Research Paper

The Level of Compliance and Effectiveness of the National
Simultaneous Earthquake Drill (NSED) Implementation in

SHS within Bacoor Elementary School: A Basis for
Disaster Risk Reduction Management (DRRM)
Primer Development
A Quantitative Research Study

Submitted to the Faculty of Humanities and Social Sciences
SHS within Bacoor Elementary School
In partial fulfillment of the requirements for

Inquiries, Investigation, and Immersion
Proponents:
Custodio, Clark Lance S.
Bernal, John Symon E.
Diaz, Josephine G.
Elalto, Charmaine L.
Manos, Jestoni A.
Ogalesco, Michael Gerryfe
Paraguison, Winnie Rose S.
Ranara, Mikest Anele M.
Talon, Jenny Jean S.
Trinidad, Roxanne D.
Mr. Pepito P. Saliba

Practical Research II Teacher and Adviser
May 2024
1
ACKNOWLEDGEMENT
The researchers would like to extend their heartfelt gratitude and

appreciation to the individuals mentioned below for contributing their
valuable time and effort to help with this research work. This study
would be completed successfully with the assistance, support, and
guidance of the following individuals.
To Mr. Pepito P. Saliba, Master Teacher I and Inquiries,

Investigation, and Immersion adviser of SHS within Bacoor Elementary
School, for his continuous guidance and assistance in supervising the
researchers' study. His useful remarks and insightful suggestions really
aided the researchers' work, particularly in confirming the study's
research instrument, which made this research study appear
professional and presentable.
The researchers would like to acknowledge the participation and

effort poured in by the chosen survey respondents for their
involvement and work in completing this study. They did not hesitate
to give us their important time, provided honest input, actively
responded, and answered all of our questions. All of their comments
are highly valued by the researchers.
Their profound respect and gratitude are also extended to Mrs.

Guianne Lei A. Lejano and Engr. Marlone J. Arevalo, who has
significantly helped them by imparting their knowledge regarding
statistics and assisting them in the execution of different statistical
analyses.
Finally, the researchers express their unwavering gratitude and

appreciation to their family, friends, schoolmates, and most especially
to God Almighty, who bestowed the strength, wisdom, knowledge, and
encouragement to make this academic project a success.
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ABSTRACT
This study investigated the compliance and efficacy of the National

Simultaneous Earthquake Drill (NSED) among Senior High School (SHS)
students in Bacoor Elementary School, aimed to inform Disaster Risk
Reduction Management (DRRM) primer development. Participants,
aged 16 to 22, exhibited near-equitable gender distribution, with
concentrations in HUMSS and STEM strands. High compliance levels
were evident, with robust adherence to NSED protocols, including
Drop, Cover, and Hold On procedures and evacuation routes. Statistical
analysis confirmed this trend, with mean scores surpassing 3.4 out of 5
and minimal deviations. NSED implementation was perceived as highly
effective, as evidenced by participants' confidence in drill strategies,
available resources, emergency plans, and community involvement.
Statistical analysis indicated mean scores consistently exceeding 3.6
out of 5, with low variability. Age and gender showed no significant
correlations with compliance or effectiveness. However, section and
strand exhibited positive correlations with both factors, suggesting
potential influences within specific sections and strands. Findings will
guide the creation of a tailored DRRM primer for SHS students in
Bacoor Elementary School, addressing observed variations in
compliance and effectiveness across sections and strands
Keywords: Compliance, Efficacy, DRRM, NSED, Significance,

Relationship, Mean, Participants, Primer, Implementation.
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TABLE OF CONTENTS
Title Page 1
Acknowledgement
2
Abstract 3
CHAPTER 1: INTRODUCTION
1.1 Background of the Study 6
1.2 Statement of the Problem 8

1.3 Objectives of the Study 9
1.4 Research Hypothesis 9
1.5 Significance of the Study 10
1.6 Scope and Delimitation 12
1.7 Theoretical Framework 13
1.8 Conceptual Framework 15
1.9 Operational Definition 17
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Related Studies 19
CHAPTER 3: METHODOLOGY
3.1 Research Design 26
3.2 Locale of the Study 28
3.3 Sampling Procedure 28
3.4 Research Instrument 30
3.5 Pre-testing & Validation of the Research 32
3.6 Measurement of Variable & Interpretation 34
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3.7 Statistical Analysis 35
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Results & Analysis 38
4.2 Hypothesis Testing 53
CHAPTER 5: SUMMARY, CONCLUSION, AND RECOMMENDATION
5.1 Summary of Findings 58
5.2 Conclusion 62
5.3 Recommendations 63
REFERENCES 65
APPENDICES
Appendix A: Research Instrument 69
Appendix B: Certification from Experts 75
Appendix C: Researchers’ Curriculum Vitae 76
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CHAPTER I
INTRODUCTION
1.1. Background of the Study
The Philippines faces numerous natural disasters, including

typhoons, floods, landslides, and earthquakes, all of which pose
significant risks to both lives and property. Among these, earthquakes
stand out as particularly hazardous due to their sudden onset and
unpredictable nature, making it difficult for people to prepare and
respond effectively (Wdowinski, 2023).
An earthquake occurs when there is a sudden and strong shaking

of the ground caused by energy released from the Earth's outer layer
or volcanic activity. Significant earthquakes trigger various surface
processes, including intense trembling, and often result in landslides of
different magnitudes, ranging from minor disruptions to large and
devastating slides (Fan, 2019). According to the Asian Disaster
Reduction Center (2019), the Philippine archipelago is situated among
Asia's most seismically vulnerable areas. Having a large portion of the
country's islands situated along the Pacific Ring of Fire, the Philippines
has been subjected to numerous catastrophic volcanic and seismic
events over the years.
Recently, specifically in January 2024, the Philippines

experienced a 6.7-magnitude earthquake south of the capital, followed
by a 5.1-magnitude aftershock, contributing to the country's history of
seismic events. Notably, past earthquakes such as the 1976 Moro Gulf
earthquake, measuring 7.9 magnitude, and the 1990 Luzon
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earthquake, also at 7.9 magnitude, have caused significant fatalities
and damage (Ong et al., 2022). These casualties are mainly caused by
the surrounding several active faults of the country, including the
Western Philippine Fault, the South of Mindanao Fault, the
Marikina/Valley Fault, the Central Philippine Fault, and the Eastern
Philippine Fault (Alba et al., 2022). These faults have been active for
centuries, raising concerns about the potential for a major and
calamitous earthquake.
The Philippine Institute of Volcanology and Seismology

(PHILVOCS) anticipates a looming earthquake, dubbed "The Big One,"
with a projected magnitude of 7.2, which poses a significant threat and
could occur imminently. It is predicted that the Marikina West Valley
Fault, stretching 100 kilometers across seven major cities in Metro
Manila and nearby areas, will be the epicenter of this potential
catastrophe (Ong et al., 2022). The ongoing seismic activity, coupled
with the threat of "The Big One," underscores the importance of
preparedness and mitigation efforts to minimize the impact on
vulnerable communities.
Due to this, DepEd Order No. 053, s. 2022, entitled Mandatory

Unannounced Earthquake and Fire Drills in Schools, is issued in
accordance with Republic Act (RA) 10121, entitled The Philippine
Disaster Risk Reduction and Management Act of 2010, which
transforms the Philippines' disaster management system from disaster
relief and response to disaster risk reduction (DRR). The directive
mandates that all public schools must organize surprise earthquake
and fire drills twice a month, specifically during the first and third
weeks. These drills aim to ensure that students receive clear
instructions on proper actions to take during and after earthquakes or
fires at school (DepED, 2023).
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In this quantitative study, the researchers aim to investigate the
level of compliance with National Simultaneous Earthquake Drill
(NSED) implementation and assess the effectiveness of these drills in
SHS within Bacoor Elementary School for SY 2023-2024.
1.2. Statement of the Problem
This study aims to investigate the level of compliance of students

with the National Simultaneous Earthquake Drill (NSED)
implementation and assess the effectiveness of this drill in SHS within
Bacoor Elementary School. Specifically, the research seeks to address
the following questions:
1. What are the demographic profiles of the students in SHS within

Bacoor Elementary School in terms of:
a. age,
b. sex,
c. strand, and
d. section?
2. What is the level of compliance among students in the NSED
implementation in terms of:
a. participation and cooperation,
b. adherence to safety protocols (E.g. Drop, Cover, and Hold
On), and
c. adherence to evacuation routes (E.g. Primary Exit Routes,
Safe Zones, and Assembly Points)?
3. What is the level of effectiveness of the NSED implementation in
terms of:
a. earthquake drill strategies,
b. available resources,
c. emergency plans, and
d. community engagement?
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4. What earthquake drill primer will be developed?
1.3. Objectives of the Study

The following objecting will be used to address such a problem in
this study:
1. To determine the demographic profiles of the students in SHS
within Bacoor Elementary School in terms of:
a. age
b. sex,
c. strand, and
d. section.
2. To determine the level of compliance among students in SHS

within Bacoor Elementary School in the National Simultaneous
Earthquake Drill (NSED) implementation.
3. To assess the effectiveness of the National Simultaneous
Earthquake Drill (NSED) implementation in SHS within Bacoor
Elementary School as perceived by the respondents.
4. To develop an earthquake drill primer based on the research
findings, providing a comprehensive guide for implementing
effective earthquake preparedness measures within Bacoor
Elementary School's SHS program.
1.4. Hypothesis
9
Ho There is no significant difference in the level of compliance and
efficacy with National Simultaneous Earthquake Drill (NSED)
implementation in SHS within Bacoor Elementary School.
1.5. Significance of the Study
This study offers significant benefits to various organizations,

communities, and sectors of society. This research attempts to provide
important insights into the level of compliance and effectiveness of
National Simultaneous Earthquake Drill (NSED) implementation
through a quantitative analysis, thereby guiding methods for improving
disaster preparedness and response skills and how that can make an
impact on the community. Therefore, this paper benefits:
Students. Effective National Simultaneous Earthquake Drill

(NSED) exercises have a direct positive impact on students since they
teach them vital emergency response techniques and boost their self-
assurance in their capacity to respond composedly and decisively in an
emergency. Improved safety precautions help kids feel safe and
secure, which promotes a more concentrated and effective learning
environment.
Teachers and Counselors. Knowing how effective National

