This paper aims to look at the level of depression, anxiety, and stress experienced by Filipino college students in a state university in the post-pandemic period. Six hundred thirty (n = 630) students participated in the data collection process, utilizing a stratified random sampling technique. The data was analyzed using frequency, percentage, mean, standard deviation, and Mann-Whitney U test. DASS-21 was used to measure the level of depression, anxiety, and stress experienced by the student. Results showed a moderate level of depressive symptoms among male and female respondents. Females reported to have experienced severe anxiety and mild stress, whereas male respondents recorded a moderate level of anxiety and a normal level of stress. Moreover, the results also revealed that there is a significant difference in the level of depression, anxiety, and tension between female and male college students (p < 0.05). This suggests that men and women experienced stressors and pressures and responded to emotional difficulties in distinct ways. This highlights the significance of gender-sensitive approaches in mental health support and intervention programs within educational settings. Appropriate resources and strategies that can be used in academic institutions may include focus group training and workshops about expressing emotions through open dialogue for both genders, gender-specific mental health programs as part of their regular semestral orientation, and educational seminars as part of their mental health programs and services which includes activity such as mental health day or any university-organized games that are related to mental health wherein both genders must participate for a holistic approach.

This study explored the pervasiveness and handling of gendered violence against men, set against the backdrop of South African legislative reforms aimed at protecting victims of such violence. Despite the enactment of significant amendments such as the Criminal Law (Sexual Offences and Related Matters) Amendment Act 13 of 2022 (Government Gazette, 2022a), The Criminal and Related Matters Amendment Act 12 of 2022 , and The Domestic Violence Amendment Act 14 of 2022 (Government Gazette, 2022b), questions persist regarding the gender neutrality of these laws and the equitable treatment of victims by law enforcement agencies. Employing a qualitative methodology, the research gathered insights through semi-structured interviews with 12 participants from the Bityi locale, guided by the Person-In-Environment theoretical framework. Findings reveal that men are reluctant to report gendered violence for fear of secondary victimization, fuelled by societal perceptions that equate vulnerability in men with weakness. Moreover, the study further shows an apparent reluctance among police to assist male victims, who are often discredited as the perpetrators instead. The research advocates for inclusive policies and a societal shift away from rigid gender norms to combat gendered violence more effectively. Through challenging the unilateral perception of gendered violence, this study contributes to the literature by informing policy-making that upholds the rights of all victims, thereby enriching the discourse on gendered violence from both micro and macro perspectives.

Research on the division of labor within families needs to be conducted, particularly regarding how housework is divided, resisted, and modified, which is under-researched (Carlson et al., 2020). To address this gap, a survey was conducted to investigate the gender role attitudes and domestic division of labor of academicians from various colleges and universities in Nueva Ecija, Philippines. This survey included 43 male and 106 female respondents. Cross-tabulation, T-tests, and correlational analysis were employed to analyze the data. The T-test results revealed a positive gender role attitude among men and women. In terms of household involvement, on average, men spent approximately 25.42 hours per week on domestic responsibilities, whereas women dedicated 31.68 hours per week to these tasks. Interestingly, men allocate more time to household chores such as dishwashing and ironing clothes than women. This study enriches the ongoing conversation about how dual-earning couples manage their division of labor, particularly within academic settings. Furthermore, the correlation results indicate that men with higher income and higher educational attainment tended to endorse traditional gender role ideologies. In contrast, women with higher income and educational attainment were more likely to negotiate their domestic duties. These findings reveal that gender during the Covid-19 pandemic is nuanced by spouses’ relative income and educational attainment. Furthermore, those who embrace egalitarian attitudes tend to participate more in housework. Young children among dual-earning couples promote an egalitarian attitude where husbands assume childcare responsibilities, and couples are more inclined to engage in childcare activities jointly. The findings provide more profound insights by showcasing the potential for egalitarian attitudes within these couples. Additionally, the study highlights the pivotal role of young children in fostering such egalitarianism. Moreover, it observes that factors such as income and education can reinforce egalitarian values or contribute to dismantling traditional gendered divisions of labor within families.

