AN INVESTIGATION OF FIRE EMERGENCY PREPAREDNESS IN THE FACULTY OF ENGINEERING IN UTM IN JOHOR BAHRU SEKAAYI HUZAYIFA UNIVERSITI TEKNOLOGI MALAYSIA

AN INVESTIGATION OF FIRE EMERGENCY PREPAREDNESS IN THE
FACULTY OF ENGINEERING IN UTM IN JOHOR BAHRU
SEKAAYI HUZAYIFA
UNIVERSITI TEKNOLOGI MALAYSIA

AN INVESTIGATION OF FIRE EMERGENCY PREPAREDNESS IN THE
FACULTY OF ENGINEERING IN UTM IN JOHOR BAHRU
SEKAAYI HUZAYIFA
A Project Report Submitted in Partial Fulfilment of the Requirements for the
Award of the Degree of Master of Science (Safety, Health & Environment)
School of Chemical and Energy Engineering
Universiti Teknologi Malaysia
JANUARY 2019

DECLARATION OF THESIS / UNDERGRADUATE PROJECT REPORT AND COPYRIGHT
Author’s full name : SEKAAYI HUZAYIFA
Date of Birth : 15TH MARCH 1987
Title : AN INVESTIGATION OF FIRE EMERGENCY PREPAREDNESS IN FACULTY
OF ENGINEERING IN UNIVERSITI TEKNOLOGI MALAYSIA IN JOHOR
BAHRU
Academic Session : 2018/2019 -1
I declare that this thesis is classified as:
CONFIDENTIAL (Contains confidential information under the Official Secret
Act 1972)*
RESTRICTED (Contains restricted information as specified by the
organization where research was done)*
✓
OPEN ACCESS I agree that my thesis to be published as online open access
(full text)
I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:
1. The thesis is the property of Universiti Teknologi Malaysia
2. The Library of Universiti Teknologi Malaysia has the right to make copies for the
purpose of research only.
3. The Library has the right to make copies of the thesis for academic exchange.
Certified by:
SIGNATURE SIGNATURE OF SUPERVISOR
201709M10307
ASSOC. PROF. DR. MOHAMAD
WIJAYANUDDIN BIN ALI
(NEW IC NO/PASSPORT) NAME OF SUPERVISOR
Date: JANUARY 2019 Date: JANUARY 2019
PSZ 19:16 (Pind. 1/07)
NOTES: * If the thesis is CONFIDENTAL or RESTRICTED, please attach with the letter from
the organization with period and reasons for confidentiality or restriction.
UNIVERSITI TEKNOLOGI MALAYSIA

ii
DECLARATION
I hereby declare that this project report entitled “an investigation of fire emergency
preparedness in the faculty of engineering in UTM in Johor Bahru” is the result of my
own research except as cited in the references. The thesis has not been accepted for
any master’s degree and is not concurrently submitted in candidature of any other
master’s degree.
Signature :
Name : SEKAAYI HUZAYIFA
Date : JANUARY 2019

iii
DECLARATION
“I hereby declare that I have read this report and in my opinion this report is sufficient
in terms of scope and quality for the award of the degree of Master of Science (Safety,
Health and Environment)”
Signature :
Name of supervisor: ASSOC. PROF. DR. MOHAMAD WIJAYANUDDIN BIN ALI
Date : JANUARY 2019

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DEDICATION
This thesis is dedicated to all my family members; especially my beloved father,
mother and siblings for their endless love, support, sacrifice, and encouragement.
“Thank you for all the patience and endurance during this MSc. voyage.”

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ACKNOWLEDGEMENT
All praises are for Allah, the Lord of the worlds. My profound gratitude is to
Al-Mighty Allah first, by Whose will and power this thesis report came into being.
First and foremost, all thanks be to Allah the Omnipresent for giving me guidance,
knowledge, wisdom, ability and strength through my prayers.
In addition, I wish to express my sincere appreciation to my supervisor
ASSOC. PROF. DR. MOHAMAD WIJAYANUDDIN BIN ALI for the invaluable
encouragement, guidance and critics throughout the course of the project.
I would also like to sincerely thank all the lecturers who have taught me for the
lectures delivered and moral support, without forgetting appreciating all my friends
for the constructive ideas, suggestions and help.
Last but not the least, I am grateful to all my family members and IDB for their
moral, financial support and encouragement they provide during my studies.

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ABSTRACT
Fire in learning institutions is a public concern because of the increased incidences,
injuries and deaths of innocent immediate school stakeholders not to mention the
destruction caused by the fire to the institution buildings such as the halls of residence
and lecture rooms. Preparedness to fire disaster will help to minimize loss of lives,
property and learning time. The purpose of this study was to investigate fire disaster
preparedness in the UTM engineering faculty in Johor Bahru. The study was guided
by the following objectives; to establish the adequacy of firefighting facilities in UTM
engineering faculty in Johor Bahru, to determine the extent to which UTM
engineering faculty buildings are constructed in relation to policy provisions
pertaining to fire disaster preparedness, to establish how UTM engineering faculty has
put in place fire safety plans as a measure of fire disaster preparedness, to determine
whether UTM engineering faculty in Johor Bahru trains workers and students on
appropriate responses in case of fire outbreak and to make recommendations from the
study. The research adopted a descriptive survey design. The target population was
the academic staff, supporting staff and students in all the six schools in UTM
engineering faculty in Johor Bahru. Simple random sampling was used to give every
subject an equal chance to be selected. Data were collected by means of questionnaires
which were administered to the respondents through drop and pick method, and the
site observation checklist. Data collected from respondents were analyzed through
descriptive statistics. The results were presented using frequency tables. Basing on
the study findings, majority of the respondents reported that a few specific firefighting
facilities in schools were adequate and annually inspected contributing to a low level
of fire disaster preparedness. In relation to faculty buildings and fire safety, in majority
of the schools, lecture rooms are not congested, laboratories have two doors and all
laboratory chemicals are properly stored, assembly points and all exit routes are well
labeled. This indicated a high level of fire disaster preparedness. On safety plans,
most schools have evacuation plans, but they have never used them. The fact that most
schools have never experienced the use of the evacuation plans in the schools, shows
that in case of fire disaster, the stakeholders may not benefit from them. Most schools
do not remind the stakeholders of these plans and this means that the plans may not
help them in case of a fire disaster. Most schools lack evacuation plans for vulnerable
persons. All these are signs of fire disaster unpreparedness. On training in fire safety,
most workers and students have not been trained on appropriate responses in case of
fire outbreak and most of them may not know what to do in case of fire disaster leading
to fire disaster unpreparedness. Basing on the study findings, the faculty management
should consider adding more firefighting facilities like sprinkler system, reliable
water supply, fire boots, suits, helmets, hoods, gloves, sacks of sands in buildings, fire
blankets, fire fighters’ outfits, fire protective clothing, fire hydrants, fire escape ladder
and self-contained breathing apparatus so that they become proportional to the
number of buildings and people in the schools. It is also recommended that windows
should not be grilled, and doors should open outwards. In addition, UTM engineering
faculty stakeholders should be made aware of evacuation plans. Finally, all UTM
engineering faculty stakeholders should be trained on fire safety. The researcher
suggested that a similar study be carried out in other UTM faculties in Johor Bahru to
check on fire disaster preparedness in the schools as cases of fire disasters are on the
rise.

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TABLE OF CONTENTS
CHAPTER TITLE PAGE
DECLARATION ii
DEDICATION iv
ACKNOWLEDGEMENT v
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF ABBREVIATIONS xiv
1 INTRODUCTION 1
1.1 Research Background 1
1.2 Statement of the Problem 6
1.3 Purpose of the study 6
1.4 Research Objectives 6
1.5 Research Questions 7
1.6 Hypothesis 7
1.7 Significance of the Study 7
1.8 Scope of the Study 8
1.9 Assumption of the Study 8
2 LITERATURE REVIEW 9
2.1 Introduction 9
2.1.1 History of fire 9
2.2 Fire 10
2.2.1 Stages of fire development 10

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2.3 Fire Classes 11
2.4 Fire Extinguishing Agents 12
2.5 Fire Prevention 12
2.6 Fire Protection 13
2.7 Causes of Fire in Buildings 14
2.8 Fire disaster preparedness and recovery 15
2.9 Fire Safety Preparedness Globally 16
2.10 Fire Safety Preparedness in Africa 19
2.11 Cronbach’s Alpha Test 23
2.12 SPSS 24
2.13 Literature Review Summary 25
3 RESEARCH METHODOLOGY 26
3.1 Introduction 26
3.1.1 Site Description 26
3.2 Research Design 26
3.3 Target Population 27
3.4 Sampling Technique 27
3.5 Research Instruments 27
3.6 Data Collection Techniques 28
3.7 Validity 28
3.8 Reliability 29
3.9 Data Analysis Technique 29
3.10 Ethical consideration 30
3.11 Study Flow Chart 30
3.12 Conceptual Framework 32
4 RESULTS AND DISCUSSION 34
4.1 Introduction 34
4.2 Questionnaire Return Rate 34
4.3 Reliability test Results 34
4.4 Demographic information of the respondents 35
4.4.1 Academic staff’s, supporting staff s’ and students’
gender 35

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4.4.2 Distribution of academic Staff by lecturing
experience 36
4.4.3 Distribution of academic Staff, supporting staff and
students by school experience 37
4.5 Adequacy of firefighting facilities for fire disasters within the
school premises 39
4.5.1 Adequacy of firefighting facilities 39
4.5.2 Adequacy of specific Firefighting facilities 40
4.5.3 Inspection of firefighting facilities 51
4.5.4 Firefighting facilities to be added for better fire
disaster preparedness 52
4.6 Aspects of faculty buildings and fire safety 52
4.6.1 Ways of improving faculty buildings to enhance fire
disaster preparedness 57
4.7 Fire safety plans and fire disaster preparedness 58
4.7.1 Evacuation plans in the school 58
4.7.2 Effectiveness of emergency plans for fire disaster 60
4.7.3 Evacuation plans for vulnerable persons 62
4.7.4 Fire alert procedures 62
4.7.5 Number of assembly points in case of fire disaster 62
4.7.6 Times teaching, non-teaching staff and students are
reminded of the evacuation plan 64
4.7.7 Improving fire safety plans for better fire disaster
preparedness 65
4.8 Training on fire safety 66
4.8.1 Training of specific school stakeholders on fire safety 66
4.8.2 Ways of improving training in fire safety in schools 72
4.9 Results of site observation checklist 72
4.10 Major findings of the Study 74
4.11 Recommendations from the Study 76
5 CONCLUSIONS AND SUMMARY 78

x
5.1 Introduction 78
5.2 Summary of the Study 78
5.3 Conclusion of the Study 79
5.4 Suggestions for further study 80
REFERENCES 81

