'I am Prepared' Booklet: Its Effect on Knowledge Regarding Earthquake Preparedness of Grade Four Learners

Abstract

INTRODUCTION

In this study, a booklet on earthquake preparedness was given to Grade 4 learners for them to read and do the activities included in the material. The objective of this intervention is to increase their knowledge regarding earthquake preparedness.

METHODS

This research uses a pretest-posttest design. The participants were 40 learners from a Grade 4 heterogeneous class. Convenience sampling was used in the selection of section and learners divided into 2 groups of 20 learners each. A group was given the intervention (experimental) and the other wasn't given the intervention (control). Both groups were given pretest and posttest in multiple-choice form (10 items) adapted and modified from Department of Education Order No. 27., S. 2015. Independent Samples t-Test was used in determining the difference in the scores between groups; Paired Samples t-Test was used in determining the improvement in the test scores.

RESULTS

At the beginning of the study, the result of the pretest showed that there was no significant difference between the experimental group (M=3.65, SD=1.57) and control group (M=3.40, SD=2.01) or in other terms, they were homogenous; t (38) =.44, p=.663. In the posttest result, there was a statistically significant difference between the experimental group (M=5.20, SD=1.82) and control group (M=3.95, SD=1.96) after the booklet intervention was given; t (37.81) =.2.09, p=.044. In determining the effect of the intervention, a statistical improvement of test scores was recorded for the experimental group after using the booklet; t (19) =-3.49, p=.002. However, there was no improvement in the test scores for the group that was not given the material; t (19) =-1.07, p=.299.

DISCUSSIONS

The findings of the study revealed that the booklet improved the knowledge of the learners regarding earthquake preparedness. Although it may not be a high improvement, it is still a significant increase compared to their knowledge before the intervention was given.