As mentioned in the previous chapter, options were categorized on a Likert scale that ranged
from 1-“strongly disagree” to 5- “strongly agree”.
Table 26. Summary of Attitude toward CHM (n=121).
Subscales Mean SD Total Range Percentage
Attitude toward CHM 64.95 6.14 80 49-80 81.19
As shown in Table 26, the mean value of attitudes toward CHM was 64.95 (SD = 6.14) out of
a total score of 80 and the percentage of appropriate attitudes was 81.89%, representing that the
secondary 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 27, and contain total responses
obtained from secondary school CHM teachers. The “CHM attitudes toward” (translated from
Chinese to English) is as follows:
51. Leaning CHM practical skills is more important than learning content knowledge of CHM.
52. 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.
53. 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).
54. 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.
55. 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.
56. I will carefully read the content of a typhoon warning before a typhoon hits Taiwan.
57. When a typhoon threatens, I will take the opportunity to lead my students to practice and understand the CHM-related skills and issues.
58. The drill and practice of typhoon prevention activities doesn’t help reduce calamity while facing a real disaster.
59. I usually follow the guidelines proposed by the disaster-prevention-related institutes that are designed to reduce and prevent damages caused by typhoons.
60. A typhoon is always a hazard on almost any occasion.
61. Natural calamities are always natural phenomena. (There are never “non-natural phenomena.”)
62. Appropriate precautionary measures can effectively reduce the degree of destruction of natural calamities.
63. 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).
64. Only when we respect and cooperate with the calamity prevention center can we effectively minimize damage as we evacuate.
65. Even with highly developed technology, we can’t stop the occurrences of natural disasters or natural hazards.
66. We should voluntarily participate in drafting a plan for our school for the reduction and prevention of calamity during a natural disaster.
Table 27. Summary of Secondary school teachers’ perceptions of CHM (n=121).
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
40 1(0.8) 1(0.8) 21(17.4) 56(46.3) 42(34.7) 4.13
41 1(0.8) 1(0.8) 16(13.2) 65(53.7) 38(31.4) 4.14
*42 17(14) 71(58.7) 24(19.8) 8(6.6) 1(0.8) 2.21
43 0(0.0) 3(2.5) 34(28.1) 69(57.0) 15(12.4) 3.79
44 2(1.7) 2(1.7) 9(7.4) 66(54.5) 42(34.7) 4.19
45 1(0.8) 8(6.6) 14(11.6) 53(43.8) 45(37.2) 4.10
46 0(0.0) 0(0.0) 3(2.5) 49(40.5) 69(57.0) 4.55
*47 16(13.2) 55(45.5) 31(25.6) 17(14.0) 2(1.7) 2.45
48 2(1.7) 2(1.7) 9(7.4) 81(66.9) 27(22.3) 4.07
49 2(1.7) 8(6.6) 13(10.7) 44(36.4) 54(44.6) 4.16
50 1(0.8) 5(4.1) 42(34.7) 57(47.1) 16(13.2) 3.68
* 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 27) suggested that some secondary school CHM teachers (55.3%) thought that
the content knowledge of CHM was more important than the CHM skills. for question 35, “Leaning
CHM practical skills are more important than learning content knowledge of CHM”. Although, half
of the secondary school CHM teachers (45.3%) participating in the main study thought that learning
CHM skills is more important than acquiring knowledge of CHM procedures. 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.” 96.7% of participants disagreed. So, Students should need
to participate and understand CHM procedures and skills. For question 46, 97.5% of secondary
school CHM teachers are appropriate precautionary measures can effectively reduce the degree of
destruction of natural calamities.
Most participants of secondary school CHM teachers (81%) thought that 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” eighty-one percentages of
respondents thought that the technology advancement can prevent us from climatic hazards, while
8.3% of secondary school CHM teachers disagreed with the statement.
For question 36, most secondary school CHM teachers (90.1%) thought students in high
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 secondary school CHM
teachers (72.7%) disagree that the drill and practice of typhoon prevention activities doesn’t help
reduce calamity while facing a real disaster, but 7.4% of participants agreed. Suggesting that when
natural disasters threaten, there is a high potential for disaster in Taiwan. (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 69.4% of secondary
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 2.5% of the
secondary school CHM teachers would not follow the guidelines. For question 48, 89.2% of
participants thought that only when we respect and cooperate with the calamity prevention center
can we effectively minimize damages as we evacuate, but 3.4% participants did not agree with
cooperating with the calamity prevention center.
Responses from question 37, indicate that most secondary school CHM teachers (94.2%)
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). 85.1% of participants will take the take the opportunity to lead their students
to practice and understand the 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 (96.7%) 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 secondary school CHM teachers (81%) of the participants would carefully read the
content of a typhoon alert, but 1.6% 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 secondary school CHM
teachers thought that a typhoon is not a hazard versus those who thought it is (89.2%).
58.7% of secondary school CHM teachers thought that they need to cooperate andparticipate
in designing procedures for natural disasters, and 15.7% of participants want to follow the
procedures already in place (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, 60.3% of secondary school CHM
teachers thought they should voluntarily participate in drafting a plan for our school for the
reduction and prevention of calamity during natural disasters.