West Java High School Student Preparedness: How Prepared Are They to Face Disasters?

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Cecep Eli Kosasih, Yanny Trisyani Wahyuningsih, Tuti Pahrria, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6945650/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background West Java is a disaster-prone area, prone to earthquakes, floods, landslides, and volcanic eruptions. Schools play a crucial role in equipping students with the knowledge and skills necessary to respond to disasters. This study aimed to describe the disaster preparedness of high school students in West Java and the factors that influence it. Method The study employed a quantitative analytical approach with a sample of 496 students from high schools in five institutions located in Bandung City, Bandung Regency, West Bandung Regency, Cimahi City, and Sumedang Regency, who were purposively selected based on specific inclusion criteria. Data were collected through a disaster preparedness questionnaire based on the LIPI-UNESCO 2006 guidelines and analyzed using frequency distribution, percentages, and chi-square tests. Results Respondents were recruited from five schools that were at risk of natural disasters. The results showed that most students possessed a level of knowledge, with the majority of respondents having moderate knowledge (63.5%). The majority were in the moderate category of disaster activity plans (36.1%). 62.9% were in the low category of disaster warnings. Most were in the low category of resource mobilization (52.5%). Overall, disaster preparedness was categorized as 'ready' (62.3%). Conclusion Most students in West Java have fairly good disaster preparedness, although 18.3% still feel "Almost Ready". Grade 11 and 12 students showed better preparedness than grade 10, and gender did not affect disaster preparedness. These findings underscore the importance of enhancing disaster preparedness education through targeted training, innovative technology, and collaboration with relevant institutions. activity plan disaster preparedness knowledge resource mobilization students warning system INTRODUCTION Disaster preparedness is an important component in disaster mitigation [1]. Preparedness can be interpreted as an effort to prepare oneself and resources to face the possibility of a disaster [2]. In Indonesia, particularly in the West Java region, the threat of disasters such as earthquakes, floods, landslides, and volcanic eruptions is a frequent phenomenon [3]. Therefore, it is essential for all elements of society, including students, to possess adequate knowledge and skills in disaster management. Disaster preparedness education for students is crucial, considering that they are a vulnerable group when a disaster occurs [4]. Schools can be a strategic place to equip students with the knowledge and skills on how to respond to disasters quickly and appropriately [5]. Additionally, the implementation of disaster preparedness programs in schools is expected to increase awareness and foster a safety culture among the younger generation. However, despite various efforts, the level of disaster preparedness among students in West Java still needs improvement. Previous studies have shown that a gap still exists in students' knowledge and abilities regarding disaster management procedures, as well as in their physical and psychological readiness when a disaster occurs [6]. Disaster preparedness is a series of actions taken to prepare individuals and communities to face the possibility of a disaster. In students, this preparedness is influenced by various factors, both from within the individual (internal) and from the surrounding environment (external). Internal factors refer to characteristics inherent in students that influence how they perceive, respond to, and prepare for disasters. It includes Knowledge and Awareness, Attitudes and Beliefs, Psychological Factors, and Past Experience [7, 8]. While External factors include influences from outside the student, such as Family Support and Preparedness, School Policy and Curriculum, Community and Social Influence, and Access to Resources and Information [9–12]. Formal education through a curriculum that includes disaster preparedness material, as stated in Permendikbud No. 22 of 2016 regarding Disaster Safety Education, plays a crucial role in enhancing students' awareness and preparedness for disasters. However, the psychological factor of students is also an important factor which can influence how they respond to disasters. With this background, this study aimed to describe disaster preparedness among students in West Java, as well as the factors related to this preparedness. This study aimed to provide valuable insights for stakeholders in designing and implementing more effective disaster preparedness programs at the school level. Methods This research design employed a quantitative analytical approach to examine student disaster preparedness, disaster potential, and the factors that influence it. The population in this study consisted of high school students in West Java province, with a sample size of 496 from five high schools in Bandung City, Bandung Regency, Cimahi City, West Bandung Regency, and Jatinangor, Sumedang Regency. The sample was collected by the research approach employed for the quantitative study. Sampling using a non-probability technique, specifically convenience sampling [13]. The sampling was based on inclusion and exclusion criteria such as senior high school students, teenage age, class grades 11, 12, and 13, and willingness to participate in the study. The data collection instruments consisted of two parts: 1) demographic data and 2) a disaster preparedness questionnaire. The instrument used was LIPI-UNESCO 2006 to measure disaster preparedness [14]. The LIPI/UNESCO-ISDR (2006) instrument is a tool that measures earthquake and tsunami disaster preparedness in school communities, aiming to enhance the ability, readiness, and preparedness in the event of an earthquake and tsunami while also reducing the level of vulnerability. The disaster preparedness instrument consists of 94 question items. There are four parameters used to measure the level of student preparedness, namely, knowledge and attitudes regarding disaster risks, emergency response plans, disaster warning systems, and resource mobilization. The validity test of the disaster preparedness questionnaire items yielded validity figures ranging from 0.566 to 0.895, with an r table of 0.361 [15]. The reliability test of the LIPI/UNESCO-ISDR (2006) preparedness instrument produced a Cronbach's Alpha reliability value of 0.969 [15]. At the data collection stage, students in the West Java region were asked for permission to participate in this study. Researchers visited high schools in four districts. At the school, researchers met with the teacher in charge of the students. After explaining the purpose and objectives of our visit, we were then invited to meet the students in their respective classes. For students who were willing to participate, the researcher provided an instrument to collect demographic data, disaster preparedness, and factors that influence it. The researcher also provided information about the study and asked for the students' informed consent. Data analysis Univariate analysis was employed to characterise the data, specifically through the use of frequency distributions and percentages. The data obtained from the data collection were then tested for normality; the results showed that the disaster preparedness data, consisting of four components, were not all normally distributed (p < 0.05). Thus, nonparametric analysis, namely crosstabulation (chi-square), was used to analyze factors related to preparedness. This research was conducted with consideration of ethical aspects, as it directly involved humans. Research ethics considered in this study include autonomy, specifically the rights of respondents to participate freely and without coercion, as well as the right to obtain information. Respondents were given informed consent. Confidentiality: In this study, researchers guaranteed the confidentiality of all respondent data. The study was approved by the Padjadjaran University Research Ethics Commission no. 636 / UN6.KEP / EC / 2024. RESULTS Table 1 Respondent characteristics (N = 496) Demographic Characteristics n (%) School Senior high school A 98 (19.8) Senior high school B 74 (14.9) Senior high