Simultaneous Earthquake Drill (NSED) exercises are, helps educators
take on more leadership and responsibility by enabling them to better
prepare and assist their pupils in disaster situations. Teachers have an
important role to play in improving school safety procedures and
encouraging a cooperative approach to disaster preparedness within
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the educational community by actively participating in drill
assessments and improvement projects.
School Administrators. The school administrators can improve

their emergency preparation plans by using the study's insightful data
on the efficacy and compliance of National Simultaneous Earthquake
Drill (NSED) implementation. Schools may create a safe learning
environment that supports academic performance by identifying areas
for improvement and then using those resources more wisely, training
personnel more effectively, and fortifying overall safety measures.
Parents or Guardians. Parents and guardians may rest easy

knowing that their child is safe at school when they realize how
effective National Simultaneous Earthquake Drill (NSED)
implementation are. The study's conclusions can enable parents to
push for better safety procedures and supplies in schools, and to also
train their child at home, resulting in a safer learning environment for
all students.
Future Educational Researchers. This study will add to the

academic body of information regarding National Simultaneous
Earthquake Drill (NSED) in educational settings, laying the groundwork
for future research. Future researchers can use these data for
exploring additional aspects of earthquake drills in SHS within Bacoor
Elementary School or to conduct similar studies in different
geographical situations.
Community. The implementation of National Simultaneous

Earthquake Drill (NSED) provides valuable insights into community
preparedness, assessing safety protocols and enhancing disaster
management strategies, ultimately ensuring better preparedness for
earthquakes.
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Undertaking this research is essential to gain a comprehensive
understanding of how students' compliance with National Simultaneous
Earthquake Drill (NSED) implementation and the effectiveness of these
drills correlate. Such insights are pivotal for optimizing disaster
preparedness efforts in educational settings, ensuring the safety and
well-being of students and staff through informed strategies and
interventions.
1.6. Scope and Delimitation
This study aims to investigate the level of compliance with the 1 st

quarter National Simultaneous Earthquake Drill (NSED) implementation
and assess the effectiveness of these drills in SHS within Bacoor
Elementary School. The researchers will use students coming from the
Grade 12, Humanities and Social Sciences (HUMSS) and Science,
Technology, Engineering, and Mathematics (STEM) strands in SHS
within Bacoor Elementary School as their respondents. To ensure
objective perceptions and diverse viewpoints, students will be selected
from various sections. The study will consider factors, such as their
demographic profile, the level of compliance, and effectiveness of
earthquake drills in SHS within Bacoor Elementary School. These
variables will be assessed through self-reporting by the respondents
themselves
The survey instrument for data collection will be Google Forms,

and researchers will gather data from each participant through online
surveys. This research will be also further restricted to the participants,
such as the students from the Humanities and Social Sciences (HUMSS)
and Science, Technology, Engineering, and Mathematics (STEM)
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strands in SHS within Bacoor Elementary School who are prepared or
preparing for their career choice. This study will utilize the quantitative
design method. The total population size is 291 students from all
sections of grade 12 in the Humanities and Social Sciences (HUMSS)
and Science, Technology, Engineering, and Mathematics (STEM)
strands. The research employs stratified random sampling, a type of
non-probability sampling, to eliminate sample bias and it will be used
to select 142 students.
The data gathering process began on the during the 2nd semester of
the academic year 2023-2024 in SHS within Bacoor Elementary School,
Tincoco St. Brgy. Poblacion, Bacoor City, Cavite.
1.7. Theoretical Framework

The research study "Assessing Compliance and Efficacy: A
Quantitative Analysis of National Simultaneous Earthquake Drill (NSED)
Implementation and Effectiveness in SHS within Bacoor Elementary
School" is grounded in the Systems Theory of Management, a
conceptual framework derived from the General Systems Theory
formulated by Ludwig von Bertalanffy. This theory provides a holistic
perspective for examining organizations as intricate systems
comprised of interconnected and interdependent components.
Teece (2018) emphasizes the significance of 'dynamic

capabilities' within this framework, referring to the skills and processes
enabling organizations to adapt and respond to evolving environments.
In the context of assessing compliance and efficacy of National
Simultaneous Earthquake Drill (NSED) in SHS within Bacoor Elementary
School, dynamic capabilities are crucial for effectively addressing the
unique challenges posed by natural disasters.
13
Expanding on this framework, Bevar et al. explore systems
theory in the context of family therapy, which can be extrapolated to
the school environment. This perspective underscores the
interconnectedness of various elements within the school system, such
as administration, teachers, students, and the wider community,
resembling the dynamics of a family system. Here, the administration
plays a pivotal role in shaping the school's culture and policies, which
in turn influence the implementation of earthquake drill protocols by
teachers and the response of students to disaster situations.
Teachers serve as mediators, translating and executing policies

within classrooms, while students, as central members, are influenced
by both teacher guidance and administrative decisions. Additionally,
peer interactions contribute to shaping students' attitudes and
behaviors towards disaster preparedness. The broader community,
including parents and local authorities, also plays a vital role in
supporting and facilitating effective implementation of earthquake drill
programs within the school system.
Christensen et al. (2020) underscore the dual nature of

organizations as instruments and cultures. Recognizing schools as
cultural entities, alongside their educational function, is essential for
developing earthquake drill programs that resonate with societal
values and norms.
Furthermore, Hatch (2018) introduces perspectives from modern,

symbolic, and postmodern organization theory, emphasizing the
symbolic significance of earthquake drills within the broader discourse
on safety and preparedness.
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The key variables in this study include compliance level,
effectiveness of National Simultaneous Earthquake Drill (NSED)
implementation, and interventions for school safety and student well-
being. Within the Systems Theory framework, the effectiveness of
NSED implementation in SHS within Bacoor Elementary School is
shaped by dynamic capabilities, cultural and symbolic structures, and
interactions among various subsystems within the school environment.
Thus, the Systems Theory of Management offers a

comprehensive framework for understanding the complexities involved
in implementing and enhancing earthquake drill programs. This
theoretical lens facilitates the identification of areas for improvement
and the development of a holistic strategy to strengthen the
effectiveness of earthquake preparedness initiatives within the school
setting.
1.8. Conceptual Framework
INPUT PROCESS OUTPUT
1. What are the demographic 1.) Selection of

profiles of the students in SHS
within Bacoor Elementary School respondents from
in terms of:
a. age, Grades 12 HUMSS and
b. sex, STEM using stratified
c. strand, and
d. section? sampling
2. What is the level of

compliance among students in
the NSED implementation terms 2.) Online survey
of: questionnaire
a. participation and A Foundation for
cooperation, dissemination
b. adherence to safety protocols, Disaster Risk
and
c. adherence to evacuation Reduction
routes? 3.) Data gathering
- Distribution of online
Management
3. What is the level of
effectiveness of the NSED survey via Google (DRRM) Primer
implementation in in terms of:
a. earthquake drill strategies, Forms Development on
b. available resources, - Collection and
c. emergency plans, and Earthquake Drills
d. community engagement? Tabulation of students’ 15
4. What earthquake drill primer responses
will be developed?
Figure 1. shows the research paradigm of the study. It follows the
pattern of Input Process Output (IPO).
The conceptual framework guiding this study is based on the

input-process-Output (IPO) model. This model offers a structured
framework for analyzing the implementation and effectiveness
National Simultaneous Earthquake Drill (NSED) in SHS within Bacoor
Elementary School. By adopting the IPO model, the study aims to
systematically evaluate the factors impacting the compliance and
efficacy of earthquake drills, devise appropriate assessment
methodologies for these factors, and outline the desired outcomes of
the research.
The variables and concepts covered in the study are shown in

the figure. The first frame presents the inputs or leading variables,
which are the included information about the students' demographics,
compliance levels, and the effectiveness of National Simultaneous
Earthquake Drill (NSED) implementation in SHS within Bacoor
Elementary School, and what proposed interventions or improvements
16
are aimed at enhancing the compliance and efficacy of earthquake
drills in the school setting based on the findings of the study.
The second frame, on the other hand, is the process that will be
taken, which involves choosing participants from Grades 12
Humanities and Social Sciences (HUMSS) and Science, Technology,
Engineering, and Mathematics (STEM) using a stratified and purposeful
sampling approach, an online survey questionnaire dissemination, data
gathering via Google Forms and tabulation of students’ responses, and
finally, statistical analysis of the data collected.
Finally, the last frame presents the results and implications of

the research. It will detail how the researchers evaluated the
compliance and effectiveness of National Simultaneous Earthquake
Drill (NSED) in SHS within Bacoor Elementary School. These findings
will serve as the basis for proposing improvements to the school's
earthquake drill program. The outcomes and significant findings of the
study are included in the output.
1.9. Operational Terms
Adherence. Commitment to following earthquake preparedness

protocols and guidelines (Merriam Webster, 2024).
Available Resources. Assets, materials, and personnel that can

be mobilized for earthquake preparedness, response, and recovery
efforts (CollIns, 2024).
Compliance. Conformity with regulations, standards, or

guidelines related to earthquake preparedness and safety (Cambridge
Dictionary, 2024).
Disaster Risk Reduction and Management (DRRM).

Systematic approach to minimizing the impact of disasters, including
17
earthquakes, through prevention, preparedness, response, and
recovery (UNDRR, n.d.)
Earthquake. Sudden shaking of the ground caused by the

movement of tectonic plates beneath the Earth’s surface (NASA,
2021).
Earthquake Drill. Simulated exercise conducted to practice and

evaluate response procedures in the event of an earthquake (Nature
Education, 2014).
Earthquake Drill Strategies. Planned actions and procedures

designed to simulate response and preparedness for earthquakes
(Collins, 2024).
Earthquake Preparedness. Measures taken to mitigate the

impact of earthquakes, including planning, education, and readiness
for response (Occupational Safety and Health Administration, n.d.).
Effectiveness. The degree to which earthquake preparedness

measures and strategies achieve their intended goals (Cambridge
Dictionary, 2024).
Emergency Plans. Predefined protocols and procedures to be

followed during and after an earthquake to ensure safety and minimize
damage (Canadian Centre for Occupational Health and Safety, 2022).
Frequency of Participation. How often individuals or

organizations engage in earthquake drills or preparedness activities
(Borgers et.al, 2016).
Level of Engagement and Cooperation. The extent to which

individuals, communities, and organizations collaborate in earthquake
preparedness efforts (Hughes, 2021).
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Training. Instruction and education provided to individuals and
groups to enhance their knowledge and skills related to earthquake
preparedness and response (Merriam Webster, 2024).
Seismic Vulnerability. Susceptibility of a region or structure to

damage or disruption caused by seismic activity (Hammoum et. Al.,
2016).
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter consists of studies and literature, both from

international and local sources, which have been considered relevant
following a comprehensive search by the researchers. It incorporates
concepts, theories, research methods, and discoveries from other
scholars that are pertinent to the current study.
2.1 Definition and Scope of Earthquake Drill
In the Philippines, the importance of earthquake drills in school

settings cannot be overstated due to the country's location within the
Pacific Ring of Fire, making it prone to seismic activities. Schools serve
19
as critical hubs for disaster preparedness and response, as they house
a large population of students and staff during most of the day.
Effective earthquake drills in schools can save lives, minimize injuries,
and reduce property damage by ensuring that students and staff are
adequately trained to respond to seismic events (DepEd, 2019).
The National Disaster Risk Reduction and Management Council

