Chapter 2

Review of Related Literature

This part gives readers a clear understanding of what is covered in this

study by presenting a selection of research papers and literature. This would

further enhance an in-depth understanding of the study focus and its aspects

on the relationship between earthquake preparedness and mental health

among students. This study is organized under the following sub-headings:

I. Earthquake Preparedness

II. Mental Health

III. Significance of Earthquake Preparedness and Mental Health

1. Earthquake Preparedness

According to Ao et al. (2022), one of the most devastating natural

calamities is an earthquake, and implementing rational and practical

earthquake preparedness strategies can significantly lower the number of

fatalities and economic losses brought on by this disaster. To guide citizens,

especially the students appropriately, it is crucial to comprehend how they

select such earthquake preparedness measures.

In another study, the researchers found that educational programs put

in place in schools are successful in increasing students' awareness levels

(Subedi et al., 2020). According to the study, school-based educational

programs can raise earthquake preparedness starting in the classroom in the

hopes that word would eventually get out to the community, mostly through

social learning.
1.1 Awareness

A related literature stated that if people had better awareness,

preparation could have been more adequate and the negative impacts might

have been reduced (Hall and Theriot, 2016). Improved public awareness

about earthquakes would lead to more effective preparedness measures,

resulting in a reduction of the adverse consequences associated with seismic

events. In essence, increased knowledge empowers individuals and

communities to better protect themselves and their surroundings when

earthquakes occur.

1.2 Disaster Preparedness Knowledge

Students with advanced knowledge, a high-risk perception of

experiencing a disaster, and a high self-efficacy in their ability to prepare for a

disaster all had higher levels of disaster preparedness than students with less

advanced knowledge, a low-risk perception, and a low self-efficacy. Students

who have already attended a CERT or first aid course are also more prepared

for disasters than those who haven't done either class. However, there was no

statistically significant difference in students' levels of disaster preparedness

between those who had strong views in preparedness's ability to lessen a

disaster's negative consequences and those who had weak opinions. These

habits will probably be improved by a disaster preparedness education

program with an emphasis on raising these elements (Labrague et al., 2018).

Disaster preparedness can drastically lessen the effects of a tragedy.

One of the foundational elements of preparedness for a disaster is knowledge

management. In order to increase participation and encourage individuals to

be more prepared, better disaster preparedness activity designs are essential.

(Kusumastuti et al., 2021)

1.3 Community Resilience

As natural disasters of all types occur more frequently, building

community resilience and disaster prevention capacity as well as enhancing

resident preparedness have evolved into efficient ways to reduce the risks

associated with disasters and enhance resident well-being (Ma et al., 2021).

The need for thorough and efficient metrics for assessing and

improving a community's resilience—that is, its capacity to be ready for,

withstand, and recover from disasters—has been made clear by the rising risk

of natural and artificial or manufactured hazards combined with a lack of

community preparedness. The outlook for community resilience, especially

the need for measurements that are applicable across hazards, regions, and

resilience-affecting factors. The attributes of effective metrics include breadth,

which refers to measures that address community resilience

comprehensively; utility, which refers to measures that can be used by the

appropriate entities to implement actions to improve resilience; and scientific

merit, which refers to metrics that have been independently verified

scientifically through statistical techniques, case studies, and fieldwork

(Johansen et al., 2017).

Disaster management experts believe that increasing community

resilience is essential. Communities that are resilient deal with catastrophes

better and recover more quickly. However, communities must have enough

resources to fulfill their crucial role (Thornley et al., 2015).

1. Mental Health

According to Esterwood and Saeed (2020), It demonstrates how

mental health conditions are likely to appear with current epidemics and

natural disasters. The emergence of a trauma or stressor-related condition,

such as post-traumatic stress disorder, or adjustment disorder might be a

frequent occurrence of this disaster.

2.1 Depression

According to research, depression is the most prevalent mental health

issue among those who endured natural disasters. Depression raises the risk

of a wide range of illnesses and negative psychological impacts. After a

natural disaster, it's critical to comprehend the circumstances that could cause

depression. (Tang et al., 2014).

