Academic Preparation Research Articles

Business Education Learning Gaps of K-12 Accountancy, Business and Management Graduates

This study examines the learning gaps in specialized courses of the K-12 Accountancy, Business, and Management (ABM) Strand, including the merits and limitations of the Senior High School ABM Curriculum in terms of course contents and teaching methods as a basis for remediation initiatives for the Bachelor of Science in Business Administration (BSBA) program in a Higher Education Institution (HEI) in Ifugao. Using a patterned instrument, a descriptive-quantitative research design was used to gather data among thirty-eight ABM graduates enrolled in the BSBA program at a University in Ifugao. In contrast, the descriptive-qualitative research design was used to gather data among eight (8) Senior High School-ABM teachers through key informant interviews and focus group discussions. Using descriptive statistics and inductive analysis, findings revealed that specialized course contents in SHS courses were covered adequately, though some areas were partially taught by teachers requiring remediation initiatives. On the other hand, the SHS Curriculum is designed to equip students with the knowledge and skills needed for business success. However, areas for improvement were noted. Proposed remediation initiatives were forwarded to the HEI in Ifugao – BSBA program to bridge instructional deficiencies, enhance the academic preparedness of BSBA students, improve their performance in core courses, and equip them with practical skills necessary for real-world business applications.

Interprofessional Collaboration among Health Care Team Members in Critical Care Units: Highlighting the Professional Qualities

Background: Interprofessional collaboration (IPC) is the best way to provide high-quality and safe healthcare for the patient, reduce costs and length of hospital stay, as well as increase job satisfaction of the staff. However, many factors may hinder the achievement of interprofessional collaboration (IPC), and these need to be determined. Objective(s): Determining the national status of interprofessional team collaboration among healthcare team members, including nurses, physicians, and clinical pharmacists, in Critical Care Units, and examining the statistical difference between the professional qualities of the subjects and their levels of interprofessional team collaboration, are the goals of this study.Methods: A descriptive cross-sectional design was used in the present study. The current study was conducted in the Intensive Care Units (ICU) and Cardiac Care Units (CCU) of eight hospitals of the Najaf Governorate, in the Republic of Iraq. The 364 participants recruited in this study were healthcare team members, which included physicians, nurses, and pharmacists. The instrument used in the study is the Assessment of Interprofessional Team Collaboration Scale-II. Arithmetic means, frequencies, and percentages, as well as the Kruskal-Wallis and Mann-Whitney tests, were the statistical methods used in the study.Results: The level of interprofessional collaboration (IPC) was moderate among the physicians with a mean score (MS) of 3.25, and pharmacists with 2.55, while it was lower in nurses at 2.06. Of equal importance, significant mean differences were observed between the overall scores of Interprofessional Team Collaboration among the healthcare team members and their sexes, number of physicians, academic preparation, specialization, work shift, and educational level.Conclusion: The current study showed that Interprofessional Team Collaboration was not consistent with the standard expected level. Further, the professional qualities of many subjects exert significant effects on this level.

Academic readiness to teach electronic medical records education into pre-registration nursing programs. An integrative review.

Academic readiness to teach electronic medical records education into pre-registration nursing programs. An integrative review.

The New Graduate RN Speaks, Again: A Mixed-Methods Study.

While the academic-practice gap in nursing is widely acknowledged, substantive research exploring it from the perspective of new graduate RNs' transition into practice is lacking. As this gap is thought to be a contributing factor to the exodus of new graduate RNs from the hospital setting and the ongoing nursing shortage, it's crucial that these nurses be given the opportunity to identify specific gaps they are experiencing as they enter practice. This study sought to explore the specific gaps experienced by new graduate RNs working in medical-surgical hospital-based settings. A pragmatic worldview and Meleis's Transitions Theory served, respectively, as the philosophical basis and theoretical framework for this mixed-methods study. Convenience sampling was used to recruit new graduate RNs working in medical-surgical hospital-based settings. Using both the Casey-Fink Graduate Nurse Experience Survey (CFGNES) and additional open-ended questions, participants were asked to identify gaps in their academic preparation for and entry into professional practice. The CFGNES involves the constructs of support, professional satisfaction, communication/leadership, patient safety, and stress. Descriptive statistical and regression analyses were used to explore correlations between these constructs and relevant participant variables. Krippendorff's content analysis method was used to analyze qualitative responses. Mixed-methods integration was used to further illuminate findings. Data from the final sample of 128 new graduate RNs revealed preparedness gaps in the areas of information, knowledge, and tools that adversely affected their transition to professional practice. A significant negative correlation was found between months in practice and the construct of support. A significant, albeit weak, positive correlation was found between months in practice and the construct of communication/leadership. No relationships were found between the five CFGNES constructs and employment at a Magnet hospital versus other hospitals, or for participation versus no participation in residency programs. The study findings demonstrate that the reality shock experienced by new graduate RNs remains a problem that urgently needs our attention. New graduate RNs working in medical-surgical hospital-based settings experience gaps in the areas of information, knowledge, and tools that adversely affect their transition into practice. Nursing academics and practice-based leaders must work together to better understand the new nurse's experiences, mobilize support, and respond effectively.

