Research About Flood Prone Areas

Jesus Is Lord Colleges Foundation, Inc.
101 Bunlo, Bocaue, Bulacan

Senior High School Department
Chapter I
The Problem and Its Background
Introduction
In the modern days, calamities and catastrophe are well-known to be every country’s
biggest enemy. As humans enhanced their way of living, catastrophes and calamities also
enhanced. As our machines grew stronger and better, calamities and catastrophes also grew
stronger and worse.
Flooding, as we know, is one of these calamities that every country is facing. Here in
the Philippines, flooding is really a major problem. People of all ages are suffering when this
calamity happen. Especially, children that are attending their schools.
In 2013, According to DepEd data, 16.3% of elementary schools were flooded at least
once. Close to 5% or 1467 schools were flooded three or more times and 568 schools
experienced 5 or more floods. Among public high schools, 17.2% were flooded at least once.
Some schools here in the Philippines are acting as evacuation centres when a typhoon
strikes and flooding in near places are assumed to happen. Also, people living in flood prone
areas tend to evacuate more often to the nearest evacuation centre which is a school also. Some
schools are also built in a flood prone area which makes it vulnerable to flood.
With this problems occurring, everybody started coping with the issue. People tend to
adapt in order to still live normally through this hazards and calamities. Children, students to be
1
specific, are also starting their own adaptation to their surroundings for them to be able to study
and live normally too. Their schools and some people around them are also helping every
student for them to adapt and cope with the situation easier.
Internationally, flooding is also a major cause of lack of days for the students to attend
school. Because of this, students tend to gain not enough knowledge during their school days.
One more thing is that they tend to have longer school days because they need to pay for those
days that they missed because of flood circumstances.
Each year disasters have a major impact on children, youth and education systems. In
the disaster-prone region of the Asia Pacific, around 200 million children per year will have
their lives severely disrupted by disasters in the coming decades. Every child has a right to a
quality education, yet across the region many children are unable to realize this right due to the
impact of these disasters. Educational inequities are made worse because of schools being
damaged or destroyed (due to poor site selection, design, or construction), schools being used
as evacuation centers, and because disaster risk reduction (DRR) policies are not being
adequately resourced or prioritized through different levels of governments and to the
community level. Being unable to realize this right puts children at risk of exploitation and
violence, and contributes towards a lack of economic participation.
Another which affects the children’s study habit is the damage that the flood has done
to their school, their houses and their lives The flood may damage their classrooms which will
hinder them to study at ease; the flood may also damage their house which will hinder them to
have a good rest, a good review centre and where they would study in advance.
2
With resiliency, hope and faith’s presence within every human’s heart and mind, every
calamity and problem such as this will be overcome. With sources of motivation and inspiration,
adaptation and coping in such will be quite easier.
Significance of the Study
The Students
The students of Jesus Is Lord Colleges Foundation will have an awareness about what
is the right act to do when in a flooded area and how to adapt in this kind of situation.
The Teachers
The teachers will have more knowledge about the adaptation to flood and pass the
information through their students.
The Parents
The parents of the students in Jesus Is Lord Colleges Foundation will have an idea about
what to expect and do especially to their children who will have to attend school.
Barangays
The barangay officials will disseminate the information and this study will serve as a
great opportunity to the community to create plans and execute projects in order to prevent
further flood scenario.
3
The Government
The government will have more knowledge on what to do with the area that has a great
effect to a student and help them adapt to the situation.
Future Researchers
The future researchers will have a broaden mind about the adaptation of students to
flood-prone areas.
Theoretical Framework
Adaptation Theory
Adaptation theory, also known as survival theory or survival of the fittest, is an
organism’s ability to adapt to changes in its environment and adjust accordingly over time. A
theory proposed by the US psychologist Harry Helson (1898–1977) in an article in the American
Journal of Psychology in 1947, according to which the adaptation level is determined for a class
of stimuli by members of the class already sampled or attended to, by stimuli having a
background or contextual influence, and by recollections of past judgements of similar stimuli,
the adaptation level being the logarithm of the mean of the relevant stimuli, weighted according
to their effectiveness in terms of nearness, recency, salience, and so on.
4
Flood Theory
The fundament of this study arises from the theory of flood proposed by William Ryan
and Walter Pittman (1990), geologists from Columbia University.
The theory proclaimed that when the European glaciers melted, the Mediterranean
Sea overflowed with a force 200 times greater than that of Niagara Falls, converting the Black
Sea from fresh to saltwater and flooding the area. The notion of these theory focuses on the
future massive flooding that we will face in the future. Catastrophic floods threaten one billion
people today and this number will rise to more than two billion by 2050. The combination of
climate change, deforestation, rising sea levels and population growth threatens us with
mounting risks for flooding.
Conceptual Framework
Independent Variable Gathering data in the form Knowledge on how

