
408
38
Benguet
426
74,333
2,959
203
426
15
4
15
76
1
-
-
-
-
45
61
-
14
Ifugao
261
42,818
1,625
177
261
8
9
13
2
1
-
-
-
-
-
8
260
1
Kalinga
19
25,378
973
73
190
11
2
10
24
8
-
-
-
-
-
106
376
45
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0
Mt. Province
264
35,819
1,776
128
264
2
2
2
6
2
-
-
-
-
1
4
4
2
Tabuk City
101
24,655
865
61
101
5
8
9
6
4
-
-
-
-
-
140
300
7
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DAYNEK Pre Post
Grade 1 DATA Elem School
1 3 3
t-Test: Two-Sample Assuming Unequal Variances
2 2 3
3 0 3
Variable 1 Variable 2
4 2 3
Mean 2.09375 2.90625
5 1 3
Variance 0.474798387 0.087701613
6 3 3
Observations 32 32
7 2 3
Hypothesized Mean Difference 0
8 2 3
Df 42
9 2 3
t Stat -6.12825877
10 3 3
P(T<=t) one-tail 1.29842E-07
11 2 3
t Critical one-tail 1.681952358
12 2 3
P(T<=t) two-tail 2.59683E-07
13 2 3
t Critical two-tail 2.018081679
14 3 3
15 3 3
Ha Post test greater than Pre Test
16 2 3
Significant values Reject Ho accept Ha
17 3 3
18 3 3
19 2 3
20 2 2
21 3 3
22 2 3
23 2 3
24 2 2
25 2 2
26 2 3
27 2 3
28 2 3
29 2 3
30 2 3
31 1 3
32 1 3
T 67 93
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Tadian MP TUE Elem School
Daynek
G1 1 0 3
2 2 3
3 2 3
t-Test: Two-Sample Assuming Unequal Variances
4 2 3
5 2 3
Variable 1 Variable 2
6 2 2
Mean 1.631578947 2.947368421
7 1 3
Variance 0.356725146 0.052631579
8 1 3
Observations 19 19
9 1 3
Hypothesized Mean Difference 0
10 1 3
df 23
11 1 3
t Stat -8.96421457
12 2 3
P(T<=t) one-tail 2.88464E-09
13 2 3
t Critical one-tail 1.713871517
14 2 3
P(T<=t) two-tail 5.76927E-09
15 2 3
t Critical two-tail 2.068657599
16 2 3
17 2 3
Ha: Post test greater than Pre test
18 2 3
Reject Ho
19 2 3
T 31 56
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LUTAK PRE POST
Grade 1 DATA Elem School
1 2 3
2 1 3
t-Test: Two-Sample Assuming Unequal Variances
3 2 3
4 2 3
Variable 1 Variable 2
5 1 3
Mean 1.607142857 2.857142857
6 2 3
Variance 0.395502646 0.126984127
7 2 3
Observations 28 28
8 2 3
Hypothesized Mean Difference 0
9 2 3
df 43
10 2 3
t Stat -9.150638077
11 2 3
P(T<=t) one-tail 5.94531E-12
12 1 3
t Critical one-tail 1.681070704
13 2 3
P(T<=t) two-tail 1.18906E-11
14 2 3
t Critical two-tail 2.016692173
15 2 3
16 1 3
Ha: Post Test Greater than Pre Test
17 1 3
Significant values: Reject Ho
18 1 2
19 2 3
20 2 3
21 1 3
22 1 2
23 0 2
24 2 3
25 1 3
26 1 2
27 2 3
28 3 3
T 45 80
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LUTAK PRE POST
Grade 7
1 4 5
2 3 4
t-Test: Two-Sample Assuming Unequal Variances
3 4 4
4 4 5
Variable 1 Variable 2
5 4 5
Mean 3.363636364 4.5
6 2 4
Variance 0.813852814 0.452380952
7 4 5
Observations 22 22
8 4 5
Hypothesized Mean Difference 0
9 2 5
df 39
10 4 5
t Stat -4.736654667
11 4 4
P(T<=t) one-tail 1.43223E-05
12 2 3
t Critical one-tail 1.684875122 13 4 5
P(T<=t) two-tail 2.86446E-05
14 2 5
t Critical two-tail 2.022690901
15 3 4
16 4 5
Ha: Post test greater than pre test
17 4 5
Significant Values: Reject Ho
18 3 4
19 2 5
20 3 3
21 5 5
22 3 4
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Lutak G1
TUE Elem School
pre post
t-Test: Two-Sample Assuming Unequal Variances
1 2 3
2 2 3
Variable 1 Variable 2
3 2 3
Mean 2.052631579
2.842105263
4 2 3
Variance 0.608187135
0.140350877
5 2 3
Observations 19 19
6 2 3
Hypothesized Mean Difference 0
7 1 3
df 26
8 1 3
t Stat
-3.977475644