Development and Validation of Academic Readiness Test for University Entrance

Development and Validation of Academic Readiness Test for University Entrance

First Gen Mentoring First Gen: How First-Gen Faculty and Staff Promote First-Gen Success

First-generation college students (FGS) are less likely to seek support, feel a sense of belonging, and complete their degrees than continuing generation students (CGS). Using a mixed-method parallel design with quantitative and qualitative data, this study examines how FGS and CGS report their experiences at one college and analyzes the challenges many FGS have to overcome during their college lives. FGS and CGS were surveyed to capture their experiences over three consecutive years starting in 2017. Five themes emerged from the data indicating substantial differences between FGS experiences and their CGS peers. These themes included (1) differences in time devoted to school, (2) financial constraints, (3) family responsibilities, (4) unequal perceptions of academic preparations, and (5) emotional and social isolation and a sense of belonging. We obtained additional qualitative data from focus groups and interviews. Results indicate that the mentoring program helped mitigate some barriers faced by FGS.

MENINGKATKAN KUALITAS PUBLIKASI ILMIAH: WORKSHOP PENULISAN ARTIKEL KE JURNAL SCOPUS BAGI AKADEMISI DAN PRAKTISI

Publishing scientific articles in reputable international journals such as Scopus and Web of Science (WoS) poses significant challenges for academics and practitioners in Indonesia. Many of them encounter obstacles in understanding writing standards, selecting appropriate journals, and navigating the peer review process. These limitations have resulted in low acceptance rates for articles in prestigious journals. Therefore, strategic efforts through Community Service Programs (Pengabdian kepada Masyarakat or PKM) are necessary to enhance the capacity of academics in writing and publishing scientific articles. The PKM activity aimed to improve the understanding and readiness of academics and practitioners for publication in reputable journals through a scientific article writing workshop. The methodology employed a participatory approach using interactive workshop formats, which included material presentations, writing practice sessions, and direct mentoring. A total of 25 participants engaged in the full-day event. Workshop results demonstrated that most participants experienced a significant increase in understanding regarding scientific article writing structure, strategies for journal selection, and article submission processes. Additionally, participants gained increased confidence in addressing review and revision procedures. The implications of this activity highlight the need for continuous support to ensure academics can effectively apply the knowledge acquired in scientific publications. The recommendation from this Community Service Program is to develop more comprehensive programs with longer durations and more intensive guidance. By doing so, academics and practitioners can continuously improve the quality of their scientific publications, ultimately enhancing academic competitiveness at the global level. Keywords: scientific publication; reputable journals; workshop; Community Service Program.

Anti-Bullying Measures and Initiatives in an Online Setting: Educator Survey

The increased opportunities in virtual schooling offer new opportunities for students but also present new challenges for educators. As virtual enrollment has grown, concerns about student engagement, academic preparedness, and social risks have also grown. Among these concerns is the potential for bullying in online educational settings. While traditional bullying research has been well-documented, studies focusing on bullying within virtual schools remain limited. This study examines teachers’ perceptions of bullying in online schools through a self-reported survey. A total sample of 97 educators from a virtual school was sampled, of which 91% were female. Findings indicate that while physical bullying is rare in the virtual setting, verbal, relational, and cyberbullying are reported by educators. Physical appearance, either body or clothing, was the most reported reason across all types of bullying. Educators reported feeling moderately prepared to identify and respond to these bullying behaviors, but gaps in training and awareness still exist. The study highlights the need for professional development, enhanced digital monitoring, and proactive bullying strategies to fit the virtual learning environment.