school C 104 (21) Senior high school D 139 (28) Senior high school E 81 (16.3) Class 10 198 (39.9) 11 168 (33.9) 12 130 (26.2) Gender Female 271 (54.6) Male 225 (45.4) Table 1 shows that respondents were spread across four schools, with the most significant number coming from Senior High School D (28%). Grade 10 students dominate with 39.9%. The majority of respondents were female (54.6%). Table 2 Disaster preparedness in high school students (N = 496) Disaster preparedness components n (%) Knowledge High 129 (26) Moderate 315 (63.5) low 52 (10.5) Disaster Activity Plan High 202 (40.7) Moderate 179 (36.1) low 115 (23.2) Disaster Warning System High 127 (25.6) Moderate 57 (11.5) low 312 (62.9) Resource Mobilization High 235 (47.4) low 261 (52.5) Overall Disaster Preparedness Very ready 87 (17.5) Ready 309 (62.3) Almost ready 91 (18.3) less ready 8 1.6) Not ready 1 (0.2) Table 2 shows that the level of knowledge among most respondents is moderate (63.5%). In the category of disaster activity plans, the majority were in the moderate category (36.1%). In the category of disaster warnings, only 62.9% were classified as low, indicating a need to improve the warning system. In the category of resource mobilization, most were in the low category (52.5%). Overall, disaster preparedness was categorized as ready (62.3%); however, some students were almost ready, less ready, and not ready at all. Table 3 Correlation between respondents’ characteristics and disaster preparedness (N = 496) Variables Preparedness category Very ready Ready Almost ready less ready Not ready School Senior high school A 26 65 7 0 0 Senior high school B 11 38 22 3 0 Senior high school C 21 74 9 0 0 Senior high school D 19 80 35 4 1 Senior high school E 10 52 18 1 0 Grade of Classroom 10 19 119 55 5 0 11 39 102 23 3 1 12 29 88 13 0 0 Gender Female 51 171 47 2 0 Male 36 138 44 6 1 Table 3 showed that overall student in five school had level ready of disaster preparedness. Grade 11 and 12 more ready toward disaster than grade 10. Female readier than male. Table 4 correlation between grade of student and component of disaster preparedness (N = 496) Grade of classroom z ρ 10 11 12 Knowledge High 31 59 39 20.703 0.001 Moderate 140 94 81 Low 27 15 10 Disaster Activity Plan High 82 56 64 10.416 0.034 Moderate 69 64 46 Low 47 48 20 Disaster Warning system High 28 58 41 25.452 0.001 Moderate 22 17 18 Low 148 93 71 Resource Mobilization High 72 86 77 17.940 0.001 Low 126 82 53 Overall Disaster Preparedness Very ready 19 39 29 34.343 0.001 Ready 119 102 88 Almost ready 55 23 13 Less ready 5 3 0 Not ready 0 1 0 Table 4 shows that all variables related to disaster preparedness correlated with the classroom grade. Table 5 correlation between gender of student and disaster preparedness (N = 496) Gender z ρ Female Male Knowledge High 68 61 5.708 a 0.058 Moderate 182 133 Low 21 31 Disaster Activity Plan High 111 91 5.308 a 0.070 Moderate 107 72 Low 53 62 Disaster Warning system High 68 59 1.887 a 0.389 Moderate 36 21 Low 167 145 Resource Mobilization High 133 102 0.691 a 0.406 Low 138 123 Overall Disaster Preparedness Very ready 51 36 4.986 a 0.289 Ready 171 138 Almost ready 47 44 Less ready 2 6 Not ready 0 1 Table 5 showed that none of the variables related to disaster preparedness correlated with gender. DISCUSSION Knowledge Variable The majority of respondents (67.8%) fall into the "Medium" knowledge category, followed by "High" (26.9%), and only 3.9% have "Low" knowledge. The dominant level of knowledge in the medium category suggests that there is still room for improvement in students' understanding of disasters. The small "Low" category indicates that most students have basic knowledge, but the intensity of education needs to be increased so that more students enter the "High" category. The implication is that educational programs such as seminars, simulations, or disaster preparedness training need to be improved. Higher knowledge can improve students' responses to disaster mitigation [8]. The results of this study align with previous research, which suggests that the higher a student's knowledge, the higher their preparedness, and vice versa [16]. Thus, knowledge is very essential in providing a basis for forming preparedness, especially disaster preparedness. Disaster Activity Plan Variables As many as 40.9% of respondents have a "High" category plan, 46.8% are in the "Medium" category, and 12.3% are in the "Low" category. This distribution indicates that the majority of students have a plan in place to act during a disaster; however, there are still groups whose plans are not optimal (classified in the low category). Respondents with high knowledge are more likely to have a high category plan, as indicated by the significant relationship (r = 0.174; p = 0.023). The implication is that students need to be trained to create specific and easy-to-implement action plans. Collaboration with BNPB or related institutions can help create more systematic guidelines. The results of this study align with previous studies, which have revealed a significant relationship between student knowledge and disaster preparedness [17]. Disaster Warning Variable As many as 38.7% of students fall into the "Low" category, followed by 33.3% in the "Medium" category and only 28% in the "High" category. The high proportion in the low category suggests that students have not fully adopted the disaster warning system. The implication is that a technology-based early warning system (e.g. smartphone applications) can be implemented. Further socialization on how to respond to disaster warnings needs to be expanded. Previous studies have shown that students develop their preparedness for disaster risk management by analyzing typhoon behaviour and potential risks using early warning devices [18]. Resource Mobilization Variables A total of 55.2% of students fell into the High category, 21% into the Medium category, and 23.8% into the Low category. The majority of students demonstrated a high ability to mobilize resources, indicating their readiness to act in emergencies. The implication is that direct training on resource management during disasters needs to be strengthened, such as how to use fire extinguishers or manage evacuation sites. The low category still requires attention to ensure that all students can utilize the available resources. This resource mobilisation is crucial in disasters because rapid allocation of resources can yield optimal results and minimise disability and death [19]. Overall Disaster Preparedness Based on the available data, the majority of students (62.3%) demonstrated readiness categorized as "ready," indicating that they had adequately prepared themselves to face a disaster. As many as 17.5% of students considered themselves "very ready," indicating that they felt very prepared and had the adequate knowledge and skills to face a disaster. On the other hand, around 18.3% of students felt "almost ready," indicating that they had prepared several aspects but were still lacking in several important parts of disaster preparedness. It is worth noting that only 1.6% of students considered themselves "less ready," and only 0.2% felt "not ready." This figure was very low, indicating that most students understood the importance of disaster preparedness. The high level of preparedness recorded in most students indicates that disaster preparedness training needs to be further improved in schools. However, for those who are in the "almost ready" or "less ready" categories, more in-depth training and strengthening of knowledge and practical skills are needed. Nurses play a vital role in disaster preparedness, both in caring for disaster victims and in providing training on how to care for yourself and others in disaster conditions. Nurses' knowledge of disaster management, first aid, and how to address psychological trauma can play a significant role in enhancing community preparedness, particularly among students who will become part of the disaster response workforce in the future. Disaster preparedness education, involving simulations, training, and the provision of appropriate information, is essential to prepare communities, especially school students, to face potential disasters. Previous research has revealed that knowledge and skills related to disaster preparedness play a significant role in an individual's readiness to respond to emergencies [20]. In the context of education, increasing students' awareness of hazards and