Design, Implementation, and Evaluation of Ignatian Pedagogical Paradigm-based Activities in Disaster Readiness and Risk Reduction

The worldwide occurrence of disasters has given rise to disaster science education which includes school-based initiatives that intends to provide students with adequate knowledge and skills for disaster awareness and preparedness. One such initiative is in the promotion of classroom instruction that emphasizes Active Learning. An example of this is the Ignatian Pedagogical Paradigm (IPP) which is basically comprised of five phases: context, experience, reflection, action, and evaluation. In this study, eleven (11) IPP-based activities were designed to determine its effectivity in increasing disaster science conceptual knowledge, disaster awareness, and disaster preparedness of eight (8) Grade 12 non-Science, Technology, Engineering, and Mathematics (non-STEM) students from Marikina City using a concurrent triangulation mixed methods design. Results show that the IPP-based activities were effective in significantly increasing the knowledge and preparedness. An increase in disaster awareness is also observed and documented aside from the internal and external development observed from students’ reflections. Moreover, the perceived roles of the students regarding household preparedness to disaster shifted from passive to active. Students greatly rely on their parents, grandparents, older siblings, and teachers when the situation relates to action concerning disasters. Thus, other members of the community from within and outside households should also be familiar in knowledge, awareness, and preparation in which the Ignatian Pedagogical Paradigm can be used as an effective learning strategy