SCHOOL RESPONSES ON ENVIRONMENTAL HAZARDS IN LIPA CITY

SENIOR HIGH SCHOOL

An Action Research

Presented to

MR. PABLO REGALARIO

Lipa City Senior High School

Lipa City, Batangas

In Partial Fulfillment

of the Requirements for the Subject

PRACTICAL RESEARCH 1

by:

Margie De Ocampo

Mabel Umali

Byron Reyes

Ma. Alyza Mendoza

Ma. Teresa Mabiling

March 2019
 APPROVAL SHEET

This research paper is entitled “SCHOOL RESPONSES ON

ENVIRONMENTAL HAZARDS IN LIPA CITY SENIOR HIGH SCHOOL”

prepared and submitted by Margie De Ocampo, Mabel Umali, Byron Reyes, Ma.

Alyza Mendoza and Ma. Teresa Mabiling in partial fulfillment of the requirements

for Practical Research 1 has been examined and is recommended for

acceptance and approval for defense.

Mr. PABLO A. REGALARIO

Adviser

ii
 ACKNOWLEDGEMENT

The researcher would like to extend their sincere gratitude and appreciation to

the following persons who gave precious contribution towards the completion of

the study:

Mr. Pablo A. Regalario, the adviser, for his untiring support and professional

guidance in the preparation and completion of this study;

Mrs. Mercedes G. Jumarang, OIC of Lipa City Senior High School for allowing

the researchers to administer the questionnaires to the senior high school

students and teachers;

To all the senior high school students, respondents and teachers for their

cooperation in the accomplishment of the questionnaires;

And above all, to the Lord Jesus Christ, the giver of life.

- The Researchers

iii
 Dedication

This study is wholeheartedly dedicated to the researchers’ families, friends

and fellow students for the source of inspiration, continuous and unparalleled

love, unfailing support, and valuable words of advice and encouragement to

finish this study. This accomplishment would not have been possible without

them.

Researchers

iv
 ABSTRACT

Title : RESPONSES ON ENVIRONMENTAL HAZARDS IN ANY

STUDENTS AND TEACHERS IN LIPA CITY SENIOR HIGH SCHOOL

Researchers : Margie De Ocampo

Mabel Umali
Byron Reyes
Ma. Alyza Mendoza
Ma. Teresa Mabiling
Adviser :MR. PABLO A. REGALARIO
School :LIPA CITY SENIOR HIGH SCHOOL
Strand :HUMANITIES AND SOCIAL SCIENCES
Subject : PRACTICAL RESEARCH 1
Date of Completion : March 2019

The researchers conducted a descriptive research study to know the

awareness and effects of School Responses on Environmental Hazards on the
Grade 11 senior high school students. A self-made questionnaire utilized to
gather data from 40 students and 20 chosen teachers in Lipa City Senior High
School. The responds were tallied, analyze and interpret by the researchers.
Results found that there is a significant relationship between School Responses
on Environmental Hazard to the teachers’ perception and students’ awareness.
The School Responses on Environmental Hazards in Lipa City Senior High
School was based on the Disaster Risk Reduction Management Plan. The
Environmental Hazards exist in the School vicinity. It was recommended that the
School Responses Plans and Programs should be developed and improved.

Keywords: School Responses, Environmental Hazards, perception, effect,

awareness
 Table of contents

Approval sheet..................................................................................................... i

Acknowledgement .............................................................................................. ii

Dedication .......................................................................................................... iii

Abstract ............................................................................................................. iv

Introduction ............................................................................................. 1-2

Statement of the Problem ....................................................................... 2-3

Scope, Delimitation and Limitation ............................................................. 3

Significance of the Study ........................................................................ 3-4

Definition of Terms ..................................................................................... 5

Review of Literature ................................................................................ 6-7

Related Study ............................................................................................ 8

Theoretical Framework ......................................................................... 9-10

Methods

Research Design ..................................................................................... 11

Participants of the Study ................................................................... 11-12

Data Gathering Instrument ...................................................................... 12

Data Treatment and Analysis .............................................................. 12-13

 Result and Discussion ........................................................................ 14-16

Conclusion ................................................................................................... 17-18

Recommendation ............................................................................................. 18

Action Plan ................................................................................................... 19-22

References ................................................................................................... 23-24

Appendices

Appendix A ................................................................................................ v

Appendix B ................................................................................................ vi
INTRODUCTION

Environmental Hazard is one of the major problems worldwide and can

attract disaster anytime. Some of the Environmental Hazards that intertwined and

need a serious attention are pollution (water, air and noise pollution), global

warming due to emission of greenhouse gases, overpopulation, natural

resources depletion and Improper waste disposal (Datukon, 2016)Any of these

can happen anywhere and anytime but with the basic knowledge on survival

skills on environmental hazards, it is highly possible that the vulnerability and

exposure of the students and teachers will be lessened.

