This article is based on the author’s BS Development Communication thesis.
Suggested citation:
Rojas, Febelle D. (2012). Information exposure and visual representation of flooding by children in selected flood-prone communities in Ormoc City, Leyte. Unpublished BS Development Communication thesis, Visayas State University, Baybay, Leyte, Philippines.
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by
Febelle Dareene D. Rojas
BS Development Communication 2012
Visayas State University
Visca, Baybay, Leyte, Philippines
The magnitude of damages brought about by climate-induced disasters has emphasized the need for information dissemination activities that can help people manage the risks posed by these calamities. This emphasis for dissemination activities is anchored on the fact that effective communication leads people to improve their understanding of the risks, thus leading them to change their attitudes and adopt behavior that can help them reduce the impacts of these risks (Andrey & Mortsch, 2000).
The literature is replete with information showing that communication leads communities to reduce climate change risk effectively. A recent example is a socio-constructivist and experimental study for climate change education that aimed to improve students’ conception on climate change in two coastal communities in Eastern Canada with 39 students from 13-14 years of age. Results indicated that young adolescents improved their ideas about climate change’s diverse dimensions and eventually helped students to identify educational activities that improved their conception (Pruneau, Gravel, Bourque & Langis, 2009). Another example is a study conducted by Mason and Santi (2006) that investigated fifth graders’ changes of conceptions about greenhouse effects and global warming. Utilizing the socio-cognitive interaction developed in small and large group discussions in a classroom setting, results showed that the core learning activity led the children at different levels to the integration of new knowledge into their conceptions on environmental science. In addition, high positive connection was found between conceptual change and metaconceptual awareness of the changes in the representation of the examined occurrence.
Among the targets of the campaigns to reduce flood risks are children. The reason for this bias towards children is that by educating children, knowledge and consciousness can be cultivated at an early age. Not only will they be able to have better understanding on the importance of protecting our planet (Gibb, 2011), but also become better prepared for emergencies.
Haney, Russel and Bebell (2004) proposed that drawings can be a powerful technique in conducting research as the features portrayed in drawings can be coded reliably. Features shown in drawings seem to have some validity as guide of the varieties of individual’s perception. More importantly, student drawings can be involved as a form of contemplation and change far more that what is usually employed as methods in quantitative or even qualitative research (Haney et al, 2004). Drawings from young children seem to have some strength and it is a far more engaging form of inquiry for reflection and change than what are employed by other methods. To prove this, Barraza (1999) noted that children’s drawings are useful tools in providing valuable information for evaluating children’s environmental perceptions where results revealed that children manifest a deep environmental concern from their drawings (37% depicted environmental problems).
Objectives
Generally, this study aimed to determine respondents’ perception of flooding vulnerability using visual representation. More specifically, it aimed to:
- Find out respondents’ socio-demographic characteristics.
- Determine the respondents’ exposure to information and knowledge of the causes and risks of flooding;
- Determine respondent’s visual representation of flooding and;
- Find out the differences in respondents’ visual representation of flooding as influenced by their age, sex, family income, and exposure to information and knowledge of the causes and risks of flooding.
Theoretical Framework
This study was guided by the constructivist view to understand how elementary pupils perceive flooding. Constructivism, as defined by Guba and Lincoln (1994), is a perception where mental constructions of an individual are based on their social experiences that vary from other individuals or a groups. This theory argues that knowledge and meaning are shaped based on human’s everyday interaction and experiences around his environment. Constructivism, according to Mertens (2005), posits that the way people understand the world is socially constructed. Constructivists believe that same data can have many interpretations, and all of these interpretations are considered significant.
Qualitative research fits snugly well in a constructivist research. Researchers can use a variety of ways in gathering data where participants are given the opportunity to construct their own meaning (Creswell, 2009). In essence, research framed within the constructivist perspective enables researchers to understand and at the same time reconstruct the ideas created by an individual. It intends to have mutual understanding of an interpretation but still open to new information as it develops (Guba & Lincoln, 1994).
For Piaget’s theory, constructivism provides a strong framework for understanding how children do and think at different stages of their development (ackermann, 2001.). According to Piaget, children have their own perceptions of the world different from the adults. However, these views are still logical and considered as strong.
Methodology
Locale of the study. The study was conducted in three elementary schools in Liloan, San Jose and Sabang Ormoc City, Leyte. The sites were chosen because these are prone to flooding and accessible to transportation. Likewise, these places have been reported to be orderly and peaceful.
The three barangays can be reached by a public utility jeepney. In Ormoc City, these are known as multicab. Travel time to each barangay is approximately 15 min. Farming is the dominant economic activity. Crops grown are sugar cane, vegetable and rice.
Aside from the elementary school, each study site has a church and a basketball court that serve as venue for social gatherings and barangay meetings. Most of the houses have TV antenna, indicating that families have access to television. The communities were said to be flood prone because of the nearby rivers – Bao River, Mas-in River, and Pagsangaan River) that overflow during rainy season.