Influence of Motivational Factors on the Certified Public Accountant Exam Performance of LECPA Takers in Selected Schools in Calamba City

The Bachelor of Science in Accountancy is one of the courses that may have a difficult board examination. This study used a Quantitative Descriptive-Correlational Research design. Through this research approach, the researchers aim to describe and identify the influence of motivational factors on LECPA Performance. This study aimed to see how this preparedness in motivational factors, in terms of academic preparedness, financial, confidence level and family and peers influence, affects the level of performance of the student graduates. It is significant to see that students were well-prepared for the LECPA examination in all aspects. The researchers used a descriptive correlational method to identify the factors affecting the motivational factors of preparedness and level of performance BSA graduates in taking the LECPA. After thoroughly examining the results from the distributed survey, the results showed that several factors affect the motivation, preparedness, and level of performance of the respondents in taking the examination. These factors are academic preparedness, financial preparedness, confidence level, and family and peer influence. Moreover, the results of the regression analysis indicated that the factors mentioned earlier have a significant impact on students’ performance in the LECPA exam because they have positive coefficients.

Effectiveness of Mock Board Examination in Enhancing Academic Preparedness for LECPA of Fourth-Year Accountancy Students at Laguna University

Effectiveness of Mock Board Examination in Enhancing Academic Preparedness for LECPA of Fourth-Year Accountancy Students at Laguna University

Analysis of the Employability of Education Graduates

This descriptive study analyzed the employability of graduates from the Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) programs at the Iloilo State University of Fisheries Science and Technology Dingle Campus. This research aims to bridge the gap between academic preparation and industry demands, providing critical insights for curriculum enhancement and institutional development. One hundred eighteen (118) graduates from 2018 to 2023 serve as respondents of the study. The researcher-made tracer questionnaire validated for content and reliability serve as data gathering instrument. The research focused on key employability metrics, such as current employment status, job relatedness to their degree, waiting time for employment, and job levels attained. The findings reveal that a significant majority of graduates are employed, with 47.6% in private institutions, 36.8% in government positions, and a minority still seeking employment. The study highlights that most graduates found employment within a year of graduation, indicating the effectiveness of the university’s training programs. Graduates identified communication, management, critical thinking, and problem-solving as the most relevant skills acquired during their education. The study underscores the importance of practical training, with many alumni attributing their job readiness to the internship and career talk sessions attended during their studies. Additionally, the feedback points to the need for ongoing curriculum updates, incorporating more hands-on experiences and aligning educational content with current industry standards. The research suggests several enhancements, including increased practical training opportunities, mentorship programs, and the integration of digital tools in teaching. By addressing these areas, the College of Education can better prepare its graduates for the evolving demands of the education sector, ensuring their competitiveness and success in the workforce. These improvements are expected to foster a more robust relationship between the institution and its alumni, ultimately contributing to the quality and relevance of the education provided.

Do Emotional Intelligence and Academic Persistence Interrelated in Final Year Students?

Final students are students who often face academic pressure, final assignments, and preparations for entering the world of work. Emotional intelligence is important for dealing with stress, maintaining motivation, and having academic persistence which gives a final student the ability to continue fighting to achieve their academic goals despite facing challenges. various obstacles. For final students, challenges such as final assignments and preparation for graduation can test their level of persistence. This quantitative research aims to explain the relationship between emotional intelligence and academic persistence in final students. Data was collected using The Schutte Self Report Emotional Intelligence Test (SSEIT) scale for emotional intelligence and The academic persistence scale for academic persistence, then analysis was carried out using reliability and validity tests, assumption tests and hypothesis tests. The results of this research show that specifically emotional intelligence and academic persistence in final students have a relationship with a Correlation Coefficient of (.755), which means it has a positive relationship and a significance value of 0.000 is smaller than 0.05, for linearity it shows (628.951) for the sig F value. The significance deviation of linearity is 0.000. From the results of this research which shows its significance towards emotional intelligence and academic persistence in final students, it shows that high emotional intelligence is associated with stronger academic persistence. Overall, research on the relationship between emotional intelligence and academic persistence can yield a variety of beneficial implications in improving college students' academic success, supporting their well-being, and preparing them for future challenges.

A cross-sequential study of academic readiness and coping strategies among first-generation college students.

The transition from high school to college has embedded challenges, particularly for first-generation students. The study examined the overtime relationship and level of academic readiness and coping strategies among first-year, first-generation, and continuing-generation college students. Another objective was to examine the gender differences in the study variable. A cross-sequential design was used to collect data during college entry and 3 months after the baseline assessment. The differences in the levels of readiness and coping were examined based on participants' generation status and gender. Generation status played a significant role in shaping readiness and coping strategies, and this association was more vital for the continuing generation than for the first-generation college students. As hypothesized, the findings show that first-generation college students were less ready and used poor coping strategies than continuing-generation college students at Time 1. However, this difference disappeared 3 months later between the two cohorts. The overall scores of readiness and coping increased from Time 1 to Time 2. Gender comparison showed that irrespective of being FGCS or CGCS, girls were more prepared than boys at the time of entering college, and boys surpassed girls in using coping strategies to overcome academic issues. Limitations, implications, and recommendations are discussed.