2.2 Post-Traumatic Stress Disorder

According to Kopala-Sibley et al. (2016), stressful events like natural

disasters and traumatizing experiences can have a serious influence on

mental health and lead to disorders like posttraumatic stress disorder.

Because of their significant terror, helplessness, or panic, these experiences

have the potential to permanently alter a person's mental state. These

memories may make it challenging for the person to escape the psychological

distress brought on by the trauma since they may trigger recurrent, disturbing

flashbacks, nightmares, and bothersome thoughts.

 Additionally, a similar study found that exposure to traumatic events

was associated with worse IQ and reading proficiency, a lower grade point

average (GPA), more absences from school, and lower rates of high school

graduation (Pereira et al., 2018). The persistent discomfort and focus

associated with post-traumatic stress disorder could hinder a student's ability

to concentrate, which can make it challenging for them to understand and

remember information.

2.3 Anxiety

Natural disasters like earthquakes are happening more frequently and

with greater severity, which affects the emotional and psychological health of

individuals who are either directly or indirectly affected by them. An

individual's mental health may suffer because of ongoing fear about natural

catastrophes, particularly earthquakes (Dehghan-Bonari et al., 2023).

Elevated stress levels, which can show up as symptoms like restlessness, a

quicker heartbeat, and persistent anxiety of seismic events, may be present in

someone who is concerned about earthquakes. Because of this worry, they

can have sleep issues, which might be harmful to their overall well-being and

cognitive ability. Over time, the fear of and connection to earthquakes may

interfere with routine tasks and interpersonal interactions, thereby lowering

one's quality of life.

3. Significance of Earthquake Preparedness and Mental Health

According to Makwana (2019), disasters have a negative impact on

quality of life as well as the mental health of both the individual and the
community. Therefore, it affects students’ mental health when they are not

appropriately prepared for coming earthquakes.

As a result, mental health should be covered in disaster preparedness

programs, especially for earthquakes (World Health Organization, 2022).

Earthquakes or other natural calamities may have significant effects on an

individual's mental well-being. To decrease the detrimental effects of a

disaster on mental health, efficient treatments should be provided before,

during, and after the event. People must be made more resilient as a society

and as individuals if they are to be protected from any negative effects after

an incident or tragedy.
 Chapter 3

Methods

Research Design

This quantitative study used a correlational research approach to examine

the relationship between the independent variable, which is earthquake

preparedness and the dependent variable, which is mental health, without

manipulating any of the variables (Bhandari, 2023). Additionally, it evaluates

how strongly the two variables are associated. A correlation may go in either a

positive or negative direction. This study involves data collection using survey

questionnaires, which is helpful in testing the study's hypotheses.

Research Locale
 Figure 1. Maryknoll College of Panabo Inc. Location

The research was conducted face-to-face with the use of online

questionnaires at Maryknoll College of Panabo, Inc. (MCPI), where the

respondents are based. This is conducted to students who experienced

earthquakes, which helped the researchers determine the relationship

between earthquake preparedness and mental health.

Population and Sample Size

The respondents of this study are the Grade 12 Senior High School

students at Maryknoll College of Panabo, Inc. with a population of 644

students. Whereas simple random sampling and Sloven's formula are used to

solve the sample size with a margin of error of 0.05, which resulted in two

hundred and forty-seven (247) total respondents. We researchers decided to

collect data from two hundred (240) respondents to ensure that the data was

clear and intelligible, as the students may still offer responses applicable to

our study. The researchers used convenience sampling techniques to have

the respondents only answer the survey questionnaire. Then, the researchers

conducted a reliability survey to test all respondents in the study. The

researchers went and spread out the survey questionnaire to the Grade 12

students to determine the relationship between earthquake preparedness and

mental health.

Research Instruments

The researchers used a standardized questionnaire. The survey

questionnaire for this study has a total of thirty (30) survey questions. The

researchers only selected those that are related to the Statement of the

Problem and modified some that needed changes. The researchers employed

Google Forms for conducting the survey questionnaires and data collection as

a medium. The researchers applied the Likert scale questions that are

acquired in various study types, for a total of thirty (30) questions. In addition,

each question is provided with choices for the respondents to easily

understand and choose their answer to obtain the valid results needed for the

study.