(NDRRMC) defines earthquake drills as simulated exercises designed to
prepare individuals and communities for seismic events. The scope
encompasses evacuation procedures, search and rescue operations,
and first aid responses. A study by the Philippine Institute of
Volcanology and Seismology (PHIVOLCS) emphasizes the need for
tailored earthquake preparedness, considering the country's
vulnerability to seismic activities.
A similar perspective is shared globally, where earthquake drills

are crucial components of disaster preparedness, with countries like
Japan and the United States being notable examples. In Japan,
earthquake drills, known as "shinsai taisaku," are conducted frequently
in schools, workplaces, and communities to build a culture of
preparedness and resilience (FEMA, 2020). These drills typically
include practicing evacuation procedures, first aid techniques, and
communication protocols during earthquakes. Additionally,
earthquake drills are integral to Japan's disaster risk reduction
strategy, where they are focusing on early warning systems and rapid
evacuation (Cabinet Office, Government of Japan, 2015).
2.2 Importance of Earthquake Drill in School Setting
Because the Philippines is situated inside the Pacific Ring of Fire,

it makes it vulnerable to seismic activity, and so the value of
20
earthquake exercises in educational settings is consistently
emphasized. Schools are home to numerous numbers of people
therefore they play a crucial role in participating to disaster planning
and response. (DepEd, 2019).
The Department of Education (DepEd) in the Philippines affirms

the rigorous earthquake exercises in schools that is equipped with its
rules and guidelines. According to a study they conducted, effective
earthquake drills help to reduce vulnerabilities and minimize mortality
during seismic events. Reducing property damage, minimizing injuries,
and saving lives are all possible with these exercises in schools that
make sure staff and students are prepared for such emergencies. This
highlights the importance and role of schools in fostering a culture of
safety (DepEd Order No. 29, s. 2013).
Similar to this, earthquake drills at schools are regarded as

crucial for protecting staff and kids in other earthquake-prone areas,
such as in California, USA. In order to increase awareness, test
emergency protocols, and pinpoint places where earthquake
preparation plans need to be improved, the California Governor's Office
of Emergency Services give attention to the value and implementation
of earthquake drills in its schools (California Governor's Office of
Emergency Services, 2020).
2.3 Earthquake Drill Strategies and Advantages in School

Setting
In the Philippines, classroom learning, real-world simulations, and

evacuation exercises are frequently combined as earthquake drill
tactics in educational institutions. In order to be fully prepared for an
earthquake, the Department of Education (DepEd) recommends
teaching pupils about safety precautions, holding frequent drills, and
21
setting up emergency communication lines (DepEd Order No. 44, s.
2016). With the use of these tactics, faculty and staff should be able to
minimize hazards and respond to earthquakes with the appropriate
knowledge and abilities.
Different schools in the Philippines use different earthquake drill

techniques. In order to improve efficacy and sustainability, a local
municipality's Local Disaster Risk Reduction and Management Office
(LDRRMO) undertook research that highlighted the use of creative
tactics, such as incorporating earthquake drills into the curriculum
(LDRRMO Report, 2019).
Globally, earthquake drills typically incorporate evacuation

plans, communication protocols, and simulation exercises. In the
United States, FEMA recommends the “Drop, Cover, and Hold On”
approach to swiftly protect oneself during earthquakes (FEMA, 2015).
Japan, known for its earthquake preparedness, utilizes early warning
systems and conducts frequent evacuation drills in schools (Cabinet
Office, Government of Japan, 2015).
2.4 Level of Compliance with Earthquake Drill in Schools
In the Philippines, the level of compliance with earthquake drills

in schools has become a matter of concern. According to a study
conducted by the University of the Philippines National Institute of
Geological Sciences (UP NIGS), although awareness levels are high,
actual compliance with drill procedures varies, indicating the necessity
for further investigation and targeted interventions (UP NIGS Study,
2020).
22
The efficacy of earthquake drills in schools heavily depends on
the level of compliance among students, faculty, and staff. Ensuring
universal adherence to earthquake drills is paramount. In Malvar,
Batangas, the School Disaster Risk Reduction and Management
(SDRRM) organized an unexpected earthquake drill at its senior high
school on August 14, 2019, to evaluate the students’ preparedness for
earthquakes. Over a thousand students, teachers, and other
individuals participated. The students demonstrated adherence to the
prescribed procedures by ducking, covering, and holding, and they
proceeded to the designated area in an orderly fashion (SHS Malvar,
2019). This event underscores the significance of compliance with
earthquake drills organized by educational institutions and
communities.
In an addition, a recent study on the behaviors and compliance

of university students in Turkey revealed that when an earthquake drill
was first conducted, a lot of problems, such as insufficient table
spacing, not taking the drop-cover hold in position, not hearing siren
sounds, not knowing the location of emergency exit doors, emergency
exit doors being locked, not leaving the building in order, not knowing
the assembly areas, fear and panic, and not taking the drill seriously,
were determined. These behaviors are what resulted in the low
awareness and compliance of students with emergency action plans.
However, after the second drill, it was determined that the problems
identified in the first were eliminated. The level of compliance from the
first, with an average of 3.25, increased to 5.18 in the second, leading
to their conclusion that repeating the drills at regular intervals
increases student compliance with emergency action plans (Parlak et
al., 2023).
2.5 The Effectiveness of Earthquake Drill in School Setting
23
The success of earthquake drills in schools is integral to disaster
risk reduction in the Philippines. An examination of the impact of these
drills on student preparedness, conducted by the Ateneo de Manila
University, highlighted that while drills elevate awareness, there is
room for improvement in implementing safety precautions (Ateneo de
Manila University Study, 2017).
Global research reinforces the importance of assessing the

effectiveness of earthquake drills. Studies in earthquake-prone areas of
Japan, such as the one conducted by Tanaka et al. in 2019, emphasize
that regular drills positively impact response times and overall
preparedness. Similarly, FEMA in the United States underscores the
ongoing need for assessment to ensure continual improvement in drill
efficacy (FEMA, 2015).
Insufficient awareness of appropriate protective behaviors during

earthquakes significantly contributes to fatalities and injuries in
society. Research on effective earthquake training methods, as
highlighted by Coban (2022), indicates that earthquake drills surpass
Digital Gaming and Traditional training in instructing students on
proper actions during disasters. Students perceive earthquake drills as
effective in enhancing survivability, providing them with the skills and
knowledge needed for safety during actual incidents (Africa et al.,
2022). Additionally, these drills boost students’ confidence, reduce
panic, and promote clear thinking in earthquake situations (Africa et
al., 2022).
2.6 Proposal for Enhancing Earthquake Drill in Schools
The Department of Education (DepEd) is spearheading this effort

to improve earthquake drills in classrooms around the country. DepEd
works with non-governmental organizations, local government entities,
24
and other partners through Project Resilience to create comprehensive
plans for earthquake preparedness that are specific to the
requirements of each school. In order to guarantee that earthquake
exercises are effective, the project places a strong emphasis on
community involvement and multi-stakeholder collaboration (DepEd
Project Resilience Report, 2020).
Community knowledge and involvement are generally at the

center of suggestions for improving earthquake exercises in the
Philippines. Creating a comprehensive approach and integrating
parents, teachers, and local officials in earthquake preparedness
measures is the goal of the project by the Barangay Disaster Risk
Reduction and Management Council (BDRRMC) in a local community
(BDRRMC Project Proposal in 2021).
A multi-stakeholder approach is frequently emphasized in ideas

for improving earthquake exercises made internationally. Studies
conducted in New Zealand's earthquake-prone regions underlines the
need of community involvement and cooperation with local
government in enhancing earthquake drill procedures (Johnston et al.,
2016).
Synthesis
Earthquake drills play a crucial role in enhancing disaster
preparedness and response in school settings, both local and foreign
studies highlight the universal importance of earthquake drills in
schools for disaster preparedness. Compliance levels, although
generally recognized as essential, face challenges in practical
implementation. The effectiveness of drills is contingent on factors
such as dynamic capabilities, cultural and symbolic structures, and
25
interactions within the school environment, as emphasized by the
Systems Theory of Management.
The efficacy of earthquake drills in schools depends on student
compliance. Although most people are aware of drill protocols, actual
compliance varies and has to be further investigated as well as specific
interventions are needed. Studies indicate that students' and teachers'
compliance levels rise when drills are repeated on a regular basis. The
effectiveness of earthquake drills in schools is a major factor in
disaster risk reduction initiatives, since evaluations show
improvements in response times and general preparedness.
Improving earthquake exercises in schools requires cooperation

from a range of stakeholders, including communities, local government
agencies, non-governmental organizations, and educational
institutions. Initiatives by Barangay Disaster Risk Reduction and
Management Councils (BDRRMCs) and projects like the Department of
Education's (DepEd) Resilience in the Philippines emphasize the
development of comprehensive plans, community involvement, and
multi-stakeholder collaboration for a holistic and coordinated approach
to enhance the compliance and efficacy of earthquake drills in
educational settings.
Overall, earthquake drills in schools are crucial to improving

disaster response and readiness on a local and worldwide scale.
Schools may make a substantial contribution to reducing the effects of
earthquakes and enhancing safety and resilience in their communities
by putting into practice efficient drill techniques, guaranteeing
compliance, and encouraging multi-stakeholder engagement. The
synthesis of these studies provides a foundation for the comprehensive
analysis of National Simultaneous Earthquake Drill (NSED)
26
implementation and effectiveness in SHS within Bacoor Elementary
School.
CHAPTER III
METHODOLOGY
This chapter presents a detailed overview of the research

methodology specifically designed to examine the implementation of
National Simultaneous Earthquake Drill (NSED) in SHS within Bacoor
Elementary School. It outlines the research design, carefully specifying
the approach and techniques used to answer the research questions. It
consists the target population, elaborates on the research instruments
utilized in the study, and includes a description of the data collection
protocols.
3.1 Research Design
Using a quantitative research design—more specifically, the
descriptive-correlational method—in this study is both suitable and
significantly meaningful. The term "descriptive" in the quantitative
research design, as defined by Saro et al. (2023), implies that the
research design seeks to depict or characterize specific aspects of the
subjects under study, whereas the term "correlational" suggests that
the research design concentrates on analyzing the relationships
between variables without manipulating them. A methodical strategy
for gathering and evaluating numerical data is provided by Bloomfield
and Fisher (2019). Because it enables an unbiased evaluation of the
implementation of the National Simultaneous Earthquake Drill (NSED)
in SHS within Bacoor Elementary School, this design is particularly
pertinent to the study. It permits the evaluation of factors like the
effectiveness of the NSED, levels of compliance with the National
Simultaneous Earthquake Drill (NSED), and the demographic profiles of
27
the grade 12 respondents, which are crucial to addressing the research
questions stated.
Furthermore, this study benefits greatly from the application of