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LIST OF TABLES
TABLE NO. TITLE PAGE
Table 4.1: Summary of Reliability Test 35
Table 4.2: Distribution of Academic Staff by gender 35
Table 4.2: Distribution of Supporting Staff by gender 36
Table 4.3: Distribution of Students by gender 36
Table 4.4: Distribution of Academic Staff by lecturing experience 37
Table 4.5: Distribution of Academic Staff by school experience 37
Table 4.6: Distribution of Supporting Staff by school experience 38
Table 4.7: Distribution of Students by school experience 38
Table 4.8: Academic staff’s responses on adequacy of firefighting
facilities 39
Table 4.9: Supporting staff’s responses on adequacy of firefighting
facilities 39
Table 4.10: Students’ responses on adequacy of firefighting facilities 40
Table 4.11: Academic staff’s responses on adequacy of specific
Firefighting facilities 41
Table 4.12: Supporting staff’s responses on adequacy of specific
Table 4.13: Students’ responses on adequacy of specific Firefighting
facilities 44
Table 4.14: Academic staff’s responses on functioning of specific
Table 4.15: Supporting staff’s responses on functioning of specific
Table 4.16: Students’ responses on functioning of specific Firefighting
facilities 50
Table 4.17: Academic staff’s responses on inspection of firefighting
facilities 51
Table 4.18: Supporting staff’s responses on inspection of firefighting
facilities 51

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Table 4.19: Students’ responses on inspection of firefighting facilities 52
Table 4.20: Academic staff’s responses on areas of faculty buildings and
fire safety 53
Table 4.21: Supporting staff’s responses on areas of faculty buildings and
fire safety 55
Table 4.22: Students’ responses on areas of faculty buildings and fire
safety 56
Table 4.23: Academic staff’s responses on evacuation plans in the school 58
Table 4.24: Supporting staff’s responses on evacuation plans in the
school 59
Table 4.25: Students’ responses on evacuation plans in the school 59
Table 4.26: Academic staff’s responses on effectiveness of emergency
plans for fire disaster 60
Table 4.27: Supporting staff’s responses on effectiveness of emergency
plans for fire disaster 61
Table 4.28: Students’ responses on effectiveness of emergency plans for
fire disaster 61
Table 4.29: Academic staff’s responses on number of assembly points in
case of fire disaster 62
Table 4.30: Supporting staff’s responses on number of assembly points in
case of fire disaster 63
Table 4.31: Students’ responses on number of assembly points in case of
fire disaster 63
Table 4.32: Academic staff’s responses on reminders for evacuation plan 64
Table 4.33: Supporting staff’s responses on reminders for evacuation
plan 64
Table 4.34: Students’ responses on reminders for evacuation plan 65
Table 4.35: Academic staff’s responses on training of specific school
stakeholders on fire safety 66
Table 4.36: Supporting staff’s responses on training of specific school
Table 4.37: Students’ responses on training of specific school
Table Table 4.38: Results of site observation checklist 72

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LIST OF FIGURES
FIGURE NO. TITLE PAGE
Figure 1.1 Fire Triad (Caplan et al., 2008) 3
Figure 2.1 Triangle of Fire (Dowd, 2012) 10
Figure 3.1 Flowchart of methodology 31
Figure 3.2 : Factors influencing implementation of fire disaster
preparedness. 33

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LIST OF ABBREVIATIONS
UTMJB - Universiti Teknologi Malaysia Johor Bahru
OSHA - Occupational Safety and Health Act

CHAPTER 1
INTRODUCTION
1.1 Research Background
Fire outbreaks are disasters which are caused by actions of human beings
directly or indirectly. Fire safety entails all the activities which are geared towards fire
prevention, fire detection and fire control. These activities and processes are done to
safeguard human life and to preserve property.
Fire safety preparedness is one of the four phases of fire emergency
management which is aimed at fire disaster risk reduction. It is a continuous cycle of
planning, organizing, training, equipping, exercising, evaluating and improving
strategies to ensure effective coordination and enhancement of capabilities to respond
to fire disasters (FEMA, 2007).
Fire safety preparedness is an essential aspect in both environmental and
occupational safety and health. Fires being an example of physical hazards have
affected many workplaces and most of them are mainly caused by inadequate
strategies in fire prevention, detection and/ or fire control.
The potential for loss of life or injury from a fire-related incident is one of the
most serious risks an institution can face. Therefore, institutions such as UTM should
have a comprehensive fire safety preparedness programme to enhance fire safety.
Careful planning, implementation, and maintenance are all essential ingredients of a
successful fire safety programme. Due to the danger of injury or death from fire-related
emergencies, faculty, staff, students and visitors to the institutions must comply with
fire safety preparedness requirements (Florida Atlantic University, 2002).

2
Fire safety preparedness includes availability and effective use of procedures,
infrastructure, equipment as well as knowledge and positive attitude of occupiers and
workers towards implementation of fire safety preparedness guidelines. For instance,
smoke alarms have saved thousands of lives in the United States following their
introduction and wide use over the past two decades.
Collective efforts to eliminate deaths related to house fires in the United States
indicates the need for distribution of smoke alarms, legislation to have fire detection
and management equipment in all residences as well as enforcement of the existing
fire safety codes (Istre and Mallonee, 2000).
Enforcement of legislations and fire safety preparedness guidelines are
paramount to enhancing fire safety. Historically in England, one of the first fire
prevention measures was a requirement to extinguish all fires before nightfall. In 1872
in England, authorities ordered a curfew bell to be rung at sunset to remind citizens to
extinguish all indoor fires for the night (Bugbee, 1978).
Learning institutions are national assets which contribute to national
development (Adinku, 1999). Fires in learning institutions lead to deaths, destruction
of buildings and property including students notes which also cause psychological
stress to the affected. There is therefore need for occupiers to ensure that these
institutions are free from fire hazards. Fire- free institutions can be achieved by
enhancing fire safety preparedness through provision of infrastructure, equipment and
fire policies. This calls for a proactive approach of both the management and staff in
ensuring the availability and implementation of fire safety preparedness strategies.
Fire safety preparedness enhances achievement of fire disaster management
goals, prevents and mitigates negative outcomes from fire outbreaks. For a fire
outbreak to occur, three factors come into play. These factors are oxygen, flammable
substance, also known as fuel and heat energy, also known as source of ignition which
take part in a chemical reaction. Figure 1 shows a triad of these factors involved to
start and sustain a fire. Prevention of fires therefore focuses on eliminating the
occurrence of one or all the three components (Caplan et al., 2008).

3
Fuel
Oxygen Source of ignition (Heat)
Figure 1.1 Fire Triad (Caplan et al., 2008)
For any nation to attain its national development goals, it is imperative that the
workforce is protected from fire hazards. Fire safety preparedness ensures that human
beings, buildings and property are protected from destruction by fires. This is achieved
by having adequate and effective fire detection and fighting equipment in place and
training staff on fire safety preparedness among other measures.
The U.S.F.A. (2007) reports that the hospitality sector and educational
institutions are highly exposed to risks of fire due to activities that take place in such
environment that include smoking and use of candles might expose an organization to
risks of fire. Use of electronic appliances such as toaster, ovens or electric plates and
discard of combustible materials such as used cigarettes and storage of towels and
sheets in places where cleaning supplies are kept expose learning institutions to fire.
These are mainly because of careless acts such as electrical faults and arson.
Over the years, fire cases in Malaysia have been increasing rapidly. The
increased numbers are due to lack of awareness on fire safety among Malaysian public,
as quoted by the former Minister of Housing and Local Government, Datuk Seri Ong
Ka Ting in October 2004 (The Star, October 2004). From a survey conducted in Kuala
Lumpur and Selangor in 2005, only 60.58% from 3,061 respondents were aware of
fire safety while the balance is not sure or surprisingly do not know at all about fire
safety (Sukri, N.A, 2005). According to Bemama, an average of 2,200 fire cases a year
happened in Malaysia during that period. Within the same period, it was also stated
that 90% of fire cases happened due to negligence and lack of awareness on fire safety
FIRE
TRIAD

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from the public. The fire cases involved premises such as houses, offices, shops,
workshops, stores, schools and factories.
Appropriate fire safety preparedness ensures that if fires occur, they are likely
to be controlled and contained quickly, effectively and safely. Also, if fires occur and
grow people in the premises can escape to a place of safety easily and quickly. This
leads to preservation of life and protection of property by fires.
The catastrophic consequences of fire outbreaks not only impact on the individuals
affected, but also to the institutions, communities and the nations at large. Effects of
institutional fires include; injury to personnel and students, deaths and disability;
psychological trauma, loss of physical assets; monetary loss to institution and parents/
guardians, closure of learning institutions and disruption of learning and loss of jobs.
There are also many adverse effects of fires to the environment especially with
chemical fires which release toxic gases and fumes to the environment (Degher,
1993).
The most crucial step is prevention of fires, but when they occur, optimal
outcomes depend on coordinated team efforts (Hart et al., 2008). This calls for the
need for empowerment of the workers and managers with the necessary knowledge on
fire safety preparedness and change of attitudes and perception towards the same. The
workers should be trained on fire safety preparedness and accept to change their
attitudes/ perceptions, to practice the right fire safety preparedness guidelines
effectively.
Fire emergency management in institutions requires well planned and
coordinated activities as well as collaboration of the firefighting agencies/ bodies and
fire rescue teams. These include the city/ municipal council, the police, the fire brigade
department, the ambulance services.
The potential for loss of life or injury from a fire-related incident is one of the
most serious risks institutions face. Therefore, an institution of higher education must
have a comprehensive fire safety preparedness programme to uphold the
environmental and occupational safety and health regulations.

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Adequate knowledge on fire safety as well as availability of fire safety
equipment, procedures and precautions in every learning institution is paramount to
attaining fire safety preparedness. Due to the danger of injury or death from fire-related
emergencies, faculty staff and students in the institutions must comply with fire safety
requirements (Florida Atlantic University, 2002).
The front line of any fire protection system is firefighting with available fire
extinguishers. Unfortunately, not all occupiers realize how important it is to train their
personnel in the safe operation of a fire extinguisher. It is important to appreciate that
using an appropriate type of extinguisher on a small fire can prevent it from growing
to a large devastating fire.
Fire safety preparedness measures in buildings should also be provided. This
includes the provision of means of escape in case of fire, the ability for a building to
resist the effects of fire and to minimize the spread of fire and smoke and the provision
of means of access to enable firefighters to effectively rescue and fight fire
(Government of Hong Kong, 2012).
Fire management therefore requires fire safety preparedness education,
supported by strategic management. Such strategies are reinforced by law, requiring
companies, industries and institutions to meet legislated fire safety objectives as part
of their occupational safety and health and safety commitment to their workers. In
Malaysia, these strategies have been outlined by the Occupational Safety and Health
Act, (OSHA, 1994).
According to (OSHA, 1994), workplace should promote safety and health of
the workers and other occupants in the premises. However, many workplaces continue
to expose the occupants to fire risks which adversely affect their wellbeing in terms of
physical, social and psychological health.
It is, therefore, important to investigate fire disaster preparedness in the UTM
engineering faculty in Johor Bahru. This faculty has many workers as well as students
who are at risk of fire disasters in case fire safety preparedness is not complied with.