Earthquake Preparedness

Scal Range Scale Interpretation

e Interval or Description
Weighted
Mean

SA 4.21- 5.00 Very High Perceive themselves to be

exceptionally prepared for earthquakes

A 3.41- 4.20 High Perceive themselves to be very

prepared for earthquakes
N 2.61– 3.40 Moderate Perceive themselves to be prepared for
earthquakes

D 1.81 – 2.60 Low Perceive themselves as slightly

prepared for earthquake

SD 1.00 – 1.85 Very Low Perceive themselves as not well

prepared for earthquake, indicating a
need for significant support

Table 3.1 Table of Interpretation of Earthquake Preparedness

Mental Health

Scal Range Scale Interpretation

e Interval or Description
Weighted
Mean

SA 4.21- 5.00 Very High Perceive themselves as their mental

health is significantly impacted

A 3.41- 4.20 High Perceive themselves as their mental

health is fairly affected

N 2.61– 3.40 Moderate Students are undecided regarding how

they perceive their mental health

D 1.81 – 2.60 Low Perceive themselves as their mental

health is slightly affected

SD 1.00 – 1.85 Very Low Perceive themselves as their mental

health is not affected

Table 3.2 Table of Interpretation of Mental Health

Data Gathering Procedure

The following procedures are followed by the researchers to gather the

data needed for the analysis that answered the problem presented in the

study:

1. Looking for standardized survey questionnaires that can be utilized to

collect data for the study.

2. Submitting the questionnaire to the Practical Research 2 Adviser for

checking and validation.

3. Our Practical Research 2 Advisor submitted a letter to the department

head requesting permission for the researchers to conduct the survey.

4. Our Practical Research 2 Adviser provided the whole student

population of the Senior High School, along with a list of the students'

names. The researchers then determine the potential responses after

receiving the list.

5. Asking the respondents’ permission to include them in the conduct of

the survey through social media expecting their responses.

6. The researchers distribute the survey questionnaires via sending the

link of the Google Form through the messenger once we get their

responses

7. Retrieval of the questionnaire.

Statistical Treatment
1. Frequency Distribution Table- is a statistical tool that is used to

determine the frequency of the profile of the respondents. This

provides a visual representation to illustrate the data collected. This

tool is used in Research Questions 1, 2, and 3.

2. Mean - is the statistical tool used to determine the level of the variables

used in the study and the profile of the respondents. This tool uses all

the values in the data to get the average. This statistical tool is used in

Research Questions 2 and 3.

3. Standard Deviation- is a statistical measure that evaluates the level of

dispersion or variation in a collection of data values and is employed in

quantitative practical research. It provides information on the scatter's

degree or distribution within a dataset. It makes it easier to see how

dissimilar individual data points are from the average (or mean) of the

data.

4. Pearson Correlation Coefficient - is a statistical measure used to

determine the relationship between earthquake preparedness and

mental health. The linear correlation and association strength between

the variables are measured by this tool. In Research Questions 4, 5,

and 6, this statistical technique is applied.

 Chapter 4

Results and Discussions

This chapter presents the data gathered, the statistical analysis results,

the interpretations of the findings, and their implications for the theory,

practice, and research.

4.1. Analysis and Interpretation of Results

4.1.1. Demographic Profile

Table 4.1 presents the respondents' demographic profile regarding

gender, age, and their strand. In terms of gender, most of the respondents are

female. It is 133 out of 240 (or 55%). The average age of the respondents is

17.30 years old. Moreover, most of the respondents are 17 years old, at 64%.
Lastly, STEM program students mostly answered the survey questionnaire

regarding the strand with 73%.

Table 4.1 Demographic Profile of the Respondents

n %

Gender

Female 133 55%

Male 107 45%

Age

16 years old 9 4%

17 years old 154 64%

18 years old 73 30%

19 years old 4 2%

Strands

STEM 176 73%

ABM 10 4%

HUMSS 40 17%

GAS 6 3%

ICT 2 1%

AUTO 2 1%
 HE 4 2%

Note: (N=240) Average Age is 17.30 years old.

