As mentioned in the previous chapter, options were categorized on a scale that ranged from
1-“strongly disagree” to 5- “strongly agree”.
Table 18. Summary of Attitude toward CHM (n=62).
Subscales Mean SD Total Range Percentage
Attitude toward CHM 65.66 5.82 80 55-78 82.08
As shown in Table 18, the mean value of attitudes toward CHM was 65.66 (SD = 5.82) out of
a total score of 80 and the percentage of appropriate attitudes was 82.08%, representing that the
primary school CHM teachers participating in the current study hold good positive attitudes toward
CHM. It is noted that experts in Taiwan set a baseline of 60% correctness or passage for the
acceptable performance on the inventory in consideration of CHM topics lacking in formal
education of Taiwan.
Results of the part of questionnaire are tabulated in Table 19, and contain total responses
obtained from primary school CHM teachers. The “CHM attitudes toward” (translated from
Chinese to English) follows:
35. Learning CHM practical skills is more important than learning content knowledge of CHM.
36. The students in high schools and elementary schools should strengthen the ability to help themselves in order to increase the probability of surviving in disasters that are caused by typhoons and floods.
37. The implementation of a national CHM-related curriculum and CHM-instruction would mitigate the hazards and help reduce the damage to human life during a natural calamity (such as typhoons and floods).
38. Taking precautions designed to reduce damage during natural disasters cannot avoid all emergence of calamity. The best way to prepare for calamities caused by typhoons and floods is to have frequent drill and practice of CHM-related skills.
39. It is the government’s job to take care of the issue of CHM; students do not need participate or understand CHM procedures or skills.
40. I will carefully read the content of a typhoon warning before a typhoon hits Taiwan.
41. When a typhoon threatens, I will take the opportunity to lead my students to practice and understand the CHM-related skills and issues.
42. The drill and practice of typhoon prevention activities doesn’t help reduce calamity while facing a real disaster.
43. I usually follow the guidelines proposed by the disaster-prevention-related institutes that are designed to reduce and prevent damages caused by typhoons.
44. A typhoon is always a hazard on almost any occasion.
45. Natural calamities are always natural phenomena. (There are never “non-natural phenomena.”)
46. Appropriate precautionary measures can effectively reduce the degree of destruction of natural calamities.
47. It is the administration’s responsibility to take precautions by designing procedures for natural disasters. The teacher only needs to cooperate and act (follow the procedures).
48. Only when we respect and cooperate with the calamity prevention center can we effectively minimize damage as we evacuate.
49. Even with highly developed technology, we can’t stop the occurrences of natural disasters or natural hazards.
50. We should voluntarily participate in drafting a plan for our school for the reduction and prevention of calamity during a natural disaster.
Table 19. Summary of Primary school teachers’ Perceptions of CHM (n=62).
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
43 0(0.0) 2(3.2) 10(16.1) 39(62.9) 11(17.7) 3.95
44 0(0.0) 0(0.0) 5(8.1) 33(53.2) 24(38.7) 4.31
45 1(1.6) 6(9.7) 4(6.5) 31(50) 20(32.3) 4.02
46 0(0.0) 1(1.6) 2(3.2) 25(40.3) 34(54.8) 4.48
*47 8(12.9) 29(46.8) 15(24.2) 9(14.5) 1(1.6) 2.45
48 0(0.0) 2(3.2) 3(4.8) 42(67.7) 15(24.2) 4.13
49 3(4.8) 8(12.9) 6(9.7) 25(40.3) 20(32.3) 3.82
50 0(0.0) 2(3.2) 11(17.7) 39(62.9) 10(16.1) 3.92
* Item stated in reverse manner
The results revealed that primary school CHM teachers participating in the current study hold
good positive attitudes toward CHM as a result of attitude investigations. However, in-depth
analysis (see Table 19) suggested that some primary school CHM teachers (67.7%) thought that the
knowledge of CHM was more important than the CHM skills, as evidenced by question 35,
“Leaning CHM practical skills is more important than learning content knowledge of CHM”.
Although, most of the primary school CHM teachers participating in the main study thought that
learning CHM skills is more important than acquiring knowledge of CHM. For question 39, “It is
the government’s job to take care of the issue of CHM; students do not need participate or
understand CHM procedures or skills.” 97% of participants disagreed. So, Students do need to
participate in and understand CHM procedures and CHM skills. For question 46, 95.1% of primary
school CHM teachers report that they believe that appropriate precautionary measures can
effectively reduce the degree of destruction of natural calamities.
Most participants of primary school CHM teachers (82.3%) thought natural calamities are
always natural phenomena (question 45, “Natural calamities are always natural phenomena. (There
are never “non-natural phenomena.”)”. For question 49, “Even with highly developed technology,
we can’t stop the occurrences of natural disasters or natural hazards” seventy-two percent of
respondents thought that the technology advancement can prevent us from climatic hazards, while
17.7% of primary school CHM teachers disagree with the statement.
For question 36, most primary school CHM teachers (98.4%) thought that students in
elementary schools should strengthen the ability to help themselves in order to increase the
probability of surviving in disasters that are caused by typhoons and floods. Many primary school
CHM teachers (74.2%) disagree that the drill and practice of typhoon prevention activities doesn’t
help reduce calamity while facing a real disaster, but 6.5% of participants agree. Suggesting that
there is the potential for a great disaster to Taiwan when a typhoon threatens (question 42). For
question 43, “I usually follow the guidelines proposed by the disaster-prevention-related institutes
that are designed to reduce and prevent damages caused by typhoons.” more than 80.6% of primary
school CHM teachers will follow the guidelines proposed by the disaster-prevention-related
institutes that are designed to reduce and prevent damages caused by typhoons. While a 3.2% of the
primary school CHM teachers would not follow the guidelines. For question 48, 91.9% of
participants thought that only ”when we respect and cooperate with the calamity prevention center
can we effectively minimize damage as we evacuate”, but 3.2% participants did not think this
appropriate.
Responses from question 37, indicate that most primary school CHM teachers (98.4%)
believed the implementation of a national CHM-related curriculum and CHM-instruction would
mitigate the hazards and help reduce the damage to human life during a natural calamity (such as
typhoons and floods). 96.8% of participants will take the take the opportunity to lead their students
in practice and help with the understanding of CHM-related skills and issues when a typhoon
threatens (question 41, “When a typhoon threatens, I will take the opportunity to lead my students
to practice and understand the CHM-related skills and issues”).
Most participants (96.8%) thought that taking precautions designed to reduce damage during
natural disasters cannot avoid all emergence of calamity. The best way to prepare for calamities
caused by typhoons and floods is to have frequent drill and practice of CHM-related skills (question
38). Most primary and secondary school CHM teachers (77.4%) of the participants would carefully
read the content of a typhoon alert, but 3.2% of the participants will not pay attention to its detail
(Question 40, “I will carefully read the content of a typhoon warning before a typhoon hits
Taiwan.”). For question 44, “A typhoon is always a hazard on almost any occasion” many primary
school CHM teachers thought that a typhoon is not a hazard, versus those who thought it is
(91.9%).
59.7% of primary school CHM teachers thought that they need to cooperate and participate in
designing procedures for natural disasters, and 16.1% of participants want to follow the procedures
that have already been designed.(question 47, “It is the administration’s responsibility to take
precautions by designing procedures for natural disasters. The teacher only needs to cooperate and
act (follow the procedures))”. Responses from question 50, 79% of primary school CHM teachers
thought that they should voluntarily participate in drafting a plan for our school for the reduction
and prevention of calamity during a natural disaster.