the descriptive-correlational method, as described by Zook and Pearce
(2018) and further developed by Kemp et al. (2018). It has two main
purposes. Firstly, it describes how much students in SHS within Bacoor
Elementary School comply National Simultaneous Earthquake Drill
(NSED) implementation in terms of frequency of participation and
cooperation, following are the adherence to evacuation routes and
safety protocols, and level of engagement and cooperation, among
other dimensions. Secondly, a description of the earthquake drill's
present status in SHS within Bacoor Elementary School, taking into
account several aspects such as strategies, resources, emergency
plans, and community engagement. As an instance, the study looks at
relationships between the level of compliance and the effectiveness of
the National Simultaneous Earthquake Drill (NSED) implemented.
This method is important because it can give detailed

information about how the National Simultaneous Earthquake Drill
(NSED) in SHS within Bacoor Elementary School is being conducted at
the moment (Grove & Gray, 2018). Through quantitative description
and interrelationship analysis, the research might reveal patterns and
trends that might not be visible through qualitative analysis alone. This
is essential for pinpointing problem areas and formulating plans of
action that correspond to the specific needs and circumstances of the
SHS within Bacoor Elementary School. Furthermore, the paper's goal of
suggesting primers and improvements to the National Simultaneous
Earthquake Drill (NSED) is in line with the descriptive-correlational
method. The research can help develop evidence-based
recommendations for improving earthquake drill procedures at by
28
analyzing the existing condition and relationships between key
components of National Simultaneous Earthquake Drill (NSED) in SHS
within Bacoor Elementary School.
A thorough and impartial examination of the1st quarter National

Simultaneous Earthquake Drill (NSED) in SHS within Bacoor Elementary
School is made possible by the quantitative descriptive-correlational
research approach, which is highly relevant for the current study
overall. This approach adds to the improvement of earthquake drill
programs in accordance with DepEd's requirements and the particular
needs of SHS within Bacoor Elementary School by offering a strong
empirical basis for identifying areas requiring improvement and
effective practices.
3.2 Locale of the Study

The study will take place in SHS within Bacoor Elementary School
in Tincoco St., Brgy. Poblacion, City of Bacoor, Cavite. The researchers
will use a variety of online resources to effectively communicate with
chosen G12 SHS students to gather the necessary data. Since the
online tools will be adequate in getting the required responses, there is
no need for face-to-face contact with the participants.
This population is critical, as these individuals oversee and

supervise the National Simultaneous Earthquake Drill (NSED) in SHS
within Bacoor Elementary School directly. For evaluating the condition
of earthquake drill practices today and pinpointing areas in need of
improvement, their viewpoints, experiences, and insights are
invaluable for assessing the level of compliance and effectiveness of
the program.
3.3 Sampling Procedure
29
This study utilized stratified sampling method to gather data,
where participants were chosen using a probability-based approach
known as stratified random sampling. This method entails the random
selection of individuals from stratum or subpopulations within the
larger overall population. This approach guarantees that each
subgroup is proportionally represented in the final sample, effectively
dividing the population into distinct and homogenous strata.
Slovin's formula will be used in this study to determine sample
size from the total 4 sections of Grade 12 Humanities and Social
Sciences (HUMSS) and Science, Technology, Engineering, and
Mathematics (STEM) of SHS within Bacoor Elementary School, totaling
142 students out of a total population size of 291, and this calculation
is made with a 94% confidence level and a 6% margin of error.
N
n= 2
1+ N e
Where:
𝑛 = sample size
291
n=
𝑛 = 142
¿¿
N = population size
e = margin of error
A total of 142 participants were obtained by randomly selecting 22

students from each of the two sections, 21 students from each of the
two sections, 15 students from each of the two sections, and 15 and 13
students from each from the remaining sections to participate in this
study.
The Strata Sample Size for each section are Aquino – 22, Marcos – 22,
Quezon – 21, Ramos - 21, Faraday – 15, Galilei – 14, Tesla – 13, and
Watson – 14.
30
Strata
Strata
Strata Population Percentage
Sample Size
Size
AQUINO 46 15.81% 22
MARCOS 45 15.46% 22
QUEZON 44 15.12% 21
RAMOS 43 14.78% 21
FARADAY 30 10.31% 15
GALILEI 29 9.97% 14
TESLA 26 8.93% 13
WATSON 28 9.62% 14
Table 3.1 Stratified Sampling
3.4 Research Instrument
This study utilizes a structured survey questionnaire to gather

data relevant to the study's objectives. The research instrument is
designed to address each aspect of the statement of the problem.
The researchers employed a systematic, closed-ended
questionnaire to seek the selected G12 Humanities and Social Sciences
(HUMSS) and Science, Technology, Engineering, and Mathematics
(STEM). Closed-ended questions, according to Cornwell (2023), it
requires respondents to give concise, predetermined answers. They
are suitable in situations requiring an immediate and conclusive
response. These kinds of questions are also suitable for gathering
quantitative data. Participants in the study were given a Google Forms
questionnaire, and the responses provided sufficient data for the
study's analysis. In order to preserve the respondents' privacy, the
31
respondents' answers and personal information were kept confidential.
Consequently, the data provided was strictly used for the conduct of
this research.
Part 1: Demographic Profile of Respondents. This section of the

questionnaire will gather basic demographic information about the
respondents, which includes G12 SHS students from Humanities and
Social Sciences (HUMSS) and Science, Technology, Engineering, and
Mathematics (STEM). The questions will cover sex, strand, and section.
Part 2: Level of Compliance with the National Simultaneous
Earthquake Drill (NSED) Implementation. This segment will
consist of items measuring the level of compliance with National
Simultaneous Earthquake Drill (NSED) implementation. Respondents
will be asked to evaluate various aspects of the earthquake drill
program, such as the frequency of participation, adherence to
evacuation routes and safety protocols, and level of engagement and
cooperation. Below is the Likert scale to be used.
SCALE RANGE VERBAL DESCRIPTION
4 3.26-4.00 Full Compliant
3 2.51-3.25 Compliant
2 1.76-2.50 Somewhat Compliant
1 1.00-1.75 Not Compliant at All
Table 3.2 Likert Scale, Range and Verbal Description
Part 3: Level of Effectiveness of the National Simultaneous

Earthquake Drill (NSED) Implementation. This segment will
32
consist of items measuring the perceived effectiveness of the
earthquake drill program. Respondents will be asked to evaluate
various aspects of the earthquake drill program, such as strategies,
resources available, emergency plans, and staff and student training
levels. Below is the Likert scale to be used.
SCALE RANGE VERBAL DESCRIPTION
4 3.26-4.00 Highly Effective
3 2.51-3.25 Effective
2 1.76-2.50 Somewhat Effective
1 1.00-1.75 Not Effective at All
Table 3.3 Likert Scale, Range and Verbal Description

Overall, the design of the research instrument ensures thorough
data collection that addresses every aspect of the problem statement.
This method is vital for accomplishing the objective of the study, which
is to assess how National Simultaneous Earthquake Drill (NSED) are
currently conducted in SHS within Bacoor Elementary School and make
pertinent improvement recommendations. The data gathered by using
this instrument will give recommendations intended to improve the
efficiency and effectiveness of the National Simultaneous Earthquake
Drill (NSED) in SHS within Bacoor Elementary School a strong empirical
basis.
3.5 Pre-Testing & Validation of the Research Instrument
To guarantee the research instrument's dependability and

applicability to the study, validation is a pivotal step in this process.
First, a thorough content validation procedure will be applied to the
33
structured survey questionnaire created for the purpose of this study.
The process of content validation ensures that the research questions
are accurately represented in the questionnaire and that it is suitably
tailored for the context of the National Simultaneous Earthquake Drill
(NSED) in SHS within Bacoor Elementary School. This procedure entails
assessing each item on the questionnaire for comprehensiveness,
clarity, and relevance to the study's objectives.
Prior to the survey being used in a large-scale administration, it

was subjected to a validity test. In order to assess the survey before
pre-testing, the researchers also ran a pilot test. It was intended to
ensure that the suggested research questionnaire is carefully
constructed and that the responses are relevant to the questions,
comprehensive, significant, and entirely significant as they are based
on each participant's own viewpoint rather than just the researcher's
personal opinion. ensuring that the survey will be understood by the
respondents and the researchers simultaneously. The survey that will
be used to pre-test and validate the research instrument was
distributed by the researchers using Google Forms to all Grade 12
Humanities and Social Sciences (HUMSS) and Science, Technology,
Engineering, and Mathematics (STEM) students at Bacoor Elementary
School. A total of twenty students participated in the study in all. Over
the span of two (2) days, the responses were collected.
Since the participants completed the survey without

experiencing any difficulties or problems and were able to
communicate their answers clearly, the researchers concluded that the
participants had understood the instructions.
Cronbach’s Alpha
The case processing summary and reliability statistics from the

study using Cronbach's Alpha are displayed in tables 1 and 2 below.
34
Cases N %
Valid 20 100.0
Excluded 0 .0
Total 20 100.0
Table 3.4 Case Processing Summary
Cronbach’s No. of
Alpha items
0.991 35
Table 3.5 Reliability Statistics
Cronbach’s Alpha Internal Consistency
a ≥ 0.9 Excellent
0.9 ＞a ≥ 0.8 Good
0.8 ＞a ≥ 0.7 Acceptable
0.7 ＞a ≥ 0.6 Questionable
0.6 ＞a ≥ 0.5 Poor
0.5 ＞a Unacceptable
Table 3.6 Cronbach’s Alpha Interpretation