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It is therefore imperative that UTM engineering faculty in Johor Bahru adopt the
guidelines outlined in the legal and policy documents on fire safety preparedness.
1.2 Statement of the Problem
Fire outbreaks in learning institutions are a public health problem. Although
some incidences are unreported, the impacts of these fires cannot be ignored because
of their immediate and long-term consequences to the individuals, institutions and the
country.
There was no study that has ever been conducted in the UTM engineering
faculty in Johor Bahru to assess the level in which the faculty community is prepared
to handle a fire outbreak. This faculty`s level of fire safety preparedness needs to be
assessed to ascertain whether they are adequately prepared to effectively manage a fire
outbreak.
1.3 Purpose of the study
The purpose of this study was to investigate fire disaster preparedness in the
UTM engineering faculty in Johor Bahru.
1.4 Research Objectives
This study was guided by guided by following objectives:
a) to establish the adequacy of firefighting facilities for fire disasters within the
UTM engineering faculty in Johor Bahru.
b) to determine the extent to which UTM buildings are constructed in relation to
policy provisions pertaining to fire disaster preparedness.

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c) to establish how UTM engineering faculty has put in place fire safety plans as
a measure of fire disaster preparedness.
d) to determine whether UTM engineering faculty trains workers and students on
appropriate responses in case of fire outbreak.
e) to make recommendations from the study.
1.5 Research Questions
To accomplish the objectives of this study, the following research questions were
designed:
a) Does UTM engineering faculty in Johor Bahru have adequate firefighting
facilities?
b) To what extent are the UTM buildings constructed in relation to policy
provisions pertaining to fire disaster preparedness?
c) To what extent has the UTM engineering faculty in Johor Bahru put in place
fire safety plans as a measure of fire disaster preparedness?
d) Does UTM engineering faculty in Johor Bahru train workers and students on
appropriate responses in case of fire?
1.6 Hypothesis
UTM engineering faculty in Johor Bahru has adequate preventive and preparedness
measures in place to minimize the potential effects of any fire disaster occurrence.
1.7 Significance of the Study
This study was important because the study findings were hoped to create
awareness among the UTM engineering faculty in Johor Bahru management, workers

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and the students on what is needed to be done to make UTM engineering faculty
prepared in case of fire, hence minimizing damage to property, injuries or death.
The findings of this study might also contribute to the literature and fill in the
gaps of knowledge about fire disaster preparedness in UTM engineering faculty in
Johor Bahru
In addition, the findings of this study might lead to openings that could lead to more
comprehensive policy implementation on fire safety in UTM engineering faculty in
Johor Bahru. Finally, the UTM engineering faculty in Johor Bahru stakeholders might
be made aware of the level of fire disaster preparedness in the UTM engineering
faculty in Johor Bahru and as a result they might see the need to improve it.
1.8 Scope of the Study
This study was carried out in the UTM engineering faculty in Johor Bahru. The
target population was the academic staff, supporting staff and students in all the six
schools under the UTM engineering faculty in Johor Bahru.
The study mainly focused on Fire Fighting facilities adequacy, compatibility
of university building standards with corresponding policies, regulations and Acts
regarding fire emergencies, fire safety plans of the faculty and whether UTM
engineering faculty in Johor Bahru trains workers and students on appropriate
responses to fire disasters.
1.9 Assumption of the Study
The study was carried out on the assumption that all the respondents answered
all the questions honestly and to the best of their abilities.

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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
This section contains literature of numerous studies that have been conducted
on fire safety preparedness globally, regionally and locally. Literature was sourced
from published and unpublished journal articles and research papers.
2.1.1 History of fire
Fire has been with mankind since the beginning of time. People have always
known about fire, because fires happened naturally when there were lightning strikes
or15 sparks from two rocks hitting together. Early man invention of on-purpose
cooking fire is estimated at about one million years ago. Perhaps the last Ice Age,
which ended about 10,000 BC, made people invent the idea of fires inside, to keep
their caves warm. To make their wood supply last longer, they started to use ovens
(Brown et al, 2009). Greek mythology dating around 1000 BC has it that fire was
stolen from the gods by a witty and sly Prometheus as a revenge mission on god Zeus
(Semmelroth, 2009). With the acquisition of fire came the problem of preserving it
and to keep it from spreading or theft. A screen to protect it from the wind, in the form
of a rock shelter or cave was used and a fire-keeper delegated to the work, thus starting
a social organization (Brown et al, 2009)

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2.2 Fire
The rapid oxidation at elevated temperatures accompanied by the evolution of
heated gaseous products of combustion, and the emission of visible and invisible
radiation is known as Fire (Abdullah, 2011). According to Kelvin (2009), the concept
of fire can be symbolized by the Triangle of Fire, which is represented by fuel, heat,
and oxygen as in Figure 2.1 (Dowd, 2012). The removal of any one of these factors
usually will result in the fire being extinguished
Fuel
Oxygen Heat
Figure 2.1 Triangle of Fire (Dowd, 2012)
2.2.1 Stages of fire development
There are four main stages of fire development. These stages are incipient,
growth, fully developed, and decay (Hartin, 2005). This first stage, the Incipient or
ignition Stage begins when heat, oxygen and a fuel source combine, a chemical
reaction occurs resulting in fire (Proulx, 2013). It is usually represented by a very small
fire which often (and hopefully) goes out on its own, without moving to the consequent
stages.
Recognizing a fire in this stage provides us with best chance at suppression or
escape (Kelvin, 2009). The second stage is the Growth Stage where the building

11
structures’ fire load and oxygen are used as fuel for the fire and if air is available (in
well-ventilated buildings), the fire grows very quickly. Factors such as location of in
the room, types of combustibles, ceiling height and the potential for thermal layering
affect the growth stage (DiGuiseppi et al., 2012). It is during this shortest of the four
stages when the surfaces of everything within a compartment or room seem to burst
into flame simultaneously; a condition called flashover occurs (Kennedy & Kennedy,
2013). Flashovers are well known of their potential of trapping, injuring or killing
persons within the building.
The third stage is when the growth stage has reached its maximum and all
combustible materials have been ignited, a fire is considered fully developed and is
therefore called the fully developed stage. This is the hottest phase of a fire and the
most dangerous for anybody trapped within (Mowrer, 2012). The last stage is the
Decay Stage, usually the longest stage of a fire and is characterized by a significant
decrease in oxygen or fuel, putting an end to the fire. Two common dangers during
this stage are the existence of non-flaming combustibles, which can start a new fire if
not fully extinguished. Secondly, there is the danger of a back draft when oxygen is
reintroduced to a volatile, confined space.
2.3 Fire Classes
According to the OSHA subsidiary legislation on fire risk reduction, fire is classified
in four main classes. These are Classes A, B, C and D (GoK, 2009). Class A
involves fires that occur in materials such as wood, paper, and rubbish. Extinguishing
agent is large quantity of water while Class B involves fires that occur in vapor
mixture of flammable liquids. Examples include petrol, oil, grease, paints and
thinners. Extinguishing agents to class B fires is the dry powder, carbon dioxide (CO2)
and foam. Class C fires involve fires caused by energized electrical equipment.
Extinguishing agents here are dry powder and CO2 and lastly class D involves burning
of metals e.g. potassium, titanium, Zirconium, Lithium, Potassium and Sodium. Dry
powder is the most preferred extinguishing agent for this class of fire

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2.4 Fire Extinguishing Agents
The portable fire extinguishers for the four types are color coded for ease of
identification. It is important for fire fighters to have full knowledge of the types of
fire extinguishers that can be used for the different classes of fire. Inaccuracy choice
of the type of extinguisher could easily lead to exaggeration of the fire, injuries and
death (Tonui, 2009).
2.5 Fire Prevention
Loss from a fire can be measured in terms of physical injury to employees,
visitors and anyone near the premises; in damage to the premises and its contents and
financially through loss of business, reputation and through court action. But statistics
show that most of fires could be prevented from happening or at least reduce the
consequences (Naito, 2006).
Many building fires are arson-initiated where in certain cases; purported
victims were eventually proven to be the culprits themselves with fraudulent intentions
in seeking redress (Mostue, 2011).
To reduce the risk of fire occurring in the workplace proper housekeeping
should be maintained. Poor housekeeping creates the right environment for a fire to
take place, providing both a place where ignition can occur together with a ready
source of fuel. It may also create obstructions to the escape routes (Cote, 2011). Most
of fires in workplaces are caused by faulty electrical appliances and leads (Gold &
Koigi, 2009).
Steps that can be taken to reduce the risk of fire will include ensuring all
electrical equipment are not damaged and working correctly. Fraying cables exposed
electrical connections and cracked and sooty marking on casings should be checked.
Likewise, multi-point extension leads can also become overloaded and catch fire.

13
Gases and flammable liquids in workplaces should be used and stored in small
quantities for day to day activities. Leaks and spillages of flammables should be
cleaned up immediately and no naked flames should be allowed near stored flammable
substances or where they are being used. Poorly maintained or inoperative fire safety
equipment, such as fire detection and alarm systems together with emergency lighting
installations could put employees in danger if a fire were to occur. They are designed
to both detect a fire in its initial stages and provide adequate warning to all occupants
so that safe escape can be achieved (U.S. Department of Labor, 2001). Portable fire
extinguishers should be maintained. Maintenance activities can also be the cause of a
fire in workplaces. Many maintenance activities create heat, spark or use naked flames.
Activities may also impact the fire safety systems or obstruct escape routes. Permits
to work such as for hot working, isolation of fire systems and interruption to sprinkler
supplies should be availed (U.S. Department of Labor, 2006).
2.6 Fire Protection
In the event of a fire, it is the escape routes that will get everyone in the
workplace out of the building in the shortest possible time. For this reason, they must
always remain usable. It should be ensured that escape doors are working correctly
i.e. the automatic closer operates, double doors align with each other when closed and
smoke seals are not damaged. Escape signage should be clearly visible formal
locations in the workplace and the sign on the fire exit door prominently displayed
(HMSO, 1999).
The Health and Safety Executive HSE (2006) states that Fire risk assessment
is a critical activity that helps in the protection of workers as well as bringing an
institution to follow the law of the land.
A well-trained firefighting team with well-defined responsibilities in case of
fire should be established and on hearing the fire alarm sound, the team should assist
fellow workers, visitors and customers by leading them through the fire exits. They
should not allow people to come back to the building or even collect personal

