Philippine Public Research Articles

Understanding College Students’ Perspectives on Religion Classes and Importance of Edukasyon sa Pagpapakatao Classes to the Philippine Public School Curriculum

Understanding College Students’ Perspectives on Religion Classes and Importance of Edukasyon sa Pagpapakatao Classes to the Philippine Public School Curriculum

Integrating Genetic Services in the Philippine Public Health Delivery System: The Value of Networks.

The delivery of genetic services in developing countries is faced with significant challenges, despite medical and technological advances globally. The Philippines, being an archipelago, faces even more challenges, with significant disparities in access to healthcare, and tertiary medical centers and specialists being concentrated in the major cities. The utilization of different networks for the integration of genetic services in the existing public health delivery system has been valuable. Using the well-established network of the national newborn screening program, genetic services have been successfully integrated into the delivery of healthcare, even at the grassroot level. Equitable access to healthcare, including genetic services, was highlighted and supported by the enactment of the Rare Disease Law in 2016. The support of the academe to assure the sustainability of services was evident in the establishment of a genetic counseling program to augment the work of a handful of clinical geneticists. Professional societies and support groups have been instrumental in identifying genetic conditions to be prioritized and lobbying for increased public awareness, leading to national programs and policies. This paper primarily discusses the value of networks in the delivery of genetic services, specifically newborn screening, programs for rare diseases, birth defects, and genetic counseling.

Fire Safety Awareness and Practices of Science, Technology, Engineering, and Mathematics Students in a Philippine Public Secondary School

The Philippines is one of the countries that faced severe fire disasters. However, fire received little recognition in disaster readiness and risk reduction. Seeing that students are gathered in one place, a fire safety assessment is necessary to ascertain their acquisition of competencies in fundamental concepts of fire. Anchored on KAP theory, this study investigated the Grade 12 STEM students' safety awareness before, during, and after a fire in relation to practices in public schools in the central Philippines relative to sex and family monthly income. Using a descriptive, comparative, and correlational approach, a validated and reliability-tested questionnaire was administered to 94 randomly selected students. Mean, Standard Deviation, Mann-Whitney U test, and Spearman Rank Correlation were utilized in data analysis. Overall, students possessed a prominent consciousness and could relatively demonstrate the necessary measures and responses to prevent and suppress the fire. Comparatively, no significant difference exists when grouped according to sex and family monthly income. Concurrently, a significant relationship was observed between their awareness and practices, implying that students who possess the consciousness of fire safety will likely demonstrate the measures against the dangers of fire, which validated the KAP theory. Continuous improvement of teachers' instructions is crucial to strengthen students' readiness and resilience in disasters like fire.

Effect of Guided-Inquiry Teaching Method on Academic Performance of Philippine Public Secondary School Grade 12 Students: A Quasi-Experimental Research

Effect of Guided-Inquiry Teaching Method on Academic Performance of Philippine Public Secondary School Grade 12 Students: A Quasi-Experimental Research

Developing an Evaluation Scale for Assessing the Effective Implementation of Matatag Curriculum in Philippine Public Schools: Exploratory Sequential Design

The Matatag curriculum is a comprehensive educational framework designed to enhance learning and development in Philippine public schools, focusing on holistic, inclusive, and culturally relevant teaching practices incorporated into peace and values education and reading enhancement. Using a mixed-method exploratory sequential design, this study aimed to develop an evaluation scale for the effective implementation of the Matatag curriculum. The findings revealed twelve essential themes from the views of teachers, underscoring the need for integrating interactive learning, critical thinking, technology integration, cultural relevance, and collaborative strategies to boost student engagement and outcomes. Further, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) identified three core dimensions crucial for curriculum evaluation: Curriculum Design and Content, Teaching and Learning Enhancement, and Implementation and Support. These dimensions underscore the importance of a comprehensive, inclusive curriculum approach. While Structural Equation Modeling (SEM) indicated these dimensions were optimal for developing the Matatag curriculum’s evaluation scale. The refinement of the thirteen items as a final evaluation tool went through rigorous item analysis, resulting in a reliable instrument with a Cronbach's alpha of 0.896, ensuring precise curriculum implementation assessment. This process validated the research findings, both quantitative and qualitative. The study concludes that a thorough assessment of curriculum effectiveness necessitates a blend of strategies, including stakeholder feedback and regular evaluations, to foster ongoing improvement. It recommends that educators embrace a holistic approach featuring interactive learning, critical thinking, technology, cultural relevance, and collaborative methods to elevate educational outcomes.