9 1 2
P(T<=t) one-tail 0.000247888
10 1 3
t Critical one-tail 1.705617901
11 1 3
P(T<=t) two-tail 0.000495775
12 3 3
t Critical two-tail 2.055529418
13 3 3
14 3 3
Ha: Post test greater than pre test
15 3 3
Reject Ho
16 3 3
17 2 2
18 2 2
19 3 3
T 39 54
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BALAOA NHS LUTAK G7 1 0 4
t-Test: Two-Sample Assuming Unequal Variances
2 0 5
3 4 5
Variable 1 Variable 2
4 4 3
Mean 3 4.375
5 3 5
Variance 2.8 0.383333333
6 4 4
Observations 16 16
7 3 5
Hypothesized Mean Difference 0
8 2 4
df 19
9 3 5
t Stat -3.082631636
10 0 4
P(T<=t) one-tail 0.003063841
11 4 4
t Critical one-tail 1.729132792
12 4 5
P(T<=t) two-tail 0.006127683
13 4 4
t Critical two-tail 2.09302405
14 5 5
15 3 4
Ha: Postest greater than Pretest
16 5 4
Reject Ho
DAYNEK BALAOA NHS
Tadian MP 1 1 1
2 2 2
t-Test: Two-Sample Assuming Unequal Variances
3 2 2
4 2 2
Variable 1 Variable 2
5 3 2
Mean 1.625 2.5
6 2 4
Variance 0.65 0.933333333
7 2 2
Observations 16 16
8 2 3
Hypothesized Mean Difference 0
9 2 2
df 29
10 2 4
t Stat -2.78151795
11 1 2
P(T<=t) one-tail 0.004705374
12 1 4
t Critical one-tail 1.699126996
13 2 2
P(T<=t) two-tail 0.009410749
14 2 4
t Critical two-tail 2.045229611
15 0 2
Ha: Pretest greater than Posttest
16 0 2
Reject Ho
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Daynek PRE POST
Grade 7
1 1 3
2 2 3
t-Test: Two-Sample Assuming Unequal Variances
3 1 3
4 2 3
Variable 1 Variable 2
5 0 2
Mean 2.318181818 3.636363636
6 3 3
Variance 1.655844156 0.909090909
7 4 5
Observations 22 22
8 2 3
Hypothesized Mean Difference 0
9 2 3
df 39
10 3 4
t Stat -3.860543675
11 3 3
P(T<=t) one-tail 0.000207267
12 3 3
t Critical one-tail 1.684875122
13 2 4
P(T<=t) two-tail 0.000414533
14 4 5
t Critical two-tail 2.022690901
15 2 5
16 3 5
Ha: Pre test greater than post test
17 2 3
Significant values. Reject Ho
18 2 5
19 4 4
20 1 3
21 5 5
22 0 3
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Namatec NHS
Daynek Grade 7
Student Pre Post
1 3 4
2 1 3
3 0 2
4 0 3
t-Test: Two-Sample Assuming Unequal Variances
5 1 2
6 4 2
Variable 1 Variable 2
7 1 4
Mean 1.740740741 3.333333333
8 1 2
Variance 1.660968661 0.846153846
9 0 2
Observations 27 27
10 4 3
Hypothesized Mean Difference 0
11 1 4
df 47
12 1 3
t Stat -5.226353674
13 0 4
P(T<=t) one-tail 1.94886E-06
14 4 5
t Critical one-tail 1.677926722
15 2 3
P(T<=t) two-tail 3.89773E-06
16 2 4
t Critical two-tail 2.01174048
17 1 4
18 3 4
Ha: Post test is greater than Pre test
19 4 5
Significant Values Reject Ho
20 2 4
21 2 3
22 1 4
23 1 2
24 2 3
25 2 3
26 1 4
27 3 4
T 47 90
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Tadian MP TUE ES "LEGLEG" Student Pre Post
1 0 3
2 0 3
t-Test: Two-Sample Assuming Unequal Variances
3 0 3
4 0 3
Variable 1
Variable 2
5 0 3
Mean 1.631578947 3
6 1 3
Variance 4.912280702 0
7 9 3
Observations 19 19
8 3 3
Hypothesized Mean Difference 0
9 2 3
df 18
10 2 3
t Stat
-2.691255681
11 3 3
P(T<=t) one-tail 0.00746309
12 0 3
t Critical one-tail 1.734063592
13 3 3
P(T<=t) two-tail 0.01492618
14 0 3
t Critical two-tail 2.100922037
15 2 3
16 0 3
Ha: Post test greater than Pre test
17 0 3
Reject Ho
18 3 3
19 3 3
T 31 57
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IFUGAO
WATER MANAGEMENT IN THE PAYO-GRADE 7
Rufino Chungalao NHS
# Pre Post
1 1 1
2 1 2
t-Test: Two-Sample Assuming Unequal Variances
