Our Lady of Peace School

Antipolo City
Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited

THE DEVELOPMENT OF FIRE MITKIT (MITIGATION KIT) FOR FIRE-

RELATED CONCERNS FOR OUR LADY OF PEACE SCHOOL

A High School Thesis Presented to

the Faculty of the High School Department of
Our Lady of Peace School,
Antipolo City

____________________________________________________________

In Partial Fulfilment of the Requirements

in Senior High School

by:
CASAS, ALYSSA GLAIR
DILLERA, MARC DENNIEL
VENTILACION, ALLYSA ZABELLE

FEBRUARY 2020
 Our Lady of Peace School
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PAASCU Accredited 2

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents background information about the topic of this

research, the problem which motivated the researchers, the scope and limitations

of this study and the significance of the research.

Introduction

Fire is universally accepted as important to human life, with myriad

expressions and uses in the modern world (Gowlett, 2016) . In fact, according to

Charles Darwin, fire is the greatest discovery in the history of mankind alongside

language. Since back to approximately 440 million years ago, fire has been part

of the human tool kit (Scott, 2018). According to Gowlett, at first, the early

humans’ usage of fire was from natural wildfires caused by lightning strikes and

rare cases such as volcanic activities. They took advantage of these natural

phenomena and used it for hunting and foraging for food. Wildfires caused

animals to scatter thus making it easier for early humans to capture them.

Furthermore, after the fire had subsided, the burnt landscape would have allowed

for much easier foraging. Some of the foraged food such as bird eggs, rodents,

lizards and other small animals and other invertebrates would have already been

cooked by the wildfire and according to studies, cooked food is healthier and
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more nutritious than when raw since fire holds purifying properties (Bell, 2017).

Brains also need calories to thrive and cooked food provides more calories than

raw food. As a result, the brains of the early humans evolved and they became

more intelligent. They then realized that they need to preserve fire and

eventually, approximately 700 000 years ago, early humans figured out how to

create, control and manipulate fire. This led to revolutionary changes in early

human culture. Fire was used for warmth, protection against predators and

migration to climates that are initially inhabitable. Without a doubt, fire has proved

a primary mover in the evolution of civilization. It was essential to the

development of family structures, cuisine, agriculture, metallurgy, architecture,

and other industries (Encyclopedia Brittanica, n.d). In the present, fire is still

being widely used by humanity. Fire has underpinned the development of all

modern technologies—from ceramics, to metal working, to the nuclear industry

(Gowlett, 2016). Indeed, fire is truly useful but like all things, when handled

carelessly, becomes dangerous.

Fires can destroy lives, properties and the environment. The resulting

losses can be extraordinary, causing hundreds of deaths, widespread damage to

property and significant impacts on the environment. The most common fire

hazards are intoxication caused by alcohol, candles, cooking, electricity, matches

or lighters and smoking (Fire Monitoring of Canada Inc., n.d) A fire can start in an
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instant and continue to rage until the fuel source is depleted and can destroy in a

matter of seconds. It can destroy families and communities and not only that fire

accidents affect the person’s physical well-being, but it can also affect the mental

and emotional aspects of a person. It can also happen anywhere, in homes,

schools, workplaces and even in nature itself.

That being said, one of the researchers actually had a personal

experience about mishandling of fire. The researcher was heating hot wax in a

stove but due to distractions, left the hot wax unattended for too long. It suddenly

burst into flames and the whole family panicked. Out of panic, the family made

clumsy choices. First, they blew on the occurring fire which made it bigger and

next, they poured water on it which looking back is not the right choice in

extinguishing a chemical fire. Fortunately, with a calm mind, one of the family

members turned off the gas and had the idea to throw a wet towel on the fire and

it extinguished the fire. The family learned a valuable lesson that day and valued

Fire Safety Awareness.

Thus, having personally experienced that kind of incident, the researcher

aims to prevent this from happening to any household and to the overall

community. The researchers require education to achieve this goal so the

researchers want to start at the school. So, being students, the researchers are

inclined to make their school a safer place for fellow students, faculty and staff to
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study and work in. The researchers aim to promote fire safety in their school

using the Fire MitKit. Fire MitKit is a shortened name for Fire Mitigation Kit. For a

fire to exist, it must have three elements: Oxygen, Heat and Fuel (Smokey Bear,

2019). The Fire MitKit will have three elements also, aiming to eliminate them. In

line with that, the Fire MitKit has two compartments containing said three

elements which are: Fire Blanket, Water and Safety Gear. The Fire Blanket’s

purpose is to eliminate oxygen in the fire since when covered completely, the fire

gets smothered and the oxygen supply gets cut off. The Water is to eliminate

heat because of water’s cooling properties. Lastly, the Safety Gear which are

rubber insulating gloves, whistle, flashlight, protective goggles and face mask

that will be used during the scene of fires.

Statement of the Problem

The researchers aimed to raise Fire Safety Awareness by developing the Fire

Mitigation Kit or Fire MitKit for fire-related concerns starting in Our Lady of Peace

School. The researchers aimed to answer these questions on the process.

1) What are the essential factors to consider in developing the Fire MitKit?:

1.1) Materials needed

1.2) Cost

1.3) Weight
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1.4) Durability

2) What are the perception of the selected students, faculty and staff to the Fire

MitKit in terms of:

2.1) Ergonomics

2.2) Effectiveness in achieving its Function/Purpose

2.3) Portability

2.4) Improvement

3) What is the level of acceptance of Fire MitKit in Our Lady of Peace School

particularly its Junior and Senior High School Students, faculty, staff and

maintenance?

Hypothesis

Ha1: The Fire MitKit achieved the criteria in terms of purpose and

ergonomics.

Ha2: The Fire MitKit did not achieve the criteria in terms of purpose and

ergonomics.

Scope and Limitations

This study verified if the Fire MitKit is efficient and effective to be used by

junior and senior high school students and staffs alike against small fires such as

Chemical Fires, Electrical Fires, Paper Fires, and Wood Fires that may occur in

Our Lady of Peace School. Based on its name, Mitigation Kit, this study does not
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fully extinguish large scale fires but can only avoid it. It can only mitigate or

lessen the effects and ameliorate the aftermath. The kit can only fully extinguish

small scale fires.

Significance of the Study

The researchers’ aim is to promote fire safety and make the community a

safer place especially in OLPS and its students, staff and maintenance. The Fire

MitKit proved to be convenient, handy and manageable for them. It is carried

easily, easy to understand and use thus lessening the vulnerability of the school

community when it comes to fire emergencies. The Fire MitKit also served as tool

for their awareness to be raised about Fire Safety and in result, make them feel

more comfortable which will reflect on their academic and work performance in

the school.

This study focused on OLPS’ school community but this product is

significant to the following individuals:

Home owners who wish to make their homes more comfortable and less

vulnerable to fire accidents since the fire hazards present in the school are also

present at homes.

Other schools, this could be a help for other schools to provide a safer and
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more comfortable environment for their students and teachers especially to the

schools which are prone to fire hazards and fire accidents.

Travellers, since the researchers aim for the product to be handy and

manageable, travellers can also bring this and put it in their vehicles and use in

case of fire emergencies

The Bureau of Fire Protection, our product is one of the inventions which

aims to promote and raise awareness about Fire Safety in the community.