Leadership competency model for public safety mid-level managers

This study employed a quantitative research approach, focusing on numerical responses to establish competencies for adaptive leadership in the Public Safety Officers Advanced Course (PSOAC). A survey questionnaire gathered substantial quantitative data, analyzed through Exploratory Factorial Analysis (EFA) and Confirmatory Factorial Analysis (CFA). The study identified four criteria for designing the leadership competence model: Persuasive Vision, People Development Management, Resiliency, and Reflective Practice. The CFA results confirmed the well-fitting model, supported by NFI (.908), IFI (.982), TLI (.970), and CFI (.981) indices above .900, with a RAMSEA value of .046. The adaptive leadership competency model aims to establish clear competencies for the PSOAC, with potential ease of acquisition if the Philippine Public Safety College administration supports its implementation. Recommending the inclusion of this model in a standardized Program of Instruction (POI) can empower Police Captains to respond effectively to 21st-century public safety and security challenges.

Learning Action Cell Implementation in the Philippine Public Schools: A Descriptive Phenomenological Study

Learning Action Cell Implementation in the Philippine Public Schools: A Descriptive Phenomenological Study

Exploring Personality, Age and Years of Teaching as Factors in the Levels of Honesty among Selected Philippine Public School Elementary Teachers

This study was conducted to ascertain the existence of relationships between personality, age, years of teaching and the levels of honesty of selected public school elementary teachers. 41 teachers volunteered for this study. They answered the Short assessment of the Big Five and the Lying in Everyday Situations Scale Questionnaires. The findings revealed that the respondents in general appear to have neither high nor low neuroticism, neither high nor low extroversion, moderately high openness, moderately high agreeableness and moderately high conscientiousness. It was also found that they possess a moderately low score in relational lying and a very low score in antisocial lying. No significant relationships were found between the respondents’ neuroticism, extroversion, openness, agreeableness, conscientiousness and their relational lying and antisocial lying. In addition, no significant relationships were found between the respondents’ neuroticism, extroversion, openness, agreeableness, conscientiousness and their age. Moreover, no significant relationships were found between the respondents’ neuroticism, extroversion, openness, agreeableness, conscientiousness and their years of teaching. However, significant moderate positive relationships were established between the respondents’ age, years of teaching and their antisocial lying. It can therefore be inferred that for the respondents of this study, age and years of teaching influence positively their antisocial lying.

Challenges and Opportunities of TLE Teachers in Philippine Public Schools: An Inquiry

Gaining a comprehensive understanding of TLE teachers' professional landscape in Philippine public schools is essential for addressing the challenges and maximizing the opportunities they face. This study examines the challenges and opportunities encountered by TLE teachers in Philippine Public Schools, focusing on Region 10. Employing a thematic analysis approach following Saldana's framework, six TLE teachers from Junior and Senior High Schools were interviewed. The participants identified Human, Pedagogical, and Material issues as the primary problems they faced in their classes. Pedagogically, they struggled with implementing effective teaching approaches and sustaining students' interest. To address these concerns and enhance student learning, the teachers utilized their funds, extended their services, and sought support from stakeholders. They also recognized vocational training as an opportunity to improve their teaching. The study underscores the resilience and innovation exhibited by TLE teachers in overcoming these challenges. Their resourcefulness, commitment, and ability to leverage personal resources and engage stakeholders played a crucial role in mitigating the identified problems. Overall, this study emphasizes the importance of comprehensive support systems and policies to foster professional development and enhance the quality of TLE education in Philippine Public Schools.

Understanding the Influence of Cyberbullying Among High School Students in Philippine Public Schools in the Post-Pandemic Era

This research sought to explore the effects of cyberbullying on high school students attending public schools in the Philippines. Given the widespread use of digital communication platforms and social media, cyberbullying has emerged as a significant societal concern. The study aims to determine the perceptions of senior high school students in the concept of bullying in the post pandemic era. The participants in this study consisted of 41 Grade 12 students from a public high school in the Philippines. Simple random sampling technique was used to select students which formed the research population. The study reveals that a significant number of SHS students possess knowledge about cyberbullying and its consequences. Among the coping strategies employed by these students include confiding with friends, emerges as a vital source of support in combating cyberbullying. Moreover, the collaboration between parents, students, and the school, along with the involvement of mental health professionals, enables effective communication and provision of assistance to students affected by cyberbullying. It is crucial for schools, teachers, parents, and students to increase their internet posting awareness and understanding of cyberbullying, while students should prioritize treating others kindly online and reporting cyberbullying. Parents should engage in open conversations and monitor their children’s digital activities while teachers and principals must foster a safe environment through education, anti-cyberbullying policies, and victim support.