of an interview, in order to adapt to
(Natural Hazards)
to gain data. calamities such as
 Flood heavy rainfall and
Analyzing the collected
 Rainfall flood.
data
 Calamities
 Flood-prone areas
Dependent Variable
 adaptation of the
students
Figure 1: Paradigm Showing the Input-Process-Output (IPO) Model of the Study
5
This figure above shows the concept and flow of the study. The whole paradigm focuses
on the effects of the natural hazards to the given human factors. Studies are made and those
show that all of these given variables are merely connected to each other.
Statement of the Problem
The study aims to know about the adaptation of grade 11 STEM students to flood-prone
area of Jesus Is Lord Colleges Foundation, Bocaue Bulacan. The study is to be conducted during
the 2nd semester of the academic year 2018-2019.
The researchers seek to answer the following questions:
1. How does flood affect the grade 11 STEM students in terms of:
a. Attendance
b. Preparedness
2. What do the officials do in managing flood in the grade 11 STEM student’s area?
3. How do the grade 11 STEM students help to find a solution regarding the flood?
4. How will the grade 11 STEM students adapt to flood-prone areas?
Hypothesis of the Study
The researchers formulated the following for testing:
H: The students can adapt to flood-prone areas.
6
Definition of Terms
Exploratory. It is relating to or involving exploration or investigation.
Adaptation. It is the action or process of adapting and a change or the process of change by
which an organism or species becomes better suited to its environment.
Flood-prone area. It is an area having a 1 percent annual chance of flooding once every 100
years.
Calamity. It is an event causing great and often sudden damage or disaster.
Catastrophe. It is an unexpected event that causes great suffering or damage.
Vulnerable. It is susceptible to physical or emotional attack or harm.
Enhance. It is to intensify, increase, or further improve the quality and value of something.
Resilience. It is the capacity to recover quickly from difficulties.
Paradigm. It is a typical example or pattern of something; a model.
Variables. It is any factor, trait, or condition that can exist in differing amounts or types.
Conceptualize. It is not consistent or having a fixed pattern or liable to change.
Assumption. It is a thing that is accepted as true or certain.
7
Scope and Delimitations
The scope of this study is about the adaptation to flood-prone areas of the students and
on how they are going to adapt to the occurring flood calamities. It seeks to know how do
students adapt to flood-prone areas. This study is limited on 8 respondents of the Grade 11
Senior High School students in Jesus Is Lord Colleges Foundation Inc. The researchers will
conduct the study through the use of the survey questionnaire to the respondents. This will be
held at 101 Bunlo, Bocaue, Bulacan which will be done on the month of November to February
of the school year 2018-2019.
8
Chapter II
Review of Related Literature
Flooding
Many places in the world experience flood and countries that often get flooded are
eastern countries, especially the Philippines. The study of Atun and David (2016) stated that in
2013, according to DepEd data, 16.3% of elementary schools were flooded at least once. Close
to 5% or 1467 schools were flooded three or more times and 568 schools experienced 5 or more
floods. Among public high schools, 17.2% were flooded at least once. Schools in the Philippines
are used to getting flooded periodically. In National Capital Region (NCR), 42.4% of
elementary schools and 40.3% of high schools experienced floods at least once in 2013. For
some of these schools, the flooding presents challenged on different fronts. It is no accident that
there are schools prone to flooding. School buildings in flood-prone areas are usually built on
top of elevated floors so that flood waters would not reach the classrooms.
Chaudhary and Timsina (2018), revealed that school buildings are vulnerable towards
natural disaster in Nepal and many of them are poorly constructed, old and situated on the
marginal lands. The study aimed to assess the perception of school students on the potential
effects of floods on the school infrastructures, the students’ residents and community
infrastructures. They were in fear of any upcoming disastrous events like the collapse of
9
infrastructures in school as well as their residence. The research identified that during the flood
disaster, the public properties as well as private properties are suffering more.
In addition, Convery et. al (2014) aforesaid that Hull, a city in the East Riding of
Yorkshire, United Kingdom, suffered severe flooding in June 2007, affecting some 8,600
households and most schools. The findings reveal the importance and the complexity of the role
of the school in the wider community in a time of crisis. The study highlights issues concerning
preparedness for floods, support for schools, and flood protection for schools.
In 2010, heavy monsoons led to devastating floods in Pakistan that destroyed 11,000
schools. Thousands of additional schools had to be used as community shelters, preventing them
from operating as classrooms. In the immediate aftermath of climate-related events such as this,
damage to schools and infrastructure often interrupt a child’s education. This is even more
devastating in countries and communities where access to educational resources is already
strained. (Chuang et. al 2018).
According to Mort et. al (2016), severe flooding is now an expected feature of life in
many parts of the UK and is the country’s most serious ‘natural’ hazard with more than five
million properties at risk. At least 16,000 homes have been flooded so far during the winter of
2015, with costs estimated to exceed £5 billion.
10
When Hurricane Matthew raged close to the Georgia coast in October 2016, residents
of St. Marys, Georgia, watched anxiously. Most had already evacuated their homes—they had
been warned that the city could see a 10-foot storm surge if Matthew passed by at high tide.
Despite the anxious hours watching the storm's path and the flooding and damage it left behind,
students at St. Marys Middle School eventually saw it as a great hands-on learning experience
(Averett et. al 2017).
Each year disasters have a major impact on children, youth and education systems. In
the disaster-prone region of the Asia Pacific, around 200 million children per year will have
their lives severely disrupted by disasters in the coming decades. Every child has a right to a
quality education, yet across the region many children are unable to realise this right due to the
impact of these disasters (Save the Children, 2016).
Moreover, a study by total number of 27,000 students and 102 schools in Namibia's
north and north-east regions are affected by floods. The prevailing floods have also negatively
impacted on the education sector with buildings especially ablution facilities were submerged
as most have been damaged and will require renovations (Xinhua, 2017).
Thus, Kwuahaja (2010), the devastating floods have had a great impact on millions of
children. Floods of this scale have the potential to impair children’s emotional, intellectual and