The whole community, with further research, the use of the Fire MitKit will

not only cover the common fire hazards in schools but possibly, other hazards

and types of fire as well and in turn, placed in many institutions such as offices,

hospitals etc in the whole community.

The future researchers, this study could provide them new knowledge and

relevant information about Fire and Fire Safety and possibly expand our

research.

Definition of Terms

For better understanding of the study, the following terms are defined

conceptually and/or operationally.

Chemical Fire – A chemical fire is any flame that begins due to a chemical

reaction that ignites a solid, liquid, or gas chemical compound.

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Electrical Gloves – These gloves provide protection against electric shock and

are usually made of rubber.

Electrical Fire – Fires that begin due to faulty wires, electrical outlets and old

outdated appliances, anything that emits electricity that is set on fire.

Ergonomics – It is the process of designing or arranging workplaces, products

and systems so that they fit the people who use them. The product must be

usable by the target audience.

Face Mask – A face mask is a protective mask covering the nose and mouth or

nose and eyes.

Fire – The phenomenon of combustion manifested in light, flame, and heat and

occurs whenever combustible fuel in the presence of oxygen at an extremely

high temperature becomes gas.

Fire Accidents – Accidents caused by fire which can result in serious injury and

damage to personal property.

Fire Blanket - A fire blanket is a safety device designed to extinguish incipient

(starting) fires.

Fire Emergencies – A situation in which fire may cause death or severe injury.

Fire Hazards – An object, building etc that could easily catch fire or cause a fire

and thereby endanger life

Fire Mitigation – Lessen the burning and effects of fire

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Fire MitKit – Abbreviation for Mitigation Kit

Fire Safety – Set of practices intended to reduce the destruction caused by fire

Flashlight - A flashlight is a small electric light which gets its power from

batteries and which you can carry in your hand.

Fuel – Fuel is any kind of combustible material that is characterized by its

moisture content, size, shape, quantity and the arrangement in which it is spread

over the landscape. 

Heat – A heat source is responsible for the initial ignition of fire, and is also

needed to maintain the fire and enable it to spread.

Mitigation – Act of reducing risk of loss from the occurrence of any undesirable

event.

N95 Face Mask - An N95 face mask is a respiratory protective device designed

to achieve a very close facial fit and very efficient filtration of airborne particles. 

Oxygen – It supports the chemical processes that occur during fire.

Oxidation – This is when fuel burns, it reacts with oxygen from the surrounding

air, releasing heat and generating combustion products.

Paper Fire – A fire on which paper is burned.

Portability – It is the ability to be easily carried or moved.

Protective Goggles - Goggles, or safety glasses, are forms of protective

eyewear that usually enclose or protect the area surrounding the eye in order to
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prevent particulates, water or chemicals from striking the eyes.

Safety Gear – These are protective clothing, helmets, goggles, or other

garments or equipment designed to protect the wearer's body from injury.

Water – Water extinguishes a fire by cooling, which removes heat because

of water's ability to absorb massive amounts of heat as it converts to water vapor.

Whistle – A whistle is a small wind instrument in which sound is produced by

the forcible passage of breath through a slit in a short tube.

Wood Fire – A fire on which wood is burned

CHAPTER 2

REVIEW OF RELATED LITERATURE

This section presents the review of related literature which covers all the

previous studies that had given facts that would contribute in the accomplishment

of this thesis.

Fire-related incidents are storming the world today. From the Notre Dame

Cathedral Fire to the California Wildfires to the Forest Fires in Japan and to our

country’s very own, the Star City Amusement Park Fire, it is a no-brainer why

fires are a hot topic in Social Media. One of the examples of fire cases that

caught the attention of the whole world is the major fire in the historic Japanese
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castle in Okinawa, Japan, according to an article from Rappler “the blaze had

consumed more than 4,800 square meters (51,667 square feet) of the castle

complex.” but according to Rappler and other articles the cause of the fire is still

not clear. There is also the wild fire in the Amazon forest, as per CNN “Since the

beginning of 2019, Brazil's National Institute for Space Research  (known as

"INPE") has reported 72,843 fires in the country, with more than half of these

being seen in the Amazon region. This means more than one-and-a-half soccer

fields of Amazon rainforest are being destroyed every minute of every day, INPE

has stated.” also another wild fire that catches the attention of the world is in

California as per CNN there are now 17 fires actively burning across California

and 129 million dead trees in California which add to fire risk. Fires are very

rampant but not only in other parts of the world but also in our country. In fact,

Philippines ranks the 124th country per incidents of fire and recently the most

famous fire incident in the Philippines is Star City, CNN Philippines quoted the

Pasay City Fire Marshal as saying that the dawn fire gutted 80% of the Star City

amusement park.

Fire cases are not only in forests, houses, malls and etc. but also in

schools. Two public schools were caught in fire as per Rappler “At the Dumanjug

Central School, where the blaze was believed to have originated from the

curtains, 4 classrooms were damaged. In a separate fire at the nearby Dumanjug

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National High School, two rooms were damaged after books caught fire.” Also in

Zamboanga DelSur, an explosion happened, that is why the fire started.

According to Rappler, “Bureau of Fire Protection investigation showed that the

fire was deliberately set off using gasoline.” Schools are prone to fire because of

the study materials, the chemicals for laboratories, electrical stuffs, cooking stuffs

and etc. According to an article “the three leading causes of school fires were

cooking (42 percent), intentional action (24 percent) and heating (10 percent). As

stated in the Asian Parent Philippines the top 3 causes of fire in the Philippines is

the Cigarette Butts, Open flames from unattended stoves and Electrical

connection. Those causes may be also the cause of fire cases in schools except

for cigarette butts. Fire hazards in schools here in the Philippines are surprisingly

common. According to Malipot (2019), “DepEd data showed that in a span of

almost a decade, there were 15,662 schools that have experience a fire incident

at least once. In School Year (SY) 2017-2018 alone, DepEd said that there were

1, 869 schools that reported fire incidents.” Reducing the number is very crucial

in order to lessen the negative impacts that can happen to the students, and

teachers alike.

Greenhouse-gas emissions from human activities are raising global

temperatures and changing the climate, leading to a likely rise in wildfire severity

and frequency (USCUSA, n.d). So, global warming creates higher temperatures
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that make more dry fuel available to burn and also results in more persistent hot

and dry fire weather that lets fires intensify and spread. Fires have always been

man-made and natural but with the current climate state of the Earth, it is more

dangerous and more prone to happen so it’s important to be aware and make

Fire Safety one of the people’s priorities. According to Safeopedia Dictionary, Fire

Safety refers to planning and infrastructure design aimed at reducing the risk of

fire or impeding the spread of a fire when one does break out. Fire safety

encompasses the use of fire-resistant building materials, preventative actions,

safe work practices, fire safety training, flame-resistant protective clothing, and

more. Before, fire related incidents were very rampant in the Philippines and Fire

Safety Awareness was not yet given much importance by the government thus

brought many casualties and losses in the country. Examples of these kinds of

fire related incidents are from 2015 and 2017. The Kentex Plastic Factory Fire in

Valenzuela City led to 74 people losing their lives on May 13 2015. Reports

stated that most of the victims were overcome by smoke from the burning factory.