mitigation methods can increase their level of preparedness. Other studies also report that a study in Indonesia found that disaster preparedness education implemented in schools in Central Java was successful in increasing students' understanding of the steps to take when a disaster occurs [21]. Correlation between knowledge and gender on Disaster Preparedness Table 4 presents the results of the correlation between students' educational level (grades 10, 11, and 12) and disaster preparedness, measured based on four main components: knowledge, disaster activity plan, disaster warning system, and resource mobilization. The results of the statistical analysis showed a significant correlation between education level and disaster preparedness in several components tested, with very low ρ values ​​ (all below 0.05), indicating a fairly strong relationship. The results showed that 11th-grade and 11th-grade students had the highest number of students with good knowledge levels, with 59 students. The significant correlation (ρ = 0.001) indicates that students in higher grades tend to have better knowledge of disaster preparedness. This good knowledge is important because it can increase awareness and preparedness in the face of disasters. Previous research has revealed that higher knowledge of disaster risks is associated with increased disaster preparedness among students [22]. For the disaster activity plan component, a significant correlation was observed (ρ = 0.034). More 10th-grade students had a good disaster activity plan (82 students), while 12th-grade students tended to have fewer students with a mature plan (64 students). It indicates that the higher the level of education, the better students' understanding of the importance of having a plan to deal with disasters. Understanding and preparation through systematic training and planning have a significant influence on disaster preparedness [23]. In the context of the disaster warning system, a significant correlation was found (ρ = 0.001), with 11th-grade students having the most access to and knowledge of existing warning systems. Higher levels of education facilitated a better understanding of how early warning systems work and their application in a disaster context [24]. For resource mobilization, a significant correlation was observed (ρ = 0.001), indicating that students with higher levels of education possess better knowledge of resource management and utilization in disaster situations. Previous research supports this, stating that better resource preparation can improve disaster response and mitigation [25]. Students' education level has been shown to have a significant influence on their disaster preparedness. Students at higher education levels tend to have better knowledge and planning regarding disasters. Therefore, more in-depth education and counselling regarding disaster preparedness are needed at all levels of education to improve students' ability to deal with disasters. Table 5 shows the correlation between gender and disaster preparedness. In this case, the analysis results show a weaker correlation, although there are some differences in the distribution of data between female and male students. In the disaster knowledge component, the correlation (ρ = 0.058) shows a tendency for female students to have higher knowledge compared to male students. Although the difference is not statistically significant, this result aligns with previous studies, which have shown that women tend to have a higher level of awareness of disaster hazards and preparedness [26]. This study aligns with previous research, which has revealed that, based on gender, disaster knowledge is significantly related to actual preparedness perceived by male students and perceived preparedness by female students [27]. For disaster activity plans, there is a slight difference in the distribution of the number of students who have a disaster activity plan. However, the correlation between gender and disaster activity plans is not statistically significant (ρ = 0.070). It shows that both men and women have relatively equal roles in planning activities to deal with disasters. In terms of the disaster warning system, the difference between male and female students is more pronounced, with a higher percentage of female students being aware of and accessing the warning system. However, the correlation (ρ = 0.389) shows that this difference is not statistically significant, meaning that both male and female students have equal access to information related to disaster warning systems. The correlation between gender and resource mobilization also does not show a statistically significant difference (ρ = 0.406). Previous research has stated that resource mobilization tends to depend more on socioeconomic factors and geographic location than on gender differences [28]. In general, the analysis results indicate that gender does not have a significant impact on students' overall disaster preparedness. Although there are some differences in data distribution, disaster preparedness is more influenced by other factors, such as knowledge, planning, and access to warning systems, than gender itself. Disaster preparedness training programs can be further developed by considering differences in students' education levels and gender to ensure that all groups of students receive education that is appropriate to their needs. The success of disaster training programs depends on increasing student engagement, and nurses play a vital role in educating students on first aid measures, resource use, and how to engage in disaster situations. CONCLUSION Based on the results of this study, most students in West Java Province showed a fairly good level of disaster preparedness, with 62.3% of students in the "Ready" category. However, there were 18.3% of students felt "Almost Ready", indicating that they still need improvement in several aspects of disaster preparedness. Factors that influence students' disaster preparedness include knowledge, disaster activity plans, disaster warning systems, and resource mobilization. Students' knowledge of disasters is primarily in the moderate category (63.5%), with most students also having disaster activity plans in this category. Students at higher levels of education, particularly in grades 11 and 12, demonstrated a higher level of preparedness compared to grade 10 students. The education factor demonstrated a significant correlation with disaster preparedness in several key components, including knowledge, disaster activity plans, disaster warning systems, and resource mobilization. Gender did not show a significant effect on overall disaster preparedness, although there were differences in data distribution between male and female students. RECOMMENDATION Based on these findings, disaster preparedness training programs in schools should be strengthened, with a focus on enhancing students' practical knowledge and skills, particularly in areas such as warning systems and resource mobilisation. Technology-based approaches, such as disaster warning applications, as well as collaboration with related institutions like BNPB, can enhance existing warning systems. Overall, the results of this study highlight the importance of structured and ongoing disaster preparedness education in enhancing disaster preparedness among students. Declarations Acknowledgements We want to thank the Director of Research and Community Service at Universitas Padjadjaran, who assisted us in this research through the Universitas Padjadjaran Lecturer Competency Research Grant 2024. Author contributions Conceptualization, C.E.K.; Methodology, C.E.K, Y.T, and T.P; Software, C.E.K.; Validation, C.E.K, and T.S..;Formal analysis, C.E.K, Y.T, T.P, and T.S.; Investigation C.E.K, Y.T, T.P, and T.S.; Resources, C.E.K, Y.T, T.P, and T.S.; Data curation, C.E.K.; Writing—original draft preparation, C.E.K, and T.S.; Writing—review and editing, C.E.K, Y.T, T.P, and T.S.; Visualization, C.E.K.; Supervision, C.E.K; Project administration, C.E.K. ; Funding acquisition, CEK.. All authors have read and agreed to the published version of the manuscript. Funding This study is supported by a grant from Universitas Padjadjaran's Lecturer Competency Research Grant 2024. Disclosure The authors report no conflicts of interest in this study. Data availability The author does not provide data to be shared with the public, because participants did not provide consent to share data. The author