Tables 1 and 2 display the reliability data for each of the
survey's ____ items, which have a Cronbach's Alpha score of 0.991.
Furthermore, table 3 shows that the researchers' survey questionnaire
had excellent and strong internal consistency.
3.6 Measurement of Variables & Interpretation
35
In this study, numerical ratings, or ordinal variables, were used.
Through their responses to the provided multiple-choice questionnaire,
the level of compliance with the earthquake drill program and the
assessment of earthquake drill program effectiveness were assessed
using this methodology. The Grade 12 Science, Technology,
Engineering, and Mathematics (STEM) and Humanities and Social
Sciences (HUMSS) students in SHS within Bacoor Elementary School
were chosen for the study, and their responses were measured using a
4-point Likert scale. Using a 4-point Likert scale, the degree of student
agreement with each statement provided was measured in order to
reduce misunderstandings and ensure that respondents provided
concise, clear answers. In accordance with Dr. McLeod (2008), the
Likert scale operates under the presumption that attitudes are
quantifiable and that their strength or intensity is linear, that is, on a
continuum ranging from strongly opposed to strongly agreed.
Once the level agreement was translated into numerical
equivalents, the researchers applied the descriptive analysis
technique. The essential qualities of study data are described using
descriptive statistics. They provide concise summaries of the
measurement and sample. Because they distill a lot of information into
a brief summary, descriptive statistics are typically used to display
quantitative data in a logical and intelligible way (HAYES, 2022).
3.7 Statistical Analysis

A standardized online test that assesses the level of the National
Simultaneous Earthquake Drill (NSED) implementation and
effectiveness in SHS within Bacoor Elementary School has been utilized
by the researchers. The respondents were asked to answer questions
in an online survey aimed at ascertaining the level of compliance and
efficacy. As a result, the researchers used descriptive statistics to
36
display the mean, proportion, and percentage of the data that was
collected.
Additionally, Pearson's R-correlation, or Spearman's correlation
coefficient, was employed to explore the relationship between the
effectiveness of the National Simultaneous Earthquake Drill (NSED)
implementation and the compliance level, which will be calculated
depending on the data distribution and to see if they are significantly
correlated. Microsoft Excel was thus utilized for all computations.
The researchers concentrated on central tendencies and the
dispersion of the collected data based on the study's statements of the
problem. The study examined the choices made by G12 HUMSS and
STEM students in SHS within Bacoor Elementary School regarding the
assessment of compliance and efficacy of the National Simultaneous
Earthquake Drill (NSED) at their school. After that, a tabular summary
of the data was created. Microsoft Excel and the Statistical Package for
Social Sciences (SPSS) version 28 were used for all calculations.
ANOVA (Analysis of Variance). Inferential statistics such as

ANOVA will be used to determine whether there are significant
differences in the level of compliance and effectiveness of the National
Simultaneous Earthquake Drill (NSED) implemented in SHS within
Bacoor Elementary School based on the respondent profiles.
Understanding whether demographic factors like sex, strand, and
section will be aided by this approach.
Central Tendency. An estimate of the "center" of a set of
values is called the central tendency of a distribution. Central tendency
estimates come in three primary forms, which are as follows:
Frequencies. Frequency is a measurement of how often it
appears in a given set of data.
37
Mean. The mean of average is the most commonly used metric
to describe central tendency. To calculate it, just add up all the values
and divide the total by the number of values.
Mode. The value that occurs the most frequently in the set of
scores is the mode. The value that appears most frequently is the
mode.
Percentage. One quantity is divided by another, and the
resultant is rebased to 100, to obtain percentage figures. The symbol
for percentages is %.
Range. The range, which will be utilized for data interpretation,
is just the difference between the highest and lowest values.
Pearson's r or Spearman's rho. Depending on the data
distribution, either the Pearson's or Spearman's correlation coefficient
will be computed to investigate the relationship between the
compliance level and the effectiveness of the National Simultaneous
Earthquake Drill (NSED) implementation. This will show whether
respondents' compliance rates are correlated with better effectiveness
levels.
Standard Deviation. A statistic called the standard deviation
illustrates how tightly every example in a set of data is grouped around
the mean. The formula below can be used to calculate it:
σ √∑¿¿¿
Where:
σ = standard deviation
𝒏 = number of values
𝑿 = each value from the sample
X = mean
Through the use of these statistical treatments, the study will be

able to provide a comprehensive, objective, and data-driven
assessment of the state of National Simultaneous Earthquake Drill
38
(NSED) implementation in SHS in Bacoor Elementary School at the
current time. The findings from the study will play an essential role in
directing the development of efficient and tailored strategies to
improve the implementation of the earthquake drill and ensuring that
it meets the specific needs of the school.
CHAPTER IV
RESULTS AND DISCUSSION
This chapter contains a detailed presentation of the findings and

results of the survey, as well as an analysis of the data gathered from
the study that was conducted.
4. Results & Analysis
The following are the results from the survey conducted.
I. Demographic Profile of the Respondents
SOP 1: What are the demographic profiles of the students at SHS

within Bacoor Elementary School in terms of:
a. age
b. sex,
c. strand, and
d. section?
A. Age
Table 4.1 Tally Count
39
Age Frequency Percentage
16 1 0.7%
17 43 30.3%
18 61 43%
19 23 16.2%
20 6 4.2%
21 7 4.9%
22 1 0.7%
Total 142 100%
As shown in Table 4.1, The age composition of the respondents

was 0.7% 16 years old, 30.3% 17 years old, 43% 18, 16.2% 19 years
old, 4.9% 21 years old, and 0.7% 22 years old.
B. Gender
Gender Frequency Percentage
Male 68 47.9%
Female 74 52.1%
Total 169 100%
As shown in Table 4.2, The gender composition of the

respondents was 47.9% male and 52.1% female.
40
C. Strand
Strand Frequency Percentage
Humanities and Social

86 60.6 %
Sciences (HUMSS)
Science, Technology,
Engineering, and 56 39.4%
Mathematics (STEM)
Total 142 100%
As shown in Table 4.3, The strand composition of the

respondents was 60.6% HUMSS and 39.4% STEM.
D. Section
Sections Frequency Percentage
AQUINO 22 15.5%
MARCOS 22 15.5%
QUEZON 21 14.8%
RAMOS 21 14.8%
FARADAY 15 10.6%
GALILEI 14 9.9%
TESLA 13 9%
WATSON 14 9.9%
Total 142 100%
As shown in Table 4.4, The section composition of the

respondents was 15.5% Aquino, 15.5% Marcos, 14.8% Quezon, 14.8%
Ramos, 10.6% Faraday, 9.9% Galilei, 9% Tesla, and 9.9% Watson.
II. Level of Compliance with the National Simultaneous

Earthquake Drill (NSED) Implementation
41
SOP 2: What is the level of compliance among students in the NSED
implementation in terms of:
a. participation and cooperation,

b. adherence to safety protocols, and
c. adherence to evacuation routes?

Level of Compliance with the National Simultaneous Earthquake Drill
(NSED) Implementation
NC SC C FC TOTA
Statement
(1) (2) (3) (4) L
1 5 11 26 100 142
2 4 15 35 88
3 6 18 40 78
4 5 11 51 75
5 6 20 43 73
6 5 14 33 90
7 8 10 28 96
8 6 5 36 95
9 8 8 36 90
10 7 12 39 84
11 7 7 40 88
12 6 10 29 97
13 6 6 38 92
14 4 11 45 82
15 5 9 39 89
16 0 7 24 111
17 2 5 29 106
18 1 7 28 106
42
19 1 3 23 115
20 1 4 28 109
AVERAGE 4.65 9.65 34.5 93.2
The table paints a compelling picture of strong compliance

and adherence to safety protocols during the National Simultaneous
Earthquake Drill (NSED). Participants consistently exhibit high levels
of understanding, cooperation, and confidence in executing
procedures, as evidenced by average scores surpassing 3.4 out of 5
across all statements. The narrow standard deviation values in
responses show that most people agree strongly about the
importance of the NSED and being prepared. It suggests that
participants are all on the same page about how crucial it is to take
part in the drill and stay safe during earthquakes. These findings
underscore not only a culture of compliance but also a deep-seated
dedication to ensuring safety and resilience in the face of seismic
threats.
Table 4.6 Statistical Analysis
Statement X̄ σ Interpretation
Participatio
1. I consistently participate
n and
cooperation in the National
3.56 0.79 Full Compliant
Simultaneous Earthquake
Drill (NSED) conducted in
school.
2. I actively cooperate with

instructors and peers during
NSED.
43
3. I show dedication by 3.34 0.86 Full Compliant
attending NSED regularly.
4. I am confident that I take 3.28 0.78 Full Compliant

NSED seriously.
5. I feel assured about my 3.29 0.86 Full Compliant

level of engagement in
NSED.
AVERAGE 3.40 0.82 Full Compliant
Adherence 6. During the National

to Safety Simultaneous Earthquake
Protocols
Drill (NSED), I understand
and follow safety protocols 3.46 0.81 Full Compliant
such as Drop, Cover, and
Hold On.
7. I recognize the
importance of taking cover
under sturdy furniture and
holding on during
earthquakes as what NSED
highlights.
8. I prioritize my safety by
adhering to established
procedures during the
NSED.
9. I prioritize my safety by
following safety protocols
44
specifically outlined for the 3.46 0.84 Full Compliant
NSED.
10. I am confident in my
ability to execute safety
protocols effectively during
earthquake simulations,
particularly those practiced
in the NSED.
11. I follow designated

primary exit routes
effectively during the
National Simultaneous
Earthquake Drill (NSED).
12. I recognize the

importance of evacuating to
safe zones during
earthquakes, as
emphasized in the NSED.
13. During the NSED, I

prioritize my safety by
evacuating to designated
assembly points.
14. I am confident in my
ability to evacuate safely to
designated areas during the
45
NSED.
15. I understand the

significance of adhering to
evacuation routes for my
safety, especially during the
NSED.
Overall Mean 3.45 0.08 Full Compliant
Legend:
Range of Variables Interpretations
3.26-4.00 Full Compliant
2.51-3.25 Compliant
1.76-2.50 Somewhat Compliant
1.00-1.75 Not Compliant at All
Table 4.5 illustrates the statistical analysis of participants’

responses regarding their compliance with the National Simultaneous
Earthquake Drill (NSED). In statements 1 to 5, participation and
cooperation got a 3.40 average with a standard deviation of 0.82 and
were verbally interpreted as fully compliant. This shows that the
students fully complied with the NSED based on their participation,
engagements, exhibits, execution, and cooperation with the
46
procedures. Similarly, in statements 6 to 10, the average adherence to
the safety protocols is also in the full compliance range, with an
average of 3.48 and a standard deviation of 0.82. This implies that the
participants fully understand and comply with the Drop, Cover, and
Hold Procedure. It emphasizes the importance of the procedures that
can facilitate safe evacuation and recognizes the significance of
adhering to their safety during an earthquake. Furthermore, the
adherence to evacuation routes in statements 11 to 15 is also in the
“Full Compliant” range, with an average of 3.48 and a standard
deviation of 0.78, indicating strong compliance with the evacuation
routes. Overall, the findings show that participants are well-prepared
and dedicated to ensuring their safety during earthquakes, as
evidenced by their high adherence to NSED requirements and safety
protocols.
III. Level of Effectiveness of the National Simultaneous

SOP 3: What is the level of effectiveness of the NSED implementation

in terms of:
a. earthquake drill strategies,

b. available resources,
c. emergency plans, and
d. community engagement?