According to an article from the Guardian Newspaper based in UK, the Kentex

Plastic Factory was apparently found not compliant with fire safety regulations

and failed by safety inspectors but was still given permission by our local

government to continue operating. There were no fire extinguishers, lack of fire

drills, alarm systems and sprinkler systems. Survivors also claimed that they had
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to force open the building’s fire exit because it was locked. Another was the fire

on NCCC Mall in Davao City on December 23 2017. Similarly, the local mall also

failed to comply with the fire safety regulations. Candido, spokesman of the

Interagency Anti-Arson Task Force, said there were deficiencies in the building’s

fire alarm, sprinkler system and fire exits. According to reports, the sprinkler

systems in the third and fourth floor of the building were not functioning and the

Task Force also found that the alarm systems of the mall were not interconnected

and had to be manually activated which led to the deaths of 38 people. According

to Mayuga (2018), The Bureau of Fire Protection is lacking firemen to help in

putting out fire,with a ratio of 1 fireman per 2,000 people. BFP also lack fire

trucks and stations, and equipment such as fire hoses, nozzles, and breathing

apparatus to do the job. In order to give a temporary solution to the problem, one

must improvise in fire mitigation. The response time is also a factor. Due to

heavy traffics in highways, the fire trucks take a long time to reach their

destination.

At present, according to the CTIF Center of Fire Statistics, fire related

incidents in the Philippines declined by 50% than last year and according to the

Bureau of Fire Protection, they recorded 2,269 fires in January to February this

year — a 12-percent difference from the 2,577 cases recorded in the same

period in 2018. But according to an article in Philippine Inquirer Newspaper by

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Christia Marie Ramos, even though fire-related incidents have lessened, fire-

related deaths have significantly increased. Chief Insp. Jude Delos Reyes,

spokesperson of the Bureau of Fire Protection, noted that in January and

February alone this year, 67 people died in fires which is a 113% increase

compared to more than 20 deaths recorded in the same period last year. Most of

the fires, he noted, happened at night while these people were asleep and the

structures they were in happened to have been fire traps that rescuers could not

enter, Delos Reyes said in an interview with Radyo Inquirer AM 990 on March 3

2019. “It’s really very important that the entryway to the house is clearly

accessible, and if possible there should always somebody there to lead

firefighters in case anyone is trapped inside,” he added. He noted that faulty

electrical wiring and cigarette butts left still lighted were the most common

culprits behind the fire incidents.

These incidents prompted our local government to act and so, the

Proclamation No. 115-A signed by late President Marcos and Proclamation No.

360 in 1986 which declared that the month of March was Fire Prevention Month

was made importance. The campaign of Fire Safety Awareness is patrolled

around the country. The fire prevention month campaign, according to the

measure, promotes “safety consciousness among our people every day of the

year as a positive preventive approach to a problem that can be solved by more

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caution, vigilance, sobriety, exercise of common sense and respect for the law."

March is one of the hottest months of the year and it marks the beginning of

summer season in the Philippines. It is also the month that has one of the most

alarming fire incidents in the country, based on data by the Bureau of Fire

Protection (BFP). State weather bureau PAGASA said the temperature and

humidity in March start to reach higher levels, with the hot, dry weather causing a

rise in reported fire cases around the country. According to Aguilar (n.d.), “Due to

high sensible temperature, every area across the country is fire-prone, especially

the clustered communities in both rural and urban areas.” Fire is a huge problem

here in the Philippines, both in rural and urban. In rural, there are less fire

respondents due to the distance with fire stations. In urban, fire stations might be

nearer, however, a heavy traffic can hinder the fire trucks.

As per the Fire Safety Awareness campaign, the researchers incline to

take part in it and bring it to Our Lady of Peace School. There are three types of

fire that can commonly occur at school. The first and most usual is the Class A or

Ordinary Combustibles, such as papers, plastics, cloth, wood, and rubber require

water in order to be extinguished. The second one would be Class B or

Flammable Liquids, such as oils, gasoline, some paints, lacquers, grease,

solvents, etc. require foam, powder, or carbon dioxide extinguishers in order to

be put out. The third one is Class C or Electrical Equipment, such as computers
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and other electrical sources require carbon dioxide or dry powder fire

extinguisher.

In the fire mitigation kit, there are two compartments designed to kill fire. It

is designed to eradicate the fire triangle which is heat, oxygen and fuel. The first

compartment contains the fire blanket. According to fireprotection.uk, A fire blan-

ket is a safety device which is used to extinguish small fires which are in their

starting stage. It is highly flame-resistant that so that it can be positioned over a

fire to stifle it. Fire blankets are ideally used to put out small household fires.

They are generally used in kitchens where a fire mishap can happen very easily.

As fire thrives on three things namely; heat, oxygen and fuel. If one of these is re-

moved, the fire dies. The fire blanket’s use is to cut off oxygen supply. Fire blan-

kets can also be wrapped around your body while exiting a building which is on

fire; it provides you protection against the flames from touching your body. Ac-

cording to homesecurity.net, the fire blanket has many benefits. Aside from the

obvious one which is putting out fire, Fire blankets are very easy to use as it re -

quires no former training for use and can be used by anyone, be it an adult or a

child and one of its greatest advantages is that it lets you to escape fires by

wrapping it around your body. Fire Blankets are also very affordable, inexpensive

and easy to store. They can be cleaned or washed and reused and lastly, their

availability is not an issue because although the most commercialized fire blanket
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is made with glass fibre, you can also use a bath towel, provided that you wet the

blanket first before smothering the fire.

With the fire blanket, water is also located in the first compartment. How

can water put out a fire? According to Meira (2016), “Water puts out fire by

creating a barrier between the fuel source and the oxygen source (it also has a

cooling effect which has to do with the energy required to convert liquid water

into water vapor). It does this because it is a completely, 100% oxidized material.

It simply cannot oxidize any further so it will not “burn”. This smothers the fire.

The same thing would happen if you used the ashes that remained after a

completely spent fire.” In simple terms, water suffocates the fire from the oxygen

molecules around the fire.. According to Lanzafame (2019), “Carbon dioxide is an

odorless, colorless gas that is present in the air. People and animals breathe in

oxygen from the air and exhale carbon dioxide. That’s exactly what happens

when wood burns. The fire uses oxygen and expels carbon dioxide. So, carbon

dioxide is sort of already burned – it won’t burn if you throw it on a fire. Since

carbon dioxide is a gas, it is easy to store and distribute. If squeezed into a steel

canister, the gas streams out as you open the nozzle. Carbon dioxide is denser

than oxygen. So when you spray the carbon dioxide on fire, it sinks under the

oxygen, separating the fire from oxygen. No oxygen, no fire.” However, water

contains Hydrogen, and Hydrogen is flammable. Why doesn’t it burn? Fisher

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(n.d.) said that “When hydrogen combines with oxygen the result is water, where

the atoms of hydrogen and oxygen are linked together to make a molecule with

entirely different properties. You can’t burn pure water, which is why we use it to

put out fires instead of starting them. You can, however, break it down into

hydrogen and oxygen by putting energy into it, in the form of an electric current.”

We also have to remember that fire in schools can be a product of a

human error. According to Fire Monitoring of Canada Inc. (n.d.), Cluttering is also

a common fire hazard in schools. “It goes without saying that clutter is never a

good thing — but the problem could be magnified substantially in a small space

should there be a fire. Clutter, for instance, an excessive number of posters or

other things affixed to the wall, will only fuel a fire and cause it to get out of

control faster than would have otherwise been the case. So administrators

should restrict how much stuff students are allowed to put on their walls. Case in

point: some schools mandate that students can cover only up to 50% of their

walls with posters and the like.” In Our Lady of Peace School, we are always

reminded to remove all the plugged air conditioners, and televisions/projectors.

