CHAPTER 3
METHODOLOGY
This chapter provides the information prior to the methods and materials that is essential to the fulfillment of this advocacy.
Advocacy Site
The study had been conducted at Lagao National High School last February 27, 2013 and Irineo L. Santiago National High School last March 07, 2013.
Advocacy Respondents
In this advocacy the respondents will be the students from LNHS and ILSNH, regardless of what year level they are. They are about 80 students in LNHS and 60 students in ILSNHS.
Preparation for the advocacy
The advocacy that has been assigned to the group is about Disaster Risk Reduction and the disaster that we chose to advocate are earthquake and flash floods. The group had made a meeting to discuss and distribute the tasks to each and every one of the member. After discussing, it has been decided that the group will be divided into two. One group will discuss earthquake and the other will discuss flash floods.
Preparation of Instructional Materials
The group printed some pictures of the effects of earthquakes and the causes and effects of flash floods. These pictures have been pasted in a ¼ size cardboard. After pasting all the pictures, a final touch had been made to beautify the instructional material.
Preparation of Approval Letter
The approval letter had been downloaded from www.Slideshare.com and after downloading, it had been printed.
Before the Advocacy
After doing all the preparations for the advocacy, the group decided to conduct it at Lagao National High School last February 27, 2013. We went to the Principal’s office to have our letter be approved but since the principal is not around the official who is in charge at that time is the one who received it. After in the office, we look for classrooms to start with our advocacy. Unfortunately the school celebrated certain event that resulted for us to advocate only on two classrooms.
Two classrooms are not enough to finish with our advocacy. After starting it in LNHS we decided to finish it at ILSNH. When we went in the school and immediately approach the principal who is MaamEllanaAbedin had been cooperative with our advocacy. She allowed us to do it and received our permission letter. And after that she allowed us to go in the respective room we had just chosen.
During the Advocacy
In Lagao National High School the first room we start to advocate was in 2- Cedar. There we discuss the two disasters which are the earthquakes and flash floods. The students listen to us eagerly and we can see in their faces that they are really paying attention to whatever we are saying. The next room was in 3- Pearl, the reaction of the students in 2- Cedar is the same in this classroom. Everybody is responding to our questions and some are raising their hands to answer our questions to them.
In Irineo L. Santiago National High School the first room we start to advocate was in 2-Special Program for Journalism (SPJ). The disasters that we tackled in ILSNHS are still the same with what we discussed in LNHS. The students were amazed when we introduce ourselves. Although they are so busy because they are practicing for their convention they still lend some of their time to us. They are zealous to hear something from us. The next room is in 1-SPJ, unlike the first students who are a little bit raucous; the student in 1-SPJ is a little bit serious. For the whole time that we talked they are just staring at us. We know that they are listening to us but it seems like they are so stern. They are quite but attentive to us.
Advocacy Procedure
Below is a schematic diagram that shows the different steps in the whole procedure that was observed in doing this advocacy.
Advocacy Site
The study had been conducted at Lagao National High School last February 27, 2013 and Irineo L. Santiago National High School last March 07, 2013.
Advocacy Respondents
In this advocacy the respondents will be the students from LNHS and ILSNH, regardless of what year level they are. They are about 80 students in LNHS and 60 students in ILSNHS.
Preparation for the advocacy
The advocacy that has been assigned to the group is about Disaster Risk Reduction and the disaster that we chose to advocate are earthquake and flash floods. The group had made a meeting to discuss and distribute the tasks to each and every one of the member. After discussing, it has been decided that the group will be divided into two. One group will discuss earthquake and the other will discuss flash floods.
Preparation of Instructional Materials
The group printed some pictures of the effects of earthquakes and the causes and effects of flash floods. These pictures have been pasted in a ¼ size cardboard. After pasting all the pictures, a final touch had been made to beautify the instructional material.
Preparation of Approval Letter
The approval letter had been downloaded from www.Slideshare.com and after downloading, it had been printed.
Before the Advocacy
After doing all the preparations for the advocacy, the group decided to conduct it at Lagao National High School last February 27, 2013. We went to the Principal’s office to have our letter be approved but since the principal is not around the official who is in charge at that time is the one who received it. After in the office, we look for classrooms to start with our advocacy. Unfortunately the school celebrated certain event that resulted for us to advocate only on two classrooms.
Two classrooms are not enough to finish with our advocacy. After starting it in LNHS we decided to finish it at ILSNH. When we went in the school and immediately approach the principal who is MaamEllanaAbedin had been cooperative with our advocacy. She allowed us to do it and received our permission letter. And after that she allowed us to go in the respective room we had just chosen.
During the Advocacy
In Lagao National High School the first room we start to advocate was in 2- Cedar. There we discuss the two disasters which are the earthquakes and flash floods. The students listen to us eagerly and we can see in their faces that they are really paying attention to whatever we are saying. The next room was in 3- Pearl, the reaction of the students in 2- Cedar is the same in this classroom. Everybody is responding to our questions and some are raising their hands to answer our questions to them.
In Irineo L. Santiago National High School the first room we start to advocate was in 2-Special Program for Journalism (SPJ). The disasters that we tackled in ILSNHS are still the same with what we discussed in LNHS. The students were amazed when we introduce ourselves. Although they are so busy because they are practicing for their convention they still lend some of their time to us. They are zealous to hear something from us. The next room is in 1-SPJ, unlike the first students who are a little bit raucous; the student in 1-SPJ is a little bit serious. For the whole time that we talked they are just staring at us. We know that they are listening to us but it seems like they are so stern. They are quite but attentive to us.
Advocacy Procedure
Below is a schematic diagram that shows the different steps in the whole procedure that was observed in doing this advocacy.