physical development which, in turn, could impair the nation’s future. People must tackle the
11
flood’s root causes as we rebuild affected areas. As the numbers of flood victims show, we
cannot afford inaction.
Adaptation
Floods are causing increasing havoc in our rapidly urbanizing world, with
disproportionally high impacts on the poorest and most vulnerable. Effective adaptation
strategies are needed, which combine flood protection infrastructure, nature-based solutions,
and risk financing schemes to manage floods and buffer their economic impacts. Economic
development, technological progress and targeted adaptation interventions help reduce flood
impacts over time. This demonstrates that effective adaptation to flooding is feasible, even when
faced by growing exposure and a changing climate (Jorgen, 2018)
Wilby and Keenan (2012) discover that anthropogenic climate change is expected to
increase the flood risk through more frequent heavy precipitation, increased catchment wetness
and rising of the sea level. This research reviews steps being taken by actors at international,
national, regional and community levels to adapt to flood risk from tidal, fluvial, surface and
groundwater sources. People distinguish between the enabling environment for adaptation and
specific implementing measures to manage flood risk. Adaptive management also raises
questions about the wider preparedness of society to systematically monitor and respond to
evolving flood risks and vulnerabilities.
Under the same natural conditions, people living in more urbanized districts suffer with
more inundation and risks from polluted floodwater than those who live in less urbanized
12
districts. Notwithstanding, people in lower urbanized districts are more vulnerable since they
have a low capacity to cope with flood and pollution due to flood‐prone living conditions
(Tu, 2011).
Many of the estimated 330,000 children in Philippines’ flood-affected areas may need
psychosocial support to help them deal with the distress caused by flash floods that hit
Mindanao. Returning to the rhythm of a school semester is also crucial for children to regain a
sense of normality in their lives. Many children have reported that their school materials have
been swept away in the floods. Teachers will be briefed on supporting and addressing the
psychosocial needs of their students. Child-protection teams in communities will also be
identified and trained to observe how children are coping and refer cases to appropriate agencies
(Save the Children, 2011).
Findings suggest that impacts of small-scale floods to school communities (students,
teacher and staffs) particularly to the most marginalized students were considerable and their
cumulative impacts may be comparable or more important than large-scale floods. Yet, they
remain poorly documented and are not addressed by any disaster risk reduction policies in the
country. The study then argues that meaningful policies and actions which aim to reduce disaster
risk and thus address global learning crisis in the education sector should fully consider small-
scale disasters and floods (Cadag et. al 2017).
13
Mudavanhu (2014) on his article said that the increase in flood intensity and frequency
poses a threat to community infrastructure and affects the total well-being of children in regard
to: access to food, health, school attendance, access to clean water and sanitation, physical and
social security. These challenges compromise children's rights and access to quality education.
This article therefore recommended that a culture of safety be promoted through disaster
education, development of good road networks and enforcement of building codes during
construction of school infrastructure. Findings also supported the need for adaptation strategies
to ensure that the risks specific to school children are addressed.
Spatial adaptation measures are not one-size-fits-all measures, recognizing that each
area is different, with different spatial characteristics and different people. This fact underpins
the notion that our environment is a complex adaptive social-ecological system (Hillebrand,
2017).
Furthermore, Yamashita and Shimatani (2015) articulated that frequent inundation has
become a serious problem in urban areas all over the world in recent years. It is necessary to
improve rainwater retention and infiltration in the urban watershed. An elementary school is
under construction from November of 2014 by another, nearby municipality inspired by these
facilities. The school premises are located on the land reclaimed from an old irrigation pond.
Thus the school needs to be adapted to this condition. 3,800 m3 of rainwater can be retained
within the school premises. The water is used to flush the toilet and water flowers to be grown
14
by pupils. The amounts of retention and discharge will be monitored, and the data will be
utilized for science education.
The problem students would have to solve during the Environmental Management and
Policy course, they would be tasked with turning an underused and flood-prone section of Terry
Trueblood Recreation Area in south Iowa City into an outdoor space. The president has talked
about ways to improve the riverfront, which winds through both the university campus and
city’s center (Davy, 2018).
On the other hand, U (2015) although large parts of the Netherlands are vulnerable to
flooding from rivers or sea, the flood risk awareness of young people in the Netherlands is
generally low. Students in secondary education generally underestimate the chance and impact
of floods, and don’t know what to do in case of flooding.
Flooding is the most costly and common natural disaster in the United States, affecting
every region. In addition to homes, these coastal and inland floods damaged roads, bridges,
hospitals, and another critical part of communities: schools. Severe flooding can force schools
to close. The devastation that many public schools sustain due to floods is compounded by their
age and condition. More than half of public schools were built in the last century (Lightbody,
2017).
15
Similarly, at least 22 of the state's 70 public school districts closed because of Louisiana
Flood in 2016, with several others closing as a precautionary measure due to weather forecasts.
The online Louisiana Connections Academy shut down, affecting an estimated 2,100 children
(Dreilinger, 2016).
Most schools in metropolitan Manila have reopened after four typhoons caused massive
flooding. The typhoons that hit the Philippines caused flooding in more than 80 per cent of the
capital, as well as other areas. Close to 1,000 people were killed and 1.7 million were displaced
or living in areas that remained flooded. The crisis also took a major toll on education. More
than 3,400 schools were affected, and many opened their doors as evacuation centers for
displaced families (Unicef, 2009).
The Howard County Public School System in Maryland is adjusting operations after
significant rainfall caused mass destruction in Ellicott City over the last week. The school
system is assisting students and families who have been displaced as a result of the
flooding.More support for dealing with flooding is available through federal government
programs. The Occupational Safety and Health Administration (OSHA) and National Oceanic