14
belongings unless clear escape is obvious, and they should also make sure that all
proceed to the assembly point for roll-call (Gold and Koigi, 2009).
All the above fire prevention and protection activities can easily be
implemented by establishment of a Fire Safety Programme that includes inspection,
fire drills, training, management procedures and communication. Fire drill is an
important exercise for instilling skills on evacuation procedures and consequences of
fire are completely avoidable if safety requirements are observed. Training must meet
the goal of reducing the number of fires and thus reduce death and injury among
workers, and the financial loss on organizations (Cote, 2011).
2.7 Causes of Fire in Buildings
Fire is the rapid oxidation of a material in the exothermic chemical process of
combustion (Wahab, 2015). It involves the emission of heat, light and reactive
products (Pyne, 1982). According to Wahab (2015), fire starts in different ways and it
serves as a potentially destructive force in the lives of people. Many major markets
and office buildings located within the central business districts of many countries
have been gutted by fire, destroying lives and properties which are worth millions of
dollars (Wahab, 2015).
Fire is a rapid, self-sustaining oxidation process accompanied by the evolution
of heat and light in varying intensities (Addai et al., 2016). For fire to be present in a
building, four key elements should be present: fuel; ignition source; oxidizing agent;
and mechanism of the reaction (Addai et al., 2016). In most cases, the root cause of
the fire is as a result of negligence, ranging from direct acts such as lighted cigarettes
left burning to more indirect causes such as poor installation, overloading of electrical
appliances and maintenance of electrical wiring (Rubaratuka, 2013). It is not
practically possible to eliminate completely these causes (Rubaratuka, 2013). Power
fluctuations locally can also cause fire outbreaks (Twum-Barima, 2014). When
electricity goes off, people forget to turn off the electrical gadgets they use. When the
power comes back, and they are not around, the high voltage that comes with it tends

15
to set fire to the electrical gadgets which might be probably on. Also, overloading of
electrical appliances can cause fire outbreaks in the buildings, especially, in the
wrongful use of extension sockets as the occupants tend to overload them without
knowing its consequences.
Improper and old electrical wirings pose a big threat to fire outbreak because
once they get very close to any dry combustible material, fire can easily ignite and set
the whole market place ablaze (Twum-Barima, 2014). Cooking in the home and
workplace with naked fire also causes fire disaster. Improper disposal of waste
materials susceptible to spontaneous combustion, such as oily rags from wood
finishing or polishing; accumulation of organic materials, such as green hay, grain or
woodchips; and accumulation of waste combustible materials near potential sources
of ignition all cause fire outbreaks (Pyne, 1982).
Anaglatey (2013) in his study observed that one of the major causes of fire
outbreaks in buildings in Ghana has been electrical problems that result from faulty
wiring and misuse of electrical gadgets. Other studies conducted in Ghana have further
identified the causes of fire in buildings to include poorly designed and constructed
electrical circuits, improper electrical fittings, use of substandard electrical materials,
defective generators, power fluctuations and illegal tapping from the national grid
(Boateng, 2013; Simpson, 2010). Boateng (2013) further reports that the rise in fire
outbreaks in buildings can be traced to overloading of electrical appliances on the same
fuse, improper electrical installations in homes and workplaces, intense harmattan,
amongst others.
2.8 Fire disaster preparedness and recovery
Once a disaster has occurred, a set of activities must be put in motion, aimed
at firstly satisfying the immediate needs of the victims, their rehabilitation and the
reconstruction of any infrastructure that may have been damaged or destroyed.
According to Kapoor (2009), the recovery measures, both short and long term, will
include returning vital life-support systems to minimum operating standards; public

16
information and health and safety education; economic impact studies; and counselling
programmes. Coordination is an essential ingredient in a disaster preparedness plan.
This means arrangements and preparations put in place not only to prevent a disaster,
but also to be implemented once a disaster occurs (Salvano, 2002).
For effective response to be achieved, however, a structure for decision-
making and coordination of the action plan, and the actual response must be put in
place. Throughout all the activities that are meant to promote disaster preparedness,
the ultimate objective should be to have plans in place that are not only agreed upon
by stakeholders, but also implementable given the available resources both material
and manpower.
Over ambitious plans, especially with inadequate resources, are bound to fail
and lower the credibility of the organization in the eyes of the public. Indeed, any
disaster preparedness plan must have adequate resources that have been committed
and readily available (Salvano, 2002). For fire disaster response and recovery plans to
be effective and hence successful, it is important for the respondents to know what to
do and how to do it in case of a disaster, what is described as empowering the
community to participate in disaster recovery (ISDR, 2008). For this reason, an
essential part of fire disaster preparedness and recovery plan, is the creating awareness
among those who may be threatened by disaster such as fire outbreak.
2.9 Fire Safety Preparedness Globally
There has been a global outcry from fires. For instance, between 1.5 and 2
million fires occur each year in the United States with many other fires going
unreported. Between 3,500 and 4,000 Americans lose their lives each year, and another
20,000 to 30,000 are injured because of fires (DEH/S, 2001).
Fire outbreaks have risen to a worldwide attention in recent years as an
environmental and economic issue. Globally, fire is considered a potential threat to
sustainable development because of its effect on ecosystems, its contribution to carbon

17
emissions and its impact on biodiversity (Tacconi, 2003). The world has experienced
succession of disasters such as floods, fires, storms, earthquakes, volcanic eruptions
and landslides. Such incidents include the worst fire that occurred in Mexico, the
Mozambican floods of the year 2000 and the 2010 Chilean earthquake (Victoria,
2003).
Data from United Kingdom reveals that in 2006, there were about 2000 fires
in the hotels, boarding houses and other similar facilities (Klemola, 2008). In USA, a
study done by Ahrens (Ahrens, 2008) found that hotels with sprinklers did not incur
fire- induced deaths between the years 2003-2007, and material losses were 73% lower
than in hotels which were not equipped with sprinklers. This emphasized the
importance of installing sprinklers in any building to manage and control fires.
According to a study on the status of facilities for fire safety in hotels in Spain,
it was found that some of the defects detected were on documentary issue such as
absence of a technical installation project certificate or certificates of compulsory
maintenance contracts for the fire safety equipment. Other defects included absence of
smoke detectors and alarm devices, defective signage as well as difficult access to
firefighting equipment (Francisco et al., 2004).
The study in Spain hotels revealed an elevated level of fire safety preparedness
in terms of compliance to fire safety preparedness equipment which was 90.4%
compliance in number and availability of fire extinguishers. In addition, there was
alarm push buttons correctly located in corridor areas and an alarm center with
permanent monitoring in most of the hotels. However, there was noncompliance to
fire detection systems since some hotels had no smoke detectors in rooms and corridors
(Francisco et al., 2004).
Institutions or residential dwellings with fire escape/ evacuation plans may not
know how to use them in the event of a fire outbreak. A study conducted on adults
living in private households in the United States found out that majority of Americans
who were interviewed had an escape plan for use in case of a fire, and among them,
the larger percentage had not implemented the plans. On the contrary, 75% of the

18
respondents believed it took 10 minutes or less for a fire to turn deadly, meaning that
they were aware that practicing an escape plan would shorten the time of escape of
people to safe environment. In this case, knowledge did not correspond to the people’s
practices (Harris, 2004).
The Harris study revealed that only 8% of the Americans whose smoke alarms
went off thought it was a fire and, so they needed to get out of the house. Less than
half of the respondents felt that they could install a home fire sprinkler if they were
building a new home. Those who had a different opinion said that the fire sprinklers
were expensive and led to destruction which was worse than fire damage. These
findings give a picture of people’s poor attitude on fire safety preparedness which
consequently leads to failure to practice fire safety preparedness measures.
An on- site survey of homes on smoke alarms and prevention of house-fire-
related deaths and injuries highlighted that although most (90%) of the houses in the
United States have at least one smoke alarm, 25-30% were not functional (Douglas et
al., 1999).
The level of fire safety preparedness is higher following fire outbreaks in
institutions. For instance, following 6 fire outbreaks which occurred at the Cleveland
Clinic operating suites in 2010 (Suchetka, 2010), all the operating room employees
underwent training on surgical fire prevention and fire safety preparedness procedures.
The staff were thereafter undertaking monthly fire drills (Hart et al., 2011). These
strategies were geared towards improving the workers’ fire safety preparedness.
Some institutions of higher learning have not yet complied with the fire safety
preparedness standards and are putting many people to fire risks. This is evidenced by
a study conducted by the Ministry of Education in Malaysia which found out that fire
safety preparedness condition in the institutions was at 76% in compliance level. Poor
staff attitude on the importance of fire safety preparedness and knowledge on the same
were some of the fire safety preparedness elements identified (Chandrakankan, 2004).

19
An exploratory study on disaster preparedness for academic libraries in
Malaysia in the State of Selangor and the federal territory of Kuala Lumpur revealed
that Some of the academic libraries under study have experienced one form of disaster
or the other. Most of the academic libraries do not have a written disaster preparedness
plan. The risk assessments and staff involvement in disaster preparedness by these
libraries were generally inadequate (Siti, 2015).
Barile and Alali (2018) carried out study on evaluation of fire safety
preparedness among healthcare providers in BMSH, in which it was revealed that
awareness of fire safety parameters and training on fire safety was generally low
among the healthcare providers in BMSH.
2.10 Fire Safety Preparedness in Africa
Africa as well has been affected by fire disasters. For instance, in 2011 Ghana
recorded 53 institutional fire outbreaks (Ghana National Fire Services, 2011).
Buildings compliance to fire safety preparedness regulations should be observed to
reduce the impact of fires. A study on disaster risk assessment at the University of
Ghana in Balme library found out that the library annex had no balconies and had one
exit for a three- stored building. The presence of balconies as a vital component in
disaster response by acting as landing pads for trapped victims awaiting rescue was
therefore overlooked (Adinku, 1999). In the same study, library staff had not been
trained on disaster management. The library annex did not have fire extinguishers and
most of the fire extinguishers available in the main library were not working (Adinku,
1999). This is not an unusual phenomenon in most buildings in which inadequate
infrastructure and firefighting equipment hinders timely and effective fire emergency
management.
Another study on disaster readiness in academic libraries in Ghana revealed
that none of the academic libraries had a plan in place to prevent or mitigate the impact
of fire (Akussah and Fosu, 2001). It is in this point of view that the institutional
commitment is deemed paramount in fire safety preparedness in terms of writing

20
policies/ guidelines and enforcing the fire policy implementation strategies. This
ensures that fire safety preparedness practices are fully integrated in the institution’s
administration (Adunki, 1999).
The noncompliance on documentary issues and fire safety equipment is a
widespread problem in most of the institutions of learning especially in the developing
countries which have experienced numerous morbidities and mortalities following fire
outbreaks (Adinku, 1999; Akussah and Fosu, 2001).
Gichuru (2013) carried out study on fire disaster preparedness strategies in
secondary schools in Kenya and the study found out that majority of secondary schools
had no capacity to handle emergencies such as fire disasters and are yet to comply with
the safety standards manual produced in 2008 by the Ministry of Education. The study
revealed that firefighting equipment in most schools were inadequate and rarely
inspected. In relation to building and fire safety most schools had made effort to
improve fire disaster preparedness, but their preparedness is still poor and needs to be
improved.
Mwangi (2014) in his study also revealed that firefighting equipment in most
schools were not enough and that in most schools there were no evacuation plans and
most secondary schools had not trained the stakeholders on fire disaster preparedness.
Ayonga (2016) shows that even though most schools have the fire fighting
equipment, due to inaccessibility of these equipment and lack of proper training of
teachers, staff and students, most schools are not adequately prepared for Fire
Emergencies.
Ben (2010) in the study about the assessment of the level of school fire safety
preparedness in primary and secondary boarding schools in Wakiso District,
discovered that Only 28% of boarding schools in Wakiso were prepared against fire.
Compared to schools that had a day and boarding section, schools that had only a
boarding section were 4.5 times more prepared against fires (OR 4.56, 95% CI: 1.12
and 18. 31). School ownership was not associated with fire safety preparedness.