Currently, the environment is constantly changing, so awareness on

environmental hazards is a must. As the time passed by, education is the primary

source of awakening, by learning the impact, effects and origin of the

environmental hazards the percentage of causalities will be lessen, the planning

and surviving can be developed and improved and the contributed human made

hazards will be lessened. School Responses on Environmental Hazards has

always been crucial for it assure the safety of everyone; inside nor outside the

school vicinity.

According to the World Risk Report 2018, the Philippines ranked 3rd place

worldwide which is highly exposed and vulnerable to disaster risk and natural

hazards as a result the possibility of having a major catastrophe can happen

anywhere/anytime so responses on hazards and risk is a must.

 As part of the human provision, the Philippine Government Strengthen the

Republic Act of 10121 or the Philippine Disaster Risk Reduction and

Management Act of 2010 also known as the DRRM Act that established and

solidified the Philippine Disaster Risk Reduction and Management, that was

implemented by the Department of Education in order to ascent the level of

awareness in the K-12 Curriculum (Section 2).

The vulnerability of the Public School motivates the researchers to know

and identify the School Responses on Environmental Hazard in Lipa City Senior

High School.

Statement of the Problem

This study aims to determine the School Responses on Environmental

Hazard in Lipa City Senior High School of Lipa City, Batangas. Specifically, it

seek to answer the following questions:

1. What are the Environmental Hazards commonly found in the School

vicinity?

2. What is the School Responses on Environmental Hazards in Lipa City

Senior High School?

3. What is the teachers’ perception about the Students’ involvement on the

School Responses Programs?

4. Is the Grade11-students in Lipa City Senior High School aware on

School Responses on Environmental Hazards?

2
 5. What is the effect of having School Responses on Environmental

Hazards on the students’ life?

6. What are the plans that the researchers recommend?

Scope, Delimitation and Limitation of the study

The scope of this study focuses on the students’ awareness and teachers’

perception about School Responses on Environmental Hazards in Lipa City

Senior High School in Lipa City, Batangas.

This study is delimited to those unselected students and teachers of Lipa

City Senior High School.

This study is limited only to select students and teachers of Lipa City Senior

High School. It also limited to the School Responses on Environmental Hazards.

Significance of the study

The studies finding will be beneficial to the following:

To the Philippine Government, the result of this study may inform them that

the School Responses on Environmental Hazards should be instructed inside the

school for the students and teachers to excel their survival skill in a disaster or

emergency. They may also use it to enhance the Basic Education and the DRRM

Act in the Philippine law as well as the trainings and disaster risk reduction

management plan.

To supervisors, the findings of this study may inform them the awareness

3
of the students and teachers’ perception about School Responses on

Environmental Hazards that is significant to their survival in a disaster or

emergency that may pursue them to enhance their effective supervision.

To school heads, they may use the results of this study to assess and

supervise if the School Responses on Environmental Hazards is suitable to the

students and teachers.

To students, as one of the major beneficiary of the assessment of their

awareness their teachers may implement new and recreational pedagogy to uplift

the level of their awareness about environmental hazards.

To Teachers, the result of this study may measure their own awareness

and challenge their capacity to seek other effective and different tactics to widen

their awareness and to create plans and responses for the sake of their students

and lessen their vulnerability.

To parents, the results of this study may inform them the awareness of

their children, through this they can also assist and support the teacher’s

pedagogy by guiding and directing educational activities at home.

To future researcher, the result and findings of this study may be used as

future reference when they manage their own studies.

4
Definition of Terms

To precipitate the readers’ understanding of the contents of the study, the

researchers include the following definition of each term:

Environmental Hazards- Hazards that can be found in the environment or

surroundings.