This study examined the students’ academic performance and motivation via panel discussion under a context-based learning approach in Science 9. It aimed to determine the effects of using an innovative teaching pedagogy on students' academic performance and science motivation in their Biology class. A quasi-experimental and descriptive research design involving two (2) heterogeneous sections in Grade 9 was applied. A teacher-made test with a Cronbach Alpha of 0.838 was used to measure academic performance, and an adapted student motivation questionnaire with a Cronbach’s Alpha of 0.92 was used to measure the level of motivation. ANCOVA was used to determine the difference in academic performance between the two groups, and a t-test was used to determine the difference in the level of motivation between groups. The study's findings revealed a high academic performance among students in panel discussions under the context-based learning approach compared to the non-context-based learning approach group. Both groups’ motivation levels were similar: “highly motivated.” Further analysis of the student's academic performance was revealed to be significantly different, thus rejecting the first null hypothesis. Furthermore, the two groups were found not to be significantly different in motivation levels, failing to reject the second null hypothesis. The student’s academic performance via panel discussion under a context-based learning approach was improved. However, the pedagogical strategy did not affect the motivation level of students in science.

The paradox between limited class time and colossal course demand is common in short courses of IELTS writing component compared to other skills. That sometimes leads to the failure of teachers to accomplish their lesson objectives. Additionally, the fact that few studies about teaching IELTS writing have been conducted in language centers reveals a shortage of research about solutions to this paradox in language centers. To address this problem, this paper will introduce the flipped classroom in an Academic Module IELTS writing class of 20 learners at a language center in Vietnam to investigate their perceptions of the flipped IELTS writing classroom, the relationship between students’ learning before class with their lesson objective completion as well as their lesson understanding, and problems in the transition from a traditional class to a flipped one. The research instruments comprised a post-course questionnaire, weekly meeting surveys, and a post-course interview. The results indicated that most learners felt optimistic about this teaching approach and advocated its efficiency in inverted time allotment for lectures and homework. However, they did not have much independence and active learning. Additionally, their exposure to lecture-like learning materials at different levels before class improved their rates of lesson objective completion and understanding of the day's content. However, introducing different perspectives in approaching the same writing question seemed counterproductive when it confused learners. Furthermore, nine learners’ problems were identified, and pedagogical suggestions were made for the flipped IELTS writing class.

This study mainly investigated the perceived level of vocabulary development of the students watching English/Filipino movies with English subtitles. Moreover, the relationship of variable accessibility to variables knowledge acquisition and attitude and the relationship of these three variables to vocabulary development were also determined. Four hundred fifty first-year students of a state university in the Philippines served as respondents in this study. Each student answered a survey questionnaire with a total of 23 items that detail their perception of using English/Filipino movies with English subtitles as a tool for developing their vocabulary. The overall perceived level of significance of the three variables showed positive results. Furthermore, the results extracted from Partial Least Squares Structural Equation Modeling (PLS-SEM) indicated that accessibility has a significant relationship to knowledge acquisition and attitude. Additionally, all three variables were found to affect vocabulary development. The study ascertained the significant relationship between English/Filipino movies with English subtitles and the underlying variables attached to the students’ vocabulary development.

This study analyzes the pedagogical preferences of private basic education institutions in Cebu, Philippines, in enriching learners’ cultural knowledge and experiences. A total of 53 teachers and school administrators from selected private basic education institutions in Cebu, Philippines, were the participants in the study. A sequential explanatory mixed method design was utilized to investigate the profile of the academic institutions, pedagogical practices, and plans for cultural education. Findings revealed the institutions’ varied pedagogical practices to promote cultural awareness and appreciation. Furthermore, it acknowledges the influence of external providers in enriching the learners’ cultural experiences. The themes “much can be done” and “need for partnerships” emphasize the importance of partnerships among institutions in connecting with local cultural arts centers and museums to promote cultural education. The study provides valuable insights into how private institutions approach cultural education and their strategies to promote cultural awareness and appreciation among learners. It sheds light on the need for innovative approaches to cultural education in the current context by strengthening partnerships with cultural centers in developing and sharing technology-based teaching and learning materials.