4.1.2. Earthquake Preparedness

The descriptive statistics under earthquake preparedness in terms of

awareness, disaster preparedness knowledge, community resilience, and

summary were determined in the study. The results were presented in Tables

4.2, 4.3, 4.4, and 4.5.

4.1.2.1. Awareness

Table 4.2 displays the descriptive statistics of earthquake

preparedness in terms of awareness. Four out of five statements fall too high,

while the remaining is very high. The average under this indicator is 4.11, with

a standard deviation of 0.61. The statement "V1A5" has a mean statement of

4.22. It is followed by the statement "V1A3" with 4.15. Next, the statements

"V1A4" and "V1A1" have mean scores of 4.15 and 4.14, respectively. Finally,

"V1A2" has the lowest mean score of 3.88.

Table 4.2 Descriptive Statistics for Earthquake Preparedness in terms of

Awareness

STANDARD
Statement MEAN INTERPRETATION
DEVIATION

I am knowledgeable about
the methods of earthquake 4.14 0.77 High
rescue

I know the local evacuation 3.88 0.83 High

route and shelter location
I am well-informed about the
potential earthquake risks in 4.15 0.74 High
my school

I have clear understanding of

the safety measures to take 4.15 0.78 High
before, during, and after an
earthquake

I actively participate in
earthquake preparedness 4.22 0.79 Very High
drills and exercises

AWARENESS 4.11 0.61 High

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -

4.20 High; 4.21 - 5.00 Very High

4.1.2.2. Disaster Preparedness Knowledge

Table 4.3 displays the descriptive statistics of earthquake

preparedness regarding disaster preparedness knowledge. The average

under this indicator is 4.14, with a standard deviation of 0.58, which indicates

that the respondents highly observe this indicator. The statement "V1B1" has

the highest mean under this indicator, with 4.31. It is followed by "V1B4" with

4.27. Next, "V1B2" and "V1B5" have the mean score of 4.22 and 3.98,

respectively. Lastly, the mean score is 3.92 for the statement "V1B3."

Table 4.3 Descriptive Statistics for Earthquake Preparedness in terms of

Disaster Preparedness Knowledge

Statement MEAN STANDARD INTERPRETATION

 DEVIATION

I have a good understanding

of the appropriate actions to 4.31 0.67 Very High
take before, during, and after
an earthquake

I know the appropriate steps

to follow during an 4.22 0.71 Very High
earthquake, including "Drop,
Cover, and Hold On."

I can explain the principles of

earthquake early warning 3.92 0.81 High
systems and how to respond
to them

I am aware of the importance

of having an emergency kit
with essential supplies 4.27 0.71 Very High
specifically tailored for
earthquake preparedness.

I feel confident in my ability

to share earthquake
preparedness knowledge 3.98 0.82 High
with my peers and promote
safety within my school
community.

DISASTER

PREPAREDNESS 4.14 0.58 High

KNOWLEDGE

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -

4.20 High; 4.21 - 5.00 Very High

4.1.2.3. Community Resilience

 Table 4.4 shows the descriptive statistics of earthquake preparedness

regarding community resilience. The respondents presented the six

statements under this indicator as highly observed. The mean score is 4.09,

and the standard deviation is 0.59. "V1C3" has a mean score of 4.16. Next,

the statement "V1C4" has a mean score of 4.13. They are followed by the

statement "V1C5" with a mean score of 4.09 - a similar mean to the indicator.

"V1C1" and "V1C2" have a mean score of 4.08 and 3.97, respectively.

Table 4.4 Descriptive Statistics for Earthquake Preparedness in terms of

Community Resilience

STANDARD
Statement MEAN INTERPRETATION
DEVIATION

My school has effective

communication channels in
place for disseminating 4.08 0.73 High
earthquake-related
information and warnings.