Level of Effectiveness of the National Simultaneous Earthquake Drill
(NSED) Implementation
NE SE E HE TOTA
Statement
(1) (2) (3) (4) L
1 1 5 21 115 142
47
2 2 6 20 114
3 0 5 30 107
4 1 5 24 112
5 2 4 22 114
6 2 10 25 105
7 1 11 27 106
8 3 9 29 101
9 3 8 29 102
10 2 8 26 106
11 3 8 30 101
12 0 7 30 105
13 1 5 27 109
14 1 6 30 105
15 2 5 29 106
AVERAGE 1.60 6.80 26.60 107.20
The data above reveals an exceptionally high level of

effectiveness and confidence in various aspects of the NSED and its
associated strategies. Participants consistently demonstrate strong
convictions, reliance, and assurance in the efficacy of NSED
procedures, resources, emergency plans, and community engagement.
The most frequent response was "Highly Effective" with average scores
consistently exceeding 3.6 out of 5 and minimal variability in
responses. There exists a profound consensus and uniformity in
perceptions. The cumulative results suggest a strongly embedded
tradition of preparedness and confidence in the NSED's ability to
effectively train and equip students for earthquake situations.
Table 4.8 Statistical Analysis
48
Statement X̄ σ Interpretation
Earthquak 1. I believe that

e Drill
Strategies participating in the National
3.76 0.54 Highly Effective
Simultaneous Earthquake
Drill (NSED) effectively
prepares me for
emergencies.
2. I trust that the NSED

strategies are well-thought-
out and practical.
3. I am confident that the

NSED strategies adequately
simulate real-life scenarios.
I am confident that the
NSED strategies adequately
4. I believe the NSED

strategies effectively teach
me what to do during an
earthquake.
5. I feel that the NSED

strategies effectively
prepare me for potential
earthquakes.
AVERAGE 3.74 0.56 Highly Effective
Available 6. I trust that the resources

Resources
49
provided during the 3.64 0.68 Highly Effective
National Simultaneous
Earthquake Drill (NSED) are
sufficient for effective
training.
7. I believe the available

resources, such as
emergency kits used during
the NSED, are accessible
and well-maintained.

school provides adequate
facilities and equipment for
the NSED.
9. I trust that the available

resources, utilized during
the NSED, are effective.
10. I feel assured that the

available resources
contribute to the
effectiveness of the NSED.
Emergency
11. I believe the school’s
Plan
emergency plans, including
those for the National
Simultaneous Earthquake 3.61 0.69 Highly Effective
Drill (NSED), are clear and
50
straightforward to follow
during earthquake drills.
12. I trust that the school

has comprehensive
specific strategies for the 3.69 0.56 Highly Effective
NSED, tailored to different
earthquake scenarios.

those for the NSED,
prioritize student safety and
well-being above all else.

consistently reviews and
updates its emergency
plans, including those for
the NSED, to ensure their
ongoing effectiveness.
15. I feel assured that the

school’s emergency plans,
particularly those for the
NSED, are highly effective
in preparing students to
respond to earthquakes
51
confidently.
Community
Engageme 16. I believe there is
nt effective communication
between the school and the
community regarding
earthquake preparedness,
including active
participation in the NSED

actively involves the
community in earthquake
preparedness initiatives,
such as coordinating
participation in the NSED.

community is supportive
and engaged in earthquake
drills and preparedness
efforts, including
19. I believe the school

effectively collaborates with
local authorities and
organizations (e.g., 3.77 0.51 Highly Effective
Barangay Officials and
Police) for earthquake
52
preparedness, including
coordination for the NSED.
20. I feel assured that there

is strong community
engagement in efforts for
earthquake preparedness,
including active
participation and
coordination for the NSED.
Overall Mean 3.68 0.61 Highly Effective
Legend:
Range of Variables Interpretations
3.26-4.00 Highly Effective
2.51-3.25 Effective
1.76-2.50 Somewhat Effective
1.00-1.75 Not Compliant at All
In Table 4.8, the data presented in data analysis on the

participant’s perception on effectiveness of the National Simultaneous
53
Earthquake Drill (NSED) implementation. The average responses
indicate the earthquake drill strategies in statements 1 to 5, with an
average score of 3.74 and a standard deviation of 0.56, with scores
consistently falling within the "Highly Effective" range. The participants
showed their strong beliefs in the efficacy of earthquake drill strategies
during the NSED in preparing them to handle the situation. The
participant also reported a mean score of 3.63 with a standard
deviation of 0.68 for the available resources from statements 6 to 10,
and the respondents reported a mean score of 3.66 with a standard
deviation of 3.66 and a standard deviation of 0.60 for emergency plans
from statements 11 to 15. Both averages fall within the "Highly
Effective" range, indicating a strong overall commitment to an
effective NSED implementation. Moreover, participants expressed the
effectiveness of NSED implementation through community
engagement; statements 16 to 12 got a mean of 3.70 with a standard
deviation of 0.58, which falls in the range of “Highly Effective.”
4.2 Hypothesis Testing
I. Significant Difference between the Level of Compliance and

Efficacy with NSED Implementation and the Demographic
Profiles of Respondents
Table 4.9 Difference in the Level of Compliance and Efficacy
Sum of df Mean F Sig.

Squares Squar
e
Between 34.704 52 .667 4.24 <.001
Groups 8
Within 36.296 231 .157
Groups
Total 71.000 283
54
The table presents the analysis of the difference in compliance
and efficacy levels. The "Sum of Squares" indicates the variability
within and between groups, with 34.704 and 36.296 respectively,
contributing to a total of 71.000. Degrees of freedom (df) for between
groups are 52 and within groups are 231, totaling 283. "Mean Square"
represents the average variance, with .667 for between groups
and .157 for within groups. The F-value of 4.248 indicates the ratio of
variability between and within groups. The significance (Sig.) value,
being less than .001, suggests that the difference in compliance and
efficacy levels of compliance and efficiency with NSED in SHS within
Bacoor Elementary School is statistically significant.
II. The Relationship between the Level of Compliance and

Table 4.10 Correlation between Age, Compliance, and Efficacy

Age Compliance Efficacy
Age Pearson 1 -.197* -.121
Correlation
Sig. (2- .019 .442
tailed)
N 142 142 142
Compliance Pearson -.197* 1 .546**
Correlation
Sig. (2- .019 <.001
tailed)
N 142 142 142
Efficacy Pearson -.121 .546** 1
Correlation
Sig. (2- .153 <.001
tailed)
N 142 142 142
55
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
The table depicts the relationship between age and compliance,

which shows a moderately negative correlation with a coefficient of -
0.197. However, this correlation is not deemed statistically significant
at the conventional threshold of p = 0.019, indicating that the
observed relationship could be due to chance rather than a true
association. When examining age and efficacy, there appears to be a
weak negative correlation, with a coefficient of -0.121. Nevertheless,
similar to the age-compliance correlation, this relationship is not
statistically significant at a p-value of 0.153. This suggests that any
apparent connection between age and efficacy may not be reliably
established, possibly occurring by random chance.
Table 4.11 Correlation between Gender, Compliance, and Efficacy

Gender Compliance Efficacy
Gender Pearson 1 -.014 .065
Correlation
Sig. (2- .866 .442
tailed)
N 142 142 142
Compliance Pearson -.014 1 .546**
Correlation
Sig. (2- .866 <.001
tailed)
N 142 142 142
Efficacy Pearson .065 .546** 1
Correlation
Sig. (2- .442 <.001
tailed)
N 142 142 142
The table illustrates the correlation between gender and

compliance, which yields a negligible negative correlation with a
56
coefficient of -0.014. This indicates that there is almost no discernible
relationship between gender and compliance. Moreover, the lack of
statistical significance at p = 0.866 suggests that any observed
association could likely be due to random chance rather than a
meaningful pattern. Examining gender and efficacy, a similarly weak
correlation emerges, albeit in the positive direction, with a coefficient
of 0.065. This indicates a slight tendency towards a positive
relationship between gender and efficacy, though the correlation is too
weak to draw any meaningful conclusions. Furthermore, the lack of
statistical significance at p = 0.442 implies that this apparent
association could also be attributed to chance rather than a true
connection between gender and efficacy.
Table 4.12 Correlation between Section, Compliance, and Efficacy

Section Compliance Efficacy
Section Pearson 1 .215 *
.187*
Correlation
Sig. (2- .010 .442
tailed)
N 142 142 142
Compliance Pearson .215 *
1 .546**
Correlation
Sig. (2- .010 <.001
tailed)
N 142 142 142
Efficacy Pearson .187* .546** 1
Correlation
Sig. (2- .026 <.001
tailed)
N 142 142 142
*. Correlation is significant at the 0.05 level (2-tailed).
57
The table illustrates a moderate positive correlation between
section and compliance, with a coefficient of 0.215. This indicates that
specific sections of the study may have a notable impact on
participants' compliance levels. The statistical significance at p =
0.010 further supports this relationship, suggesting that certain
sections indeed influence compliance in a meaningful manner.
Similarly, the correlation between section and efficacy shows a weak
positive correlation, with a coefficient of 0.187. This suggests that
particular sections of the study may contribute to variations in
participants' efficacy levels. The statistical significance at p = 0.026
strengthens this finding, indicating that certain sections may indeed
influence efficacy outcomes. Overall, these results suggest that
different sections of the study may play distinct roles in shaping
compliance and efficacy among participants.
Table 4.13 Correlation between Strand, Compliance, and Efficacy

