"Teaching in a hazard-prone community made me realize that Teaching in a hazard-prone community made me realize that although students regularly experience floods, heavy rains and storms, although students regularly experience floods, heavy rains and storms, hydrometeorological hazards are among the least learned and least hydrometeorological hazards are among the least learned and least mastered competencies, especially in the Grade 11 science curriculum.”
BUTUAN CITY — In a province facing intensifying natural hazards, a teacher from Hinatuan National Comprehensive High School (HNCHS) has drawn attention for an innovative approach to disaster education: comics.
Marloun Gasoc is among the educators selected to receive support from the Department of Education’s (DepEd) Basic Education Research Fund (BERF). His study, “Contextualized Comic-Themed Booklet as Supplementary Material in Enhancing Hydrometeorological Hazard Literacy for Grade 11 Students at HNCHS,” introduces preparedness concepts through a medium preferred by many young learners.
“Teaching in a hazard-prone community made me realize that although students regularly experience floods, heavy rains and storms, hydrometeorological hazards are among the least learned and least mastered competencies, especially in the Grade 11 science curriculum,” Gasoc said.
Gasoc noted that his students’ limited understanding of these hazards was reflected in the low priority they placed on disaster preparedness. This gap motivated him to seek a new way to reach them.
“It was then that I realized that disaster education should go beyond theory — it should equip learners with practical, life-saving knowledge. This inspired me to focus on disaster education using an approach that makes complex concepts accessible, meaningful and relevant to students’ real-life experiences,” he added.
As a science and research teacher, Gasoc turned to comics not just for their aesthetic appeal, but for their proven utility as cognitive tools. In disaster management, comics serve as “low-stress” instructional materials. By combining visuals with sequential storytelling, they allow students to visualize emergency procedures and scientific phenomena — like the mechanics of a storm surge — without the “information overload” often triggered by dense, technical text. This approach is particularly effective for disaster education, as it humanizes the data, making the information more memorable and less intimidating.
The results of Gasoc’s research were striking. In a survey conducted among his Grade 11 learners, the comic-themed booklet earned a rating of “highly acceptable.”
More importantly, Gasoc measured its impact through pretest and post-test evaluations. Students initially scored an average of 53.44 percent, indicating limited prior knowledge. After being introduced to the booklet, their scores soared to 89.24 percent — an improvement of more than 35 percentage points.
This outcome demonstrates how creative, contextualized materials can transform classroom instruction. DepEd’s BERF program continues to encourage such research to address pressing educational needs.
For Hinatuan National Comprehensive High School, the success of this research is a source of pride, showing that teachers can be catalysts of change — bridging science, creativity and advocacy to prepare the next generation for a safer future. PIA
EMPOWERING EDUCATORS: THE DEPED BASIC EDUCATION RESEARCH FUND
IN the pursuit of quality, accessible and liberating education, the Department of Education (DepEd) has institutionalized the Basic Education Research Fund (BERF). This initiative serves as a critical mechanism for fostering a culture of research within the department, providing financial support and a formal platform for educators and nonteaching personnel to conduct studies that address the most pressing challenges in the Philippine school system.
A CATALYST
FOR EVIDENCE-BASED POLICY
The BERF is not merely a grant program; it is the engine behind evidence-based decision-making. By encouraging teachers — the frontliners of education — to investigate classroom dynamics, the fund ensures that national policies are grounded in local realities. Research themes typically align with the Basic Education Research Agenda, focusing on four key pillars:
– Teaching and learning: Improving pedagogy and learner achievement.
– Child protection: Ensuring a safe, inclusive environment.
– Human resource development: Enhancing teacher welfare and professional growth.
– Governance: Optimizing school management and stakeholder participation.
FROM CLASSROOM INNOVATION TO NATIONAL REFORM
The impact of BERF-funded research is transformative.
When a teacher in a remote province develops a “contextualized comic-themed booklet” or a new remedial reading strategy, the BERF provides the resources to validate that innovation through rigorous data. Once proven effective, these localized solutions can be scaled across divisions or regions, directly influencing curriculum adjustments and instructional improvements.
PROFESSIONAL GROWTH AND ACCOUNTABILITY
Beyond student outcomes, the BERF promotes the professionalization of the teaching force. Engaging in action research empowers educators to become “practitioner-researchers,” sharpening their analytical skills and elevating the prestige of the teaching profession.
Through the BERF, DepEd reaffirms its commitment to transparency and scientific rigor. By investing in the intellectual capital of its personnel, the department ensures that the “Matatag” agenda — designed to produce resilient and competent learners — is guided by data, driven by innovation and validated by the very people who understand the classroom best.