I believe that my school has

a well-defined and
accessible evacuation plan 3.97 0.79 High
in case of a major
earthquake

My school conducts regular

earthquake drills and 4.16 0.73 High
exercises to enhance its
readiness and resilience

I believe that my school

promotes a sense of unity
and cooperation among 4.13 0.71 High
students in earthquake
readiness.

There is a strong sense of 4.09 0.74 High

support and resilience in my
school community when it
comes to earthquakes.

COMMUNITY RESILIENCE 4.09 0.59 High

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -

4.20 High; 4.21 - 5.00 Very High

4.1.2.4. Summary of Earthquake Preparedness

Table 4.5 summarizes the descriptive statistics of earthquake

preparedness—all three statements held to be highly observed. The average

score under this variable is 4.11, and the standard deviation is 0.53. The

indicator disaster preparedness knowledge has a mean score of 4.14. A mean

of 4.11 - the awareness follows this indicator. Lastly, the indicator community

resilience has a mean score of 4.09.

Table 4.5 Descriptive Statistics for Earthquake Preparedness

STANDARD
Statement MEAN INTERPRETATION
DEVIATION

AWARENESS 4.11 0.61 High

DISASTER

PREPAREDNESS 4.14 0.58 High

KNOWLEDGE

COMMUNITY
4.09 0.59 High
RESILIENCE
EARTHQUAKE
4.11 0.53 High
PREPAREDNESS

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -

4.20 High; 4.21 - 5.00 Very High

4.1.3. Mental Health

The level of the effect of mental health in terms of depression, post-

traumatic stress disorder, anxiety, and summary were determined in the

study; the results were presented in Tables 4.6, 4.7, 4.8, and 4.9.

4.1.3.1. Depression

Table 4.6 shows the level of effect of mental health in terms of

depression. Two of the five statements were highly effective. Meanwhile,

three were moderately effective. The indicator garnered a mean and standard

deviation of 3.40 and 0.92, respectively. "V2A1" has the highest mean score

of 3.47. Next, "V2A2" has 3.42. Both "V2A4" and "V2A5" statements shared a

mean of 3.38. Lastly, the mean is 3.37 for the statement "V2A3".

Table 4.6 Descriptive Statistics for Mental Health in terms of Depression

STANDARD
Statement MEAN INTERPRETATION
DEVIATION

I often experience
feelings of sadness or
hopelessness because 3.47 1.09 High
of the earthquakes in
my area.
Earthquakes have a
significant negative
impact on my emotional 3.42 1.06 High
well-being, leading to
depressive thoughts
and feelings.

The fear of earthquakes

has a noticeable effect
on my daily life and 3.37 1.07 Moderate
overall mood, causing
me to feel depressed.

Loss of interest in things 3.38 1.17 Moderate

that you used to enjoy.

Feeling emotionally
numb or being unable to 3.38 1.10 Moderate
have loving feelings for
those close to you.

DEPRESSION 3.40 0.92 High

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -

4.20 High; 4.21 - 5.00 Very High

4.1.3.2. Post-Traumatic Stress Disorder

Table 4.7 shows the level of effect of mental health in post-traumatic

stress disorder. Three of the five statements were highly effective. Meanwhile,

two were moderately effective. The indicator gets a mean and standard

deviation of 3.43 and 0.94, respectively. "V2B1" has a mean of 3.72. Next,

"V2B2" averages 3.50, and "V2B3" averages 3.42. Moreover, these two

statements fall to moderate - V2B4 and V2B5 with means of 3.28 and 3.24,

respectively.

Table 4.7 Descriptive Statistics for Mental Health in terms of Post Traumatic
Stress Disorder

STANDARD
Statement MEAN INTERPRETATION
DEVIATION

Feeling very upset when

something reminded you of 3.72 1.01 High
a stressful experience from
the past

I frequently experience
distressing and intrusive 3.50 1.05 High
thoughts or memories
related to earthquakes.

I struggle with heightened

anxiety and panic attacks 3.42 1.13 High
triggered by the fear of
earthquakes.