Strand Compliance Efficacy
Stand Pearson 1 .293** Stand
Correlation
Sig. (2- <.001 .442
tailed)
N 142 142 142
Compliance Pearson .293 **
1 Compliance
Correlation
Sig. (2- <.001 <.001
tailed)
N 142 142 142
Efficacy Pearson .234 **
.546 **
Efficacy
Correlation
Sig. (2- .005 <.001
tailed)
N 142 142 142
58
The table presents a robust positive correlation between strand
and compliance, with a coefficient of 0.293. This indicates a strong
association between specific study strands and compliance levels.
Moreover, the statistical significance at p < 0.001 strengthens the
validity of this relationship, suggesting that certain strands of the study
indeed influence compliance in a significant manner. Similarly, the
correlation between strand and efficacy demonstrates a moderate
positive correlation, with a coefficient of 0.234. This suggests that
particular study strands may impact efficacy to a certain extent. The
statistical significance at p = 0.005 further supports this assertion,
indicating that certain aspects of the study design or content may
contribute to variations in efficacy levels among participants. Overall,
these findings imply that different strands of the study may exert
distinct influences on compliance and efficacy outcomes.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researchers present the summary of the
study, findings, conclusions drawn from the findings, and
recommendations made regarding the study entitled " The Level of
Compliance and Effectiveness of the National Simultaneous
Earthquake Drill (NSED) Implementation in SHS within Bacoor
Elementary School: A Basis for Disaster Risk Reduction Management
(DRRM) Primer Development."
5.1 Summary of Findings
59
5.1.1 The Profile of the Respondents
The research paper meticulously analyzed the extent of
adherence and effectiveness of the National Simultaneous Earthquake
Drill (NSED) within the Senior High School (SHS) context of Bacoor
Elementary School. To ensure comprehensive insights, the study
examined a diverse sample population, as depicted in Table 4.1, which
showcases the age distribution of respondents ranging from 0.7% 16
years old, 30.3% 17 years old, 43% 18 years old, 16.2% 19 years old,
4.9% 21 years old, to 0.7% 22 years old. Furthermore, the gender
composition of the sample, outlined in Table 4.2, reflects a balanced
representation with 47.9% male and 52.1% female respondents.
Moreover, the study delved into the academic strands of the
participants, revealing a significant proportion of 60.6% in the
Humanities and Social Sciences (HUMMS) strand and 39.4% in the
Science, Technology, Engineering, and Mathematics (STEM) strand, as
delineated in Table 4.3. Additionally, the section distribution, illustrated
in Table 4.4, highlights the diverse representation across different
sections, 15.5% Aquino, 15.5% Quezon, 14.8% Marcos, 14.8% Ramos,
10.6% Faraday, 9.9% Galilei, 9% Tesla, and 9.9% Watson, each
contributing uniquely to the study. These demographic details provide
a comprehensive overview of the characteristics of the study's sample
population but also enhance the credibility and reliability of the
research findings by ensuring a diverse and representative sample.
5.1.2 Level of Compliance with the National Simultaneous

The findings on the level of compliance with National Simultaneous
Earthquake Drill (NSED) Implementation are:
1. Participation and cooperation - fully compliant with a mean score

of 3.40 and a standard deviation of 0.82.
60
2. Adherence to safety protocols - fully compliant with a mean score
of 3.48 and a standard deviation of 0.82.
3. Adherence to evacuation routes - fully compliant with a mean
score of 3.48 and a standard deviation of 0.78.
The findings show that the participants are well-prepared and

dedicated to ensuring their safety during earthquakes as evidenced by
their high compliance with the NSED requirements and safety
protocols.
5.1.3 Level of Effectiveness of the National Simultaneous

The findings on the level of effectiveness of the National
Simultaneous Earthquake Drill (NSED) Implementation are:
1. Earthquake Drill Strategies - Participants perceive the drill strategies

to be highly effective with a mean score of 3.74 and a standard
deviation of 0.56.
2. Availability of Resources - Participants believe the resources
available during the drill are highly effective with a mean score of
3.63 and a standard deviation of 0.68.
3. Emergency Plans - The participants consider the emergency plans to
be highly effective, with a mean score of 3.66 and a standard
deviation of 0.60.
4. Community Engagement - The implementation of NSED is perceived
as highly effective in terms of community engagement, with a mean
score of 3.70 and a standard deviation of 0.58.
Overall, the findings suggest that the participants view the NSED
implementation as highly effective across various aspects including
61
drill strategies, resources, emergency plans, and community
engagement.
5.1.3 Significant Difference between the Level of Compliance

and Efficacy with NSED Implementation and the Demographic
The findings on the significant difference between the level of
compliance and efficacy with NSED implementation and the
demographic profiles of respondents are:
1. There is a statistically significant difference between the

groups.
2. The F-value is 4.248, which is greater than the critical F-value at
the 0.001 significance level.
3. This means that the variability between groups is statistically
significant compared to the variability within groups.
5.1.4 The Relationship between the Level of Compliance and

There is no statistically significant relationship between age
and compliance/efficacy with NSED implementation for the following
reasons:
Age and Compliance: The correlation coefficient between these two

variables is -0.197, indicating a moderately negative correlation.
62
However, this is not statistically significant at p=0.019, which is
greater than the standard threshold of 0.05.
Age and Efficacy: The correlation coefficient between these two
variables is -0.121, suggesting a weak negative correlation,
although not statistically significant at p 0.153.
Similarly, there is also no statistically significant

relationship between gender and compliance/efficacy with NSED
implementation based on the table:
Gender and Compliance: The correlation coefficient between gender

and compliance is -0.014, indicating a very weak negative
correlation, which is not statistically significant at p=0.866.
Gender and Efficacy: The correlation coefficient between gender and
efficacy is 0.065, suggesting a very weak positive correlation that
is also not statistically significant at p = 0.442.
There is a positive correlation between compliance, efficacy,

and some of the demographic profiles of the respondents, including
strand and section. Here's a breakdown of the findings:
Strand and Compliance/Efficacy: The correlation coefficient

between strand and compliance is 0.293, indicating a strong
positive correlation, which is statistically significant at p < 0.001.
Similarly, the correlation between strand and efficacy is 0.234,
suggesting a moderate positive correlation that is also statistically
significant at p = 0.005. These findings suggest that certain strands of
the study may have influenced compliance and efficacy differently.
Section and Compliance/Efficacy: The correlation coefficient

between section and compliance is 0.215, indicating a moderate
63
positive correlation, which is statistically significant at p 0.010.
Similarly, the correlation between section and efficacy is 0.187,
suggesting a weak positive correlation that is also statistically
significant at p = 0.026. These findings imply that certain sections of
the study may have influenced compliance and efficacy differently.
5.2 Conclusion
The study on the Level of Compliance and Effectiveness of the

National Simultaneous Earthquake Drill (NSED) Implementation in SHS
within Bacoor Elementary School revealed positive outcomes. The
demographic profile provided a clear picture of the student population
(ages 16–22, with a near-equal gender distribution, concentrated in
HUMSS and STEM strands). Most importantly, the findings
demonstrated a strong culture of compliance and safety awareness.
Students exhibited a high level of participation, cooperation, and
adherence to safety protocols (Drop, Cover, and Hold On) during the
NSED. Statistical analysis with high average scores and low standard
deviations supported this conclusion.
The NSED program was perceived as highly effective. This is

evidenced by strong participant agreement and minimal response
variability. The results highlight a strong emphasis on safety and
preparedness among students. However, the statistically significant
correlation between section and compliance/efficacy suggests that
some sections might require additional focus to ensure uniform
adherence. Additionally, the stronger correlation between strand and
compliance/efficacy compared to other demographics indicates a
potential area for further investigation.
64
5.3 Recommendations
The following recommendations are offered by the researchers
based on the findings and conclusions made:
 Continue Regular Drills: The effectiveness of the NSED

program underlines the importance of conducting regular drills to
maintain preparedness.
 Refine Strategies: While the current approach seems
successful, consider incorporating scenario-based drills or
variations to enhance student engagement for all sections.
 Targeted Support: Identify sections needing additional support
in terms of compliance or drill effectiveness. Provide targeted
interventions to address these specific needs.
 Strand-Specific Content: Explore if tailoring the DRRM primer
content to cater to the specific focus of each strand (HUMSS vs.
STEM) might further improve understanding and engagement.
 Develop DRRM Primer: Based on the findings and identified
areas for improvement, create a DRRM primer specifically
tailored to SHS students within Bacoor Elementary School.
The DRRM primer should be:
 Age-appropriate and cater to the specific needs of SHS

students (16-22 years old).
 Clearly explain earthquake safety protocols (Drop, Cover,
and Hold On) and evacuation procedures.
 Include visuals and engaging activities to enhance
understanding and retention.
 Address any knowledge gaps identified during the study,
with possible variations for different strands (HUMSS/STEM)
if needed.
65
 Emphasize the importance of regular participation in the
NSED program.
By implementing these recommendations, the SHS within Bacoor

Elementary School can further strengthen its NSED program, ensure a
well-prepared student body in case of an earthquake, and promote a
culture of safety and resilience within the school community.
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Coban, Y. (2022). A comparative study on the effectiveness of different

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APPENDIX A
RESEARCH INSTRUMENT
70
Name (Optional):
_______________________________________________________
Part I – DEMOGRAPHIC PROFILE OF THE PARTICIPANTS

Direction: Please put a check mark (✓) or supply your answer on the
item that best fits your profile.
A. Age: ___
B. Sex:
( ) Male
( ) Female
C. Strand
( ) Humanities and Social Sciences
( ) Sciences, Technology, Engineering, and Mathematics
(STEM)
D. Section
 HUMSS:
( ) Aquino ( ) Marcos
( ) Quezon ( ) Ramos
 STEM:
( ) Faraday ( ) Galilei
( ) Tesla ( ) Watson
71
Part 2: Level of Compliance with the National Simultaneous
Directions: Read the following items carefully and assess each that
best fits your answers by using the Likert Scale. Put a check mark (✓)
on the corresponding boxes.
4 - Full Compliant
3 - Compliant
2 - Somewhat Compliant
1 - Not Compliant at All
Variables
1. Frequency of Participation and Cooperation 4 3 2 1
1.1 I consistently participate in the National Simultaneous
Earthquake Drill (NSED) conducted in school.
1.1 I consistently participate in the National Simultaneous
Earthquake Drill (NSED) conducted in school.
1.3 I show dedication by attending NSED regularly.
1.4 I am confident that I take NSED seriously.
1.5 I feel assured about my level of engagement in NSED.
Variables
2. Adherence to Safety Protocols (E.g. Drop, Cover, 4 3 2 1

and
Hold On)
2.1 During the National Simultaneous Earthquake Drill

(NSED), I understand and follow safety protocols such as
72
Drop, Cover, and Hold On.
2.2 I recognize the importance of taking cover under sturdy

furniture and holding on during earthquakes as what NSED
highlights
2.3 I prioritize my safety by adhering to established

procedures during the NSED.
2.4 I prioritize my safety by following safety protocols

specifically outlined for the NSED.
2.5 I am confident in my ability to execute safety protocols
effectively during earthquake simulations, particularly those
practiced in the NSED.
Variables
3. Adherence to Evacuation Routes (E.g. Primary Exit 4 3 2 1
Routes, Safe Zones, and Assembly Points)
3.1 I follow designated primary exit routes effectively during

the National Simultaneous Earthquake Drill (NSED).
3.2 I recognize the importance of evacuating to safe zones

during earthquakes, as emphasized in the NSED.
3.3 During the NSED, I prioritize my safety by evacuating to
designated assembly points.
3.4 I am confident in my ability to evacuate safely to

designated
areas during the NSED.
3.5 I understand the significance of adhering to evacuation
routes for my safety, especially during the NSED.
73
Part 3: Level of Effectiveness of the National Simultaneous
Directions: Read the following items carefully and assess each that
best fits your answers by using the rating scale as a basis. Put a check
mark (✓) on the corresponding boxes.
4 – Highly Effective
3 - Effective
2 - Somewhat Effective
1 - Not Effective at All
Variables
1. Earthquake Drill Strategies 4 3 2 1
1.1 I believe that participating in the National Simultaneous