Bilingual Teacher Candidates: Addressing Cultural Assumptions in Standardized Mathematics Assessment for Elementary Students Through Culturally Relevant Pedagogy

This study explored how bilingual Latine teacher candidates (TCs)—undergraduate students in a teacher preparation program working toward obtaining a teaching license and identifying as individuals from Latin America or of Latin American descent, using the gender-neutral term in Spanish, “Latine”, to encompass all genders—identified and addressed cultural assumptions in mathematics questions on the STAAR (State of Texas Assessments of Academic Readiness) test. Twenty Latine TCs who were enrolled at a major southern research university (pseudonym: Southland University) program reviewed fifth-grade STAAR mathematics questions to assess cultural assumptions and suggest revisions for cultural relevancy. The findings reveal that the TCs identified cultural assumptions in questions about probable unfamiliar currency, non-standard measurement units, and culturally specific terms that could impede students’ understanding. In their revisions, the TCs proposed simplifying language and provided contextual examples to enhance clarity, aligning with the first tenet of culturally relevant pedagogy (CRP). However, few revisions addressed CRP’s second and third tenets, which involve fostering cultural competence and critical consciousness. This study underscores the importance of integrating comprehensive CRP training in teacher preparation programs to better equip TCs to create culturally responsive teaching practices. The findings contribute to ongoing discussions about improving the cultural relevancy in standardized tests and supporting diverse student populations in achieving academic success.

A comunicação de más notícias em um hospital de emergência

Abstract The scope of this study was to understand the elements involved in the communication of bad news in the context of medical practice in a Brazilian emergency hospital. It consisted of qualitative research, based on medical anthropology. Data collection was gathered over nine months of participant observation and interviews with 43 physicians. The emic analysis was based on the model of signs, meanings and actions. Two categories emerged from the analysis of the data: bottlenecks in communicating bad news relating to interaction one’s own emotions and those of the family member; insufficient academic preparation in addressing death and the impossibility of a cure, with repercussions on professional practice. The difficulties in communicating bad news in the emergency hospital persist and the omission in training has repercussions on professional practice, and the professionals continue to feel ill-prepared. The difficulties are not only technical, didactic or theoretical. Communicating bad news is also permeated by tacit, experiential, relational, emotional, socio-cultural, human, ethical and reflective knowledge.

The communication of bad news in the emergency hospital.

The scope of this study was to understand the elements involved in the communication of bad news in the context of medical practice in a Brazilian emergency hospital. It consisted of qualitative research, based on medical anthropology. Data collection was gathered over nine months of participant observation and interviews with 43 physicians. The emic analysis was based on the model of signs, meanings and actions. Two categories emerged from the analysis of the data: bottlenecks in communicating bad news relating to interaction one's own emotions and those of the family member; insufficient academic preparation in addressing death and the impossibility of a cure, with repercussions on professional practice. The difficulties in communicating bad news in the emergency hospital persist and the omission in training has repercussions on professional practice, and the professionals continue to feel ill-prepared. The difficulties are not only technical, didactic or theoretical. Communicating bad news is also permeated by tacit, experiential, relational, emotional, socio-cultural, human, ethical and reflective knowledge.

Enhancing employability skills through project-based learning in business education: addressing the needs of widening participation students

This case study explores the practical application of project-based learning (PjBL) within a first-year business management module designed to address the unique challenges faced by widening participation students. It examines how embedding employability skills such as problem-solving, communication, teamwork and critical thinking directly into the curriculum can help bridge gaps in academic preparation and career readiness. Through authentic project tasks, and a focus on sustainability and governance, the module aims to create an inclusive and engaging learning environment. Key insights highlight the positive impact of collaboration, iterative reflection, feedback and artifact creation in fostering professional competencies. Practical recommendations are provided to support the integration of PjBL, with a particular focus on designing strategies that enhance accessibility and inclusivity for diverse student populations.