and Atmospheric Administration (NOAA) are working together on a public education effort to
help people and businesses prepare for and respond to severe weather (Cleanlink, 2018).
16
A study by Turner (2017) about service learning, allows health sciences students to
connect what they learn in the classroom with real-world experiences. Analysis of the reflection
papers also revealed several students who volunteered pre-flood but returned to volunteer again
after the flood. The results of this study indicate that students can familiarize themselves with
volunteer opportunities through service learning that enable them to return to their volunteer
location at a time of community crisis and need; however, additional training regarding the
impact of natural disasters would be beneficial.
Similarly, a study by Hardi (2018) demonstrated that students are accustomed to
flooding, so they know what to do before the flood comes, such as lifting or adding durable
goods, preparing rice for disaster and medicines that are considered very important and personal
to the family. Aspects of attitude, they know what to do and how tendency if the flood disaster
comes. Finally, students are also able to solve problems in accordance with the ability to think.
17
Chapter III
Methodology of the Study
Methods and Techniques Used
The aim of this research is to study the adaptation of student to flood prone areas. Using
a quantitative research design, it will determine if the students can authentically adapt to flood
prone areas.
The researchers utilized Exploratory Research Design that is conducted about a research
problem when there are few or no earlier studies to refer to or rely upon to predict an outcome.
The focus of this is gaining insights and familiarity for later investigation or undertaken when
research problems are in a preliminary stage of investigation. Exploratory designs are often used
to establish an understanding of how best to proceed in studying an issue or what methodology
would effectively apply to gathering information about the issue. This type of case studies
focuses on phenomena within the contexts of real-life situations (Dudovskiy, 2018).
Respondents of the Study
The researchers of this study gathered 8 respondents over the population of Grade 11
STEM students. The students were chosen by extreme case sampling, which determines the
respondent's situation or extreme cases that they underwent through. The respondents were
selected specifically without any conditions. There are no formidable rules in answering the
18
questionnaire, the criteria for the respondents is to answer the survey seemly and correctly. This
sampling is used to know the way of adaptation of students to flood prone areas.
Instruments of the Study
The instrument of this study used survey as a gathering tool, this tool is used because a
survey can be utilized to collect data as this research aims to know the adaptation of students to
flood-prone areas. This gathering tool allows the researchers a way to collect data or information
in a rather quick and facile way. To conduct this qualitative research accurately, questionnaires
are used to collect data from the respondents. The questionnaire contains questions about the
attendance, preparedness, managing of officials regarding flood, students helping to find a
solution and adaptation of students to flood-prone areas.
Data Gathering Procedure
Each respondent was given an structured set of questions. In the data gathering, the
researchers carried out the following procedures:
1. The researchers will form questionnaires for the future respondents to answer. The
survey will be printed and ready before the survey takes place.
2. Then, the researchers will distribute the paper questionnaires to the willing respondents.
3. After all of the paper questionnaires are answered, the researchers will then collect the
survey to each respondent.
4. The researchers then will organize the paper questionnaires and tally the given answers
from the respondents.
19
5. As the results came out, it will be recorded systematically and the data will be used on
the conducted research.
Data Processing and Data Generation Method
Qualitative data analysis is used when the researcher wishes to analyze data that are
subjective and not numerical. It involves the study of behaviour and the reasons behind it
(Nedha, 2011). The data analysis is done to review the collected data from the questionnaire by
the respondents.
The researchers did the narrative analysis in analyzing the collected data. The narrative
analysis is the way to interpret the data and collect the data.
The researchers then will write down all the data and gather it in the table for a
formulated display. The displayed data then will be interpreted by the researchers from the
respondent’s answers. The surveys gathered data were organized and summarized according to
attendance, preparedness, managing, helping to find a solution and adaptation to flood-prone
areas.
To complete this process, the researchers interpreted and analyzed the gathered data
provided by the respondents in accordance to the statement of the problem in chapter one of this
study.
20
Chapter IV
Presentation, Analysis and Interpretation of Data
In view of the accumulated information by the researchers, to epitomize every
knowledge and analysis in this study, the researchers provided the summary of the findings and
general conclusion of the adaptation of the students to flood prone areas. Furthermore, the
researchers would like to propose a suggestion that may contribute deliberate information to all.
Problem 1: The effect of flood to the Grade 11 STEM students in terms of:
A. Attendance
Respondent 1: “I won’t go to school since it is not safe.”
Respondent 2: “I won’t attend if the flood is too high.”
Respondent 3: “I will not go to school.”
Respondent 4: “I can attend school even if it is flooding by changing ways, which usually
costs a little amount higher than the usual.”
Respondent 5: “I will still attend school because there are still alternate routes that is
not flooded.”
Respondent 6: “If the flood is not high I will come to school wearing slippers.”
Respondent 7: “You shouldn’t. Flood may bring diseases and it is also said to affect the
learning process of the student.”
Respondent 8: “I will not go to school because it is flooding, it’s not safe.”
21
Based on the data gathered by the researchers, the student’s attendance in school is
affected by flood. Their safety is in danger because of flooded ways and areas. Yet, some
students came up of some adaptation techniques in order to attend school such as going on
alternate routes and wearing sleepers or plastic boots when the flood is just low.
B. Preparedness (things to prepare before flood takes place)
Respondent 1: “Emergency kit”
Respondent 2: “Money, important documents, foods”
Respondent 3: “Medicine kit, foods, water, flashlight, extra clothes and radio”
Respondent 4: “Again, I will prepare myself, my heart, my soul, my body, my family, my
food and other stocks.”
Respondent 5: “Important documents for identification.”
Respondent 6: “I do not yet experience this type of scenario.”
Respondent 7: “Prepare emergency kit.”
Respondent 8: “The objects or things that might be wet or soaked.”