21
Inadequate financing and improper instructions were the main hindrances to school
fire safety cited.
Abdulsalam and Arafat (2016) in their study on assessment of fire safety
preparedness in selected health institutions in Niger State, found out that the level
of fire emergency safety preparedness in the health institution in Niger is low
especially among the primary and secondary healthcare facilities. From the findings,
it was revealed that the mitigation and prevention of fire were not a priority in most of
the health institution.
Kofi, Emmanuel and De-Graft (2016) in their study about Fire Safety
Preparedness in the Central Business District of Kumasi, Ghana showed that there is
limited fire safety preparedness among occupants in the Central Business District of
Kumasi.
Kihila (2017) in his study about the fire disaster preparedness and situational
analysis in higher learning institutions of Tanzania revealed that 60% of the
firefighting facilities were not regularly serviced; 50% stored some hazardous materials;
70% of them had no enough water storage for firefighting purposes; 60% had no
identifiable fire assembly points; and 90% of the sessions conducted in the buildings
involved more than 100 people in a single venue. Further results indicated that 51% of
the respondents were not able to operate the installed firefighting facilities; 80.7% of
the respondents had never received any training on firefighting and prevention; 95.6%
of the respondents had never participated in any fire drills; and 81.5% of them were
not aware of the fire responder’s contacts. General situation indicated that higher
learning institutions are not well prepared to manage fire outbreaks suggesting that
plans to rectify the situation are imperative.
Mwenga (2008) in the study about Safety preparedness of secondary schools
in Kyuso District, Kenya, discovered that the firefighting equipment were not
proportional to the population of workers and students.

22
Lucheli and Masese (2009) in their study on Schools’ disaster preparedness in
Nairobi also revealed that the firefighting equipment were not proportional to the
population of workers and students.
Marion and Maingi (2010) from the study about Disasters in Kenya: A major
public health concern indicated that most schools have taken caution as far as grilling
of windows is concerned.
White (2011) from the study on Fire Safety Systems in New York showed that
fire safety plans are important as they increase the level of preparedness in case of a
fire disaster. The study also highlighted that schools should have fire safety plans
outlining what should be done in case of a fire disaster.
Makhanu’s (2009) in the study about Disaster Preparedness as a Remedy to
Fire Disasters in Learning Institutions of Kenya Centre for Disaster Management and
Humanitarian Assistance, revealed that most members of staff and all students have
not been trained in fire disaster risk reduction.
Kukali’s (2009) from the study on An Evaluation of the State of Fire Safety
Policy Implementation in Girls Boarding Secondary Schools in Bungoma East
District, also discovered that most members of staff and all students have not been
trained in fire disaster risk reduction.
Mutua (2016) in the study about School- based factors influencing fire safety
preparedness in public secondary schools in Kenya indicated that firefighting
equipment are inadequate, principals, teachers and students are not trained on fire
disaster risk reduction, and some building policies have not been adhered to.

23
2.11 Cronbach’s Alpha Test
Reliability can be determined by the Cronbach Alpha (for internal consistency
test using equal loadings or average). Generally, the Alpha's coefficient should be >
0.7. Cronbach’s alpha, α (or coefficient alpha), developed by Lee Cronbach in 1951,
measures reliability, or internal consistency. “Reliability” is how well a test measures
what it should. Cronbach’s alpha tests to see if multiple-question Likert scale surveys
are reliable. These questions measure latent variables — hidden or unobservable
variables like: a person’s conscientiousness, neurosis or openness. These are very
difficult to measure in real life. Cronbach’s alpha will tell you if the test you have
designed is accurately measuring the variable of interest. The formula for Cronbach’s
alpha is:
Where:
• N = the number of items.
• c
̄ = average covariance between item-pairs.
• v
̄ = average
In general, a score of more than 0.7 is usually okay. However, some authors suggest
higher values of 0.90 to 0.95. Psychometrics professor Mohsen Tavakol and
medical education professor Reg Dennick suggest that improving your knowledge
about internal consistency and unidimensionality will lead to the correct use of
Cronbach’s alpha.

24
2.12 SPSS
SPSS is short form for Statistical Package for the Social Sciences, and it’s used
by various kinds of researchers for complex statistical data analysis. The SPSS
software package was created for the management and statistical analysis of social
science data. It was originally launched in 1968 by SPSS Inc. and was later acquired
by IBM in 2009. Officially dubbed IBM SPSS Statistics, most users still refer to it as
SPSS. As the world standard for social science data analysis, SPSS is widely coveted
due it’s straightforward and English-like command language and impressively
thorough user manual. SPSS is used by market researchers, health researchers, survey
companies, government entities, education researchers, marketing organizations, data
miners, and many more for the processing and analyzing of survey data. While
SurveyGizmo has powerful built-in reporting features, when it comes to in-depth
statistical analysis researchers consider SPSS the best-in-class solution. Most top
research agencies use SPSS to analyze survey data and mine text data so that they can
get the most out of their research projects.
There are a handful of statistical methods that can be leveraged in SPSS, including:
• Descriptive statistics, including methodologies such as frequencies, cross
tabulation, and descriptive ratio statistics.
• Bivariate statistics, including methodologies such as analysis of variance
(ANOVA), means, correlation, and nonparametric tests.
• Numeral outcome prediction such as linear regression.
• Prediction for identifying groups, including methodologies such as cluster
analysis and factor analysis.
In short, SPSS is used when you need a flexible, customizable way to get super
granular on even the most complex data sets. This gives you, the researcher, more
time to do what you do best and identify trends, develop predictive models, and draw
informed conclusions. (Ben, F., 2018).

25
2.13 Literature Review Summary
Considering the studies carried out by Mwenga (2008), Kukali’s (2009),
Makhanu’s (2009), Lucheli and Masese (2009), White (2011), Gichuru (2013),
Mwangi (2014), Kihila (2017), Ben (2010), Mutua (2016) and Ayonga (2016), there
is a clear indication that schools are not yet prepared for fire disaster risk reduction.
Mutua (2016) concurred with the studies carried out by Gichuru (2013), Mwangi
(2014) and Ayonga (2016). The four studies clearly show that firefighting equipment
are inadequate, principals, teachers and students are not trained on fire disaster risk
reduction, and some building policies have not been adhered to. Ndibalema (2015)
discovered the lack of awareness and preparedness of the Tanzanian public universities
and the community as well to fight and manage fire. Muindi (2014) revealed that the
knowledge of the Kenya Medical Training College staff on fire safety preparedness
was low and that the College had not adopted the OSHA, 2007 fire safety policy, which
was missing in all its Campuses. Kihila (2017) discovered irregular servicing of the
firefighting facilities, lack of identifiable fire assembly points, no training on
firefighting and prevention in higher learning institutions of Tanzania. Ben (2010)
identified inadequate financing and improper instructions as the main hindrances to
school fire safety of both primary and secondary boarding schools in Wakiso District.
Makhanu’s (2009) concurred with the study carried out by Kukali’s (2009) which
discovered that most members of staff and all students have not been trained in fire
disaster risk reduction. Lucheli and Masese (2009) concurred with the study carried
out by Mwenga (2008) which indicated that the firefighting equipment were not
proportional to the population of workers and students. White (2011) highlighted that
schools should have fire safety plans outlining what should be done in case of a fire
disaster.The reviewed literature revealed that fire disaster preparedness is essential in
all learning institutions and those losses, injuries or even fire related deaths can be
averted if learning centers put in place measures to contain fire incidents. While some
institutions have bought Fire Fighting equipment and adjusted their structures to help
fight fire disasters, others have not. Some of the institutions with equipment have not
fully trained teachers and learners on the way to use them, making the institutions
unprepared for fire disasters. This implies that there is still a knowledge gap as far as
fire disaster preparedness of learning institutions is concerned, that makes it imperative
to carry out this study.

26
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
The chapter gives a description of how the research methodology was
executed. In it is the design that was applied to find out how data were collected,
analyzed and presented.
3.1.1 Site Description
The study took place in UTM engineering faculty in Johor Bahru. This survey
involved all the academic staff, supporting staff and students of UTM engineering
faculty in Johor Bahru that provided information in areas such as adequacy of
firefighting facilities for fire disasters within the UTM engineering faculty in Johor
Bahru, the extent to which UTM buildings are constructed in relation to policy
provisions pertaining to fire disaster preparedness, how UTM engineering faculty in
Johor Bahru has put in place fire safety plans as a measure of fire disaster preparedness
and training of UTM workers and students on appropriate responses in case of fire.
3.2 Research Design
The study adopted a descriptive survey design to find out the factors
influencing the fire safety preparedness in UTM engineering faculty in Johor Bahru.
According to Orodho (2005), a descriptive survey is a method of collecting data by the
way of administering of a questionnaire from a specified sample. It is commonly used
to collect information about people’s attitudes, opinions, habits or any variety of social

27
issues. This design was deemed appropriate for the study because it enabled the
researcher to collect, analyze and report data as it was in the field without the
interfering with the variables under study and was an effective way of collecting data
from many populations relatively cheap and within a brief period time.
3.3 Target Population
According to Krawthwohl (2004) target population refer to the total number of
subjects or the total environment of interest to the researcher. The target population
was the academic staff, supporting staff and students in all the six schools of UTM
engineering faculty in Johor Bahru.
3.4 Sampling Technique
According to Gray & Airasian (2003) and Babbie (2005), the sample size for
descriptive studies is 10-20% of the population. The researcher selected 10% of the
population of students and academic staff, and 15% of supporting staff of UTM
engineering faculty in Johor Bahru through simple random sampling to give every
subject an equal chance to be selected. N29A building was purposively selected for
site observation.
3.5 Research Instruments
The data were collected using questionnaires that were designed according to
the fire safety requirements under Malaysia Uniform Building-by-Laws 1984 (UBBL)
and Fire Services Act 1988. The questionnaires were comprised of open ended and
closed ended questions which will be sub-divided into five sections; section I which
consisted of demographic data; section II consisted of firefighting facilities adequacy;
section III consisted of faculty buildings and fire safety; section IV consisted of fire

