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Learners’ Engagement in Disaster Readiness and Risk Reduction (Drrr) Utilizing Stem-Based Learning Activities

Author

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  • Rublyn P. Fabre

    (Master Teacher II, Department of Education, Mindanao State University-Iligan Institute of Technology)

  • Edna B. Nabua

    (Professor VI, College of Education, Mindanao State University-Iligan Institute of Technology)

Abstract

STEM learning activities aided students to learn science, technology, engineering, and mathematics. This encouraged learners to develop the scientific skills and attitudes in dealing with disasters and make them engage in the teaching and learning process in DRRR. This study aims to determine learners’ engagement in disaster readiness and risk reduction (DRRR) utilizing stem-based learning activities. A quantitative method was used using an engagement questionnaire scale. Results revealed that the developed STEM-based learning activities show significant impact to learners’ learning engagement on DRRR (2 tailed= 0.007; α =0.05). The collaboration and teamwork involved in disaster-related activities help students gain a deeper understanding of real-life situations. By working together, students become more innovative and learn to create prototypes based on scientific principles to address disaster-related issues in school. This hands-on, contextualized approach empowers students to develop solutions that directly impact their lives. The various stages of STEM-based learning activities further engage students, making the learning process more meaningful and effective. The activity encourages students to improve their planning skills by testing and refining prototypes. Through self-reflection and peer feedback, students can enhance their ideas and create better solutions. STEM-based learning becomes more effective when students are actively engaged in DRRR process. Teachers play a key role in ensuring that the stages of the activity are followed, helping students achieve their learning objectives and produce improved prototypes.

Suggested Citation

  • Rublyn P. Fabre & Edna B. Nabua, 2025. "Learners’ Engagement in Disaster Readiness and Risk Reduction (Drrr) Utilizing Stem-Based Learning Activities," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(1), pages 3575-3583, January.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:1:p:3575-3583
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    References listed on IDEAS

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    1. Erick Wara & Peter JO Aloka & Benson Charles Odongo, 2018. "Relationship between Emotional Engagement and Academic Achievement among Kenyan Secondary School Students," Academic Journal of Interdisciplinary Studies, Richtmann Publishing Ltd, vol. 7, March.
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    4. Ming-Ni Chan & Daisuke Nagatomo, 2021. "Study of STEM for Sustainability in Design Education: Framework for Student Learning and Outcomes with Design for a Disaster Project," Sustainability, MDPI, vol. 14(1), pages 1-15, December.
    5. Jiaqi Li & Haoming Xia & Yaochen Qin & Pinde Fu & Xuan Guo & Rumeng Li & Xiaoyang Zhao, 2022. "Web GIS for Sustainable Education: Towards Natural Disaster Education for High School Students," Sustainability, MDPI, vol. 14(5), pages 1-18, February.
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