Based on the respondents’ answers, even students know what to prepare if there is a
possibility that flood will take place within their community.
Problem 2: The management of officials regarding flood in Grade 11 STEM students’ area
Respondent 1: “They inform people through social media.”
Respondent 2: “They have the boats and alarms for high floods.”
Respondent 3: “Cleaning operation and planting trees.”
22
Respondents 4: “As what I observed in our community, they make their rescue
operations always ready, available and efficient.”
Respondent 5: “They give warnings.”
Respondent 6: “They prepare through providing basic equipments that are supposed to
be needed in time of disaster.”
Respondent 7: “I don’t have idea.”
Respondent 8: “They go prepare the equipments and inform citizens.”
In this part, readers can see that the students can recognize the local government’s effort
in protecting their community when flood takes place. Yet, some students cannot or don’t have
any idea on what their local officials are preparing when this kind of hazards happen.
Problem 3: The Grade 11 STEM students helping in finding solution regarding the flood
Respondent 1: “I don’t know. I never helped volunteers before.”
Respondent 2: “Help people/victims and give foods/clothes.”
Respondent 3: “Giving food and water, helping them to clean their house and giving
them clothes.”
Respondent 4: “I can help by volunteering to prepare relief goods, and also collect
donations for affected people of flood and also cleaning up.”
Respondent 5: “Clean up drives.”
Respondent 6: “Yes, through volunteering or cleaning to an affected area.”
23
Respondent 7: “Give some relief goods.”
Respondent 8: “I can clean up.”
Stated on the respondents’ response, even students at a young age can help in finding
solutions in order to lessen the flood effect on their community. But not all had an idea for not
all of them experienced being flooded.
Problem 4: The adaptation of Grade 11 STEM students to flood-prone areas
Respondent 1: “Finding alternative roads on the way to school.”
Respondent 2: “Wear boots”
Respondent 3: “Wearing plastic boots or wearing slippers”
Respondent 4: “Find other ways to avoid flood.”
Respondent 5: “Wearing boots/slippers”
Respondent 6: “Provide alternative boots/slippers.”
Respondent 7: “Avoid going to flood because it may cause disease.”
Respondent 8: “Find an alternative route.”
According to the respondents, students like them have an idea on how they can adapt to
flood-prone areas. Also, as a student, they know what to do in order to attend school even though
flood is hindering them to do so.
24
Chapter V
Summary of Findings, Conclusion, and Recommendations
This chapter contains the researchers conducted study, this shows the results of the
research. The respondents of the study are the grade 11 STEM students in Jesus is Lord Colleges
Foundation, Inc. school year 2018-2019.
Summary of Findings
The purpose of this study is to know and understand how the respondents adapt to flood-
prone area. Hence, students can be aware and adapt to this kind of scenario that are being
experience until now.
Attendance of Students when Flooding:
The data revealed that in terms of attendance, the respondents will not go to school
because it is not safe to still attend school when flooding. Thereupon, it can bring some kind of
disease. These show that when flooding, there is a big possibility that students will not attend
school anymore. The students would rather be absent than to go through a flooded area where
they will be safe and comfortable.
25
Preparedness of the Students to Flood:
In terms of preparedness, the respondents answered differently. The emergency kit and
documents is answered by two, another one answered an object that might get wet or soaked,
the other two listed the necessities while the other respondent said to not have an experience
with the scenario yet. The data showed that the respondents have an idea on what to get and
prepare before a flood occur, this shows that most of them will be prepared when the flooding
happen.
Management of Officials to Flood-Prone Areas:
The researchers answered that the officials in their area typically broadcast through the
use of social media, giving warnings, operating a cleanup drive and officials readying the
equipment for any emergency situations that they might encounter. The response of the
respondents shows that the officials in their area or community are ready especially before a
flood happens. The officials also know what action they will do after a flood.
Helping to find a solution regarding flood:
The respondents mostly answered that volunteering and cleaning is the way to help when
flooding, one answered that she has not experienced it yet, the others responded that giving
clothes and foods will help also. These proves that the respondents know that cleaning up the
area will help reduce flood and help decrease the possibility of further flooding incident while
the others do not really know what help will they do before or after a flood.
26
Adaptation to flood-prone areas:
Mostly, wearing boots or slippers and finding alternative roads to pass through is the
respondent’s response. The other two answered that avoid going to flooded areas because it may
cause disease while the other one responded find other ways to avoid flood. The response shows
that the respondents can adapt to flood-prone areas easily and has the skill to think critically
regarding a flood incident.
Conclusion
Based on all the gathered data, the study shows that almost all of the respondents can
adapt to flood-prone areas and knows how to take action when hit by a flood. The gathered data
proves that adapting to flood is an easy thing to do. Also, adaptation of the students depends on
the environment and their willingness to attend school even when it is flooding. In adaptation
strategy, finding an alternative route is therefore the number one strategy to easily adapt in this
kind of situation. Seeing the data from the study that shows that the respondents also know how
or what to prepare and bring the necessities when it is flooding. In addition, the respondents
also have an idea about how do the officials in their barangay or community is taking action
when the said disaster happen. These answers only show that the students can easily adapt to
flood-prone area and manage their time and have their way to still go to school.
27
Recommendation
Based on the findings of the study and conclusions of this research, the following
recommendations are hereby submitted:
1) Students should know what to do when flood happens and find an alternative route
for attending school.
2) Students should know how do the officials disseminate the warnings and their action
in their community.
3) Students should be prepared and knows what are the necessities to bring before a
flood happens.
4) Officials should plan an emergency action before the flooding incident happen.
5) The researchers recommend the future researchers to take action and adapt easily to
flood-prone areas and think critically or help find a solution to lessen the flooding incident in
their area.
28
REFERENCES
Atun, J. L., & David, C. C. (2016, August 7). A way of life: Flooding in public schools.
Retrieved from https://amp.rappler.com/thought-leaders/142243-way-life-flooding-