간호대학생의 사회정서역량이 대학생활적응에 미치는 영향

Objectives The purpose of this study was to investigate the effects of social emotional competency on college life adjustment in nursing university students. Methods The subjects of the study were 197 nursing students enrolled in a four-year two university located in city C, and the data were collected from June 7 to the end of July 2023 using a self-report questionnaire. The collected data were analyzed using descriptive statistics, t-test, ANOVA, correlation, and hierarchical regression analysis using the SPSS WIN 22.0 statistical program. Results The average social emotional competency of the nursing students was 4.06±0.49, and the sub-domains were ranked by relationship management, responsible decision making, self-awareness, social awareness, and self-management. The average college life adjustment was 3.68±0.58, and the sub-domains were ranked by academic fidelity, interpersonal relationships, active coping, major satisfaction, job preparation, and major excellence. College life adjustment was positively correlated with social emotional competency (r=0.71, p<.001). The factors affecting the subjects' college life adjustment were social emotional competency (ß=.694, p<.001) and personality (ß=.191, p=.014), and the most influential variable was social emotional competency, and the total explanatory power of these variables was 52.1%. Conclusions In order to support nursing student's college life adjustment It is suggested to development a program that can improve and strengthen the level of social emotional competency, and utilizing it in educational setting and continuously managing it.

Mediating Factors and Demographic Disparities Associated With Disordered Eating in University Students During the Era of COVID-19.

Disordered eating (DE) increased during the COVID-19 pandemic, and a recent systematic review identified marginalised identity, psychological wellbeing, loneliness, stress, higher body mass index (BMI), and internalised weight bias (IWB) contributing to pandemic-era DE. The present study aimed to extend these findings by evaluating hypothesised contributors to pandemic-era DE while evaluating pandemic era stressors among a single, more diverse sample of university students. A diverse cohort of first-year university students (N=1289, 43.4% White, 24.2% LGBTQ+) were surveyed in Autumn 2021 about the pandemic's impact on health, socialisation, and academic readiness and performance as part of a larger research project. BMI, IWB, loneliness, self-esteem, depression, DE, screen time, and perceived stress measures were collected. General linear and PROCESS mediation models evaluated group differences and mediators of pandemic-era stressors and DE. Depression, self-esteem, stress, and loneliness partially mediated the relationship between pandemic-era stressors and DE. IWB partially mediated associations between Pandemic-era stressors and DE, with higher IWB strengthening this relationship; however, greater media exposure and higher BMI strengthened these findings [Figure] the extent to which IWB mediated the relationship between Pandemic-era stressors and DE. Black students had lower DE than other racial groups, while sexual minority students had higher DE, though this differed across genders. IWB, loneliness, and psychological distress may exacerbate pandemic-era DE. Further, marginalisation of bodies, genders, and sexual orientations may play a role in pandemic-era DE. These factors may help identify students most at-risk for DE and help target preventive care to kerb rising eating disorders rates.

Informing the Development of an English for IT Program: A Study on Student Perceptions and Language Skill Usage

English proficiency is crucial for Information Technology (IT) students as it plays a vital role in their academic and professional success. This study aims to analyze IT students’ perceptions of their English language skills, focusing on their self-assessed mastery levels, frequency of use, and perceived importance of listening, speaking, reading, and writing skills. The findings are intended to inform the development of an English for Specific Purposes (ESP) curriculum tailored to the linguistic demands of the IT field. A quantitative research design was employed, utilizing a survey method to collect data from IT students at Universitas Muhammadiyah Parepare. The data were gathered through a structured questionnaire distributed via Google Forms, encompassing Likert-scale items to measure students’ perceptions of their English proficiency. Descriptive statistical analysis was conducted to examine the frequency of language skill usage, self-assessed mastery levels, and the perceived importance of each skill in academic and professional contexts. The results reveal that IT students frequently use their listening and reading skills for engaging with multimedia content and academic materials, whereas speaking and writing skills are primarily used in informal settings such as daily conversations and social media. However, students report lower confidence in performing formal communication tasks, such as delivering presentations and writing business correspondence. Despite recognizing the importance of all four language skills, students perceive listening and reading as more critical for their academic performance, while speaking and writing are viewed as essential for career advancement. These findings highlight the need for an ESP curriculum that bridges the gap between academic preparation and professional language demands by integrating industry-relevant content and practice-oriented instructional strategies. The study concludes that enhancing IT students' English proficiency requires targeted interventions that emphasize professional communication skills and real-world applications. The findings provide valuable insights for curriculum developers and educators in designing effective ESP programs that align with the evolving needs of IT students. Future research should explore the integration of technology-enhanced learning approaches and industry collaborations to further refine ESP instruction.