28
safety plans and section V consisted of training on fire safety. The questionnaires were
administered to the selected academic staff, supporting staff and students of the UTM
engineering faculty in Johor Bahru. Questionnaires were chosen for collecting data
because their wordings and sequence don’t change and is identical to all respondents.
This has the merits of obtaining standard responses to items in the questionnaire,
making it possible to compare between sets of data. According to Orodho (2010),
questionnaires can reach a considerable number of respondents who are able to read
and write independently. On the other hand, observation site checklist was appropriate
for this study because it effectively complemented the questionnaires and thus
enhanced the quality of evidence available to the researcher. The data gathered was
highly reliable as the researcher was able to observe presence of facilities important
for fire rescue and safety; their availability and usage and all risk factors regarding fire
outbreaks (Appendix 5).
3.6 Data Collection Techniques
The questionnaires were administered to the respondents through drop and pick
method. The filled questionnaires were picked one week later. The method is preferred
because it allows the respondents enough time to respond to the questionnaires. Site
observation was also conducted at N29A building according to the Fire Services Act
1988 fire prevention checklist. Data production was carried out between July 2018 and
September 2018.
3.7 Validity
Content validity of a measuring instrument is the extent to which it provides
adequate coverage of the investigative questions guiding the study (Mugenda &
Mugenda, 2003). The content validity of the questionnaires that were used in this study
was determined by the literature review as well as by the judgment of the supervisor
in consultation. Face validity of the instrument was determined by the supervisor.
Construct and content validity of the questionnaires was determined by the help of the

29
supervisor. The input and the recommendations by the supervisor were used to
improve the instruments and results.
3.8 Reliability
According to Denscombe (2007) reliability refers to the constituency of a
measuring instrument yielding a similar result over many repeated times. The
supervisor assessed the instrument and the homogeneity of the variables before it was
used. A pilot study was also conducted to measure the validity and reliability of the
research instrument. The pilot study targeted a sample size of 20 respondents in which
all of them filled the questionnaires making a response rate of 100%.
The researcher used Cronbach’s alpha test method to ensure the stability of the tools
and results. Cronbach’s alpha indicated that the test designed was accurately
measuring the variables of interest. The formula for Cronbach’s alpha is:
Where:
• N = the number of items.
• c
̄ = average covariance between item-pairs.
• v
̄ = average variance.
3.9 Data Analysis Technique
According to Mugenda and Mugenda (1999) data analysis is the process of
organizing and interpreting raw data collected. Responses were coded, processed and
entered in the computer using the Statistical Package for Social Science (SPSS).
Descriptive statistics such as frequency distribution and percentages were used to

30
analyze the data collected. Frequency tables were constructed to indicate responses
from each item used.
3.10 Ethical consideration
Researchers whose subjects are people or animals must consider the conduct
of their research and give attention to the ethical issues associated with carrying out
their research. During carrying out this study the researcher considered some ethical
issues. For instance, the researcher assured all the respondents about their
confidentiality always. This was done through assuring the respondents that their
names are not going to be disclosed.
3.11 Study Flow Chart
To achieve the first objective of this study, the respondents were asked to complete
section II (Section II: Firefighting facilities) of the survey questionnaires.
To achieve the second objective of this study, the respondents were asked to complete
section III (Section III: Faculty buildings and fire safety) of the survey questionnaires.
To achieve the third objective of this study, the respondents were asked to complete
section IV (Section IV: Fire safety plans) of the survey questionnaires
To achieve the fourth objective of this study, the respondents were asked to complete
section V (Section V: Training on fire safety) of the survey questionnaires

31
Methodology and Input Output
Figure 3.1 Flowchart of methodology
Study Objective
One
Study Objective
Two
Study Objective
Three
Study Objective
Four
Survey Questionnaire Section II
(Firefighting facilities) Responses
Survey Questionnaire Section III (Faculty
buildings and fire safety) Responses
Survey Questionnaire Section IV (Fire
safety plans) Responses
Survey Questionnaire Section V (Training
on fire safety) Responses

32
3.12 Conceptual Framework
A concept is an abstract or idea inferred or derived from several specific
instances. A concept is a word or phrase that symbolizes several interrelated ideas
(Smyth, 2004).
This study was based on the premise that satisfactory compliance with
implementation of fire disaster risk reduction depends on timely satisfaction of given
preconditions like preparedness to involve professionals in putting up faculty
infrastructure, training of faculty stakeholders on compliance with fire disaster,
installation of firefighting equipment in faculty buildings, and following of the set
rules and regulations in putting up of the faculty buildings. Compliance with fire
disaster risk reduction in schools depends on whether these preconditions are satisfied
at the same time.
According to Smyth, (2004), a conceptual framework should assist a researcher
to organize his/her thinking and completing an investigation successfully. It explains
the possible connection between the variables and answers the why questions. This
conceptual framework focuses on assessing the outcome on the implementation of fire
disaster risk reduction preparedness (dependent variable) and factors that influence it
(independent variables). The interplay of the factors in the framework may affect
implementation differently leading to either compliance. For example, the faculty
needs to be prepared for any fire disaster that might occur. This involves all the faculty
stakeholders to be trained in fire disaster reduction, there should also be regular fire
drills held in schools. These will help the learners and other faculty stakeholders to
know what to do in case of fire tragedy.

33
Independent Variables Dependent Variable Outcome
Figure 3.2 : Factors influencing implementation of fire disaster preparedness.
Firefighting
facilities
- Additional
acquisition
- Inspection
Faculty buildings
- Fire exits
- Emergency doors
Fire safety plans
- Emergency plans
- Evacuation plans
Training in fire
disaster
management
- Teaching staff’
training
- Students’ training
- Non-teaching
staff’s training
-Safe UTM
engineering
faculty with
reduced
deaths and
injuries
-High
student
completion
level
-No wastage
of learning
time and
resources
Fire disaster
preparedness in UTM
engineering faculty in
Johor Bahru

34
CHAPTER 4
RESULTS AND DISCUSSION
4.1 Introduction
This chapter deals with data analysis, interpretation and presentation. The results are
presented based on the objectives of the study. The data were analyzed using
descriptive statistics with the help of Statistical Package for Social Sciences (SPSS).
The data analyzed were presented using frequency tables. Interpretation of the findings
was also given.
4.2 Questionnaire Return Rate
The study targeted a sample size of 77 academic staff, 60 supporting staff and 600
students as respondents in which 55 academic staff, 43 supporting staff and 388
students filled the questionnaires making response rates of 71%, 72% and 65%
respectively. Babbie (2002) argues that in descriptive survey research, response rate
above 50 % is adequate for data analysis. Mugenda (2003) also argues that a response
rate of 50 % or higher is adequate for data analysis. This implies that 71%, 72% and
65% response rates were very appropriate for data analysis.
4.3 Reliability test Results
The most common internal consistency measure known as Cronbach’s alpha (α) was
used to ascertain reliability of data used. It indicates the extent to which a set of test
items can be treated as measuring a single latent variable (Sekaran, 2009); Cronbach’s
alpha reliability coefficient that ranges between 0 and 1. 0 implies that there is no

35
internal reliability while 1 indicated perfect internal reliability. Cronbach’s alpha
reliability coefficient value of 0.7 or higher is considered enough (Sekaran, 2009).
The recommended value of 0.7 was therefore used as a cut-off of reliability (Sekaran,
2009). Reliability results for all the set of variables in the questionnaires gave a
Cronbach’s alpha statistics of greater than 0.7, thus the threshold value of 0.7 was
met.
Table 4.1: Summary of Reliability Test
Sample Cronbach’s Alpha Number of items
Academic staff .807 19- questions
Supporting staff .836 18- questions
Students .835 18- questions
4.4 Demographic information of the respondents
This item sought for the academic staff’s, supporting staff s’ and students’ gender and
school experience.
4.4.1 Academic staff’s, supporting staff s’ and students’ gender
The academic staff, supporting staff and students were asked to indicate their gender
and the results were as summarized below.
Table 4.2: Distribution of Academic Staff by gender
Gender Frequency Percentage (%)
Male 22 40
Female 33 60
Total 55 100

36
As shown in Table 4.1, most academic staff (60%) were female. This shows that there
were more female academic staff than male academic staff. This could be because
most schools in UTM engineering faculty in Johor Bahru are dominated by females.
Table 4.3: Distribution of Supporting Staff by gender
Male 20 47
Female 23 53
Total 43 100
According to Table 4.2, most supporting staff (53%) were female. The findings show
that even if female supporting staff were more than male supporting staff, both
genders among supporting staff were represented.
Table 4.4: Distribution of Students by gender
Male 196 51
Female 192 49
Total 388 100
In relation to the students’ gender, both genders were almost equally represented
as shown in Table 4.3 above.
4.4.2 Distribution of academic Staff by lecturing experience
The academic staff were asked for how long they had been lecturing and their
responses were as summarized below.

37
Table 4.5: Distribution of Academic Staff by lecturing experience
Lecturing Experience Frequency Percentage (%)
0 – 5 14 25
6 – 10 18 33
Above 10 23 42
Total 55 100
As evidenced by Table 4.4, majority of the academic staff (42%) have lectured for
more than 10 years. This means that most academic staff have been in the current
station for long enough to understand fire disaster preparedness in the school.
4.4.3 Distribution of academic Staff, supporting staff and students by school
experience
The academic staff, supporting staff and students were asked to indicate their school
experience and the results were as summarized in the following tables.
Table 4.6: Distribution of Academic Staff by school experience
School Experience Frequency Percentage (%)
0 – 5 11 20
6 – 10 20 36
Above 10 24 44
Total 55 100
When asked for how long the academic staff have served in their schools, 20% said
less than 5 years, 36% said between 6 and 10 years while 44% said above 10 years.
This shows that most academic staff have served in their schools for more than 5 years
hence understand matters concerning fire safety in the schools well.

38
Table 4.7: Distribution of Supporting Staff by school experience
0 – 5 13 30
6 – 10 14 33
Above 10 16 37
Total 43 100
As shown in Table 4.6, most supporting staff (37%) have served for more than 10
years. In their serving experience in different schools, the supporting staff would be
better placed to respond to issues related to fire disaster preparedness. Of the
participating supporting staff, 30% have been in the current station for less than 5
years, 33% have been in their current schools for 6 to 10 years while 37% have been
there for more than 10 years. This is a long time that is enough for them to understand
well the level of fire disaster preparedness in their current schools.
Table 4.8: Distribution of Students by school experience
0 – 2 210 54
3 – 5 88 22
Above 5 90 24
Total 388 100
As shown in Table 4.7, majority of the students (54%) have been in the school for less
than 5 years. This means that most students have been in their current schools for
some period that is adequate for them to understand fire disaster preparedness in their
schools.