will provide data if it is needed for the clarification process, the author is willing to do so, and will participate in the ethics agreement. Ethics approval and consent to participate This study was conducted in accordance with the ethical principles of the Helsinki Declaration. Ethical approval was obtained from the Institutional Review Board at Universitas Padjadjaran approved the study, as per Ethical Committee number 636/UN6.KEP/EC/2024. Written informed consent to participate was obtained from all the participants in the study. For students under 16 years of age, consent to participate was obtained from their legal guardian, in which case the researcher asked permission from the homeroom teacher to obtain consent to participate. Participation was entirely voluntary, and participants had the right to withdraw from the study at any time. Consent for publication Not applicable. Competing interests The authors declare no competing interests. Author details Department of Critical Care and Emergency Nursing, Faculty of Nursing, Universitas Padjadjaran, 45360 Bandung, Indonesia. Department of Medical and Surgical Nursing, Faculty of Nursing, Universitas Padjadjaran, 45360 Bandung, Indonesia. Maternity Nursing, Faculty of Nursing, Universitas Padjadjaran, 45360 Bandung, Indonesia. Faculty of Nursing, Prince of Songkla University, Songkhla, 90110, Thailand References Sukamto FI, Nurhidayat S, Verawati M. Pelatihan siswa tanggap bencana sebagai upaya mitigasi bencana di Ponorogo. Amalee: Indonesian Journal of Community Research Engagement. 2021;2(1):15–22. Mutiawati M, Rusyidah R, TB DRY, Mulyani M, Lukiya T. Kesiapsiagaan Komunitas Sekolah Dalam Menghadapi Bencana Gempa Bumi Dan Tsunami Di Sma Negeri 1 Baitussalam Kabupaten Aceh Besar. Journal of Education Science. 2023;9(1):55–69. Rosyida A, Nurmasari R. 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Community’s emergency preparedness for flood hazards in Dire-dawa Town, Ethiopia: A qualitative study. PLoS currents. 2018;10:ecurrents. dis. 3843ad9fc823c8c853970148b350750c. Fordham M. Gender, disaster and development: the necessity for integration. Natural disaster and development in a globalizing world: Routledge; 2003. p. 57–74. Hasan MK, Moriom M, Shuprio SIM, Younos TB, Chowdhury MA. Exploring disaster preparedness of students at university in Bangladesh. Natural Hazards. 2022;111(1):817 − 49. Enarson E, Morrow BH. Why gender? Why women? An introduction to women and disaster. The gendered terrain of disaster: Through women’s eyes. 1998:1–8. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6945650","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":485421991,"identity":"bc9a5fa2-6368-47ef-bb7e-6a1d00df406f","order_by":0,"name":"Cecep Eli Kosasih","email":"data:image/png;base64,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","orcid":"","institution":"Universitas Padjadjaran","correspondingAuthor":true,"prefix":"","firstName":"Cecep","middleName":"Eli","lastName":"Kosasih","suffix":""},{"id":485421993,"identity":"6046a921-b2c8-4e4f-839b-065fe5eb315a","order_by":1,"name":"Yanny Trisyani Wahyuningsih","email":"","orcid":"","institution":"Universitas Padjadjaran","correspondingAuthor":false,"prefix":"","firstName":"Yanny","middleName":"Trisyani","lastName":"Wahyuningsih","suffix":""},{"id":485421995,"identity":"a58db2a4-d456-4fe6-8f5a-5cbc7533e6e8","order_by":2,"name":"Tuti Pahrria","email":"","orcid":"","institution":"Universitas Padjadjaran","correspondingAuthor":false,"prefix":"","firstName":"Tuti","middleName":"","lastName":"Pahrria","suffix":""},{"id":485421996,"identity":"f998866b-e532-444f-8b73-70add7a4330b","order_by":3,"name":"Tetti Solehati","email":"","orcid":"","institution":"Universitas Padjadjaran","correspondingAuthor":false,"prefix":"","firstName":"Tetti","middleName":"","lastName":"Solehati","suffix":""},{"id":485422000,"identity":"98f9230e-92d8-4075-b507-12930a23271e","order_by":4,"name":"Praneed Songwathana","email":"","orcid":"","institution":"Prince of Songkla University","correspondingAuthor":false,"prefix":"","firstName":"Praneed","middleName":"","lastName":"Songwathana","suffix":""}],"badges":[],"createdAt":"2025-06-21 14:53:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6945650/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6945650/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":92381005,"identity":"a54fd3d6-d15d-4d69-9ba4-90f012ce00ff","added_by":"auto","created_at":"2025-09-29 06:14:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":848392,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6945650/v1/f7f7b1d4-5904-416e-8c0e-fdd56b502100.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eWest Java High School Student Preparedness: How Prepared Are They to Face Disasters?\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eDisaster preparedness is an important component in disaster mitigation [1]. Preparedness can be interpreted as an effort to prepare oneself and resources to face the possibility of a disaster [2]. In Indonesia, particularly in the West Java region, the threat of disasters such as earthquakes, floods, landslides, and volcanic eruptions is a frequent phenomenon [3]. Therefore, it is essential for all elements of society, including students, to possess adequate knowledge and skills in disaster management.\u003c/p\u003e\u003cp\u003eDisaster preparedness education for students is crucial, considering that they are a vulnerable group when a disaster occurs [4]. Schools can be a strategic place to equip students with the knowledge and skills on how to respond to disasters quickly and appropriately [5]. Additionally, the implementation of disaster preparedness programs in schools is expected to increase awareness and foster a safety culture among the younger generation. However, despite various efforts, the level of disaster preparedness among students in West Java still needs improvement. Previous studies have shown that a gap still exists in students' knowledge and abilities regarding disaster management procedures, as well as in their physical and psychological readiness when a disaster occurs [6]. Disaster preparedness is a series of actions taken to prepare individuals and communities to face the possibility of a disaster. In students, this preparedness is influenced by various factors, both from within the individual (internal) and from the surrounding environment (external). Internal factors refer to characteristics inherent in students that influence how they perceive, respond to, and prepare for disasters. It includes Knowledge and Awareness, Attitudes and Beliefs, Psychological Factors, and Past Experience [7, 8]. While External factors include influences from outside the student, such as Family Support and Preparedness, School Policy and Curriculum, Community and Social Influence, and Access to Resources and Information [9\u0026ndash;12].\u003c/p\u003e\u003cp\u003eFormal education through a curriculum that includes disaster preparedness material, as stated in Permendikbud No. 22 of 2016 regarding Disaster Safety Education, plays a crucial role in enhancing students' awareness and preparedness for disasters. However, the psychological factor of students is also an important factor which can influence how they respond to disasters. With this background, this study aimed to describe disaster preparedness among students in West Java, as well as the factors related to this preparedness. This study aimed to provide valuable insights for stakeholders in designing and implementing more effective disaster preparedness programs at the school level.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThis research design employed a quantitative analytical approach to examine student disaster preparedness, disaster potential, and the factors that influence it. The population in this study consisted of high school students in West Java province, with a sample size of 496 from five high schools in Bandung City, Bandung Regency, Cimahi City, West Bandung Regency, and Jatinangor, Sumedang Regency.