3 2 4
4 2 3
Variable 1 Variable 2
5 2 3
Mean 1.851851852 2.14814815
6 2 3
Variance 1.823361823 1.28490028
7 3 2
Observations 27 27
8 3 2
Hypothesized Mean Difference 0
9 1 2
df 50
10 3 3
t Stat -0.873271502
11 1 1
P(T<=t) one-tail 0.193344973
12 0 2
t Critical one-tail 1.675905026
13 1 3
P(T<=t) two-tail 0.386689945
14 2 2
t Critical two-tail 2.008559072
15 1 0
16 5 4
Ha: Post test is greater than Pre test
17 1 0
Accept Ho: No significant Difference
18 1 2
19 1 1
20 1 1
21 0 2
22 4 3
23 4 4
24 4 1
25 0 1
26 3 3
27 1 3
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WATER MANAGEMENT IN THE PAYO-GRADE 7
Caragasan NHS
PRE-TEST POST TEST
1 1 3
2 2 3
t-Test: Two-Sample Assuming Unequal Variances
3 2 2
4 2 3
Variable 1 Variable 2
5 1 3
Mean 2 2.2
6 4 1
Variance 1.529411765 1.341176471
7 1 0
Observations 35 35
8 2 2
Hypothesized Mean Difference 0
9 1 3
df 68
10 3 0
t Stat -0.698358732
11 1 0
P(T<=t) one-tail 0.24366717
12 1 3
t Critical one-tail 1.667572281
13 2 3
P(T<=t) two-tail 0.487334339
14 1 4
t Critical two-tail 1.995468907
15 4 2
1 0 2
Ha: Post test greater than Pre test
2 0 4
Accept Ho
3 4 1
4 2 2
5 3 2
6 2 2
7 2 0
8 1 1
9 3 1
10 3 4
11 5 3
12 4 2
13 2 2
14 1 3
15 1 2
16 1 2
17 1 3
18 3 3
19 3 4
20 1 2
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WATER MANAGEMENT IN THE PAYO-GRADE 7
Rufino chunaglao
Pre Post
1 1 1
2 1 2
3 2 4
t-Test: Two-Sample Assuming Unequal Variances
4 2 3
5 2 3
Variable 1 Variable 2
6 2 3
Mean 1.875 1.916667
7 3 2
Variance 1.940217391 1.297101
8 3 2
Observations 24 24
9 1 2
Hypothesized Mean Difference 0
10 3 3
df 44
11 1 1
t Stat -0.113449253
12 0 1
P(T<=t) one-tail 0.455095231
13 2 2
t Critical one-tail 1.680229977
14 1 0
P(T<=t) two-tail 0.910190462
15 5 4
t Critical two-tail 2.015367547
16 1 0
17 1 2
Ha: Post test is greater than Pre test
18 1 1
Reject Ho
19 1 1
20 0 1
21 4 3
22 4 3
23 4 1
24 0 1
T 45 46
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Water Management PAYO UBAO NHS
# Pre Post 1 0 2 2 0 4 3 4 1
t-Test: Two-Sample Assuming Unequal Variances 4 2 2
5 3 2
Variable 1 Variable 2 6 2 2
Mean 2.1 2.25
7 2 0
Variance 1.884210526 1.144736842 8 1 1
Observations 20 20
9 3 1
Hypothesized Mean Difference 0 10 3 4
df 36
11 5 3
t Stat -0.385443205 12 4 2
P(T<=t) one-tail 0.351088642
13 2 2
t Critical one-tail 1.688297694 14 1 3
P(T<=t) two-tail 0.702177284
15 1 2
t Critical two-tail 2.028093987 16 1 2
17 1 3
Ha: Post test greater than Pre test 18 3 3
Accept Ho
19 3 4 20 1 2 T 42 45
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CARAGASAN NHS - TUPING
PRE-TEST
POST TEST
1 1 2 2 2 1 t-Test: Two-Sample Assuming Unequal Variances
3 2 1 4 2 2 Variable 1 Variable 2
5 1 2 Mean 2.166666667 1.470588 6 2 2 Variance 1.088235294 1.014706 7 2 1 Observations 18 17 8
4 4 Hypothesized Mean Difference 0
9 2 0 df 33 10 3 1 t Stat 2.008183259 11 2 0 P(T<=t) one-tail 0.026433294 12 3 1 t Critical one-tail 1.692360258 13 2 2 P(T<=t) two-tail 0.052866588 14 3 2 t Critical two-tail 2.034515287
15 1 2 16 3 2 Ha: Post test greater than Pre test
17 4 0 Accept Ho 18 0 1
39 26
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RUFINO CHUNGALAO SHS TUPING
1 1 1 2 1 1 3 2 1 4 2 1 5 1 3 6 2 3 7 2 3 8 2 4 9 2 4 10 4 4 11 2 2 12 2 3 13 2 3 14 4 4 15 0 3 16 3 3 17 3 4 t-Test: Two-Sample Assuming Unequal Variances