Thankfully, nothing terrible has ever happened. With this, we can already say we

have prevented the occurrence of the Type C fire, or Electrical Equipment.

The second compartment contains fire safety gears which are Rubber In-

sulating Gloves, Whistle and Face Mask. The Rubber Insulating Gloves is due to
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fires concerning electricity or Electrical Fires. Protective gloves offer the first line

of defense against an array of hazards. Most often, they are used to protect the

hands against scrapes, cuts, chemical, biological, and electrical hazards--with

the goal of avoiding or limiting damage to the fingers, hands, wrists, and lower

arms. In some instances, the correct hand protection also helps to guard against

death. Current that travels through a person's body when it becomes part of an

electrical circuit, not voltage, causes damage to internal and external organs and,

frequently, death. The effect on a person depends on the amount of current

(measured in milliamps or amps) flowing through the body, the current's path

through the body, and the length of time the body remains in the circuit. The ef-

fect can range from mild tingling sensations to heart paralysis and severe burns

of tissue and organs, often resulting in death.

According to the Bureau of Labor Statistics (BLS), electrocution is the fifth lead-

ing cause of workplace fatalities in the United States with more than 2,000 fatal

and more than 24,000 non-fatal electrical injuries reported in the last 10 years.

That is why firefighters use gloves as part of their uniform. Aside the dangers of

heat, firefighters are also exposed to toxic fumes, sharp objects, uneven ground,

slippery surfaces, biological fluids, spilt chemicals and electricity. According to

Fire and Rescue New South Wales Site, firefighters have different types of

gloves for protection against the variety of hazards that may be experienced in
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their duties. For example, there are surgical gloves for protection from biological

hazards (e.g. body fluids), chemical resistant gloves, general purpose gloves and

thermal resistant gloves for general firefighting. There is no single glove that can

provide adequate protection from all risks. Training, experience and supervision

are needed to ensure the correct glove is being worn. The fitting type of glove

that must be used is the rubber insulating glove.

The second item in the compartment is the Whistle. It is needed for the

victims to call for back-up in extinguishing the fire or a call for help and safety. Ac-

cording to Emergency Kits, whistles are one of the best bang-for-the-buck items

you can have with you in an emergency or survival situation. Whistles provide a

very loud sound that require very little blowing effort.  The sound of a whistle will

attract rescue personal to your location. Some whistles have peas inside which

provides a distinct trill sound.  This distinct sound will not be confused with howling

winds or other natural sounds that occur in hurricanes, storms, or when tornados

are present.  

The third item in the compartment is the Flashlight. There are many

survival uses for a flashlight. Walking in a dark alley, a lonely street, a forested

area or a dark parking lot can bring chills down your spine. This is because you

don’t know what is lurking in the dark. If you have ever been in this situation

before, then you know how crucial it is to have a flashlight, especially when you
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hear some strange sounds from a nearby bush or suspect to see a shadow of a

person in a corner (Preppers Survive, 2018). So, having a flashlight in a fire

emergency is very helpful since you will able to see and avoid possible dangers

and hazards that can make the situation worsen.

The fourth item in the compartment is the protective goggles. According to

Fire Rescue1, faceshields, safety glasses and goggles are essential components

of a firefighter's personal protective equipment ensemble because work safety

experts say proper protective eyewear could prevent up to 90 percent of all eye

injuries. Fire department SOGs for the care and use of PPE should emphasize

this exposure risk and how firefighters can minimize the potential exposure risk

by keeping their protective firefighting goggles clean and unexposed to heat,

smoke and fire gases.

The fifth item in the compartment is the Face Mask. Face masks must be

used to prevent smoke inhalation which may cause headaches, breathing

problems, damaged corneas and skin damage. According to NSW Ministry of

Health, the best mask to use against smoke is an N95 respirator. It is a

respiratory protective device designed to achieve a very close facial fit and very

efficient filtration of airborne particles. Disposable P2/N95 face masks (also

known as P2/N95 respirators) are able to filter out very fine particles from the air

when worn correctly. They help reduce exposure to smoke/ poor air quality and
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associated health effects.

The Conceptual Framework

The Theoretical Framework

What makes a fire burn? According to Auburn Education, Fire is a

chemical reaction in which energy in the form of heat is produced.  When forest

fuels burn, there is a chemical combination of the oxygen in the air with woody

material, pitch and other burnable elements found in the environment.  This

process is known as Combustion. The combustion process or fire is sometimes

called rapid oxidation.  It is similar to the formation of rust on iron or the decay of

dead wood in the forest, except that the process is drastically speeded up, This
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theory is from Antoine Lavoisier.

During Antoine Lavoisier’s time, chemistry was still mired in the legacy of

Greek philosophers in which they are still following the Theory of Phlogiston. De-

veloped by the German scientist Georg Ernst Stahl early in the 18th century, he

believed that every combustible substance contained a universal component of

fire, which he named phlogiston, from the Greek word for inflammable. Phlogis-

ton is oily or fatty earth. Because a combustible substance such as charcoal lost

weight when it burned, Stahl reasoned that this change was due to the loss of its

phlogiston component to the air. It followed that the less residue a substance left

after burning, the greater its phlogiston content. Turning from organic substances

to metals, Stahl knew that a metal calx (known today as an oxide) heated with

charcoal formed the original metal. He proposed that the phlogiston of the char-

coal had united with the calx. Therefore, metals, which were thought to contain

phlogiston, were also classified as combustibles. The difficulty with this scheme

was the reverse reaction. When metals were strongly heated in air, the resulting

calx weighed more than the original metal, not less, as would be expected if the

lead had lost the phlogiston component. This inconsistency caused some phlo-

gistonists to suggest that phlogiston might even have a negative weight. (Royal

Society of Chemistry, 2014)

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Back then, the existence of oxygen has not yet been discovered and after

many experiments done by himself, Antoine Lavoisier was convinced that phlo -

giston is not what makes a fire burn. Lavoisier realized that combustion actually

involved air. Antoine Lavoisier’s Oxygen Theory of Combustion states that fire is

the reaction of a metal or an organic substance with that part of common air he

termed "eminently respirable." He believed his "pure air" enhanced respiration

and caused candles to burn longer because it was free of phlogiston. By 1789,

he announced to the Royal Academy of Sciences in Paris that he found that most

acids contained this breathable air. Lavoisier called it oxygène, from the two

Greek words for acid generator. (American Chemical Society International His-

toric Chemical Landmarks, 1999).

In line with oxygen being one of the components of combustion, David B.

Kenyon, the former captain of the Chicago Fire Department and creator of the

Fireman’s pole, formulated the Fire Triangle Theory. The Fire Triangle Theory

states that three elements must be present for a fire to exist. These elements are

heat, fuel and oxygen. If any one of these elements on the three sides is to be

taken away, fire would cease to exist. In order to remove the heat, something

must be applied to the fire to absorb the heat or act as a heat exchanger. Water

is an agent used to accomplish this. Oxygen, as it exists in our atmosphere

(21%) is sufficient to support combustion in most fire situations. Removal of the

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air or oxygen can be accomplished by separating it from the fuel source or by

displacing it with an inert gas. Examples of separation would be foam on a

flammable liquid fire, a wet blanket on a trash fire, or a tight fitting lid on a skillet

fire. In the research’s case, it would be the fire blanket. Lastly, the fuel which is

the gases from the burning material, though in under many circumstances, it is

not practical to attempt to remove the fuel from the fire. The safety gear or the

electrical gloves can help with that.