\u003c/p\u003e\u003cp\u003eThe sample was collected by the research approach employed for the quantitative study. Sampling using a non-probability technique, specifically convenience sampling [13]. The sampling was based on inclusion and exclusion criteria such as senior high school students, teenage age, class grades 11, 12, and 13, and willingness to participate in the study. The data collection instruments consisted of two parts: 1) demographic data and 2) a disaster preparedness questionnaire. The instrument used was LIPI-UNESCO 2006 to measure disaster preparedness [14]. The LIPI/UNESCO-ISDR (2006) instrument is a tool that measures earthquake and tsunami disaster preparedness in school communities, aiming to enhance the ability, readiness, and preparedness in the event of an earthquake and tsunami while also reducing the level of vulnerability. The disaster preparedness instrument consists of 94 question items. There are four parameters used to measure the level of student preparedness, namely, knowledge and attitudes regarding disaster risks, emergency response plans, disaster warning systems, and resource mobilization. The validity test of the disaster preparedness questionnaire items yielded validity figures ranging from 0.566 to 0.895, with an r table of 0.361 [15]. The reliability test of the LIPI/UNESCO-ISDR (2006) preparedness instrument produced a Cronbach's Alpha reliability value of 0.969 [15].\u003c/p\u003e\u003cp\u003eAt the data collection stage, students in the West Java region were asked for permission to participate in this study. Researchers visited high schools in four districts. At the school, researchers met with the teacher in charge of the students. After explaining the purpose and objectives of our visit, we were then invited to meet the students in their respective classes. For students who were willing to participate, the researcher provided an instrument to collect demographic data, disaster preparedness, and factors that influence it. The researcher also provided information about the study and asked for the students' informed consent.\u003c/p\u003e\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003eData analysis\u003c/h2\u003e\u003cp\u003eUnivariate analysis was employed to characterise the data, specifically through the use of frequency distributions and percentages. The data obtained from the data collection were then tested for normality; the results showed that the disaster preparedness data, consisting of four components, were not all normally distributed (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Thus, nonparametric analysis, namely crosstabulation (chi-square), was used to analyze factors related to preparedness.\u003c/p\u003e\u003cp\u003eThis research was conducted with consideration of ethical aspects, as it directly involved humans. Research ethics considered in this study include autonomy, specifically the rights of respondents to participate freely and without coercion, as well as the right to obtain information. Respondents were given informed consent. Confidentiality: In this study, researchers guaranteed the confidentiality of all respondent data. The study was approved by the Padjadjaran University Research Ethics Commission no. 636 / UN6.KEP / EC / 2024.\u003c/p\u003e\u003c/div\u003e"},{"header":"RESULTS","content":"\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRespondent characteristics (N\u0026thinsp;=\u0026thinsp;496)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDemographic Characteristics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003en (%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSchool\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e98 (19.8)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school B\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e74 (14.9)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school C\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e104 (21)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school D\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e139 (28)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school E\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e81 (16.3)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eClass\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e198 (39.9)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e168 (33.9)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e130 (26.2)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e271 (54.6)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e225 (45.4)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows that respondents were spread across four schools, with the most significant number coming from Senior High School D (28%). Grade 10 students dominate with 39.9%. The majority of respondents were female (54.6%).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDisaster preparedness in high school students (N\u0026thinsp;=\u0026thinsp;496)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDisaster preparedness components\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003en (%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eKnowledge\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e129 (26)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e315 (63.5)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003elow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e52 (10.5)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDisaster Activity Plan\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e202 (40.7)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e179 (36.1)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003elow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e115 (23.2)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDisaster Warning System\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e127 (25.6)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e57 (11.5)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003elow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e312 (62.9)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eResource Mobilization\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e235 (47.4)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003elow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e261 (52.5)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eOverall Disaster Preparedness\u003c/b\u003e\u003c/p\u003e\u003cp\u003eVery ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e87 (17.5)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReady\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e309 (62.3)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAlmost ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e91 (18.3)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eless ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8 1.6)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNot ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (0.2)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows that the level of knowledge among most respondents is moderate (63.5%). In the category of disaster activity plans, the majority were in the moderate category (36.1%). In the category of disaster warnings, only 62.9% were classified as low, indicating a need to improve the warning system. In the category of resource mobilization, most were in the low category (52.5%). Overall, disaster preparedness was categorized as ready (62.3%); however, some students were almost ready, less ready, and not ready at all.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCorrelation between respondents\u0026rsquo; characteristics and disaster preparedness (N\u0026thinsp;=\u0026thinsp;496)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c6\" namest=\"c2\"\u003e\u003cp\u003ePreparedness category\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVery ready\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReady\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAlmost ready\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eless ready\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eNot ready\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSchool\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school A\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e65\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school B\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school C\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school D\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior high school E\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGrade of Classroom\u003c/p\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e119\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e102\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e171\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e138\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e showed that overall student in five school had level ready of disaster preparedness. Grade 11 and 12 more ready toward disaster than grade 10. Female readier than male.