18 1 4 19 1 4 Variable 1 Variable 2
20 1 3 Mean 2.5 2.476190476
21 2 0 Variance 1.37804878 1.572590012
22 4 3 Observations 42 42
23 4 0 Hypothesized Mean Difference 0
24 4 1 df 82 25 2 1 t Stat 0.089829158 26 2 1 P(T<=t) one-tail 0.464321014 27 4 0 t Critical one-tail 1.663649185 28 4 3 P(T<=t) two-tail 0.928642028 29 3 4 t Critical two-tail 1.989318521
30 3 3 31 3 2 Ha: Post test greater than Pre test
32 4 2 Accept Ho 33 2 2
34 1 3 35 4 2 36 3 3 37 2 4 38 4 4 39 4 2 40 4 1 41 1 2 42 3 3
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UMA PRE-TEST POST TEST
1 0 4 2 0 4 3 0 4 4 1 4 5 0 4 6 1 4 7 1 2 8 0 4 9 1 4 10 0 4 11 3 0 12 1 4 13 1 4 14 1 3 15 1 1 16 2 4 17 3 4 18 1 4 19 2 3 20 2 4 21 1 4 22 2 4 23 2 0 24 0 3 25 1 3 26 2 4 27 1 0 28 3 0 29 2 2 30 2 2 31 0 4 32 1 1 33 0 4 34 1 4 t-Test: Two-Sample Assuming Unequal Variances
35 2 2 36 4 4 Variable 1 Variable 2
37 3 1 Mean 1.339285714 2.982142857 38 1 0 Variance 1.137337662 1.981493506 39 1 2 Observations 56 56
40 0 4 Hypothesized Mean Difference 0
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41 1 4 df 102 42 3 2 t Stat -6.96142071 43 3 4 P(T<=t) one-tail 1.67148E-10 44 2 4 t Critical one-tail 1.659929976 45 0 2 P(T<=t) two-tail 3.34296E-10 46 2 4 t Critical two-tail 1.983495205
47 0 3 48 0 1 Ha: Post test greater than Pre test
49 1 4 Reject Ho 50 1 4
51 2 1 52 2 4 53 2 4 54 1 1 55 1 4 56 4 4
PRE-TEST
POST TEST
1 2 3 2 1 2 3 4 3 4 2 1 5 2 2 t-Test: Two-Sample Assuming Unequal Variances
6 1 3 7 0 2 Variable 1 Variable 2
8 0 1 Mean 1.871794872 2.307692308
9 2 3 Variance 1.114709852 1.218623482
10 2 3 Observations 39 39
11 2 3 Hypothesized Mean Difference 0
12 2 4 df 76 13 4 4 t Stat -1.782084222 14 2 1 P(T<=t) one-tail 0.039364869 15 1 1 t Critical one-tail 1.665151354 16 1 2 P(T<=t) two-tail 0.078729739 17 3 2 t Critical two-tail 1.991672579
18 2 5 19 2 1 Ha: Post test greater than Pre test
20 2 3 Accept Ho 21 2 2
22 3 2
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23 2 2 24 3 0 25 3 3 26 1 3 27 2 2 28 0 1 29 2 4 30 2 1 31 3 4 32 1 1 33 2 2 34 0 3 35 4 1 36 2 2 37 0 3 38 2 2 39 2 3
AMGANAD ES 1 8 8
2 7 8 3 7 8 t-Test: Two-Sample Assuming Unequal Variances
4 7 8
5 6 7 Variable
1 Variable
2 6 6 8 Mean 7 7.823529 7 8 8 Variance 0.375 0.154412 8 8 8 Observations 17 17
9 7 8 Hypothesized Mean Difference 0
10 7 8 df 27 11 7 7 t Stat -4.66667 12 7 7 P(T<=t) one-tail 3.73E-05 13 7 8 t Critical one-tail 1.703288 14 6 8 P(T<=t) two-tail 7.46E-05 15 7 8 t Critical two-tail 2.05183
16 7 8 Ha : Post test greater than Pretest 17 7 8 Reject Ho
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Summary of Results:
Grade level Division School Practice IKSNo. of
Respondents
t-stat
valuecritical value Decision Anaysis
1 Grade 1 MP 1 Daynek Soil Management 32 6.12 2.01 Reject Ho Significant difference
2 Grade 1 MP 2 Daynek Soil Management 19 8.9 2.06 Reject Ho Significant difference
3 Grade 1 MP 3 Lutak Soil Management 28 9.15 2.01 Reject Ho Significant difference
4 Grade 1 MP 4 Lutak Soil Management 19 3.9 2.05 Reject Ho Significant difference
5 Grade 1 MP 5 Legleg Soil Management 19 2.69 2.1 Reject Ho Significant difference
6 Grade7 MP 1 Lutak Soil Management 16 3.08 2.09 Reject Ho Significant difference
7 Grade7 MP 2 Lutak Soil Management 22 4.73 2.02 Reject Ho Significant difference