Throughout history firefighters have used water to put out fires. In past

centuries people formed lines passing buckets of water to be tossed onto the fire.

The major useful property of water as an extinguishing agent is its capacity to

cool burning fuels to a temperature below which they cease to burn. In general

this capacity substantially exceeds that of other extinguishing agents, including

carbon dioxide and nitrogen. The exception is the inability of water to cool fuels

that can burn near or below normal ambient temperatures, particularly low flash

point liquids like gasoline. Water is normally applied to a fire in the form of a jet or

a spray. A jet allows the water to reach the fire area more easily, but has a very

limited capacity for rapid removal of heat whereas a spray can remove heat

rapidly. However when a jet reaches a solid surface it can break up into a spray

or form a film of water over the surface which improves its capacity to remove

heat. It can also be moved manually to similar effect.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the method used in the study. It discusses the

research design used in conducting this dissertation, the locale to which the

study took place, the data gathering procedure and the data analysis done by the

researchers.

Research Design

This study used both experimental and non-experimental quantitative

research design. First, it based its research method through experiment, in which

the researchers tested the effectivity of the product in a controlled environment.

Second, single subject quasi-experimental design, because of the sampling used

on this research, convenience sampling that aims to apply a condition to the

available classes of learners, particularly junior and senior high school students,

teachers, and staffs in order to find out the effects of the treatment to the classes

involved.

The goal is to figure out if the Fire MitKit can improve the efficiency of

avoiding large-scale fires, by putting out the small fire, before it gets worse. In

order to identify if the product have done its purpose, the researchers requested

to attain the approval of the target participants. The researchers also used non-

experimental design, a quantitative research design that does not involve

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manipulation or control features of the research, particularly, survey, in which it

defines the attitudes, preferences, and views of the participants for the Fire MitKit

(Baraceros, 2019)

Locale of the Study

The experimentation process up to the creation of the product was

conducted at an open and safe area since the product should be tested in areas

that will not cause irreversible damage caused by fire. The study during the

survey process conducted inside of Our Lady of Peace School.

Research Instrument

The process that the researchers used in collecting data through

experimentation is the components Treatment > Evaluation. The researchers

sought for a solution to extinguish the chemical fires, electrical fires, paper fires

and wood fires that might happen in school and evaluated the effectiveness of

the product. The research instrument that the study used is Survey because the

researchers aimed to gather the thoughts of the target participants about the

product.
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Data Gathering Procedure

The researchers aimed to discover the effectiveness in extinguishing small

scale fires of the Fire MitKit through an experiment. The Fire MitKit’s aim is to

extinguish common types of fire that may happen at school which are: Chemical

Fires, Electrical Fires, Wood Fires and Paper Fires.

The plan was to test the The researchers selected 10

product in a safe area with Junior High School Students,
the participants who were 9 Senior High School
currently studying and Students, 11 faculty, staff and
working at the time in the maintenance members of
school so the researchers OLPS which were 30 people
formulated a letter to get the overall that were willing to go
consent of the school stating outside the school grounds
that the school is not liable to to test the product
any damages caused by the themselves and respond to a
study. survey about it.

The researchers gathered the thoughts and

perceptions of the target participants by
conducting a survey using the interval scale. The
statements are declarative and close-ended. The
choices were from 4-1 with 4 being the highest
grade and 1 being the lowest.
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Data Analysis

The data collected after the experiment was listed in a table. By using a

table, the researchers saw the percentages of the perceptions of the target

participants. The table was divided into categories namely the Junior High School

Students, Senior High School Students, Faculty Members and the Staff. It was

helpful to see if the tests are acceptable to the audience and what aspects must

be changed or retained to make the product a success. The researchers

conducted data analysis by using the descriptive statistical technique because it

provided a summary of the orderly data obtained from the survey. The

researchers measured the data by having the mean of each data gathered and

used the Likert Scale to determine the average of the participants’ acceptance.
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CHAPTER 4

RESULTS AND DISCUSSION

This section presents the process the researchers have undergone to

achieve the data that they sought. This chapter also lists the information acquired

in the process.

The First Prototype of the Product

Figure 1. Prototype A “Wooden Fire MitKit”

The product is made of plywood; the product has a steel handle on topmost and

hinge lock for the three compartments. The first or upper compartment consist of

Pump Sprayer with 1.5 liters of water. In addition, there is a 4 feet hose on the
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side connected to the pump sprayer. The second compartment consists of three

1 kilogram sand buckets each and the last compartment contains diagonal pliers

and Rubber Insulating Gloves. The kit is 1 meter wide and a half meter long. It is

a luggage type.

The Consultation with the Bureau of Fire Protection

Since the chief and expert was not present on that day due to a meeting in

the City Hall, the researchers consulted Fire Officer 3 Jose Jeffrey Rivera about

the product. The researchers foremost introduced the thesis’ objectives and

subsequently, the product’s design. He inquired about its size and how it can be

made portable. He made notable remarks on the kit such as the weight of the

sand, hose and the water pressure and the fact that the kit is wooden makes it

heavier. The researchers listened to his criticisms and suggestions and

incorporated it to the new prototype.

The Second Prototype of the Product

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Figure 2. Prototype B “Fire Backpack”

Taking in consideration F.O3 Rivera’s criticisms, the researchers

developed the second prototype. It still consisted of the same elements inside but

the material on which the kit is made of is different: fabric. On account of its

portability, the researchers made it into a backpack that can easily be carried

around. Inside are the two compartments, the upper one being sand and the

bottom being the water in which the hose is connected to. The hose is located

outside of the bag for easier accessibility. In the topmost, there is a container that

can be opened through a zipper. Inside it are the safety gear which are electrical

gloves and wire cutter. The size of the backpack is 1 meter high and 0.5 meter

wide.

Consultation with the Philippine Red Cross

The researchers consulted three experts from different units of Philippine

Red Cross.

Mr. Don Ericson Orje, Technical Officer of Operation Emergency

Response Unit, stated that sand is not a good component for the kit because to

be able to extinguish a small type of fire, one bucket of sand is required which

weighs approximately six (6) kilos. For the sake of portability, it is too heavy for

the kit so he suggested replacing it with the fire blanket which is any type of cloth

with water. He stated that the fire blanket also does the same function as the
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sand which smothers the fire and remove the oxygen. He suggested adding

whistle, flashlight, face mask and protective goggles in part of the safety gear. He

also advised to remove the wire cutter since handling electrical wires and outlets

is extremely dangerous and out of the researchers’ expertise. The correct course

of action to do in an electrical fire is to turn off the fuse box of the building than to

cut the wire. In addition, Sir Orje recommended putting instructions in using and

handling the kit. The researchers and the expert discussed putting a small fire

extinguisher in the kit but eventually, decided against it.

After that, the researchers consulted with Mr. Von Ryan Ong, Manager of

Safety Services Unit. He is very skilful and accomplished in Research along with

Mr. Jaylord D. Abrigado, National Field Representative of the Safety Services

Unit. They provided tips and fresh insights in our thesis. They inquired about the

product. One of their questions is the location of the kit in the school. The

researchers intended the kit to be put per room but after further consideration,

made it per person specifically it will be placed on the back of the arm chair. They

also advised about the relevance and connection of the Review of Related

Literature to the product.