Earthquake Drill (NSED) effectively prepares me for
emergencies.
1.2 I trust that the NSED strategies are well-thought-out and

practical.
1.3 I am confident that the NSED strategies adequately

1.4 I believe the NSED strategies effectively teach me what

to do during an earthquake.
1.5 I feel that the NSED strategies effectively prepare me for
potential earthquakes.
Variables
2. Resources Available 4 3 2 1
74
2.1 I trust that the resources provided during the National
Simultaneous Earthquake Drill (NSED) are sufficient for
effective training.
2.2 I believe the available resources, such as emergency

kits
used during the NSED, are accessible and well-maintained.
2.3 I am confident that the school provides adequate

facilities
and equipment for the NSED.
2.4 I trust that the available resources, utilized during the
NSED, are effective.
2.5 I feel assured that the available resources contribute to

the
effectiveness of the NSED.
Variables
3. Emergency Plans 4 3 2 1
3.1 I believe the school’s emergency plans, including those

for
the National Simultaneous Earthquake Drill (NSED), are

clear
and straightforward to follow during earthquake drills.
3.2 I trust that the school has comprehensive emergency

plans,
including specific strategies for the NSED, tailored to

different
75
earthquake scenarios.
3.3 I am confident that the emergency plans, including

those for the NSED, prioritize student safety and well-being
above all else.
3.4 I trust that the school consistently reviews and updates

its emergency plans, including those for the NSED, to
ensure their ongoing effectiveness.
3.5 I feel assured that the school’s emergency plans,

particularly those for the NSED, are highly effective in
preparing students to respond to earthquakes confidently.
Variables
4. Community Engagement 4 3 2 1
4.1 I believe there is effective communication between the

school and the community regarding earthquake
preparedness, including active participation in the National
Simultaneous Earthquake Drill (NSED).
4.2 I trust that the school actively involves the community in

earthquake preparedness initiatives, such as coordinating
4.3 I am confident that the community is supportive and

engaged in earthquake drills and preparedness efforts,
including participation in the NSED.
4.4 I believe the school effectively collaborates with local

authorities and organizations (e.g., Barangay Officials and
Police) for earthquake preparedness, including coordination
for the NSED.
76
4.5 I feel assured that there is strong community
engagement in efforts for earthquake preparedness,
including active participation and coordination for the NSED.
APPENDIX B
CERTIFICATION FROM EXPERTS
CERTIFICATION FROM EXPERTS
This is to certify that the instrument of the Quantitative Study

entitled “The Level of Compliance and Effectiveness of the
National Simultaneous Earthquake Drill (NSED)
Implementation in SHS within Bacoor Elementary School: A
Basis for Disaster Risk Reduction Management (DRRM) Primer
Development” in partial fulfillment of the requirements Inquiries,
Investigation, and Immersion of Grade 12 Humanities and Social
Sciences strand has been evaluated by the undersigned experts.
77
APPENDIX C
CURRICULUM VITAE
Personal Information
Name: Custodio, Clark Lance S.
Birthday: January 9, 2005
Age: 19
Sex: Male
Home Address: Blk 8 Lot 17 Helium St.
Celina Plains Phase 3, Brgy. Malagasang 1-G, Imus City, Cavite
Contact No: 09499240424
Civil Status: Single
Nationality: Filipino
Education Background:
Elementary: Aniban Central School
Junior High School: Bacoor National High School - Molino Main
Senior High School: SHS within Bacoor Elementary School
78
Honors/Award Received in Senior High School
Grade 11:
- With Honor for S.Y. 2022-2023
- 1st Place in the Shine with Pride: Drag Race Competition
Grade 12:
- Elected as Auditor at the Supreme Secondary Learner
Government of SHS within Bacoor Elementary School
- With Honors for 1st Quarter during the first semester for SY
2023-2024 (Top 2)
- With High Honors for 2nd Quarter during the first semester for
SY 2023-2024 (Top 2)
- With High Honors for 1st semester for S.Y. 2023-2024 (Top 2)
- 1st Place Best Research Poster for “A Correlational Study
between the Perceived Level of Students’ Chosen College
Program and Their Academic Performance at SHS within
Bacoor Elementary School: A Proposal for College
Preparedness”
- With Honors for 3rd Quarter during the second semester for SY
2023-2024 (Top 2)
79
Name: Bernal, John Symon E.
Birthday: January 12, 2006
Age: 18
Sex: Male
Home Address: 132 F Maliksi 2, Bacoor
City, Cavite
Contact Number: 09087550416
Education Background
Elementary: Maliksi Elementary School
Junior High School: Theresian School of Cavite
Honors/Awards Received in Senior High School
80
Grade 12:
- With Honors for 2nd Quarter during the first semester for SY
2023-2024
Name: Diaz, Josephine G.
Birthday: September 4, 2004
Age: 19
Sex: Female
Home Address: 2231 Tabing Dagat St,
Brgy. Maliksi 3, Bacoor City, Cavite
Contact No: 09389341342
Junior High School: Bacoor National High School - Tabing
Dagat Annex
81
Grade 12:
Preparedness”
Name: Elalto, Charmaine L.
Birthday: October 25 ,2006
Age: 17
Sex: Female
Home Address: 44 B Brgy. Maliksi 1,
Bacoor City, Cavite
Junior High School: Revilla high school
Senior High School: SHS within Elementary School
82
Name: Ogalesco, Michael Gerryfe
Birthday: March 3, 2004
Age: 20
Sex: Male
Home Address: Brgy. Talaba 3, Bacoor City,
Cavite
Contact No: 09751734716
Elementary: Gigmoto Central School
Junior High School: Gen. Emilio Aguinaldo National High School
83
Grade 12:
Preparedness”
Name: Paraguison, Winnie Rose S.
Birthday: March 9, 2006
Age: 18
Sex: Female
Home Address: Aragon St. Brgy. Daang
Bukid, Bacoor City, Cavite
Elementary: San Guillermo Central School
Junior High School: Southern Isabela Academy
Senior High School: SHS Within Elementary School
84
Grade 12:
2023-2024
Name: Ranara, Mikest Anele M.
Birthday: May 23, 2005
Age: 18
Sex: Female
Home Address: Blk 4 Lot 13 Benevento St
Camella Lessandra Phase 9, Brgy. Salinas 1, Bacoor City, Cavite
Contact No: 09678526244
Elementary: Talomo Central Elementary School
Junior High School: Catalunan Pequeño National High School
85
Grade 12:
Preparedness”
Name: Talon, Jenny Jean S.
Birthday: November 23, 2005
Age: 18
Sex: Female
Home Address: Pulang Araw St.
Manggahan 1 Ext. Brgy. Habay 2, Bacoor City, Cavite
Elementary: Habay 1 Elementary School
86
Junior High School: Bacoor National High School - Tabing
Dagat
Annex
Name: Trinidad, Roxanne D.
Birthday: July 1, 2005
Age: 18
Sex: Female
Home Address: San Nicolas 1, Bacoor
City, Cavite
87
Elementary: Ligas 1 Elementary School
Junior High School: Bacoor National High School - Molino Main
Grade 11:
- With Honors
Grade 12:
- With Honors for 1st Quarter during the first semester for SY
2023-2024
2023-2024
- With Honors for 1st semester for S.Y. 2023-2024
- With Honors for 3rd Quarter during the second semester for SY
2023-2024
88

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The Level of Compliance and Effectiveness of the National

Simultaneous Earthquake Drill (NSED) Implementation in

A Quantitative Research Study

In partial fulfillment of the requirements for

Mr. Pepito P. Saliba

The researchers would like to extend their heartfelt gratitude and

To Mr. Pepito P. Saliba, Master Teacher I and Inquiries,

The researchers would like to acknowledge the participation and

Their profound respect and gratitude are also extended to Mrs.

Finally, the researchers express their unwavering gratitude and

This study investigated the compliance and efficacy of the National

Keywords: Compliance, Efficacy, DRRM, NSED, Significance,

1.1 Background of the Study 6

1.2 Statement of the Problem 8

1.4 Research Hypothesis 9

1.5 Significance of the Study 10

1.6 Scope and Delimitation 12

1.7 Theoretical Framework 13

1.8 Conceptual Framework 15

1.9 Operational Definition 17

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 Related Studies 19

3.1 Research Design 26

3.2 Locale of the Study 28

3.3 Sampling Procedure 28

3.4 Research Instrument 30

3.5 Pre-testing & Validation of the Research 32

3.6 Measurement of Variable & Interpretation 34

CHAPTER 4: RESULTS AND DISCUSSION

4.1 Results & Analysis 38

4.2 Hypothesis Testing 53

CHAPTER 5: SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Summary of Findings 58

Appendix A: Research Instrument 69

Appendix B: Certification from Experts 75

Appendix C: Researchers’ Curriculum Vitae 76

1.1. Background of the Study

The Philippines faces numerous natural disasters, including

An earthquake occurs when there is a sudden and strong shaking

Recently, specifically in January 2024, the Philippines

The Philippine Institute of Volcanology and Seismology

Due to this, DepEd Order No. 053, s. 2022, entitled Mandatory

1.2. Statement of the Problem

This study aims to investigate the level of compliance of students

1. What are the demographic profiles of the students in SHS within

1.3. Objectives of the Study

2. To determine the level of compliance among students in SHS

1.5. Significance of the Study

This study offers significant benefits to various organizations,

Students. Effective National Simultaneous Earthquake Drill

Teachers and Counselors. Knowing how effective National

School Administrators. The school administrators can improve

Parents or Guardians. Parents and guardians may rest easy

Future Educational Researchers. This study will add to the

Community. The implementation of National Simultaneous

1.6. Scope and Delimitation

This study aims to investigate the level of compliance with the 1 st

The survey instrument for data collection will be Google Forms,

1.7. Theoretical Framework