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MOVE, PLAY, PREPARE:
GAME-BASED DISASTER PREPAREDNESS
A CLASSROOM-BASED ACTION RESEARCH
Presented to the
Faculty of the College of Education
Capitol University
In Partial Fulfillment
of the Requirements for the course
ED 114 – PRACTICE TEACHING
Acuña, Greg Angelous
Aquino, Sheila Marie V.
Naing, John Rey M.
Subrado Jr., Niño Juanito P.
March 2025
CERTIFICATE OF ORIGINALITY
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This is to certify that we assume full responsibility over the work
entitled “MOVE, PLAY, PREPARE: GAME-BASED DISASTER
PREPAREDNESS” submitted as a requirement for the degree of
BACHELOR OF PHYSICAL EDUCATION at the College of Education –
Capitol University, that the work is ours, that this is the original except
as specified in the acknowledgments, footnotes, or in the references
and that this has never been submitted to this or any other school for a
degree or other requirements.
ACUÑA, GREG ANGELOUS
AQUINO, SHEILA MARIE V.
NAING, JOHN REY M.
SUBRADO JR., NIÑO JUANITO P.
MARCH 2025
APPROVAL SHEET
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This research study entitled; “MOVE, PLAY, PREPARE: GAME-
BASED DISASTER PREPAREDNESS IN PHYSICAL EDUCATION”
prepared and submitted by ACUÑA, GREG ANGELOUS, AQUINO,
SHEILA MARIE, NAING, JOHN REY, SUBRADO JR., NIÑO JUANITO
P., in partial fulfillment of the requirements for the course ED 114 –
PRACTICE TEACHING has been examined, accepted, and
recommended for oral examination.
Mark Loue T. Nacua, LPT
Adviser
_______________________________________________________________________
PANEL OF EXAMINERS
Approved by the Committe on Oral Examination with a grade of
_____________.
ANDREWS P. MAQUILING, EdD
Chair
PROF. SHEILLA M. MANANGGIT, MSPE PROF. JANE SHARON
MERCADO, LPT
Member Member
Approved and accepted in partial fulfillment of the requirements
for the degree BACHELOR OF PHYSICAL EDUCATION.
DR. ANDREWS P.
MAQUILING
Dean, College of
Education
March 21, 2025
Date of Final Defense
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ACKNOWLEDGEMENT
Completing this project was only possible with the participation and aid
of several people whose names cannot all be listed. Their contributions
were deeply appreciated and heartily recognized. Furthermore, the
student-teacher researchers would like to extend their heartfelt
gratitude and thankfulness to the following individuals:
● Grade 10 Students, for their active participation during the
implementation of our intervention.
● To the dean of the College of Education, Dr. Andrews P.
Maquiling, for allowing the researchers to conduct Classroom-
Based Research (CBAR) in his department and as one of the
panelists.
● To Ms. Jane Sharon S. Mercado, the Physical Education
Student Teacher – researchers in completing all aspects of this
CBAR.
● To Mr. Mark Loue T. Nacua, for his guidance, support, and
insightful feedback, which were invaluable throughout the
project.
● To Mrs. Vinna Marie J. Eleseo, for allowing and supporting us
in encouraging her students to participate in this research.
● To Mr. Elijah James I. Gargar, for his expertise on lending
hands for completing our results and findings of our CBAR.
● To the student teachers and researchers’ parents, as well as
their friends and personal contacts, for their moral and financial
assistance in completing this initiative.
● Lastly, thanks to the Almighty God for bestowing knowledge,
guidance, and wisdom on the student teachers – researchers
who helped make this CBAR a success.
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ABSTRACT
This study explores disaster-related knowledge, preparedness,
adaptation, awareness, and risk perception among Grade 10 students
at a National High School in Cagayan de Oro City. Given the
Philippines' vulnerability to natural disasters due to its geographic
location, it is crucial for students to develop disaster risk reduction
(DRR) awareness and preparedness. Republic Act No. 10121, or the
Philippine Disaster Risk Reduction and Management Act of 2010,
highlights the importance of proactive disaster management. This
research integrates game-based learning as an interactive educational
tool to enhance students' understanding of DRR concepts. Pre-
assessment tests were conducted to evaluate students’ baseline
disaster knowledge. The study employed game-based activities,
including the Typhoon Survival Challenge, Earthquake Drill Simulation
Game, and Flood Survival Obstacle Course, adapted from the United
Nations Office for Disaster Risk Reduction (UNDRR) and the Master of
Disaster (MOD) Board Game. A scoring tool from the Move Philippines
Caravan was used to assess student performance. After the
implementation of these activities, post-assessment tests measured
knowledge improvement. The results indicated a significant
enhancement in students' disaster preparedness and awareness,
demonstrating the effectiveness of game-based learning in DRR
education. Enhancing disaster-related knowledge, preparedness,
adaptation, awareness, and perception is essential to ensure that
knowledge and readiness translate effectively into proactive and
adaptive behaviors during real-life disaster scenarios. Therefore,
targeted awareness campaigns and educational programs should
emphasize building realistic risk assessments and fostering a
heightened sense of vulnerability to improve overall disaster resilience.
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Key Words: Disaster Risk Reduction (DRR), Game-Based Learning,
Adaptation, Awareness, Knowledge, Perception, Preparedness
TABLE OF CONTENTS
PAGE NO.
Title Page i
Certificate of Originality ii
Approval Sheet iii
Acknowledgement iv
Abstract v
Table of Contents vi
List of Tables viii
Context and Rationale 1
Innovation, Intervention, and Strategy 4
Timeline for the Intervention Schedules 5
Action Research Questions 12
Participants and/or other sources of data information 13
Data Gathering Methods 13
Data Analysis Plan 14
Scoring Procedure for Pre and Post Assessment Performance 15
Research Results/Findings 34
Conclusions 40
Recommendations 41
Reflection 43
Action Plan 44
References 46
Annex(es) 52
Documentation 53
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Appendices 63
Curriculum Vitae 76
LIST OF TABLES
TABL PAG
DESCRIPTION
E E
Distribution Table of Respondents Level of Disaster
1 Related Knowledge (Pre-Assessment) 18
Distribution Table of Respondents Level of Disaster
2 20
Preparedness and Readiness (Pre-Assessment)
Distribution Table of Respondents Level of Disaster
3 22
Adaptation (Pre-Assessment)
Distribution Table of Respondents Level of Disaster
4 24
Awareness (Pre-Assessment)
Distribution Table of Respondents Level of Disaster Risk
5 26
Perception (Pre-Assessment)
Distribution Table of Respondents during the Pre-
6 Assessment Performance Test in the Game-Based Learning 28
Activities
Distribution Table of Respondents during the Post-
7 Assessment Performance Test in the Game-Based Learning 30
Activities
Summary Table of the Significant Difference Test Analysis
of the Pre and Post Performance of the Respondents of the
8 Intervention: Move, Play, Prepare: Game-Based Disaster 32
Preparedness in Physical Education
Distribution Table of Respondents Level of Disaster
Related Knowledge, Readiness and Preparedness,
9 34
Adaptation, Awareness, and Risk Perception during the
Post-Assessment Test