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Third Prototype of the Product

Figure 3.

Prototype C

“Fire MitKit”

The researchers changed the product to be a duffel bag since it is more

convenient than a backpack because two arms are used to wear but a duffel bag

only needs one and your body to support it. Instead of three compartments, there

are now two compartments. The biggest compartment contains the fire blanket,

water and fire safety gloves. The smallest compartment contains the fire safety

gear which are the flashlight, face mask, gloves and goggles.
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MATERIALS:
Figure 4. Water
Bottle
2L water bottle

2 yards bag strap

2 yards thick fabric

1 yard thin fabric Figure 5. Whistle

4 yards Velcro

Flashlight Figure 6. Sewing Kit

Whistle
Figure 7. Fabric
Goggles

Gloves

Sewing Kit
Figure 8. Velcro

Figure10.
Goggles
Figure 9. Gloves

PROCEDURES

1. Cut the thick fabric in varieties of sizes (for the bag, circular with a

diameter that fits the width of the bag, pocket, cover, face mask, hoodie,
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12 inches wide and 4 inches tall for the hoodie strap, and blanket)

2. Sew the four edges of all the fabric pieces (except the circular one) and

burn the edges of the circular cloth to avoid loose threads.

3. Sew the bag.

4. Sew the circular cloth below the bag and the cover of the bag.

5. Sew the soft side of the velcro on the bag, and the hard side on the cover.

Next, sew the strap behind the bag and the pocket located in front of the

bag.

6. Draw a mask shape on the cloth (both the thin & thick) designated for it.

7. Sew all the sides, except the top one, and then put the right amount of

cotton inside then Cut the two straps measuring 6 inches both, and sew it

on the left and right sides of the mask.

8. Sew the velcro on both straps and sew the smaller blanket on the top in

order to resemble hoodie. Sew the soft side of the velcro on the bottom

part of the hoodie.

9. Sew the hard side of the velcro on the top part of the larger blanket.

10. Sew the 12 inches wide and 4 inches tall for the hoodie strap on the collar

bone part of the larger blanket.

11. Sew the hard side of the velcro on the strap and Sew the soft side of the

velcro on the larger blanket (connecting the strap to the other side)
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12. Fill the 2L water bottle with water.

13. Put the blanket, hoodie, face mask, insulated rubber gloves and water

bottle on the main compartment.

14. Put the remaining equipment (whistle, goggles, flashlight) inside the

pocket of the kit.

DOCUMENTATION

Figure 11. Documentation

RESULTS

Figure 14.
Fire Hoodie

Figure 12. Figure 14. Fire

Fire MitKit Figure 13. Blanket with
Fire Blanket attachable hoodie
Prior
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Testing of the Product

Due to the nature of the experimentation which is fire, the

experiment must be supervised and guarded by a professional fire fighter to

avoid any possible losses or casualties so the researchers went to the Bureau

of Fire Protection to request a fire fighter for our safety. The researchers’

initial plan is to conduct the experiment in Melendres Farm, a private property

away from the school, but upon consultation with SFO4 Gary Raymond

Cantillon, he told us to just conduct the experiment in their personal testing

area in Taktak Rd. but it will cost a lot because they have to bring the fire

truck and let us borrow the fire hole which will amount to 1500 php. We also

need to get a clearance permit from the OPSS. Sir. Cantillon then told us to

just conduct the experiment in the area of the school so we can save money.

He also made a point that fire drills are being done in the school so it is not

prohibited to start a fire there as long as we have the right equipment and the

fact that our product is for small scale fires only. After further discussion, they

agreed for FO3 Nicole Maniwang to supervise us in the testing and told us to

borrow two fire extinguishers from the school. They also let us borrow their

fire pit.

The researchers then inquired with Sir. Gatlabayan for possible

locations of testing in the school. Upon conversation, the researchers and the
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school came in the decision to conduct said experiment in the school

quadrangle.

Materials Used in the Testing

The materials used in the testing process are the Fire Pit, 1 ½ bottles of

unleaded gasoline, pieces of papers, box of used wood given by Mang Tony in

the School’s Construction Department, wire given by Kuya Joey from the

School’s Electrical Department, 4 pieces of AA battery and matchstick.

Figure 4. Paper

Figure 3. The Fire Pit

Figure 5. Box of Wood

Figure 6. Unleaded Gasoline

Figure 7. Battery
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TESTING OF THE PRODUCT

RESEARCHERS’ TESTING

PROCESS DOCUMENTATION

1. FO3 Maniwang, the fire fighter

assigned to supervise us,

arrived at the school at around 1

pm. He borrowed two Fire

Extinguishers.

2. With the fire fighter’s guidance,

the researchers tested their

product. The fire pit is in place

and the experiment started with

the Paper Fire using the pieces

of paper, unleaded gasoline for

the fuel and the match as the

fire starter.

3. The researchers extinguished

the paper fire with using water

only.
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4. Using the box of wood,

unleaded gasoline and the

match, the firefighter started the

wood fire. It can also be

extinguished by just using water.

5. The researchers then burned

the AA battery and pieces of

wire. It got extinguished by the

fire blanket.

Table 1. Process of the Researchers’ Product Testing

PARTICIPANTS’ TESTING
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PROCESS DOCUMENTATION

1. The first set of participants

are the Junior High School

Students. Before conducting

the experiment, the

researchers introduced and

briefed them about the

product. They were also

asked to wear or lift the kit in

order to know if it is portable

for them.

2. The experiment process is

the same. The tasks of

extinguishment were evenly

distributed. The Grade 7

students extinguished the

paper fire. The Grade 8 and

Grade 9 students

extinguished the wood fire.

The Grade 10 students

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extinguished the electrical

fire. This time, the wood fire

is extinguished by the fire

blanket.

3. The second set of

participants are the Grade 12

students and some Faculty

and Staff.

4. Unfortunately, due to

conflicting schedules, Grade

11 students and some of the

staff and maintenance

cannot conduct the

experiment. So the next day,

the researchers let them

watch the videos of the

testing and gave them a

survey to answer.

Table 2. Process of the Participants’ Product Testing and Survey

RESULTS OF THE QUESTIONNAIRE

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The questionnaire consisted of three categories namely Portability,

Ergonomics and Effectiveness/Purpose. The Portability category had 3 questions

under it, Ergonomics category had 3 questions and Effectiveness/Purpose

category had 7 questions. There was also a remarks/comments/suggestions part

of the questionnaire. There were 30 participants overall and they are divided into

three categories: Junior High School, Senior High School and Faculty, Staff &

Maintenance. Every one of the participants were given the same questionnaire.

The researchers used the Likert Scale to determine the average

acceptance of the participants depending on the categories of the product.

LEVEL PARAMETER DESCRIPTION

4 3.26 – 4.00 Strongly Agree

3 2.51 – 3.25 Agree

2 1.76 – 2.50 Disagree

1 1.00 – 1.75 Strongly Disagree

Junior High School Students’ Perspective

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There were 10 Junior High School Students who tested the product and

conducted the survey. There were two Grade 7 students, three Grade 8 students,

two Grade 9 students and two Grade 10 students. Below are the results of the

said survey.