Quality Micro-decision-making at Selected Philippine Public Secondary Schools: An Iterative Process of Planning and Implementing the Curriculum

The Philippine K to 12 Basic Education Curriculum advances with the trends and developments in society and adapts to the sudden shifts of demands and restrictions for the effective delivery of a 21st–century education. The onset of School-Based Management (SBM) has given birth to rapid changes in the Department of Education (DepEd) these past years. Through the SBM, micro-level decision-making has been made to address the unique issues faced by a school which eventually developed a strategy for maximizing local resources for school development. The School Improvement Plan (SIP) has answered the continuing complexities in school management, notwithstanding the volatile education landscape in the new normal. This exploratory multiple case study looked into five (5) selected public secondary schools in the Philippines. It also uncovered constraints in setting plans and empowering the stakeholders to forge a larger school community. Data sources were survey questionnaires, semi-structured interviews, and document analysis through the school records. Considering different school categories, populations of learners and teachers, and types of educational leadership, the different views of educational institutions on planning improvements vis-à-vis the DepEd-mandated procedures on formulation and implementation of the SIP surfaced from the data. It is hoped that the investigation’s findings provide meaningful insights into crafting strategies to highlight the essence of stakeholders’ participation, especially in the planning phase. Although results revealed that schools’ have varied ways of making a SIP, each considered an informed, community-based preparation stage as an arduous capsulized plan, with an end in mind, to achieve an outcomes-based education. Notably, all DepEd schools share one set of vision, mission, and core values. School leadership matters the most in such an iterative process. Hence, school heads and their leadership style must cater to flexibility in contextualizing not only the SIP formulation but also its implementation.

The Extent of Therapeutic Communication Skills of the Nurses of Medical and Surgical Wards of Philippine Public Hospital

This study determined the extent of the therapeutic communication skills of the medical and surgical nurses of the Philippine Public Hospital. This study employed a descriptive and focused research design. It utilized survey and observation methods. The researcher used a researcher-made questionnaire to describe the respondent’s profile and the extent of therapeutic communications skills, frequency counts, means, weighted means, and the rank was used. It reveals that the nurses are competent in therapeutic communication skills at the hospital regarding the Acting-Response Technique and Active Listening Response technique. It revealed that age, gender, ethnic group, the native language spoken, religion, and educational attainment were not significantly correlated to the acting response and acting listening-response techniques regarding the stand, open, lean forward, eye contact, and relax. However, the civil status of the nurse was significantly correlated to acting-response and listening techniques such as opening, paraphrasing, and reflecting. Based on this study’s significant findings, the following recommendations are drawn: Nurses should take graduate studies that will give them in-depth knowledge and practical skills in their field. They need to improve their therapeutic communication skills, develop and maintain a healing relationship in which their patient will experience security, and be optimistic that positive change is possible. Moreover, nurses should always possess a good and caring attitude toward their patients. It must be based on mutual agreement between nurses and patients as to what constitutes nurse caring behaviors. Likewise, to further enhance the therapeutic communication skills of nurses, a monthly orientation program and conducting a series of seminars must be done. Furthermore, the educational institutions offering the nursing course should emphasize their curriculum to improve the therapeutic communication skills of a student nurse.

Technology-Assisted and In-Person Supervisory Challenges in Philippine Public Schools: A Comparative Analysis

This study compared the challenges of 20 education supervisors in executing technology-assisted and in-person supervision. These supervisors oversee the curriculum articulation for over 200,000 Filipino learners in 85 Philippine public schools. Results showed that technology-assisted supervision (Mn=3.18; Md=3.26) outscored in-person supervision (Mn=2.88; Md=2.95), with the former mode of supervision obtaining higher perceived challenges than the latter. However, the Wilcoxon Signed Ranks Test found an insignificant difference in their degrees of challenges when grouped according to the mode of supervision used (p-value=.191>.05), indicating the need to further explore the supervisors’ experiences to improve their supervision quality.

Procrastination and Occupational Stress of Teachers in Philippine Public Schools

Procrastination and Occupational Stress of Teachers in Philippine Public Schools

Relational Nation: The Appreciation of Characters in Rizal’s Noli me tángere in Two Philippine Public High Schools

Relational Nation: The Appreciation of Characters in Rizal’s Noli me tángere in Two Philippine Public High Schools

Philippine Public Senior High School Time Optimization of School Forms Preparation

It is well accepted in the Philippines that public school teachers are continually overworked. This study aims to help the classroom advisers in preparing school forms and provides solutions for time optimization to increase productivity. This study developed a system to minimize the time spent on school forms preparation. The time and motion study *were utilized to analyze the process of creating each school form. The Project Evaluation Review (pert) and Critical Path Method (cpm) network analysis answered the number of hours spent to complete the entire process, and identified the critical activities and non-critical activities that could be completed later without delaying the process. This helped establish a standard time for the completion of each school form and detect repetitive activities. It aids operational efficiency by simplifying tasks and developing strategies. The total time initially for completing school forms was 209 hours in a school year. After implementing the PERT/CPM, the total time for completing the school form was reduced to 56.34 hours. This change in the duration of the process of finishing school forms represents a 74. 8% reduction in school forms completion time. However, the study merely reduces the completion of the school forms procedure, which is only one of the reasons for the classroom advisers' overtime work. Innovations contribute to making things easier to do, and this study demonstrates that innovation can reduce the time required to complete school forms.