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ecorrelation between grade of student and component of disaster preparedness (N\u0026thinsp;=\u0026thinsp;496)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003eGrade of classroom\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003ez\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003eρ\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eKnowledge\u003c/b\u003e\u003c/p\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e20.703\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e140\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDisaster Activity Plan\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e64\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e10.416\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e0.034\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e69\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e64\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e46\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDisaster Warning system\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e25.452\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e148\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eResource Mobilization\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e86\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e17.940\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e126\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eOverall Disaster Preparedness\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVery ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e34.343\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReady\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e119\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e102\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAlmost ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLess ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNot ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows that all variables related to disaster preparedness correlated with the classroom grade.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ecorrelation between gender of student and disaster preparedness (N\u0026thinsp;=\u0026thinsp;496)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003ez\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eρ\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eKnowledge\u003c/b\u003e\u003c/p\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e61\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5.708\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.058\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e182\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDisaster Activity Plan\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e111\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5.308\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.070\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e107\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e62\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDisaster Warning system\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.887\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.389\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e167\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e145\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eResource Mobilization\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e102\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.691\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.406\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e138\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e123\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eOverall Disaster Preparedness\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVery ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4.986\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.289\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReady\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e171\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e138\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAlmost ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLess ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNot ready\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e showed that none of the variables related to disaster preparedness correlated with gender.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eKnowledge Variable\u003c/p\u003e\u003cp\u003eThe majority of respondents (67.8%) fall into the \"Medium\" knowledge category, followed by \"High\" (26.9%), and only 3.9% have \"Low\" knowledge. The dominant level of knowledge in the medium category suggests that there is still room for improvement in students' understanding of disasters. The small \"Low\" category indicates that most students have basic knowledge, but the intensity of education needs to be increased so that more students enter the \"High\" category. The implication is that educational programs such as seminars, simulations, or disaster preparedness training need to be improved. Higher knowledge can improve students' responses to disaster mitigation [8]. The results of this study align with previous research, which suggests that the higher a student's knowledge, the higher their preparedness, and vice versa [16]. Thus, knowledge is very essential in providing a basis for forming preparedness, especially disaster preparedness.\u003c/p\u003e\u003cp\u003eDisaster Activity Plan Variables\u003c/p\u003e\u003cp\u003eAs many as 40.9% of respondents have a \"High\" category plan, 46.8% are in the \"Medium\" category, and 12.3% are in the \"Low\" category. This distribution indicates that the majority of students have a plan in place to act during a disaster; however, there are still groups whose plans are not optimal (classified in the low category). Respondents with high knowledge are more likely to have a high category plan, as indicated by the significant relationship (r\u0026thinsp;=\u0026thinsp;0.174; p\u0026thinsp;=\u0026thinsp;0.023). The implication is that students need to be trained to create specific and easy-to-implement action plans. Collaboration with BNPB or related institutions can help create more systematic guidelines. The results of this study align with previous studies, which have revealed a significant relationship between student knowledge and disaster preparedness [17].\u003c/p\u003e\u003cp\u003eDisaster Warning Variable\u003c/p\u003e\u003cp\u003eAs many as 38.7% of students fall into the \"Low\" category, followed by 33.3% in the \"Medium\" category and only 28% in the \"High\" category. The high proportion in the low category suggests that students have not fully adopted the disaster warning system. The implication is that a technology-based early warning system (e.g. smartphone applications) can be implemented. Further socialization on how to respond to disaster warnings needs to be expanded. Previous studies have shown that students develop their preparedness for disaster risk management by analyzing typhoon behaviour and potential risks using early warning devices [18].\u003c/p\u003e\u003cp\u003eResource Mobilization Variables\u003c/p\u003e\u003cp\u003eA total of 55.2% of students fell into the High category, 21% into the Medium category, and 23.8% into the Low category. The majority of students demonstrated a high ability to mobilize resources, indicating their readiness to act in emergencies. The implication is that direct training on resource management during disasters needs to be strengthened, such as how to use fire extinguishers or manage evacuation sites. The low category still requires attention to ensure that all students can utilize the available resources. This resource mobilisation is crucial in disasters because rapid allocation of resources can yield optimal results and minimise disability and death [19].