School Responses- is the School actions towards the safety of the students,

teachers and faculty members which include implementation of programs and

drills.

Awareness- is a state of knowing or understanding the things around you.

Perception- is the process which people are aware of objects and events in the

external world or the process of one’s ultimate experience of the world and

involves further processing of sensory input. (Slovic, 2016)

5
REVIEW OF LITERATURE

The Environmental Hazard in the School vicinity are affecting the student’s

learning space and teacher’s teaching space which can also cause serious

injuries and causalities. The School Responses on Environmental Hazards are

part of the School provision in Lipa City Senior High School to lessen the

vulnerability of the students, teachers, staff and the School building itself.

Moreover, this study aims to determine the School Responses on Environmental

Hazards in Lipa City Senior High School by the teachers’ perception.

Gueverra et.al (2017), state that in order to raise awareness on hazards

the Philippine Government together with the Department of Education and United

Nations Childrens’ Fund (UNICEF) the teachers and administrators should attend

seminars and trainings regarding disaster management. As a teacher with

experience and knowledge they should lead the students to lessen their

vulnerability to any catastrophic events.

In the present there are now strategic plan to aware the public and as part

of its provision is the new K-12 curriculum which tackle a set of reliable findings,

procedure, and knowledge to lighten and widen the student’s awareness with the

help of the DepEd official. Teachers are now using the innovative technologies to

educate the students in a most exciting but informative lesson that widen their

student’s awareness. The teachers have the benefit of the doubt because they

can now search information about the Universal, National and Local provision

and enhanced studies and alternative plans to be used in their teaching lessons.
 The government prioritize education and awareness of the current and

next generation as they are next in line to mold the peace and harmony inside

and out of the society. They are next leaders, molders and advocators of the

world. Apronti (2015) concluded that “right education is the key for the children’s

to reduce their own vulnerability and the vulnerability of others”. Education that

can only be achieved if the right education from the School through teachers and

teaching pedagogies mold students to their fullest.

The (National Disaster Risk Reduction Management Plan 2018-2020),

promoted “the four thematic areas namely the disaster prevention and mitigation,

disaster preparedness, disaster response, and disaster rehabilitation and

recovery”. The plan is under the DRRM Act of 2010 to lessen vulnerability and to

ascent the Filipino’s resilience, awareness and understanding about disaster risk

reduction to maintain a disaster resilient community.

Therefore, the Philippine Government proves that awareness is the first

step to ascent the survival and to create a safe and aware community is by

providing Education to the students and seminars for the teachers and School

facilitators.

7
Related Studies

Alcayna (2016), stated that Early Warning System and Evacuation plans

are needed in reducing disaster impacts. He points out that the public schools in

the Philippines usually used as evacuation center so the need for contingency

plans on camp management and preparedness is one of the aims of the

government. He clearly stated that trough preparedness of evacuation plans and

warning system the percentage of causalities and injuries will be lessen and the

School facilities will be safe and hazard-free. This study tackled the need of Early

Warning Systems and Evacuation Plans inside the School Vicinity and concluded

that environment and disaster preparedness programs should be implemented.

Nabhoiz (2015), state that Environmental Hazards in School Should be

lessen by having School Responses. Environmental Hazards can happen

everywhere so School provisions and programs are strictly needed. The

environmental hazards inside the School facilities can affect not just the students

but also the teachers and faculty members.

Alexander (2015), conclude on his study the need of disaster and

emergency planning for preparedness response and recovery to maintain public

safety. He points out that plans are needed to developed and updated as the

circumstances change and implementation are meant to aware the public to be

ready and prepared.

Theoretical Framework
 Psychoanalytic Theory proposed by Sigmund Freud stated that “the

human behavior and perception is a product of interaction.” Cited by Cherry

(2018), this study measures the students awareness and teachers perception by

the same theory but only focused on the connection or interaction of the students

and teachers and how school responses affect their perception and awareness

about hazards.

