Delving into Science Teachers' Instructional Practices in Developing Learners' Competencies in Disaster Risk Assessment and Hazard Identification among Senior High School Students in Bayombong, Nueva Vizcaya

Authors

  • Michelle Pagaduan Teacher Author

DOI:

https://doi.org/10.64358/sih.v2i3.136

Keywords:

Disaster Risk Reduction and Management, Science Education, Disaster Risk Assessment, Hazard Identification, instructional practices, qualitative research, phenomenology, Senior High School, K to 12 Curriculum, Philippines

Abstract

Abstract

Disaster Risk Reduction and Management (DRRM) education has become an integral component of Science instruction in the Philippine K to 12 curriculum due to the country's vulnerability to natural and human-induced hazards. Science teachers play a crucial role in equipping learners with the knowledge, skills, and values necessary for disaster preparedness, hazard identification, and risk assessment. This study explored the instructional practices of Senior High School Science teachers in developing learners' competencies in Disaster Risk Assessment and Ha Identification in public secondary schools in Bayombong, Nueva Vizcaya. Using a qualitative phenomenological research design, the study examined teachers' lived experiences, classroom practices, instructional challenges, and adaptive strategies. Participants were selected through purposive sampling, and data were gathered using semi-structured interviews, classroom observations, and document analysis. Braun and Clarke's (2021) thematic analysis guided the interpretation of the data. Five major themes emerged: (1) contextualizing disaster education through local hazard experiences; (2) promoting experiential and inquiry-based learning; (3) integrating community-based disaster preparedness activities; (4) addressing instructional challenges through resourcefulness and collaboration; and (5) strengthening disaster resilience through continuous professional learning. The findings revealed that Science teachers employed contextualized, learner-centered, and experiential instructional approaches that enhanced learners' competencies in disaster risk assessment and hazard identification. Despite challenges related to instructional resources, time constraints, and varying learner preparedness, teachers demonstrated adaptability and commitment to disaster education. The study underscores the need for sustained professional development, stronger school-community partnerships, and enhanced instructional resources to improve Disaster Risk Reduction and Management education in Senior High Schools.

Keywords: Disaster Risk Reduction and Management, Science Education, Disaster Risk Assessment, Hazard Identification, instructional practices, qualitative research, phenomenology, Senior High School, K to 12 Curriculum, Philippines

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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