39
4.5 Adequacy of firefighting facilities for fire disasters within the school
premises
The first objective of the study was to establish the adequacy of firefighting facilities
for fire disasters within the UTM engineering faculty in Johor Bahru. To fulfil this
objective, the several items were used as discussed in the following paragraphs;
4.5.1 Adequacy of firefighting facilities
The academic staff, supporting staff and students were asked whether the firefighting
facilities in their schools were adequate and they responded as shown below;
Table 4.9: Academic staff’s responses on adequacy of firefighting facilities
Response Frequency Percentage (%)
Adequate 25 46
Inadequate 17 30
I don’t know 13 24
Total 55 100
As shown in Table 4.8, most academic staff (46%) said that the firefighting facilities
in their schools were adequate. This implies that most schools have enough
firefighting facilities in case of a fire disaster. This shows some level of fire disaster
preparedness.
Table 4.10: Supporting staff’s responses on adequacy of firefighting facilities
Adequate 23 53
Inadequate 13 30
I don’t know 7 17
Total 43 100

40
As shown in Table 4.9, most Supporting staff (53%) believed the firefighting facilities
in their schools were adequate. This also shows a certain level of fire disaster
preparedness.
Table 4.11: Students’ responses on adequacy of firefighting facilities
Adequate 211 54
Inadequate 31 8
Total 388 100
As revealed in Table 4.10, most students (54%) believed the firefighting facilities in
their schools were adequate. This shows that most schools were somehow equipped
to handle fire disaster. Thus, indicating some degree of preparedness in fire disaster
management.
4.5.2 Adequacy of specific Firefighting facilities
The academic staff, supporting staff and students were asked about the adequacy of
specific firefighting facilities and their responses were recorded as follows;

41
Table 4.12: Academic staff’s responses on adequacy of specific Firefighting
facilities
Facility Adequate Inadequate Not
available
Total
F % F % F % F %
Fire
extinguishers
in buildings
50 91 4 7 1 2 55 100
Fire
detectors/Alar
m systems
48 87 6 11 1 2 55 100
Sprinkler
system and
hose reels
24 44 28 51 3 5 55 100
Assembly
points during
fire outbreak
52 95 2 3 1 2 55 100
Emergence
exits/escape
routes in
buildings
51 93 3 5 1 2 55 100
Fire boots,
suits, helmets,
hoods, gloves
and breathing
apparatus
5 9 11 20 39 71 55 100
Sacks of sands
in buildings
1 2
2
10 18 44 80 55 100
First Aid Kits 40 73 9 16 6 11 55 100
Funds 2 4 45 82 8 14 55 100
As shown in Table 4.11, most academic staff indicated that some specific firefighting
facilities were adequate. The adequate firefighting facilities were fire extinguishers in
buildings, fire alarm systems, assembly points during fire outbreak, first aid kits and

42
fire exits. The others were mainly inadequate or not available. This was an indication
that most schools are somehow prepared for fire disasters when it comes to adequate
firefighting facilities.
Table 4.13: Supporting staff’s responses on adequacy of specific Firefighting
facilities
available
Total
F % F % F % F %
Fire
extinguishers
in buildings
41 95 2 5 0 0 43 100
Fire
detectors/Alar
m systems
39 91 4 9 0 0 43 100
Sprinkler
system and
hose reels
23 53 17 40 3 7 43 100
Assembly
points during
fire outbreak
41 95 2 5 0 0 43 100
Emergence
exits/escape
routes in
buildings
41 95 2 5 0 0 43 100
Fire boots,
suits, helmets,
hoods, gloves
and breathing
apparatus
8 19 7 16 28 65 43 100
Sacks of sands
in buildings
7 1
16
7 17 29 67 43 100
First Aid Kits 42 98 1 2 0 0 43 100
Funds 6 14 33 77 4 9 43 100

43
As reflected in Table 4.12, majority of the supporting staff rated some specific
firefighting facilities as adequate. The firefighting facilities which were more
adequate according to the supporting staff were fire extinguishers in buildings, fire
detectors, assembly points during fire outbreak, first aid kits and fire exits. Fire boots,
suits, helmets, hoods, gloves, breathing apparatus, and sacks of sands in buildings
were the mainly not available firefighting facilities. This is an indication that in case
of a fire disaster, most schools would still be partially prepared because they do not
have all the necessary firefighting facilities available.

44
Table 4.14: Students’ responses on adequacy of specific Firefighting facilities
available
Total
F % F % F % F %
Fire
extinguishers
in buildings
338 87 48 12 2 1 388 100
Fire
detectors/Alar
m systems
307 79 74 19 7 2 388 100
Sprinkler
system and
hose reels
180 47 177 45 31 8 388 100
Assembly
points during
fire outbreak
289 74 85 22 14 4 388 100
Emergence
exits/escape
routes in
buildings
308 79 70 18 10 3 388 100
Fire boots,
suits, helmets,
hoods, gloves
and breathing
apparatus
38 10 132 34 218 56 388 100
Sacks of sands
in buildings
36 1
9
117 30 235 61 388 100
First Aid Kits 219 56 114 29 55 15 388 100
Funds 79 20 219 56 90 24 388 100
According to students’ findings, most schools have inadequate facilities such as fire
boots, suits, helmets, hoods, gloves, breathing apparatus and Sacks of sands in
buildings. The facilities which were more adequate were fire alarm, fire extinguishers,

45
hose reels, assembly points, fire exits and first aid kits. These are not enough in case
of a fire disaster. This shows that most schools have inadequate firefighting facilities
and the academic staff, supporting staff and the students are still likely to suffer in
case a fire breaks out.

46
Table 4.15: Academic staff’s responses on functioning of specific Firefighting
facilities
Facility Functioning Not
Functioning
Don’t know Total
F % F % F % F %
Fire
extinguishers in
buildings
42 76 1 2 12 22 55 100
Fire
detectors/Alarm
systems
42 76 1 2 12 22 55 100
Sprinkler
system and
hose reels
40 73 1 2 14 25 55 100
Assembly
points during
fire outbreak
52 9
95
0 0 3 5 55 100
Emergence
exits/escape
routes in
buildings
53 96 0 0 2 4 55 100
Fire boots,
suits, helmets,
hoods, gloves
and breathing
apparatus
3 5
5
32 58 20 37 55 100
Sacks of sands
in buildings
3 5
5
33 60 19 35 55 100
First Aid Kits 40 3 12 55 100

47
As shown in Table 4.14, most academic staff indicated that most specific firefighting
facilities were functioning. The most functional firefighting facilities were fire
extinguishers in buildings, fire alarm systems, assembly points during fire outbreak,
first aid kits and fire exits. This was an indication that most schools are somehow
prepared for fire disasters when it comes to functioning of specific firefighting
facilities.

48
Table 4.16: Supporting staff’s responses on functioning of specific Firefighting
facilities
Functionin
g
Don’t
know
Total
F % F % F % F %
Fire
extinguishers
in buildings
41 95 2 5 0 0 43 100
Fire
detectors/Alar
m systems
39 90 2 5 2 5 43 100
Sprinkler
system and
hose reels
38 88 3 7 2 5 43 100
Assembly
points during
fire outbreak
43
100
0 0 0 0 43 100
Emergence
exits/escape
routes in
buildings
43 100 0 0 0 0 43 100
Fire boots,
suits, helmets,
hoods, gloves
and breathing
apparatus
11 2
26
28 65 4 9 43 100
Sacks of sands
in buildings
9 2
21
29 67 5 12 43 100
First Aid Kits 40 93 2 5 1 2 43 100

49
As reflected in Table 4.15, majority of the supporting staff rated the most specific
firefighting facilities as functional. The firefighting facilities which were more
functional according to supporting staff were fire extinguishers in buildings, fire
detectors, assembly points during fire outbreak, first aid kits and fire exits. Fire boots,
suits, helmets, hoods, gloves, breathing apparatus, and sacks of sands in buildings
were the less functional firefighting facilities. This is an indication that in case of a
fire disaster, most schools would still be moderately prepared because they do not
have all the necessary firefighting facilities functioning.

50
Table 4.17: Students’ responses on functioning of specific Firefighting facilities
Functionin
g
Don’t
know
Total
F % F % F % F %
Fire
extinguishers
in buildings
268 69 15 4 105 27 388 100
Fire
detectors/Alar
m systems
232 60 32 8 124 32 388 100
Sprinkler
system and
hose reels
182 47 41 11 165 42 388 100
Assembly
points during
fire outbreak
285
74
36 9 67 17 388 100
Emergence
exits/escape
routes in
buildings
320 83 22 6 46 11 388 100
Fire boots,
suits, helmets,
hoods, gloves
and breathing
apparatus
31 2
7
154 40 203 53 388 100
Sacks of sands
in buildings
36 2
9
162 42 190 49 388 100
First Aid Kits 229 59 47 12 112 29 388 100
As shown in Table 4.16, majority of the students indicated that most specific
firefighting facilities were functioning. The most functional firefighting facilities were
fire extinguishers in buildings, fire alarm systems, assembly points during fire

51
outbreak, first aid kits and fire exits. This was an indication that most schools are
somehow prepared for fire disasters when it comes to functioning of specific
firefighting facilities.
4.5.3 Inspection of firefighting facilities
When asked about how periodically firefighting facilities are checked, the academic
staff, supporting staff and students responded as shown below;
Table 4.18: Academic staff’s responses on inspection of firefighting facilities
Period Frequency Percentage (%)
Once per semester 9 16
Once per year 35 64
Once every two years 2 4
Never 9 16
Total 55 100
As shown in Table 4.17, most academic staff (64%) reported that the firefighting
equipment were inspected at most once per year. This shows some level of fire disaster
preparedness.
Table 4.19: Supporting staff’s responses on inspection of firefighting facilities
Once per year 30 70
Never 1 2
Total 43 100
As far as majority of supporting staff (70%) were concerned, firefighting facilities are
inspected once per year. This implies that the schools were prepared for fire disasters.