This convergent parallel mixed methods study aimed to determine the participation, promotion, and practices of the elementary teachers who are serving indigenous learners in localizing the Sustainable Development Goals (SDGs) to empower the grassroots and nurture their potential as agents of transformative change and sustainable future in the City of Bayugan, Agusan Del Sur, Philippines towards the attainment of the development-oriented inclusive education governance. To achieve the research objective, the researchers concurrently collected and then merged the quantitative and qualitative data collected from surveys, semi-structured interviews, and focus-group discussions. Quantitative results indicated that the Indigenous People Education teachers consistently extended efforts in finding donors and sponsors to advance the learning materials to be used in the classroom. In terms of promotion, they made use of social media to disseminate information regarding the rich culture and history of the community. Also, valuing equity and equality in classroom activities and maintaining social justice and fairness have been the topmost considerations when designing instructional tools, assessing learning outcomes, managing classrooms, and applying teaching strategies. On the other hand, qualitative results revealed that establishing collaboration and partnership with private sectors is the most feasible way to fill the gap in providing quality education. Participants also highlighted the relevance of reading intervention programs to make learners functionally literate. Both quantitative and qualitative data results manifested a convergence, which means that IPEd teachers have a commendable goal orientation and high commitment to empowering the Indigenous Peoples by making them active participants and contributors to the attainment of SDGs.

Stress is caused by weariness at work due to unpleasant experiences, adversely affecting job satisfaction and well-being. This article study focuses on elucidating the level of job stress and satisfaction of private teachers in Abuyog and Jaro, Leyte, Philippines. Additionally, the study investigated the association between stress and satisfaction across different levels. A cross-sectional study was employed to gather primary data through a census of private teachers. Data was collected through a constructed questionnaire and summarized with standard descriptive metrics in statistics. The K-means clustering approach determined the relationship among variables (stress and satisfaction) across different levels. Results disclosed that, on average, private teachers are moderately stressed and satisfied at their work. In addition, it is shown that the higher the stress level at work, the lower their satisfaction is based on their correlation. Moreover, the K-means clustering approach has portrayed that private teachers can be categorized into two clusters. The first cluster (Cluster 0) comprises teachers with a lower level of stress and a higher level of satisfaction. The second cluster (Cluster 1) comprises teachers with moderate stress and satisfaction levels. Conclusively, teaching in a private institution can be stressful due to the high demand for work, which can negatively affect the well-being of teachers. Hence, the study suggests that school heads must consider adjusting the work assignments and provide enough incentives to boost teachers’ satisfaction and promote productivity and well-being.

Making mistakes or creating errors is unavoidable in language learning. It is also considered an integral part of the student’s interlanguage and a catalyst for route, rate, and success of second language acquisition, helping students reshape full development of linguistic properties. This paper aims to review the literature to technically distinguish errors from mistakes. Also, it looks into the grounded theoretical foundations of error analysis, contrastive analysis, and behaviorist learning theory in order to help a more comprehensive understanding of sources and types and classifications of errors and mistakes production. The research results indicate that mistakes are produced when the learner knows but fails to use it in learning the target language, whereas errors are the result of systematic competence (ability to use language properties: sound, phonetics, and phonology), the learner’s system is incorrect, faulty actions not as planned in language production. In addition, mistakes and errors in language use can come from lack of attention (e.g., slips, lapses), ungrammaticalities (e.g., cognitive failures, broken down language system), or from the presence of interference (called proactive inhibition), or negative transfer of the first language habits or failures of overcoming proactive inhibition. Some pedagogical implications empowering teachers’ roles, teaching methods, and strategies are implemented. Besides, positive feedback and frequent practice are two of the most intelligent choices for error treatment and mistake avoidance; this couple could help to facilitate rapid and easy language learning.