Cry and Delight in Time of Pandemic: A Phenomenological Inquiry on the Experiences of Multi-grade Teachers in a Philippine Public Elementary School

Education does not only allow for the exploration of every aspect of life but as well as have a longing for knowledge and the desire to take this learning to the next level. Thus, the teacher’s role in the teaching and learning process is vital. However, that delivery of the instruction towards the learners is a big challenge for the teachers who are handling Multi-grade teaching in this new normal. Multi-grade teaching is a situation in which one teacher has to teach many grade levels, all at the same time. Thus, the paper explores the lived experiences of Multi-Grade Teachers in public elementary school in the time of pandemic. Aided by a phenomenological research approach, the data were gathered from purposively sampled participants using face-to-face and online interviews. The data were analyzed using thematic analysis devised by Lichtman. The findings reveal semblance in the participants’ views and practices in multi-grade teaching during the pandemic. Despite the detected adverse elements that relegate it, multi-grade teachers remain passionately dedicated to facilitating learning. However, making learners master the competencies required is still a great challenge to realize. Thus, the collaboration of all stakeholders, school administrators and local government are vital to address this perennial challenge in multi-grade teaching.

Online Distance Learning Readiness of Senior High School Students in a Philippine Public School

Aims: The unprecedented arrival of the COVID-19 pandemic made the schools in the country adopt online mediums and platforms, so that learning may continue without causing potential harm to every student's health. Due to the non-availability of data on online distance learning readiness of senior high school students in Public Senior High School X, together with the dearth of literature that could guide school administrators and stakeholders in the school in crafting empirically established programs, projects, and innovation, the study was conducted.
 Methodology: The study employed a descriptive-comparative and -correlational approach. It was participated by 346 senior high school students determined through multi-stage sampling. Their level of online distance learning readiness was assessed using a standardized instrument. Data were analyzed using mean, standard deviation, Mann-Whitney U test, and Spearman rho rank correlation.
 Results: Results revealed that senior high school students are generally capable and ready to learn online, using various technologies. The level of readiness significantly differed between grade level (P=0.04) and residence (P=0.007), favoring the grade 12 for the former, and those who live within the city proper for the latter. The study established a correlation exists between students’ stability of internet connection and their online distance learning readiness (P=0.003).
 Conclusion: The study concludes that students’ maturity and constant immersion in various digital technologies play a vital role in making them more ready to learn online. The study also established that the stability of internet connection is indispensable in urging the students to actively participate in online distance learning.

Correlates of Employability among the Bachelor of Technical Teacher Education Graduates of a Philippine Public University

The global demand for work and skills has to be attuned to the emerging technologies ushered in by Industry 4.0. For a decade now, several teacher education institutions (TEIs) in the Philippines have implemented the Bachelor of Technical Teacher Education (BTTE) program and have produced many graduates. Hence, it is interesting to explore the whereabouts of these graduates to provide relevant baseline data on the BTTE program's success in general but specifically on its responsiveness to the needs of the learning institutions and to the industries for which it caters. Through descriptive-correlational design, the study generally examined the correlates of the employability of the 164 BTTE graduates from a public university for the academic years (AYs) 2015-2019. Results revealed that the graduates were employable within 18 months after graduation in teaching or non-teaching jobs. Moreover, some personal, family, and academic profile variables significantly correlated with their employability. Interestingly, their employability is also associated with their Licensure Examination for Teachers (LET) ratings. Higher ratings yielded a shorter waiting time for employment after graduation. Results are valuable inputs for policy and curricular enhancement for the BTTE program.

Determinants in the Use of Web 2.0 Tools in Teaching among the Philippine Public University Educators: A PLS-SEM Analysis of UTAUT

A myriad of studies related to the technology acceptance and use in different organisations have been conducted, but little is known from the perspective of the educators in Philippine public university. To address this gap in literature, this study aims to determine the factors that best influence the use Web 2.0 tools in teaching among educators prior to the onset of COVID-19 pandemic. To investigate this phenomenon, the data of this study was collected from 300 educators in a Philippine public university located in Northern Mindanao through online survey. The hypothesised model was analysed using Partial Least Squares Structural Equation modelling using the SmartPLS software. The data analysis revealed that performance expectancy and effort expectancy are significant determinants while social influence is not a significant determinant of behavioural intention; behavioural intention and facilitating conditions are significant determinants of the use behaviour with 46.9% and 22% explained variance, respectively. The results of the study contribute to further research on the use of Web 2.0 tools among educators investigating the influence of SI towards BI. Further implications and recommendations for future studies are discussed in this study.