\u003c/p\u003e\u003cp\u003eOverall Disaster Preparedness\u003c/p\u003e\u003cp\u003eBased on the available data, the majority of students (62.3%) demonstrated readiness categorized as \"ready,\" indicating that they had adequately prepared themselves to face a disaster. As many as 17.5% of students considered themselves \"very ready,\" indicating that they felt very prepared and had the adequate knowledge and skills to face a disaster. On the other hand, around 18.3% of students felt \"almost ready,\" indicating that they had prepared several aspects but were still lacking in several important parts of disaster preparedness. It is worth noting that only 1.6% of students considered themselves \"less ready,\" and only 0.2% felt \"not ready.\" This figure was very low, indicating that most students understood the importance of disaster preparedness.\u003c/p\u003e\u003cp\u003eThe high level of preparedness recorded in most students indicates that disaster preparedness training needs to be further improved in schools. However, for those who are in the \"almost ready\" or \"less ready\" categories, more in-depth training and strengthening of knowledge and practical skills are needed. Nurses play a vital role in disaster preparedness, both in caring for disaster victims and in providing training on how to care for yourself and others in disaster conditions. Nurses' knowledge of disaster management, first aid, and how to address psychological trauma can play a significant role in enhancing community preparedness, particularly among students who will become part of the disaster response workforce in the future.\u003c/p\u003e\u003cp\u003eDisaster preparedness education, involving simulations, training, and the provision of appropriate information, is essential to prepare communities, especially school students, to face potential disasters. Previous research has revealed that knowledge and skills related to disaster preparedness play a significant role in an individual's readiness to respond to emergencies [20]. In the context of education, increasing students' awareness of hazards and mitigation methods can increase their level of preparedness. Other studies also report that a study in Indonesia found that disaster preparedness education implemented in schools in Central Java was successful in increasing students' understanding of the steps to take when a disaster occurs [21].\u003c/p\u003e\u003cp\u003eCorrelation between knowledge and gender on Disaster Preparedness\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents the results of the correlation between students' educational level (grades 10, 11, and 12) and disaster preparedness, measured based on four main components: knowledge, disaster activity plan, disaster warning system, and resource mobilization. The results of the statistical analysis showed a significant correlation between education level and disaster preparedness in several components tested, with very low ρ values ​​ (all below 0.05), indicating a fairly strong relationship.\u003c/p\u003e\u003cp\u003eThe results showed that 11th-grade and 11th-grade students had the highest number of students with good knowledge levels, with 59 students. The significant correlation (ρ\u0026thinsp;=\u0026thinsp;0.001) indicates that students in higher grades tend to have better knowledge of disaster preparedness. This good knowledge is important because it can increase awareness and preparedness in the face of disasters. Previous research has revealed that higher knowledge of disaster risks is associated with increased disaster preparedness among students [22].\u003c/p\u003e\u003cp\u003eFor the disaster activity plan component, a significant correlation was observed (ρ\u0026thinsp;=\u0026thinsp;0.034). More 10th-grade students had a good disaster activity plan (82 students), while 12th-grade students tended to have fewer students with a mature plan (64 students). It indicates that the higher the level of education, the better students' understanding of the importance of having a plan to deal with disasters. Understanding and preparation through systematic training and planning have a significant influence on disaster preparedness [23].\u003c/p\u003e\u003cp\u003eIn the context of the disaster warning system, a significant correlation was found (ρ\u0026thinsp;=\u0026thinsp;0.001), with 11th-grade students having the most access to and knowledge of existing warning systems. Higher levels of education facilitated a better understanding of how early warning systems work and their application in a disaster context [24].\u003c/p\u003e\u003cp\u003eFor resource mobilization, a significant correlation was observed (ρ\u0026thinsp;=\u0026thinsp;0.001), indicating that students with higher levels of education possess better knowledge of resource management and utilization in disaster situations. Previous research supports this, stating that better resource preparation can improve disaster response and mitigation [25].\u003c/p\u003e\u003cp\u003eStudents' education level has been shown to have a significant influence on their disaster preparedness. Students at higher education levels tend to have better knowledge and planning regarding disasters. Therefore, more in-depth education and counselling regarding disaster preparedness are needed at all levels of education to improve students' ability to deal with disasters.\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e shows the correlation between gender and disaster preparedness. In this case, the analysis results show a weaker correlation, although there are some differences in the distribution of data between female and male students. In the disaster knowledge component, the correlation (ρ\u0026thinsp;=\u0026thinsp;0.058) shows a tendency for female students to have higher knowledge compared to male students. Although the difference is not statistically significant, this result aligns with previous studies, which have shown that women tend to have a higher level of awareness of disaster hazards and preparedness [26]. This study aligns with previous research, which has revealed that, based on gender, disaster knowledge is significantly related to actual preparedness perceived by male students and perceived preparedness by female students [27].\u003c/p\u003e\u003cp\u003eFor disaster activity plans, there is a slight difference in the distribution of the number of students who have a disaster activity plan. However, the correlation between gender and disaster activity plans is not statistically significant (ρ\u0026thinsp;=\u0026thinsp;0.070). It shows that both men and women have relatively equal roles in planning activities to deal with disasters. In terms of the disaster warning system, the difference between male and female students is more pronounced, with a higher percentage of female students being aware of and accessing the warning system. However, the correlation (ρ\u0026thinsp;=\u0026thinsp;0.389) shows that this difference is not statistically significant, meaning that both male and female students have equal access to information related to disaster warning systems. The correlation between gender and resource mobilization also does not show a statistically significant difference (ρ\u0026thinsp;=\u0026thinsp;0.406). Previous research has stated that resource mobilization tends to depend more on socioeconomic factors and geographic location than on gender differences [28].\u003c/p\u003e\u003cp\u003eIn general, the analysis results indicate that gender does not have a significant impact on students' overall disaster preparedness. Although there are some differences in data distribution, disaster preparedness is more influenced by other factors, such as knowledge, planning, and access to warning systems, than gender itself.\u003c/p\u003e\u003cp\u003eDisaster preparedness training programs can be further developed by considering differences in students' education levels and gender to ensure that all groups of students receive education that is appropriate to their needs. The success of disaster training programs depends on increasing student engagement, and nurses play a vital role in educating students on first aid measures, resource use, and how to engage in disaster situations.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eBased on the results of this study, most students in West Java Province showed a fairly good level of disaster preparedness, with 62.3% of students in the \"Ready\" category. However, there were 18.3% of students felt \"Almost Ready\", indicating that they still need improvement in several aspects of disaster preparedness. Factors that influence students' disaster preparedness include knowledge, disaster activity plans, disaster warning systems, and resource mobilization. Students' knowledge of disasters is primarily in the moderate category (63.5%), with most students also having disaster activity plans in this category.