Earthquakes have had a

profound and lasting impact
on my ability to function in 3.28 1.13 Moderate
daily life due to PTSD
symptoms

My experience with
earthquakes has led to the 3.24 1.22 Moderate
desire to isolate myself from
reminders of the trauma

POST TRAUMATIC
3.43 0.94 High
STRESS DISORDER

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -

4.20 High; 4.21 - 5.00 Very High

4.1.3.3. Anxiety

Table 4.8 presents the level of effect of mental health in terms of

anxiety. This indicator covered an average mean of 3.24 and a standard

deviation 0.96. It is interpreted as moderately observed. With a statement,

"V2C4" has 3.51 as a mean - the only statement highly observed. "V2C5" has

a mean of 3.35. They were followed by "V2C3" and "V2C1" with averages of

3.16 and 3.15, respectively. Lastly, the mean score of 3.02 for the statement

"V2C2".

Table 4.7 Descriptive Statistics for Mental Health in terms of Anxiety

STANDARD
Statement MEAN INTERPRETATION
DEVIATION

I have trouble falling or

staying asleep due to 3.15 1.18 Moderate
my experiences with
earthquakes.

I often feel irritable or

have angry outbursts
because of my 3.02 1.16 Moderate
experiences with
earthquakes.

I find it challenging to
concentrate because of 3.16 1.14 Moderate
my experiences with
earthquakes.

I am frequently "super
alert" or watchful on
guard due to my 3.51 0.98 High
experiences with
earthquakes.

I often feel jumpy or

easily startled because 3.35 1.10 Moderate
of my experiences with
earthquakes.

ANXIETY 3.24 0.96 Moderate

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -
4.20 High; 4.21 - 5.00 Very High

4.1.3.4. Summary of Mental Health

Table 4.9 summarizes the effect level in terms of mental health. The

average score under this variable is 3.36, and the standard deviation is 0.87.

The indicator post-traumatic has a mean score of 3.43. A mean of 3.40

depression follows this indicator. Lastly, the indicator anxiety has a mean

score of 3.24.

Table 4.5 Descriptive Statistics for Mental Health

STANDARD
Statement MEAN INTERPRETATION
DEVIATION

DEPRESSION 3.40 0.92 High

POST TRAUMATIC STRESS

3.43 0.94 High
DISORDER

ANXIETY 3.24 0.96 Moderate

MENTAL HEALTH 3.36 0.87 Moderate

Legend: 1.00 - 1.80 Very Low; 1.81 - 2.60 Low; 2.61 - 3.40 Moderate; 3.41 -

4.20 High; 4.21 - 5.00 Very High

4.1.4. Earthquake Preparedness and Mental Health

In this section, the researchers present the result of the conducted

research among the Grade 12 students in MCPI if there is a relationship

between earthquake preparedness and mental health.

4.1.4.1. Correlation

Table 4.10 shows the Pearson Product Correlation between

earthquake preparedness and mental health. In the case of earthquake

preparedness and mental health, it was found that a markedly low and

negligible positive correlation was statistically significant (r=.146, p=.024).

Hence, the relationship between earthquake preparedness and mental health

was supported. This relation shows that an increase in level of earthquake

preparedness would lead to high mental health among the Grade 12 students

in MCPI.

Table 4.10 Correlation Analysis between the two variables

Mental Health

Earthquake
.146*
Preparedness

* p < .05, ** p < .01, *** p < .001

 Chapter 5

Summary, Conclusion, and Recommendations

This chapter presents the findings, conclusions drawn, and

recommendations based on the study's findings. Generally, this chapter aims

to cover the results of the study.

This study was conducted to know the relationship between

earthquake preparedness and mental health of Grade 12 students in MCPI.

The following findings are as follows:

Question 1 presents the respondents' demographic profile regarding

gender, age, and their strand. In terms of gender, most of the respondents are

female. It is 133 out of 240 (or 55%). The average age of the respondents is

17.30 years old. Moreover, most of the respondents are 17 years old, at 64%.

Lastly, STEM program students mostly answered the survey questionnaire

regarding the strand with 73%.