8 Grade7 MP 3 Daynek Soil Management 16 2.78 2.04 Reject Ho Significant difference
9 Grade7 MP 4 Daynek Soil Management 22 3.8 2.02 Reject Ho Significant difference
10 Grade7 MP 5 Daynek Soil Management 27 5.22 2.04 Reject Ho Significant difference
1 Grade 7 Ifugao 1 Payo Water Managment 27 0.87 2.00 Accept Ho No Significant Difference
2 Grade 7 Ifugao 2 Tuping Water Managment 35 0.69 1.99 Accept Ho No Significant Difference
3 Grade 7 Ifugao 3 Payo Water Managment 24 0.11 2.01 Accept Ho No Significant Difference
4 Grade 7 Ifugao 4 Uma Water Managment 20 0.35 2.02 Accept Ho No Significant Difference
5 Grade 7 Ifugao 5 Payo Water Managment 18 2 2.03 Accept Ho No Significant Difference
6 Grade 1 Ifugao 1 Tuping Water/Soil Managment 42 0.09 1.99 Accept Ho No Significant Difference
7 Grade 1 Ifugao 2 Uma Water/Soil Managment 56 6.96 1.98 Reject Ho Significant Difference
8 Grade1 Ifugao 3 Payo Water/Soil Management 21 1.78 1.99 Accept Ho No Significant Difference
9 Grade1 Ifugao 4 Uma Water/Soil Mangement 17 4.67 2.05 Reject Ho Significant Difference
10 Grade 1 Ifugao 5 Tuping Water/Soil Management 27 0.87 2 Accept Ho No Significant Difference
DRRM FORM A
Checklist on the Disaster Risk Reduction Preparations Undertaken by the School Elementary Secondary
A. Alternative Learning Value
Provided Available Instructional Venue such as
0 Tents
1 / Makeshift Classroom
2 // Covered Court
4 //// Barangay hall
2 // Social Action Center
2 // Other Alternative Safe and Adequate Structures (Kubo-Kubo /makeshift)
B. Alternative Delivery of formal education
Elementary Alternative Delivery Mode (ADM) Instructional Materials at the District/Division/Regional Office for the use of the Pupils
1 / Books/ Manuals/ Instructional Materials
1 / Alternative Learning System(ALS) Modules for pupils
2 // Day care services for pre-school
Other modes of delivery system
Secondary
2 // Effective and Alternative Secondary Education Modukes (EASE)
0 Distance Learning Modules
1 / Textbooks in all Learning Areas
2 // Alternative Learning System Modules (ALS)
1 / Other modes of delivery system
C. Implementation
1 Preparedness and Mitigation
5 ///// Prepared an Implementation Plan focused on the aklternative formal delievry instruction
4 //// Prepared an inventory of existing or available alternative materials in his/ her learning areas upon request for reproduction
2 // Possessed information of existing alternative materials in the district/school upon request through school heads/distict supervisor
2 // Other mode of delivery system
2 Response
4 //// Identified learning competencies/to be covered in the event of class disruptions
4 //// Knew where to borrow/secure adequate copies of instructional materials for affected pupils/students
5 ///// Oriented pupils/students, parents on what,when,why, how to use alternative materials
3 /// Monitored progress of pupils/students during those periods when classes are disrupted
3 /// Coordinated closely with parents and other teachers to ensure a continuous instructional guidance
3 Rehabilitation
4 //// Conducted an inventory of damaged textbooks/equipment for possible replacement and/or procurement
4 //// Conducted an assessment to determine the baseline of pupils/students' progress, the results of which serve as starting point for the continuation of the lesson.