public-
schools?fbclid=IwAR1dYzEiwKVILJqW_NJmW4Rcsv8KjiLNYy0HFFz5B50i8ANS
Odv5gSJTHOs
Save The Children. (2016, April 30). Education Disrupted: Disaster Impacts on Education in
the Asia Pacific region in 2015. Retrieved from
https://reliefweb.int/report/world/education-disrupted-disaster-impacts-education-asia-
pacific-region-2015?fbclid=IwAR0uYO-
IzU8dZh7sicXGJDZTBRx5hmzZzG2P15SEqhDkYqrKLJFCGi6cZg4https://reliefweb
.int/report/world/education-disrupted-disaster-impacts-education-asia-pacific-region-
2015?fbclid=IwAR0uYO-
IzU8dZh7sicXGJDZTBRx5hmzZzG2P15SEqhDkYqrKLJFCGi6cZg4
King, S. (2018, March 13). What is Adaptation Theory?
Retrieved from https://sciencing.com/adaptation-theory-5105998.html
Atun, J. L., & David, C. C. (2016, August 7). A way of life: Flooding in public schools.
Retrieved from https://amp.rappler.com/thought-leaders/142243-way-life-flooding-
public-
schools?fbclid=IwAR1dYzEiwKVILJqW_NJmW4Rcsv8KjiLNYy0HFFz5B50i8ANS
Odv5gSJTHOs
Chaudhary, G. (n.d.). Impact of Flood on Performance of Students The Case of Secondary
School Students in Jaleshwor Municipality, Mahottari. Retrieved from
https://www.nepjol.info/index.php/JAAR/article/view/19515?fbclid=IwAR1VRXSp6z
ZIkufs1tqqH5W8jVghBlmjpOWP9Y_1FhfOp8gUpWmTg9Su-wg
Save The Children (Ed.). (2011, December 30). Thousands of flood-affected children in the
Philippines may need help coping with psychosocial distress. Retrieved from
https://reliefweb.int/report/philippines/thousands-flood-affected-children-philippines-
may-need-help-coping-
psychosocial?fbclid=IwAR0nYmoATSNuE9TFLf9ibu7LQYvF7TvJAifR4EO6SkT54
p5x3KdGlnoFLFI
29
Save The Children. (2016, April 30). Education Disrupted: Disaster Impacts on Education
in the Asia Pacific region in 2015. Retrieved from
https://reliefweb.int/report/world/education-disrupted-disaster-impacts-education-asia-
pacific-region-2015?fbclid=IwAR0uYO-
IzU8dZh7sicXGJDZTBRx5hmzZzG2P15SEqhDkYqrKLJFCGi6cZg4https://reliefweb
.int/report/world/education-disrupted-disaster-impacts-education-asia-pacific-region-
2015?fbclid=IwAR0uYO-
IzU8dZh7sicXGJDZTBRx5hmzZzG2P15SEqhDkYqrKLJFCGi6cZg4
Cadag, J. D., Petal, M., Luna, E., Gaillard, J., Pambid, L., & Santos, G. V. (2017, July 16).
Hidden disasters: Recurrent flooding impacts on educational continuity in the
Philippines. Retrieved from
https://www.sciencedirect.com/science/article/pii/S2212420917302200?fbclid=IwAR1
POC68FbupxaH6_B0--9oafDDhB3WuBoTN9farjKR5Ati5zwSTiPpAmNk
Mudavanhu, C. (2014, December 5). The impact of flood disasters on child education in
Muzarabani District, Zimbabwe. Retrieved from
https://jamba.org.za/index.php/jamba/article/view/138/285?fbclid=IwAR36jgEEsyqRI
Zr1kAaJvt8P790hMePggHg3p6UN15krQ6ykh54VG60wTgI
Wilby, R. L., & Keenan, R. (2012, March 29).
Adapting to Flood Risk Under Climate
Jorgen, B. (2018, April 26). Effective Adaptation to Rising Flood Risk. Retrieved from
https://www.nature.com/articles/s41467-018-04396-1
Tu, T. (2011). Adaptation o Flood Risk in Ho Chi Minh City, Vietnam. Retrieved from
https://www.emeraldinsight.com/doi/abs/10.1108/17568691111107943
Convery, I., Carroll, B., & Balogh, R. (2014, September 18). Flooding and Schools:
Experiences in Hull in 2007. Retrieved from
https://onlinelibrary.wiley.com/doi/pdf/10.1111/disa.12091
Chuang, E., Pinchoff, J., & Psaki, S. (2018, January 23). How Natural Disasters Undermine
Schooling. Retrieved from
https://l.facebook.com/l.php?u=https://www.google.com.ph/amp/s/www.brookings.ed
u/blog/education-plus-development/2018/01/23/how-natural-disasters-undermine-
schooling/amp/?fbclid=IwAR1lfo2ya6OsAFgIG6o8iLB2QLuB7GWRWxW5kfsqn2r
VZ1i3FpQTshQe2Z8&h=AT0H_4coHR6JrGatqd-
i2BJoKV6JxJT0IyUsQ_JUWCgkqP0FhigiV3-g3veZlOF1tdYBsH4zZkimGN-
rhaBuoDXeSQL50iG-t3VFttpqfkHCc1fEgLyuZnA2pHNvsBTQIX2WHQ
30
Kwuahaja, A. (2010, October 8). Impact of Flood on Children. Retrieved from