\u003c/p\u003e\u003cp\u003eStudents at higher levels of education, particularly in grades 11 and 12, demonstrated a higher level of preparedness compared to grade 10 students. The education factor demonstrated a significant correlation with disaster preparedness in several key components, including knowledge, disaster activity plans, disaster warning systems, and resource mobilization. Gender did not show a significant effect on overall disaster preparedness, although there were differences in data distribution between male and female students.\u003c/p\u003e"},{"header":"RECOMMENDATION","content":"\u003cp\u003eBased on these findings, disaster preparedness training programs in schools should be strengthened, with a focus on enhancing students' practical knowledge and skills, particularly in areas such as warning systems and resource mobilisation. Technology-based approaches, such as disaster warning applications, as well as collaboration with related institutions like BNPB, can enhance existing warning systems. Overall, the results of this study highlight the importance of structured and ongoing disaster preparedness education in enhancing disaster preparedness among students.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe want to thank the Director of Research and Community Service at Universitas Padjadjaran, who assisted us in this research through the Universitas Padjadjaran Lecturer Competency Research Grant 2024.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization, C.E.K.; Methodology, C.E.K, Y.T, and T.P; Software, C.E.K.; Validation, C.E.K, and T.S..;Formal analysis, C.E.K, Y.T, T.P, and T.S.; Investigation C.E.K, Y.T, T.P, and T.S.; Resources, C.E.K, Y.T, T.P, and T.S.; Data curation, C.E.K.; Writing—original draft preparation, C.E.K, and T.S.; Writing—review and editing, C.E.K, Y.T, T.P, and T.S.; Visualization, C.E.K.; Supervision, C.E.K; Project administration, C.E.K. ; Funding acquisition, CEK.. All authors have read and agreed to the published version of the manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is supported by a grant from Universitas Padjadjaran's Lecturer Competency Research Grant 2024.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDisclosure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors report no conflicts of interest in this study.\u003c/p\u003e\n\u003cp\u003eData availability\u003c/p\u003e\n\u003cp\u003eThe author does not provide data to be shared with the public, because participants did not provide consent to share data. The author will provide data if it is needed for the clarification process, the author is willing to do so, and will participate in the ethics agreement.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the ethical principles of the Helsinki Declaration. Ethical approval was obtained from the Institutional Review Board at Universitas Padjadjaran approved the study, as per Ethical Committee number 636/UN6.KEP/EC/2024. Written informed consent to participate was obtained from all the participants in the study. For students under 16 years of age, consent to participate was obtained from their legal guardian, in which case the researcher asked permission from the homeroom teacher to obtain consent to participate. Participation was entirely voluntary, and participants had the right to withdraw from the study at any time.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor details\u003c/strong\u003e\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eDepartment of Critical Care and Emergency Nursing, Faculty of Nursing, Universitas Padjadjaran, 45360 Bandung, Indonesia.\u003c/li\u003e\n \u003cli\u003eDepartment of Medical and Surgical Nursing, Faculty of Nursing, Universitas Padjadjaran, 45360 Bandung, Indonesia.\u003c/li\u003e\n \u003cli\u003eMaternity Nursing, Faculty of Nursing, Universitas Padjadjaran, 45360 Bandung, Indonesia.\u003c/li\u003e\n \u003cli\u003eFaculty of Nursing, Prince of Songkla University, Songkhla, 90110, Thailand\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eSukamto FI, Nurhidayat S, Verawati M. 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Australasian Emergency Nursing Journal. 2015;18(3):156\u0026thinsp;\u0026minus;\u0026thinsp;64.\u003c/li\u003e\n\u003cli\u003eO'Neill E, Brereton F, Shahumyan H, Clinch JP. The impact of perceived flood exposure on flood-risk perception: The role of distance. Risk Analysis. 2016;36(11):2158-86.\u003c/li\u003e\n\u003cli\u003eMcBride SK, Smith H, Morgoch M, Sumy D, Jenkins M, Peek L, et al. Evidence-based guidelines for protective actions and earthquake early warning systems. Geophysics. 2022;87(1):WA77-WA102.\u003c/li\u003e\n\u003cli\u003eEjeta LT. Community\u0026rsquo;s emergency preparedness for flood hazards in Dire-dawa Town, Ethiopia: A qualitative study. PLoS currents. 2018;10:ecurrents. dis. 3843ad9fc823c8c853970148b350750c.\u003c/li\u003e\n\u003cli\u003eFordham M. Gender, disaster and development: the necessity for integration. Natural disaster and development in a globalizing world: Routledge; 2003. p. 57\u0026ndash;74.\u003c/li\u003e\n\u003cli\u003eHasan MK, Moriom M, Shuprio SIM, Younos TB, Chowdhury MA. Exploring disaster preparedness of students at university in Bangladesh. Natural Hazards. 2022;111(1):817\u0026thinsp;\u0026minus;\u0026thinsp;49.\u003c/li\u003e\n\u003cli\u003eEnarson E, Morrow BH. Why gender? Why women? An introduction to women and disaster. The gendered terrain of disaster: Through women\u0026rsquo;s eyes. 1998:1\u0026ndash;8.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"activity plan, disaster preparedness, knowledge, resource mobilization, students, warning system","lastPublishedDoi":"10.21203/rs.3.rs-6945650/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6945650/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eWest Java is a disaster-prone area, prone to earthquakes, floods, landslides, and volcanic eruptions. Schools play a crucial role in equipping students with the knowledge and skills necessary to respond to disasters. This study aimed to describe the disaster preparedness of high school students in West Java and the factors that influence it.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e\u003cp\u003eThe study employed a quantitative analytical approach with a sample of 496 students from high schools in five institutions located in Bandung City, Bandung Regency, West Bandung Regency, Cimahi City, and Sumedang Regency, who were purposively selected based on specific inclusion criteria. Data were collected through a disaster preparedness questionnaire based on the LIPI-UNESCO 2006 guidelines and analyzed using frequency distribution, percentages, and chi-square tests.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eRespondents were recruited from five schools that were at risk of natural disasters. The results showed that most students possessed a level of knowledge, with the majority of respondents having moderate knowledge (63.5%). The majority were in the moderate category of disaster activity plans (36.1%). 62.9% were in the low category of disaster warnings. Most were in the low category of resource mobilization (52.5%). Overall, disaster preparedness was categorized as 'ready' (62.3%).\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eMost students in West Java have fairly good disaster preparedness, although 18.3% still feel \"Almost Ready\". Grade 11 and 12 students showed better preparedness than grade 10, and gender did not affect disaster preparedness. These findings underscore the importance of enhancing disaster preparedness education through targeted training, innovative technology, and collaboration with relevant institutions.\u003c/p\u003e","manuscriptTitle":"West Java High School Student Preparedness: How Prepared Are They to Face Disasters?","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-15 14:16:49","doi":"10.21203/rs.3.rs-6945650/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"cd56391a-b864-424f-98a8-37c92b0beb22","owner":[],"postedDate":"July 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-09-29T06:11:00+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-15 14:16:49","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6945650","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6945650","identity":"rs-6945650","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}