The students and teachers perception coheres with the mandate of the

educational system in the Philippines, as contained in the Republic Act 10121 or

DRRM Act of 2010, “an act that strengthen the prevention, preparedness and

survival of every Filipino’” that was adopted by the Republic Act No. 10533 or the

Enhanced Basic Education of 2013, “that added the DRR Education offered to all

tracks in the Senior High School.” The curriculum shall develop and widen the

awareness of the students and the teachers, School provision should be develop

and implemented in order to exploit the proper execution of survival tactics to

survive and response the environmental hazards inside the School facilities

. According to the World Risk 2018: Focus Child Protection and Children’s

Right Report stated that “children are prone to injuries and death during disaster”

and was supported by Angelika Bohling the Chairwoman of the Board of

Directors of Bundris Entwickling Hilft, she stated that “in a catastrophic situation

children needs supports that center their protection”.

9
Support that they can acquire through the help of education and necessities from

the Government.

In the times of modernity, technology provides a new and innovative

methods to widen the perspective and awareness of the public, which is

associated to the Social Learning Theory proposed by Albert Bandura states that

“through social context the learning could take place by the use of live models,

verbal instructions and symbols”. In order for the students and teachers to obtain

awareness and perception about Environmental Hazards they should have to be

exposed to a new and recreational activities that is suitable in the modern era.

The teachers perception are the basis of the researchers to identify the

School Responses, Environmental Hazards and Students involvement. On the

other hand, the students awareness and effect of the School Responses on

Environmental Hazards are based on the students responds.

10
METHODS

Research Design

This study was a qualitative research type and descriptive research

design. A descriptive research design is a research design that involves

collecting data in order to answer the questions regarding the subjects of the

study. The researchers’ goal is to determine the awareness and effects of School

Responses on environmental hazards on students in Lipa City Senior High

School and the teachers’ perception about the School Responses on

Environmental Hazards and the Students involvement. The results and

information from the survey questionnaire will strengthen the researchers data.

This study is a descriptive research because it will identify the awareness

and effects of School Responses on Environmental Hazards only on Grade 11

students in Lipa City Senior High School and the teachers’ perception on School

Responses on Environmental Hazards and the Students involvement. This study

is a qualitative type of research because the gathered data from the survey-

questionnaires will be used to answer the questions regarding the study.

Participants of the Study

The respondents of the study were (40) senior high school students,

five(5) students from each of the four (4) strands in Lipa City Senior High School

only to the Grade 11 level , the Accountancy and Business Management(ABM),

General Academic Strand (GAS), Humanities and Social Science (HUMSS) and

11
Science, Technology, Engineering and Mathematics (STEM) from different

strands and (20) chosen teachers. The researchers chose grade 11 senior high

school students because they are fresh graduate and matured enough to

observe their surroundings and the chosen teachers to be the respondents

because they are already familiarize the School facilities and they can easily

classified hazards inside the vicinity.

Data Gathering Instrument

The researcher utilized observation and survey questionnaires as the

main instrument to gather data for the study. The data collected are based on

Individual’s survey questionnaires conducted in about forty students from grade

11 and twenty teachers in Lipa City Senior High School.

Data Gathering Procedures

The researchers prepare a survey-questionnaire and a letter of approval

that undergo the process of validation. Then, choose five (5) grade 11 students

from strand from HUMSS, ABM, STEM and GAS and (20) twenty teachers in

Lipa City Senior High School. The respondents are politely asked to answer the

survey-questionnaires on their free time and then collect the instrument if the

respondents are done. The collected data will undergo the process of analyzing

and interpretation. The results and findings will be used to answer the objectives

of the problem which is effects and awareness of Grade 11 students about

12
School Responses on Environmental Hazards, teachers’ perception about

Environmental Hazards and the students’ involvement in Lipa City Senior High

School.

Data Treatment and Analysis

The collected data of the researcher based on the respondents’ survey-

questionnaire. The data were tallied depending on the respondents responds.

The checklist was tallied in a separate table while the questions were analyzed

and noting each transcription and interrelated ideas of the participants, a finding

of similarities among the answers on the survey questionnaires. Additionally,

researchers identified the similarities and differences of the answer manually

from the transcriptions of the survey questionnaires. In computing the percentage

of the answers. The formula is Percentage = No. of answers / No. of respondents

x 100

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Results and Discussion

Teachers

I. Environmental Hazards that is commonly found in the School

vicinity.

The majority of the teachers says that the identified Environmental

Hazards that are commonly found in the School Vicinity are Noise Pollution

inside and out of the school, Air Pollution because of infrastructure and vehicles

out the school vicinity, Overpopulation that cause small working space for the

teacher and learning space for the students, Improper Waste Disposal because

of poor hygiene and discipline, Fire Hazards from electrical wirings and

Earthquake Hazards which can happen anywhere.