Respondents. Respondents of this study were Grade 6 pupils in the elementary schools mentioned earlier. Considering the educational system in the Philippines, respondents are between 11-14 years old. According to Monhardt (2003), at this age, children can already explain what they draw.
Research design.This study applied a qualitative research approach. According Garbarino and Holland (2009), qualitative research methods are designed to offer the researcher with the respondents’ perspective through getting involved in their cultural situation and direct interaction with them. This method focused on perceptions, judgments, opinions, explaining meanings and reasons.
Data gathering and procedure. Data were gathered through a questionnaire and drawing sessions. The instrument was composed of the following parts: socio-demographic, knowledge of flooding and experience of flooding. After filling in the last part of the questionnaire, respondents was tasked to draw.
Data Analysis
Data were analyzed based on the objectives of the study. Descriptive statistics such as frequencies, percentages, means, standard deviations and ranges was used to describe the socio-demographic characteristics (e. g., age, sex, family income, information exposure) of the respondents.
Data gathered from drawings were then compiled, arranged and categorized according to type and elements of drawings based on Mann’s (1995) procedure. The written descriptions of the drawings were analyzed using content analysis. In determining the significant differences in respondents’ visual representation of flooding as influenced by their age, sex, family income and exposure to information, the chi-square test was used.
Results
Generally, respondents of this study had high exposure to information but had average knowledge of flooding. They experienced flooding annually.
Most of the respondents’ drawing were in preshematic stage. For most of them, rural communities are vulnerable to flooding. Most of them also blame deforestation as the culprit
Respondents’ Experience of Flooding
Almost three-fourths (74.2%) experienced flood annually.Many (91.4%) claimed that they have experienced flooding. Almost half of the respondents (48.2%) said that their latest experience of flooding was in December 2011, during rainy season. About one-third (31.8%) of the respondents reported that the flood destroyed their belongings. More than one-fifth (22.4%) said that the flood destroyed their livestock (e. g. pigs, poultry). Others the flood destroyed their house and their parents were not able to go to work (16.55% each).
Almost half of the respondents (45.3%) stated that whenever there was a flood, they cannot go to school. Almost one-fifth (19.8%) said that their facilities at school were washed out. A little less than one-fifth (18.6%) said the flood scared them and almost the same number reported that they got sick (16.3%).
As for their responses to flooding, almost half of the respondents (48.4%) said that they evacuate to safer areas. A little more than one- fifth (21.5%) said they keep their things safely. Other preparations are preparing canned goods (20.4%) flashlights and listen to radio to keep them updated (20.4%). About the same number (19.4%) said they stay at home.
As for their respective communities, almost two-thirds (64.5%) said they take their appliances to higher places. An almost the same number (60.2%) said they watch or listen to weather forecasts. More than half (53.8%) said they help unclogged their canals and a negligible few (1.1%) evacuate to higher places.
Implication and Recommendation
Respondents’ production of scribble drawings may indicate that this group of children is not yet adept at drawing. Interestingly, however, these respondents produced drawings that somehow reflect their knowledge and experience of flooding. Firstly, most of their drawings portrayed rural areas as communities vulnerable to flooding. This is understandable because: 1) they are all residing in rural areas and 2) unfortunately, they have been experiencing flooding.
In their drawings of the causes of flooding, the dominant factor identified by the respondents is forest denudation. This is interesting because even at this young age, they already know the impact of deforestation. This is good news for environmental advocates: they can tap this knowledge in drumbeating the cause of forest rehabilitation.
Most of the respondents in this study reported that they have not heard information of flooding in their classes. This is rather sad considering the need for our children to be aware of the causes and risks of flooding and be prepared for any eventuality. There is a need to examine how teachers integrate environmental messages in their classes especially information on flooding. It can be that they lack skills and knowledge of the topic or thy lack instructional materials to facilitate teaching lessons on flooding. A core, strategic intervention to develop teachers’ skills in integrating the lessons on flooding and development of instructional materials should be designed.
Recommendation for Further Study
The inability to find significant differences in the drawings could be due to the small sample size in this study. It is, therefore, recommended that a similar study with bigger sample be conducted to enrich our understanding of children’s drawings and children’s visual representation of flooding. This study involved respondents from the rural areas. Unfortunately, residents in urban centers are also victims of flooding. It is, therefore, worth exploring the differences between children in the urban and rural areas in terms of their visual representation in flooding.
Other techniques to elicit young children’s perceptions of environmental problems are also rich areas for research on visual representation. These areas may be on environmental sanitation, landslides, drought, and other environmental catastrophes. Now that some of the communication materials on natural disaster preparedness are being geared towards children, it is important that we understand clearly children’s meanings of these phenomena.
Image may be NSFW.
Clik here to view.
Image may be NSFW.Clik here to view.