 Question 2 summarizes the descriptive statistics of earthquake

preparedness—all three statements held to be highly observed. The average

score under this variable is 4.11, and the standard deviation is 0.53. The

indicator disaster preparedness knowledge has a mean score of 4.14. A mean

of 4.11 - the awareness follows this indicator. Lastly, the indicator community

resilience has a mean score of 4.09.

Question 3 summarizes the effect level in terms of mental health. The

average score under this variable is 3.36, and the standard deviation is 0.87.

The indicator post-traumatic has a mean score of 3.43. A mean of 3.40

depression follows this indicator. Lastly, the indicator anxiety has a mean

score of 3.24.

Question 4 shows the Pearson Product Correlation between

earthquake preparedness and mental health. In the case of earthquake

preparedness and mental health, it was found that a markedly low and

negligible positive correlation was statistically significant (r=.146, p=.024).

Hence, the relationship between earthquake preparedness and mental health

was supported. This relation shows that an increase in level of earthquake

preparedness would lead to high mental health among the Grade 12 students

in MCPI.

Researchers have found out that there is a significant relationship

between earthquake preparedness and mental health among the Grade 12

students in MCPI. Therefore, if there is an increase in the level of earthquake

preparedness, it would lead to higher mental health.

 Recommendations

The following recommendations are based on how the results of the

study could benefit the people and/or institutions to whom this study is of

significance.

It is recommended that grade 12 students actively participate in

earthquake preparedness initiatives, not solely for physical safety but also

recognizing the potential positive influence on their mental well-being.

Participation in drills, workshops, and educational programs can instill a sense

of control and competence, alleviating anxiety linked to the unpredictability of

earthquakes. Furthermore, students should be prompted to engage in

discussions about mental health within the context of disaster preparedness,

fostering a supportive atmosphere and cultivating resilience.

Parents play a pivotal role in supporting their grade 12 students in both

earthquake preparedness and mental health. It is advised that parents

actively engage in their child's preparedness activities, emphasizing the

importance of being well-prepared while addressing any concerns or anxieties

their child may have. Open communication is essential, and parents should

establish a safe space for their child to express feelings about the physical

and mental aspects of preparedness. Additionally, parents can advocate for

the inclusion of mental health education in the school's disaster preparedness

curriculum, emphasizing the interconnectedness of physical and mental well-

being during emergencies for a more comprehensive approach that benefits

the entire school community.

Teachers can provide support to grade 12 students by integrating

mental health discussions into the classroom, especially within the context of

earthquake preparedness. Facilitating conversations about stress

management, coping strategies, and the emotional aspects of disasters can

contribute to a more resilient and informed student body. Teachers should

actively participate in preparedness drills, offering guidance on the

psychological aspects of dealing with emergencies. Furthermore, teachers

can collaborate with mental health professionals to design and implement

targeted interventions for students experiencing heightened anxiety or stress

related to earthquake preparedness. Recognizing the diversity of students'

responses to these situations, teachers can tailor their support to address

individual needs, fostering a more inclusive and empathetic learning

environment.

Researchers with an interest in exploring the relationship between

earthquake preparedness and the mental health of grade 12 students should

consider employing a mixed-methods approach. The integration of

quantitative measures, such as surveys and psychological assessments, with

qualitative data from interviews or focus groups can yield a more

comprehensive understanding of the nuanced connections between

preparedness and mental health outcomes. Additionally, researchers should

focus on longitudinal studies to track the sustained impact of preparedness

efforts on students' mental health beyond their high school years. Recognizing
the long-term effects can inform the development of more effective and

sustainable interventions. Collaboration with educational institutions and

disaster management agencies is vital for accessing diverse participant

groups and translating findings into practical strategies for schools.