II. School Responses on Environmental Hazards in Lipa City Senior

High School.

The result shows that the majority of the teachers say that the School

Responses on Environmental Hazards in Lipa City Senior High School are the

Earthquake Drills that teach and practice the students and teachers on what

should be done before, during and after an earthquake and Fire Drills that

practice the students to evacuate, lessen their exposure to fire and to do the

“stop, drop and roll” when necessary.

14
III. Teachers’ perception about the Students involvement on School

Responses Programs.

The result shows that the majority of the teachers say that in order to

implement the School Responses Programs students are ready and should be

involve or participate on School Responses Programs to lessen their vulnerability

to hazard or disasters.

Students

IV. Grade11-Students awareness on School Responses on

Environmental Hazards in Lipa City Senior High School

The result shows that 40 or 100% of the students says that they are aware

on the existence School Responses on Environmental Hazards in the School

vicinity and the School should develop and implement School Responses

Programs in order to lessen their vulnerability and to ascent their survival skills.

V. Effect of School Responses on Environmental Hazards on the Life of

the students.
The results shows that 34 or 85% of the students says that School Responses

on Environmental Hazards have an effect or impact on their life because it helps

to raise their awareness about hazards, make them safe or feel safe, help lessen

and prevent the harmful effects of Environmental Hazards and to teach them

disciplines to lessen these hazards while 1 or 2.5% says that school responses

sometimes affect their life and 5 or 12.5% says that these School responses on

environmental hazards do not affect their life.

15
 As a result 29 or 72.5% of the respondents says that they can identify some of

the environmental hazards inside the school vicinity because of the school

responses and lessons that was discussed inside the classroom while 11 or

27.5% of the students says that they can’t identify some of the environmental

hazards

16
 Conclusion

1. The Environmental Hazards that is commonly found in the School Vicinity in

Lipa City Senior High School that the teachers identified are noise pollution

inside and out of the School vicinity, air pollution because of infrastructure

and vehicles outside the School vicinity, overpopulation that cause small

working apace for teachers and learning space for students, improper waste

disposal because of poor hygiene and discipline, fire hazards from electrical

wirings and Earthquake Hazards that can happen anywhere.

2. The School Responses on Environmental Hazards in Lipa City Senior High

School are earthquake drill that was meant to aware the students and the

teachers on what should be done before, during and after an earthquake and

Fire Drills that practice the students, teachers, and staff to evacuate the

building and to the “stop, drop and roll” if necessary.

3. Based on the Teachers responds in Lipa City Senior High School students

are ready and should participate on the School Responses Programs.

4. The Grade11 students are aware on School Responses on Environmental

Hazards in Lipa City Senior High School and suggest that the School

Responses Programs should be developed and improved to effectively

implement in the School vicinity.

5. The School Responses on Environmental Hazards affect the majority of the

Students in Lipa City Senior High School. As a result, the students can

identify environmental hazards in the School vicinity.

6. The researchers discovered that the school responses on environmental

hazards has a significant relationship on the perception of the students and

teachers about environmental hazards.

7. From the preceding discussion regarding the study, it is clear to say that the

School Responses has an effect to the perception of the teachers and

students about responses on about environmental hazards. Results also

shows the existence of environmental hazards inside the school vicinity.

Recommendation

1. The School Responses on Environmental Hazards should be developed,

improved, updated and implemented.

2. The Environmental Hazard should be lessened and prevented.

3. Students, Teachers and Staffs should participate on the School Responses

Programs.

4. Strand Coordinator and Faculty members should attend trainings about the

strengthening of School Base Emergency Planning to conduct a Mitigation

Measures.

5. Evacuation Plan should be improved and updated.

6. Students, Teachers and Staffs should always carry Emergency Kit.

7. Alarm Systems should be should be checked quarterly to avoid complication.

8. Make a waste management plan that will teach students to do segregation or

the separation of bio-degradable, non-biodegradable and recyclable that will

lessen the improper waste disposal.

 Evacuation Plan

The Lipa City Senior High School Old Building is a two-story building which

consist of 4 comfort rooms, 8 rooms: 1 for faculty members,1 small room for the

teachers, 2 wooden classroom, 1 computer laboratory as classroom, a garage as

a temporarily classroom and a gate.