PORTABILITY SA A D SD MEAN DESCRIPTION

1 4 5 1 0 3.4 SA
2 7 3 0 0 3.7 SA
3 7 3 0 0 3.7 SA
OVERALL MEAN 3.6 SA
ERGONOMICS
1 9 1 0 0 3.9 SA
2 6 4 0 0 3.6 SA
3 7 2 1 0 3.6 SA
OVERALL MEAN 3.7 SA
EFFECTIVENESS/PUR-
POSE
1 4 6 0 0 3.4 SA
2 6 4 0 0 3.5 SA
3 8 2 0 0 3.8 SA
4 4 6 0 0 3.6 SA
5 9 1 0 0 3.9 SA
6 10 0 0 0 4 SA
7 8 2 0 0 3.8 SA
OVERALL MEAN 3.714285714 SA

Table 3. JHS’ Results

A. Portability

According to the Cambridge English Dictionary, Portability is the quality of an

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object to be small and light enough to be easily carried or moved. The

researchers find the portability of the kit to be necessary because in fire

emergency situations, the people will be relying on the kit as their tool for

protection and safety so they need something that will be efficient and quick

in order to prevent larger losses or casualties. Portability is vital because the

kit is not only for fire extinguishment purposes but can also be used to escape

using the whistle, flashlight, face mask, gloves and goggles. The kit will be

carried around.

As shown in Table 3, in the first question, out of ten (10) JHS students,

four (4) strongly agreed, five (5) agreed and one (1) disagreed that the kit is

easy to carry. In the second question, seven (7) strongly agreed and three (3)

agreed that it is not painful to be carried. In the third question, seven (7)

strongly agreed and three (3) agreed that the kit’s weight does not hinder the

fast response during fire emergencies. In general the data results show that

the Junior High School Students strongly agree that the kit is easy to carry

and use during fire emergencies.

B. Ergonomics
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Ergonomics, according to Doohrman Consulting, is the process of designing or

arranging workplaces, products and systems so that they fit the people who use

them. Basically, ergonomics is the usefulness of the product and its ability to

make tasks easier for the people who will use it. Ergonomics is very vital for our

product because a small fire accident can lead to a life or death situation if not

handled properly. The kit must prove helpful and useful to the people.

As shown in Table 3, in the first question, nine (9) strongly agreed and

one (1) agreed that the kit is easy to use. In the second question, six (6) strongly

agreed and four (4) agreed that the kit aids the efficiency of the response. In the

third question, seven (7) strongly agreed, two (2) agreed, one (1) disagreed that

they do not need guidance in using the kit because the instructions pasted in the

product are easy to understand on their own. The data results show that the

Junior High School Students strongly agree on the ergonomics of the product.

C. Effectiveness/Purpose

The Fire Mitigation Kit’s main purpose is to extinguish small

different types of fire thru the water and fire blanket. Its secondary purpose

is for escape with the fire safety gear and the fire blanket with the

attachable hoodie.
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As shown in Table 3, in the first question, four (4) strongly agreed and six

(6) agreed that the fire blanket successfully extinguished the chemical fire.

In the second question, six (6) strongly agreed and four (4) agreed that the

fire blanket successfully extinguished the electrical fire. In the third

question, eight (8) strongly agreed and two (2) agreed that the water alone

can extinguish the paper fire. In the fourth question, four (4) strongly

agreed and six (6) agreed that the water alone can extinguish the wood

fire. In the fifth question, nine (9) strongly agreed and one (1) agreed that

the safety gears are easy to find or get in the kit. In the sixth question, all

(10) of them strongly agreed that the safety gears are useful during fire

emergencies. In the seventh question, eight (8) strongly agreed and two

(2) agreed that they understand the purpose of the fire blanket, water and

safety gear in fire emergencies. Overall, the data results show that the

Junior High School students strongly agree with the effectiveness of the

product.
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Senior High School Students’ Perspective

There are 9 senior high school participants in the study. There are five Grade 11

students and four Grade 12 students. All of the Grade 12 students had

participated in the product testing but the Grade 11 students, due to the schedule

conflict, have only watched the testing thru a video and answered a survey.

PORTABILITY SA A D SD MEAN DESCRIPTION

1 3 4 2 0 3.111111111 A
2 4 5 0 0 3.444444444 SA
3 1 6 2 0 2.888888889 SA
OVERALL MEAN 3.148148148 A
ERGONOMICS
1 6 3 0 0 3.666666667 SA
2 6 1 2 0 3.444444444 SA
3 5 3 1 0 3.444444444 SA
OVERALL MEAN 3.518518519 SA
EFFECTIVENESS/PURPOSE
1 8 1 0 0 3.888888889 SA
2 8 1 0 0 3.888888889 SA
3 8 1 0 0 3.888888889 SA
4 8 1 0 0 3.888888889 SA
5 7 2 0 0 3.777777778 SA
6 5 4 0 0 3.555555556 SA
7 8 1 0 0 3.888888889 SA
OVERALL MEAN 3.825396825 SA

Table 4. SHS Results

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A. Portability

As shown in Table 4, in the first question, out of nine (9) JHS students,

three (3) strongly agreed, four (4) agreed and two (2) disagreed that the kit

is easy to carry. In the second question, four (4) strongly agreed and five

(5) agreed that it is not painful to be carried. In the third question, one (1)

strongly agreed, six (6) agreed and two (2) disagreed that the kit’s weight

does not hinder the fast response during fire emergencies. The data

results show that the Senior High School Students agree that the kit is

easy to carry and use during fire emergencies.

B. Ergonomics

As shown in Table 4, in the first question, nine (9) strongly agreed and

one (1) agreed that the kit is easy to use. In the second question, six (6)

strongly agreed and four (4) agreed that the kit aids the efficiency of the

response. In the third question, seven (7) strongly agreed, two (2)

agreed, one (1) disagreed that they do not need guidance in using the kit

because the instructions pasted in the product are easy to understand on

their own. The data results show that the Senior High School Students

strongly agree on the ergonomics of the product.

C. Effectiveness/Purpose
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As shown in Table 4, in the first question, eight (8) strongly agreed and

one (1) agreed that the fire blanket successfully extinguished the chemical

fire. In the second question, eight (8) strongly agreed and one (1) agreed

that the fire blanket successfully extinguished the electrical fire. In the third

question, eight (8) strongly agreed and one (1) agreed that the water

alone can extinguish the paper fire. In the fourth question, eight (8)

strongly agreed and one (1) agreed that the water alone can extinguish

the wood fire. In the fifth question, seven (7) strongly agreed and two (2)

agreed that the safety gears are easy to find or get in the kit. In the sixth

question, five (5) strongly agreed and four (4) agreed that the safety gears

are useful during fire emergencies. In the seventh question, eight (8)

strongly agreed and one (1) agreed that they understand the purpose of

the fire blanket, water and safety gear in fire emergencies. Overall, the

data results show that the Senior High School students strongly agree with

the effectiveness of the product.

 Our Lady of Peace School
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PAASCU Accredited 54

Faculty, Staff and Maintenance’s Perspective

There are 11 Faculty, Staff and Maintenance personnel who participated in our

study. There were 3 faculty teachers, 5 staff personnel from different areas and 3

maintenance personnel. Some faculty and staff employees had tested the

product themselves but other faculty, staff and maintenance employees just

watched a video of the testing and answered the questionnaire due to busy

schedules.