3 /// Assessed the effectiveness and appropriateness of the materials being used by pupils/students during those period of time.
1 / Returned borrowed materials to the Division Office for the use of other schools when need arise
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FORM B
No. of
Respons
es
A On the prepration of the Disaster Risk Reduction Plan
4 //// a. Considered the risk assessment information (baseline and background data of the school and the community in relation to the different hazards ( school mapping information)
6 ////// b. Assessed the conditions of thr school buildings and other structures/classroom of the schools
6 ////// c. Assessed the personnel and material resources of the school and community to undertake disaster risk reduction measures
6 ////// d.Assessed the needs of the faculty and community in planning for the training on disaster risk reduction
6 ////// e. Involved the teachers, community and other stakeholders in the preparation of the Disaster Risk Reduction Plan
4 //// f. Coordinated with NGOs,INGOs, agencies and other stekeholders to assist in developing the Disaster Risk Reduction Program
5 ///// g. Clearly identified in the school and community map safe places where the school and the community can go in case of particular emerencies such as flood, earthquake, typhoons, fire, bombings,etc
6 ////// h.Clearly identifiedthe persons and agencies to call for assistance in case of emergencies and how to contact them and who to contact
6 ////// i. Clearly deffined the roles of the teachers and members of the organized Disaster Risk Reduction Group in case of emergencies
5 ///// j.Included the general guidelines of what to do before,during and after the different kinds of hazard impacts experienced in the location.
4 //// k. Included in the plan the schedule of activities, like training,drills,reinforcing buildings,repairs,etc to prepare the school and the community for any eventuality
4 //// l. Disseminated the Disaster Risk Reduction Plan to the school, community and other stakeholders
B
4 //// a.Assessed the leadership qualities, training and expertise of the teachers designated to form the team on:
security Fire Brigade / Relief and Rehabili9tation
supply / Rescue / Damage control
transportation Medical
Communication and warning / Evacuation
2 // b. Organized an Incident Command System in the school that can be activated in times of emergency with major organizational functions such as
Incident Command Planning Finance/ Administration
Operations Logistics Strike Team
5 /////
6 ///// d.Defined the roles and functions of each team and its members
2 // e. Conducted capability trainings to all memebers of the DRRG
5 ///// f.Identified the persons responsible to coordinate with the NGOs,INGOS, agencies and other stakeholders in times of emergency
C
3 /// a. Followed the guidelines for mitigation and preparedness (before), response(during) and relief and rehabilitation (after) measures
5 ///// b. Adapted the assessment and reporting forms and surveys to the problems and needs of the school and the locality relative to disasters
6 ////// c. Sought the assistance of local government, the parents,NGOs,INGOs and other stakeholders in preparing the schools to withstand disasters
4 //// d. Establsihed and maintained standing agreements with the NGOs,INGOs, communications, transportation and agencies that can give assistance before, during and after disasters
2 // e. Documented and filed all the chronological events a during a calamity for future reference.
2 // f. Equipped with survival kits,equipment,materials and supplies needed in times of calamities.
3 /// g. Operated on the "quick response" standards
5 ///// h. Identifies exits and evacuation sites known to the school community
2 // i.Undertaken provisions to ensure continuity of instruction
6 ////// j.Exerted efforts to protect DeEd Properties ( buildings,fixtures and equipment and records)
On Organization of the School Disaster Risk Reduction Group
On the Implementation of the Disaster Risk Reduction Measures
c. Formed the Disaster Assessment and Needs Analysis Team, Search and Rescue Team, Fire
Suppression Team, Relief and Evacuation Team and response Ten supported by the Auxiliary
and Volunteer Groups of the NGOs and INGOs
Disater Risk Reduction Preparation Undertaken by the School
Implementation Assessment Checklist (Elementary and Secondary)
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