https://l.facebook.com/l.php?u=https://tribune.com.pk/story/60119/impact-of-flood-
on-children/?fbclid=IwAR3HhJYThzDGeZyvx-qqw-
IeivN6Bx5Z1wAUq7LpGcM_fx243BqeLywZ_v8&h=AT0H_4coHR6JrGatqd-
i2BJoKV6JxJT0IyUsQ_JUWCgkqP0FhigiV3-g3veZlOF1tdYBsH4zZkimGN-
rhaBuoDXeSQL50iG-t3VFttpqfkHCc1fEgLyuZnA2pHNvsBTQIX2WHQ
Hillebrand, L. (2017, June 27). The impact of spatial adaptation measures on flood resilience.
Retrieved from https://hbo-
kennisbank.nl/details/sharekit_hz:oai:surfsharekit.nl:a2b18299-6722-4c6e-ae66-
f99d83dc92c2
X. (2017, April 05). Flood affects more than 27,000 students in Namibia. Retrieved
December 13, 13, from http://www.xinhuanet.com/english/2017-
04/05/c_136182718.htm?fbclid=IwAR27CZNZ56KueMGhGcHp6Sd7t2NzLLA2sz8D
gRMh1J2UVecfQoaNHROhAI0
Turner, G. (2017, January 25). The thousands of year flood: University student’s reflection on
service learning experiences before and after a natural disaster. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/2373379916687588?journalCode=phpa
B. A. (2015). Increasing the flood risk awareness of young people. Retrieved from
https://www.uu.nl/en/research/human-geography-and-planning/increasing-the-flood-
risk-awareness-of-young-dpeople
T. (2017, August 1). Flooding Threatens Public Schools Across the Country. Retrieved from
https://www.pewtrusts.org/en/research-and-analysis/issue-briefs/2017/08/flooding-
threatens-public-schools-across-the-country
Yamashita, S., & Shimatani, Y. (2015). Smart Adaptation to Flooding in Urban Areas.
Retrieved from https://www.sciencedirect.com/science/article/pii/S1877705815021049
Davy, L. A. (2018, May 3). UI students reimagine park experience with unique adaptation
plan. Retrieved from https://now.uiowa.edu/2018/05/ui-students-create-park-
adaptation-plan
Dreilinger, D. (2016, August 19). Louisiana flood might affect quarter-million students.
Retrieved from
https://www.google.com.ph/amp/s/articles.nola.com/weather/index.ssf/2016/08/louisia
na_flood_school_impact.amp
31
U. (2018, May 6). Schools Adapt As Flood Cleanup Continues. Retrieved from
https://www.cleanlink.com/news/article/Schools-Adapt-As-Flood-Cleanup-Continues-
22453?fbclid=IwAR1o3nPrSYh9URH1fL0Xc5OLmgP30kA0ZcxNgEcjgJbjrRt_fT_C
CzKuF44
N. (2015). Geographic Skills of Elementary School Students in Solving Emergency Flood
Response Problems. Retrieved from http://iopscience.iop.org/article/10.1088/1755-
1315/145/1/012051?fbclid=IwAR3_KlQArlBVMdsKs7RnQ2--
oQIwR7PshOtPqqtzt3CiBH5qrmclDc0U4bQ
U. (2009). Schools adapt and continue despite post-typhoon flooding in the Philippines.
Retrieved from
https://www.unicef.org/doublepublish/philippines_51928.html?fbclid=IwAR3pwKL_
NPhGZ0M6Zq6aecX7xEgFS0-3i2odhxgcS_rt7PvBZrCIE58Z5UU
Mort, M. (2016, February 4). Flooding and resilience: The role of children and young people.
Retrieved from https://esrc.ukri.org/news-events-and-publications/news/news-
items/flooding-and-resilience-the-role-of-children-and-young-people/
Avarett, N. (2017, December 11). Students promote flood resilience and reduce insurance
cost. Retrieved from https://toolkit.climate.gov/case-studies/students-promote-flood-
resilience-and-reduce-insurance-costs
McLeod, S. (2014). The Interview Method. Retrieved January 07, 2019, from
https://www.simplypsychology.org/interviews.html
Dudovskiy, J. (2018). Case Studies. Retrieved January 07, 2019, from
https://research-methodology.net/research-methods/qualitative-research/case-studies/
N. (04, April 30). Difference Between Qualitative Analysis and Quantitative Analysis.
Retrieved January 7, 2019, from https://www.differencebetween.com/difference-