The Evacuation Plan should get the students, teachers and staffs out of the

School building within minutes and offer a safety meeting place for all classes.

The students and teachers in the 2nd floor should go on their assigned stairs in

either left or right depending on their location. On the time they reached the first

floor they can either turn right or left as long as they can reach the gate as fast as

possible. The same as the students and teachers in the 1st floor. They should go

straight to the oval at the front of Lipa City National High School.
Mitigation Plan

The Lipa City Senior High School old building should undergo mitigation

measures. The school building should endure strong winds and rain, educates

students of emergency plans, conducts school drills, track weather disturbances

and advice students of impending typhoons and coordinate with LGU’s and

DepEd regarding class suspension.

Emergency Kit

Students, staffs and teachers should have emergency kit to ascent their

survival skills. The students, staffs, and teachers should have an emergency kit

consisting of flashlight and batteries, one week supplies medication, water,

emergency snacks, extra batteries for electrical devices, portable cellphone

charger, personal hygiene and sanitation product, first aid kit, cash, and extra

clothes and list of phone numbers.

Proper Waste Management Plan

The School should promote programs that will enhance the discipline of

the students, staffs and teachers about the proper waste management.

Proper Waste Management Programs will lessen the waste disposal in the

School Vicinity. The staffs and teachers will educate the students about the

difference of bio-degradable, non-biodegradable and recyclable materials.

The Biodegradable waste can be used as fertilizer, the Non-biodegradable

can should be separated from recyclable materials that can be sell and use for

creating new products. The funds that the School will earn can be used for other

purposes.
 Bibliography

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problems-philippines/

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in the Philippines. Retrieved 2019, from
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z261qMEnvironmentandDisasterPreparedness

International, M. (2018, November 19). World Risk 2018:Focus Child Protection

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 Appendix A

Letter to Validate the Survey Questionnaire

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Lipa City

LIPA CITY SENIOR HIGH SCHOOL

February 08, 2019

Mr. PABLO A. REGALARIO

Adviser
This School

Dear Sir:

Warm greetings of peace!

The undersigned is currently conducting a study entitled, “Emergency Signal,

First Aid and Disaster Risk Reduction of Grade 11 Students on Lipa City
Senior High School.” As part of the requirements in Practical Research 1.

In line with this, we would like to request for your permission to allow us to
conduct an interview with some our students. Rest assured that the data
obtained will be treated with utmost confidentiality.

Thank you very much !

Respectfully yours,

MARGIE DE OCAMPO
MABEL UMALI
BYRON REYES
MA. ALYZA MENDOZA
MA. TERESA MABILING

Noted:

PABLO REGALARIO
Subject Teacher/Adviser

APPROVED:

MERCEDES G. JUMARANG
Assistant Secondary School Principal II
Appendix B

Name: ________________________________ (Optional)

Age: ___________________ Section: __________________

Sex: __M __F

Survey Questionnaire

“School Responses on Environmental Hazards in Lipa City Senior High School”

Direction: Please kindly take your time on answering the given questions below.

Students Yes No
Does having a School Responses make you feel safe?
Are you interested on the Responses of your school about
Environmental Hazards?
Are you aware on the existence of Environmental Hazards on your
School?
Are you willing to participate?
Are you ready to face a disaster/ hazards?
Can you identify some of the Environmental Hazards in your School?
Do you think it is necessary?

 What can you say about the School Responses on Environmental Hazards in Lipa City Senior
High School?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

 Does having School Responses have an Impact or effect on your life? In what way?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
Name: ________________________________ (Optional)

Age: ___________________

Sex: __M __F

Survey Questionnaire

“School Responses on Environmental Hazards in Lipa City Senior High School”

Direction: Please kindly take your time on answering the given questions below.
Teachers Yes No
Is DRRM Subject part of the school responses?
Did the school quarterly conduct hazard drills?
Did the school organize respective disaster responders?
Does the Disaster Risk Reduction Management Plan was followed by the
School?
Should the students be involve or participate on School Responses
Programs?
Is the Students ready to participate on the School Responses Programs?

 What are the Responses on environmental Hazards in Lipa City Senior High School?
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 What are the Environmental Hazards identified by the School?

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