52
Table 4.20: Students’ responses on inspection of firefighting facilities
Once per year 217 56
Never 53 13
Total 388 100
As shown in Table 4.19, most students (56%) reported that the firefighting facilities
were inspected at most once per year. This shows some level of fire disaster
preparedness.
4.5.4 Firefighting facilities to be added for better fire disaster preparedness
Most of academic staff, supporting staff and students suggested an addition of
sprinkler system, reliable water supply, fire boots, suits, helmets, hoods, gloves, sacks
of sands in buildings, fire blankets, fire fighters’ outfits, fire protective clothing, fire
hydrants and self-contained breathing apparatus for the schools in UTM engineering
faculty in Johor Bahru to be better prepared for fire disasters.
4.6 Aspects of faculty buildings and fire safety
The academic staff, supporting staff and students were asked to indicate their level of
agreement in relation to different areas of school buildings and fire safety. Their
responses were as summarized below;

53
Table 4.21: Academic staff’s responses on areas of faculty buildings and fire
safety
Areas of
school
buildings
SA A N D SD Total
F % F % F % F % F % F %
All windows
in the school
buildings
have no grills
6 11 9 16 10 18 24 44 6 11 55 100
Doors in the
school
buildings
open
outwards
12 22 17 31 17 31 7 13 2 3 55 100
Combustible
materials
have not been
used for
decorations
9 16 24 44 18 33 2 4 2 3 55 100
Lecture
rooms are not
congested
19 35 29 53 4 7 1 2 2 3 55 100
Laboratories
have two
doors
26 47 27 49 2 4 0 0 0 0 55 100
All laboratory
chemicals are
properly
stored
23 42 25 45 7 13 0 0 0 0 55 100
Assembly
points are
well labeled
26 47 25 45 4 8 0 0 0 0 55 100

54
All exit routes
are well
labeled
26 47 26 47 3 6 0 0 0 0 55 100
According to Table 4.20, most academic staff indicated that windows in the school
have been grilled, exit doors in buildings in the school swing inwards which is a sign
of fire disaster unpreparedness. The laboratories have two doors and all laboratory
chemicals are properly stored. Assembly points and all exit routes are well labeled.
These show that UTM engineering faculty schools’ level of fire disaster preparedness
was high.

55
Table 4.22: Supporting staff’s responses on areas of faculty buildings and fire
safety
Areas of
school
buildings
SA A N D SD Total
F % F % F % F % F % F %
All windows
in the school
buildings
have no grills
6 14 8 19 5 12 13 30 11 25 43 100
Doors in the
school
buildings
open
outwards
5 11 12 28 8 19 9 21 9 21 43 100
Combustible
materials
have not been
used for
decorations
6 14 15 35 14 33 7 16 1 2 43 100
Lecture
rooms are not
congested
12 28 28 65 2 5 1 2 0 0 43 100
Laboratories
have two
doors
23 54 19 44 0 0 1 2 0 0 43 100
All
laboratory
chemicals are
properly
stored
18 42 21 49 3 7 1 2 0 0 43 100
Assembly
points are
well labeled
16 37 26 61 0 0 1 2 0 0 43 100

56
All exit
routes are
well labeled
17 40 24 56 0 0 2 4 0 0 43 100
As reflected in Table 4.21, most supporting staff agreed to the highlighted issues.
Majority indicated that exits routes and assembly points are well labeled, lecture
rooms are not congested, labs have two doors and lab chemicals are properly stored.
All these indicate that the schools were well prepared for fire disasters. However,
grilled windows and inward swinging doors indicated fire disaster unpreparedness.
Table 4.23: Students’ responses on areas of faculty buildings and fire safety
Areas of
school
buildings
SA A N D SD Total
F % F % F % F % F % F %
All windows
in the school
buildings
have no
grills
72 19 84 22 112 29 76 20 44 10 388 100
Doors in the
school
buildings
open
outwards
59 15 85 22 125 32 78 20 41 11 388 100
Combustible
materials
have not
been used
for
decorations
61 16 108 28 163 42 41 10 15 4 388 100
Lecture
rooms are
109 28 141 36 109 28 25 7 4 1 388 100

57
not
congested
Laboratories
have two
doors
186 48 146 38 40 10 11 3 5 1 388 100
All
laboratory
chemicals
are properly
stored
173 45 130 34 60 15 21 5 4 1 388 100
Assembly
points are
well labeled
157 41 154 39 50 13 19 5 8 2 388 100
All exit
routes are
well labeled
176 45 159 40 41 11 10 3 2 1 388 100
According to students’ findings, most of them indicated that windows in the school
have been grilled and exit doors in the school buildings swing inwards, an indication
of fire disaster unpreparedness. However, in as far as the lecture rooms, assembly
points and laboratories are concerned; most students indicated a high level of fire
disaster preparedness. This shows that the school management prepares for fire
disaster only in the areas where the risk is higher and where they feel that that damage
would be very detrimental.
4.6.1 Ways of improving faculty buildings to enhance fire disaster
preparedness
The academic staff, supporting staff and students suggested the following ways to
improve fire disaster preparedness in relation to faculty buildings;

58
Combustible materials should not be used for decorations, all windows should not be
grilled, the number of fire extinguishers should be increased, doors should open
outwards and their size should be increased.
4.7 Fire safety plans and fire disaster preparedness
The third objective: to establish how UTM engineering faculty has put in place fire
safety plans as a measure of fire disaster preparedness was fulfilled using various
items as follows;
4.7.1 Evacuation plans in the school
The academic staff, supporting staff and students were asked whether the schools have
evacuation plans in the event of fire disaster and they responded as discussed below;
Table 4.24: Academic staff’s responses on evacuation plans in the school
Yes, but has never been
used
18 33
Yes, and it has ever been
used
30 55
I don’t know 7 12
No, but there is a plan to
have one
0 0
No, and there is no plan
to have one in future
0 0
Total 55 100
According to the academic staff’s responses, majority of them (55%) indicated that
the schools had an evacuation plan in case of a fire disaster and it has ever been used.
This was an indication of improved fire disaster preparedness in schools.

59
Table 4.25: Supporting staff’s responses on evacuation plans in the school
used
9 21
used
32 74
I don’t know 2 5
have one
0 0
0 0
Total 43 100
As shown in Table 4.24, majority of the supporting staff (74%) said yes, and it has
ever been used. This means that most schools with evacuation have ever used them.
Evacuation plans become convenient when there is a fire disaster because the school
administration can realize its need then. However, without a fire disaster in the past,
most schools may not realize the importance of an emergency plan.
Table 4.26: Students’ responses on evacuation plans in the school
used
147 38
used
122 31
have one
5 1
2 1
Total 388 100

60
Of the students who took part in the study, 29% said they do not know whether there
is an evacuation plan and 38% (the majority) said yes, but the evacuation plan has
never been used. The fact that most students had never experienced the use of the
evacuation plans in the schools, shows that in case of fire disaster, students may not
benefit from them. This is a sign of fire disaster unpreparedness.
4.7.2 Effectiveness of emergency plans for fire disaster
When asked about the effectiveness of the emergency plans for fire disaster, the
academic staff, supporting staff and students responded as shown below;
Table 4.27: Academic staff’s responses on effectiveness of emergency plans for
fire disaster
Effectiveness Frequency Percentage (%)
Very effective 0 0
Effective 25 45
Moderately effective 20 36
Ineffective 10 19
Very ineffective 0 0
Total 55 100
As shown in Table 4.26, most academic staff reported that emergency plans in case
of fire were effective. This implies that if schools have emergency plans, in case of a
fire disaster, such plans may effectively help them which shows an acceptable level
of preparedness in fire disaster management.

61
Table 4.28: Supporting staff’s responses on effectiveness of emergency plans for
fire disaster
Very effective 2 5
Effective 24 56
Ineffective 0 0
Total 43 100
Most supporting staff (56%) rated the emergency plans for fire disasters as effective.
This means that the emergency plans for fire disaster in schools are at least effective.
This shows some level of fire disaster preparedness in schools.
Table 4.29: Students’ responses on effectiveness of emergency plans for fire
disaster
Very effective 26 7
Effective 184 47
Ineffective 17 4
Total 388 100
Of the students who took part in the study, majority (47%) reported that the emergency
plans for fire disaster were effective, a few of them (4%) rated the emergency plans
as ineffective. This is a sign of fire disaster preparedness and it means that if schools
have effective emergency plans, they are taken to be ready for fire disasters.

62
4.7.3 Evacuation plans for vulnerable persons
When asked whether the schools have evacuation plans for vulnerable persons,
majority of the academic staff (84%) said no, most supporting staff (81%) and
majority of students (68%) also said no. This is a clear indication that most schools
do not consider the physically disabled as far as fire disasters are concerned.
4.7.4 Fire alert procedures
When asked whether the schools have fire alert procedures, most of the academic staff
(93%) said yes. Of the supporting staff who took part in the study (98%) said yes
while 2% said no. Even most students (86%) said yes. This is a clear implication that
in most of the schools, if a fire breaks out, the academic staff, supporting staff and
students may know what to do because of the possession of fire alert procedures. This
shows some level of fire disaster preparedness.
4.7.5 Number of assembly points in case of fire disaster
When asked about how many assembly points the schools have in case of fire, the
students responded as shown in Table 4.29;
Table 4.30: Academic staff’s responses on number of assembly points in case of
fire disaster
None 0 0
1 – 3 36 65
4 – 6 16 29
Above 6 3 6
Total 55 100

63
Of the academic staff who took part in the study, all said there were assembly points
while 0% said there were no assembly points. This implies that in most schools, the
stakeholders would have where to assemble in case a fire broke out. This shows some
level of fire disaster preparedness.
Table 4.31: Supporting staff’s responses on number of assembly points in case
of fire disaster
None 0 0
1 – 3 25 58
4 – 6 15 35
Above 6 3 7
Total 43 100
Table 4.30 showed that of the supporting staff who took part in the study, all said
there were assembly points while 0% said there were no assembly points. This implies
that in most schools, the stakeholders would have where to assemble in case a fire
broke out. This shows some level of fire disaster preparedness.
Table 4.32: Students’ responses on number of assembly points in case of fire
disaster
None 4 1
1 – 3 283 73
4 – 6 71 18
Above 6 30 8
Total 388 100
According to table 4.31 above, majority of students reported the existence of assembly
points in the school and only 1% of students reported the absence of assembly points
in schools. This indicate a high level of fire disaster preparedness of the schools.

AN INVESTIGATION OF FIRE EMERGENCY PREPAREDNESS IN THE FACULTY OF ENGINEERING IN UTM IN JOHOR BAHRU SEKAAYI HUZAYIFA UNIVERSITI TEKNOLOGI MALAYSIA

AN INVESTIGATION OF FIRE EMERGENCY PREPAREDNESS IN THE FACULTY OF ENGINEERING IN UTM IN JOHOR BAHRU SEKAAYI HUZAYIFA UNIVERSITI TEKNOLOGI MALAYSIA

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AN INVESTIGATION OF FIRE EMERGENCY PREPAREDNESS IN THE FACULTY OF ENGINEERING IN UTM IN JOHOR BAHRU SEKAAYI HUZAYIFA UNIVERSITI TEKNOLOGI MALAYSIA