PORTABILITY SA A D SD MEAN DESCRIPTION

1 5 6 0 0 3.454545455 SA
2 8 3 0 0 3.727272727 SA
3 8 3 0 0 3.727272727 SA
OVERALL MEAN 3.636363636 SA
ERGONOMICS
1 9 2 0 0 3.818181818 SA
2 9 2 0 0 3.818181818 SA
3 9 2 0 0 3.818181818 SA
OVERALL MEAN 3.818181818 SA
EFFECTIVENESS/PURPOSE
1 10 1 0 0 3.909090909 SA
2 10 1 0 0 3.909090909 SA
3 10 1 0 0 3.909090909 SA
4 10 1 0 0 3.909090909 SA
5 7 4 0 0 3.636363636 SA
6 9 2 0 0 3.727272727 SA
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7 10 1 0 0 3.9090905.909 SA
OVERALL MEAN 3.844155844 SA

Table 5. Faculty, Staff & Maintenance Results

A. Portability

As shown in Table 5, in the first question, out of eleven (11) faculty, staff

and maintenance personnel, five (5) strongly agreed and six (6) agreed

that the kit is easy to carry. In the second question, eight (8) strongly

agreed and three (3) agreed that it is not painful to be carried. In the third

question, eight (8) strongly agreed and three (3) agreed that the kit’s

weight does not hinder the fast response during fire emergencies. The

data results show that the Faculty, Staff and Maintenance Personnel

strongly agree that the kit is easy to carry and use during fire

emergencies.

B. Ergonomics

As shown in Table 5, in the first question, nine (9) strongly agreed and

two (2) agreed that the kit is easy to use. In the second question, nine (9)

strongly agreed and two (2) agreed that the kit aids the efficiency of the

response. In the third question, nine (9) strongly agreed and two (2)

agreed that they do not need guidance in using the kit because the

instructions pasted in the product are easy to understand on their own.

 Our Lady of Peace School
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PAASCU Accredited 56

The data results show that the Senior High School Students strongly

agree on the ergonomics of the product.

C. Effectiveness/Purpose

As shown in Table 5, in the first question, ten (10) strongly agreed and one

(1) agreed that the fire blanket successfully extinguished the chemical fire.

In the second question, ten (10) strongly agreed and one (1) agreed that

the fire blanket successfully extinguished the electrical fire. In the third

question, ten (10) strongly agreed and one (1) agreed that the water alone

can extinguish the paper fire. In the fourth question, ten (10) strongly

agreed and one (1) agreed that the water alone can extinguish the wood

fire. In the fifth question, seven (7) strongly agreed and four (4) agreed

that the safety gears are easy to find or get in the kit. In the sixth question,

nine (9) strongly agreed and two (2) agreed that the safety gears are

useful during fire emergencies. In the seventh question, ten (10) strongly

agreed and one (1) agreed that they understand the purpose of the fire

blanket, water and safety gear in fire emergencies. Overall, the data

results show that the Faculty, Staff and Maintenance Personnel strongly

agree with the effectiveness of the product.

D. Remarks/Comments/Suggestions

1. Faculty A suggested, “Bags should be in a different color so that it will

 Our Lady of Peace School
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be easy to find the materials inside.”

2. Staff A wrote, “I graded 3 for portability due to the fact that the kit must

have certain necessary equipment to complete its purpose, so it may hurt

one’s back when carried for a long time. However, portable enough to be

brought and on standby. The participants should also had been asked to

wear the safety gear during the testing. Very Good to coordinate with the

city government for the safety and effectiveness. The kit can also be used

by anybody and cost-effective.”

CATEGORY OVER-ALL MEAN LIKERT SCALE

JUNIOR HIGH
3.71 STRONGLY AGREE
SCHOOL

SENIOR HIGH
3.82 STRONGLY AGREE
SCHOOL

FACULTY, STAFF &

3.84 STRONGLY AGREE
MAINTENANCE

Table 6. Overall Results of Participants

Table 6 shows the overall data gathered on the perspective of the OLPSian

Community. The researchers analyzed that the average of all the participant’s

answers in each category all achieved a 4 in the Likert Scale equivalent to

Strongly Agree. The level of acceptance of the OLPSian Community is high

 Our Lady of Peace School
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especially the Faculty, Staff and Maintenance with a mean of 3. 84, next is the

Senior High School community having 3. 82 and the Junior High School

community with a 3.71.

CHAPTER 5

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This section presents the conclusions drawn based on the findings of the

study. Furthermore, this chapter presents and offers recommendations for

institutional improvement and further studies.

Findings

The following findings are presented, and this is supported by the data

gathered by the researcher through the tests that they have conducted.

1. Based on the respondents and researchers’ responses, the Fire

Mitigation Kit achieved its criteria in Portability, Ergonomics and

Effectiveness. The kit’s weight and purpose will be useful during fire

emergencies.

2. Although, about ergonomics, the instructions taped on the kit got

removed and the other participants needed the researchers’ guidance

in order to properly use the kit.

 Our Lady of Peace School
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3. During the experiment, instead of using water to extinguish paper and

wood fires, the researchers tried to use the wet fire blanket. The fire

blanket extinguished the fire easily. With this, the researchers realized

that it is more efficient and effective to use the wet fire blanket instead

of pouring just water on the fire. The water was consumed easily and

requires to be refilled. Thus, not a good option in case of real-life fire

emergencies.

4. The Fire Blanket can be reused many times and still achieve its

purpose.

5. Putting the wet fire blanket inside the kit decreases its portability since

some of the participants who arrived late in the testing carried the kit

with the already wet fire blanket inside. They found it considerably

heavy and answered a ‘3’ on the portability area of the survey.

6. The Fire Blanket can be cleaned by just washing it like a normal

blanket.

Conclusions

The following conclusions have been made which sets its root to the

findings of this study:

1. The fire blanket can extinguish all types of fire indicated in the study

specifically Chemical Fires, Electrical Fires, Paper Fires and Wood Fires.
 Our Lady of Peace School
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2. The Fire Mitigation Kit can also be a Fire Escape Kit. If the fire is too large

to extinguish, the fire blanket’s design makes it capable to be a coat

matched with the attachable hoodie. It just requires to be wet. The Fire

Safety Gear such as the flashlight, whistle, rubber insulating gloves, face

mask and protective goggles can also be helpful in escaping the fire

incident especially the whistle since blowing on it can alert other people

about the emergency.

3. The kit performed well and satisfied the researchers’ expectations based

on the experiment conducted and the participants’ response.

4. This study raised fire safety awareness especially to the participants.

Recommendations

The researchers look forward into the brighter future of this study that

aims to cultivate the knowledge, thus the researchers offer the following

recommendations:

1. The Fire Mitigation Kit, as coined by its name, can only mitigate and

prevent large losses from happening. The researchers hope that this study

can help other researchers to expand on it and make it a kit that can

extinguish large scale fires while staying portable and affordable.

2. The kit should have an innovative design that can help the user more.

3. The future researchers should experiment or test the product in a fire

 Our Lady of Peace School
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emergency simulation to fully assess the kit’s capabilities.

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Antipolo City
Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited 62

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PAASCU Accredited 63

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PAASCU Accredited 64

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Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited 65

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 Our Lady of Peace School
Antipolo City
Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited 66

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Antipolo City
Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited 67

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Antipolo City
Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited 68

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 Our Lady of Peace School
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Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited 69

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