between-qualitative-analysis-and-vs-quantitative-analysis/
32
Appendix A
Permission to Conduct Study
February 11, 2019
Mrs. Rosalinda C. Rodriguez

Principal, High School Department
Jesus Is Lord Colleges Foundation, Inc
Dear Ma’am,
The undersigned are currently, conducting a research entitled: AN EXPLORATORY

STUDY ABOUT THE STUDENT’S ADAPTATIONS TO FLOOD PRONE AREAS in
partial fulfillment of the requirements in Practical Research 2 for the academic track Science,
Technology, Engineering and Mathematics (STEM) in Jesus Is Lord Colleges Foundation, Inc.,
Bunlo, Bocaue, Bulacan.
The researchers would like to request permission from your good office to be allowed
to administer the inventories to the Grade 11 STEM Students of Jesus Is Lord Colleges
Foundation Inc.
Rest assured that the identity of the participants and any information gathered will be
kept in utmost confidentiality.
Thank you very much and God Bless!
Sincerely yours,
GLADYS BARBOSA JAMEL DAPHNE FRANCISCO SHINE DELA CRUZ

Researcher Researcher Researcher
MICAH CARREON MAR CONRAD CAMACHO DANIEL SAN PEDRO

33
JOSE LUIZ MAURU RAIZEN BRIAN MAGHANOY PAUL JUSTINE FLEGUERAS

JOHN JHAMILLE DAVID

Researcher
Noted by:
MS. DIANNE B. VIGILANCIA

Research Adviser
MS. CARMELA N. MARCELO

Research Coordinator
Approved by:
MRS. ROSALINDA C. RODRIGUEZ

34
Appendix B
Informed Consent to the Respondents
February 11, 2019
Mrs. Rosalinda C. Rodriguez

Jesus Is Lord Colleges Foundation, Inc
Dear Respondents,
The undersigned are currently, conducting a research entitled: AN EXPLORATORY

STUDY ABOUT THE STUDENT’S ADAPTATIONS TO FLOOD PRONE AREAS in
partial fulfillment of the requirements in Practical Research 2 for the academic track Science,
Technology, Engineering and Mathematics (STEM) in Jesus Is Lord Colleges Foundation, Inc.,
Bunlo, Bocaue, Bulacan.
The researchers would like to request permission from your good office to be allowed
to administer the inventories to the Grade 11 STEM Students of Jesus Is Lord Colleges
Foundation Inc.
Rest assured that the identity of the participants and any information gathered will be
kept in utmost confidentiality.
Thank you very much and God Bless!
Sincerely yours,
GLADYS BARBOSA JAMEL DAPHNE FRANCISCO SHINE DELA CRUZ

MICAH CARREON MAR CONRAD CAMACHO DANIEL SAN PEDRO

35
JOSE LUIZ MAURU RAIZEN BRIAN MAGHANOY PAUL JUSTINE FLEGUERAS

JOHN JHAMILLE DAVID

Researcher
Noted by:
MS. DIANNE B. VIGILANCIA

Research Adviser
MS. CARMELA N. MARCELO

Research Coordinator
Approved by:
MRS. ROSALINDA C. RODRIGUEZ

36
Appendix C
Research Questionnaire
Adaptation of Students to Flood

Research Questionnaire
Name:_______________________
1. How do local officials prepare for flooding and how effective are those strategies
perceived to be?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What recovery programmes have local officials put in place to mitigate the flooding
scene and how effective are they?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the ways students can help in managing flood in their area?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What will you do now or would you consider doing in the future to prepare for
flooding?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
37
5. What are the adaption process/strategies that you do before a flood?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. What are the ways that you can do to attend school even when it is flooding?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. Are there any ways that you can help/volunteer after a flood?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8. What are the things that you will prepare before a flood occur?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
38

Research About Flood Prone Areas

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Research About Flood Prone Areas

Caricato da

Copyright:

Formati disponibili

Jesus Is Lord Colleges Foundation, Inc.

101 Bunlo, Bocaue, Bulacan

The Problem and Its Background

stronger and worse.

calamity happen. Especially, children that are attending their schools.

days that they missed because of flood circumstances.

adequately resourced or prioritized through different levels of governments and to the

violence, and contributes towards a lack of economic participation.

adaptation and coping in such will be quite easier.

Significance of the Study

information through their students.

further flood scenario.

effect to a student and help them adapt to the situation.

Adaptation theory, also known as survival theory or survival of the fittest, is an

background or contextual influence, and by recollections of past judgements of similar stimuli,

to their effectiveness in terms of nearness, recency, salience, and so on.

and Walter Pittman (1990), geologists from Columbia University.

mounting risks for flooding.

Independent Variable Gathering data in the form Knowledge on how

Figure 1: Paradigm Showing the Input-Process-Output (IPO) Model of the Study

Statement of the Problem

the 2nd semester of the academic year 2018-2019.

The researchers seek to answer the following questions:

4. How will the grade 11 STEM students adapt to flood-prone areas?

Hypothesis of the Study

The researchers formulated the following for testing:

H: The students can adapt to flood-prone areas.

Exploratory. It is relating to or involving exploration or investigation.

which an organism or species becomes better suited to its environment.

Calamity. It is an event causing great and often sudden damage or disaster.

Catastrophe. It is an unexpected event that causes great suffering or damage.

Vulnerable. It is susceptible to physical or emotional attack or harm.

Resilience. It is the capacity to recover quickly from difficulties.

Paradigm. It is a typical example or pattern of something; a model.

Conceptualize. It is not consistent or having a fixed pattern or liable to change.

Assumption. It is a thing that is accepted as true or certain.

Scope and Delimitations

of the school year 2018-2019.

Review of Related Literature

devastating in countries and communities where access to educational resources is already

strained. (Chuang et. al 2018).

2015, with costs estimated to exceed £5 billion.

(Averett et. al 2017).

impact of these disasters (Save the Children, 2016).

cannot afford inaction.

faced by growing exposure and a changing climate (Jorgen, 2018)

evolving flood risks and vulnerabilities.

psychosocial needs of their students. Child-protection teams in communities will also be

(Save the Children, 2011).

Findings suggest that impacts of small-scale floods to school communities (students,

scale disasters and floods (Cadag et. al 2017).

to ensure that the risks specific to school children are addressed.

utilized for science education.

city’s center (Davy, 2018).

of floods, and don’t know what to do in case of flooding.

displaced families (Unicef, 2009).

impact of natural disasters would be beneficial.

Similarly, a study by Hardi (2018) demonstrated that students are accustomed to

Methodology of the Study

Methods and Techniques Used

to establish an understanding of how best to proceed in studying an issue or what methodology

focuses on phenomena within the contexts of real-life situations (Dudovskiy, 2018).