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emergencies
 Appendices

Research Instrument

A. Survey Questionnaire

1. Age

2. Gender

 Male

 Female

3. Strand

 STEM

 ABM

 HUMMS

 GAS
  ICT

 AUTO

 SMAW

 HE

Awareness

1. I am knowledgeable about the methods of earthquake rescue

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

2. I know the local evacuation route and shelter location

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

3. I am well-informed about the potential earthquake risks in my school

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

4. I have clear understanding of the safety measures to take before, during,

and after an earthquake

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

5. I actively participate in earthquake preparedness drills and exercises

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

Disaster Preparedness Knowledge

6. I have a good understanding of the appropriate actions to take before,

during, and after an earthquake

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

7. I know the appropriate steps to follow during an earthquake, including

"Drop, Cover, and Hold On."

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

8. I can explain the principles of earthquake early warning systems and how to

respond to them

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

9. I am aware of the importance of having an emergency kit with essential

supplies specifically tailored for earthquake preparedness.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

10. I feel confident in my ability to share earthquake preparedness knowledge

with my peers and promote safety within my school community.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

Community Resilience

11. My school has effective communication channels in place for

disseminating earthquake-related information and warnings.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

12. I believe that my school has a well-defined and accessible evacuation plan

in case of a major earthquake

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

13. My school conducts regular earthquake drills and exercises to enhance its

readiness and resilience

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

14. I believe that my school promotes a sense of unity and cooperation among

students in earthquake readiness.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

15. There is a strong sense of support and resilience in my school community

when it comes to earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

Depression

16. I often experience feelings of sadness or hopelessness because of the

earthquakes in my area.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

17. Earthquakes have a significant negative impact on my emotional well-

being, leading to depressive thoughts and feelings.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

18. The fear of earthquakes has a noticeable effect on my daily life and overall

mood, causing me to feel depressed.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

19. Loss of interest in things that you used to enjoy.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

20. Feeling emotionally numb or being unable to have loving feelings for those

close to you.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

Post Traumatic Stress Disorder

21. Feeling very upset when something reminded you of a stressful

experience from the past

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

22. I frequently experience distressing and intrusive thoughts or memories

related to earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

23. I struggle with heightened anxiety and panic attacks triggered by the fear

of earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

24. Earthquakes have had a profound and lasting impact on my ability to

function in daily life due to PTSD symptoms

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

25. My experience with earthquakes has led to the desire to isolate myself

from reminders of the trauma

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

Anxiety
26. I have trouble falling or staying asleep due to my experiences with

earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

27 I often feel irritable or have angry outbursts because of my experiences

with earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

28. I find it challenging to concentrate because of my experiences with

earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

29. I am frequently "super alert" or watchful on guard due to my experiences

with earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

30. I often feel jumpy or easily startled because of my experiences with

earthquakes.

o Strongly Agree o Agree o Neutral o Disagree o Strongly Disagree

Final Plagiarism Result

 Curriculum Vitae

Shielo D. Agot
Purok Caimito, Brgy. Sto. Niño, Panabo City
09120707709

Personal Information

Age: 18 years’ old

Birthdate: June 1, 2005

Gender: Female

Nationality: Filipino

Religion: Roman Catholic

Educational Background
 Primary Panabo Faith Mission Academy

Elementary Francisco Adlaon Learning Institute

Secondary Francisco Adlaon Learning Institute

Maryknoll College of Panabo, Inc.

Award/s

None

Affiliation/s

None

Laurence G. Camacho
Brgy. Tuganay, Carmen, Davao del Norte
09077231389

Personal Information

Age: 18 years’ old

Birthdate: December 13, 2005

Gender: Male

Nationality: Filipino

Religion: Roman Catholic

Educational Background

Primary Tuganay Elementary School

Elementary Tuganay Elementary School

Secondary Maryknoll College of Panabo, Inc.

Award/s

A.Y. 2023-2024 (First Semester) – With Honor

Affiliation/s

None

Sebastian George T. Quinte

Brgy. Southern Davao, Southview, Phase 1,

Panabo city
09199747972

Personal Information

Age: 18 years’ old

Birthdate: August 1, 2005

Gender: Male

Nationality: Filipino

Religion: Roman Catholic

Educational Background

Primary Francico Adlaon Learning Institute

Elementary Francico Adlaon Learning Institute

Secondary Maryknoll College of Panabo, Inc.

Award/s

None

Affiliation/s

None