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MIDDLE SCHOOL STUDENTS' EARTHQUAKE CONTENT AND PREPAREDNESS KNOWLEDGE - A MIXED METHOD STUDYHenson, Harvey 01 May 2015 (has links)
The purpose of this study was to assess the effect of earthquake instruction on students' earthquake content and preparedness for earthquakes. This study used an innovative direct instruction on earthquake science content and concepts with an inquiry-based group activity on earthquake safety followed by an earthquake simulation and preparedness video to help middle school students understand and prepare for the regional seismic threat. A convenience sample of 384 sixth and seventh grade students at two small middle schools in southern Illinois was used in this study. Qualitative information was gathered using open-ended survey questions, classroom observations, and semi-structured interviews. Quantitative data were collected using a 21 item content questionnaire administered to test students' General Earthquake Knowledge, Local Earthquake Knowledge, and Earthquake Preparedness Knowledge before and after instruction. A pre-test and post-test survey Likert scale with 21 items was used to collect students' perceptions and attitudes. Qualitative data analysis included quantification of student responses to the open-ended questions and thematic analysis of observation notes and interview transcripts. Quantitative datasets were analyzed using descriptive and inferential statistical methods, including t tests to evaluate the differences in means scores between paired groups before and after interventions and one-way analysis of variance (ANOVA) to test for differences between mean scores of the comparison groups. Significant mean differences between groups were further examined using a Dunnett's C post hoc statistical analysis. Integration and interpretation of the qualitative and quantitative results of the study revealed a significant increase in general, local and preparedness earthquake knowledge among middle school students after the interventions. The findings specifically indicated that these students felt most aware and prepared for an earthquake after an intervention that consisted of an inquiry-based group discussion on safety, earthquake content presentation and earthquake simulation video presentation on preparedness. Variations of the intervention, including no intervention, were not as effective in significantly increasing students' conceptual learning of earthquake knowledge.
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The Role of Education on Disaster Preparedness: Case Study of 2012 Indian Ocean Earthquakes on Thailand's Andaman CoastMuttarak, Raya, Pothisiri, Wiraporn January 2013 (has links) (PDF)
In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are
prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because
education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557
households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews
were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents
were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial
proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of
preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household,
and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster
experience, the education level of household members is positively related to disaster preparedness. The findings also show that
disaster-related training is most effective for individuals with high educational attainment. Furthermore, living in a community
with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness.
In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.
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Surveying American and Turkish middle school students' existing knowledge of earthquakes by using a systemic networkOguz, Ayse 02 December 2005 (has links)
No description available.
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