This study aimed to assess the level of compliance of the Divine Word College of Legazpi (DWCL) library resources with the Commission on Higher Education (CHED) standards in view of formulating a Five-Year Collection Development Plan. The study examined the current status of the library collections in terms of recency, scope, quantity, and format; determined their level of compliance with CHED standards; analyzed the relationship between collection status and compliance; and proposed strategies for strengthening the library’s resources. A descriptive–evaluative research design was used involving faculty members of DWCL during the second semester of Academic Year 2025–2026. The results revealed that the DWCL library collections are adequate in recency, scope, and format, but only partially adequate in terms of quantity. A significant relationship was found between the current status of the collections and their compliance with CHED standards. Based on these findings, a Five-Year Collection Development Plan was proposed to address deficiencies, particularly in the number of titles and localized Filipiniana resources, thereby ensuring sustainability, accreditation readiness, and full compliance with CHED requirements.

Tart is one of the desserts that children want to eat as their snack, and is considered a famous dessert in the Philippines. Hence, this study aimed to develop tart enriched with squash (Cucurbita maxima) at CTU-Tabuelan Campus during the 2nd semester of academic year 2020-2021 as a basis for techno-guide. An experimental testing approach was used wherein the researchers manipulated one variable while controlling or randomizing the others. The recipe is based on the basic steps in the preparation and processing of a traditional tart recipe. A total of twenty-five expert panelists were Hotel and Restaurant Management Teachers and Baking Enthusiasts, and twenty-five non-expert panelists were Teachers from different Colleges of the Campus, who were considered sensory evaluators for the descriptive test and hedonic scale rating. They were randomly selected to prevent and avoid bias in the evaluation. In comparison, the preferred treatment in general was treatment 1. This generally implied that the more squash added to the tart, the more mouthwatering it looked, it tasted savory, it increased one’s appetite, it had a golden shade of yellow, and its crunchiness was pleasantly crisp. Treatment 1 was the preferred treatment in terms of color, aroma, crunchiness, taste and general acceptability. It was recommended to have additional ingredients that make it healthy and to develop a tart molder.

This study evaluates the effectiveness of university incubators and mentorship programs in preparing students for startup ventures. Using a quantitative descriptive–correlational design grounded in a positivist paradigm, data were collected from 251 graduating students of Quezon City University (QCU) who participated in entrepreneurship support programs during the first semester of Academic Year 2024–2025. A structured survey measured business planning, financial management, marketing skills, entrepreneurial decision-making, and early startup success (operationalized through revenue generation, customer acquisition, and business continuity). Statistical analyses included paired-sample t-tests, Pearson correlation, chi-square tests, and multiple regression. Results revealed significant improvements in all entrepreneurial competencies (p < 0.001), with business planning showing the highest gains. Strong positive relationships were found between program participation and decision-making abilities. Startups of participants demonstrated significantly higher early success rates compared to non-participants. Despite these outcomes, challenges such as limited resources and mentor–mentee mismatches were identified. The findings highlight the critical role of structured entrepreneurship programs in enhancing student startup readiness and provide practical implications for program design and policy development in higher education.

This study examined the clinical learning evaluation, self-efficacy, and practice readiness of nursing students in a selected school in Quezon City and determined the relationships among these variables. Anchored on Benner’s Novice to Expert Theory, Roy’s Adaptation Model, and Bandura’s Social Learning Theory, the study viewed nursing readiness as a product of clinical exposure, adaptation to learning demands, and confidence in one’s capabilities. A quantitative descriptive-comparative design was used. The respondents were 293 second-, third-, and fourth-year nursing students officially enrolled during the second semester of academic year 2024–2025. Data were gathered through a self-administered questionnaire covering profile characteristics, clinical learning evaluation, competency self-efficacy, and practice readiness, and were analyzed using frequency, percentage, weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson r. The findings showed that the respondents had highly positive evaluations of their clinical learning environment, particularly in learning experiences, availability of learning objectives, and effectiveness of clinical learning. Self-efficacy in the clinical learning environment was rated high, with strongest confidence observed in respect, patient advocacy, safety principles, and teamwork. Practice readiness was rated positively in clinical problem-solving, learning techniques, and professional identity, while trials and tribulations yielded an undecided result, indicating continuing difficulties in areas such as electronic documentation, ethical concerns, prioritization, and recognition of patient changes. The study further revealed strong to very strong statistically significant relationships between practice readiness and clinical learning evaluation, and between practice readiness and self-efficacy. The study concludes that a supportive, structured, and feedback-rich clinical learning environment strengthens nursing students’ confidence and readiness for professional practice. It recommends enhancing simulation and skills-based training, reflective practice, digital health competencies, mentorship, and curriculum review to better align academic preparation with clinical realities. The study supports SDG 3, SDG 4, and SDG 8 by promoting safe healthcare practice, quality nursing education, and readiness for professional work. Its sustainability impact lies in strengthening educational quality, institutional responsiveness, and the long-term preparedness of the nursing workforce.

The study assessed the level of student expectation and perceptions of guidance services in a higher education institution in Ilocos Norte during the first semester of Academic Year 2025-2026. Using stratified random sampling and Slovin’ formula, a total of 366 fourth-year students were initially targeted, but due to varying participation across colleges, the final sample consisted of 1,084 respondents from nine colleges. Findings revealed that students consistently rated guidance services at a “Very Good” level across all SERVQUAL dimensions-tangibility, reliability, responsiveness, assurance, and empathy. Students valued clean and well-equipped facilities, dependable and confidential support, timely and flexible assistance, professional competence, and personalized care. However, results also indicated that while expectations were met, they were not consistently exceeded, highlighting the need for systematic processes enhancements. Recommendations include upgrading facilities and resources, standardizing schedules and follow-up protocols, embedding proactive responsiveness strategies, strengthening referral mechanisms, and promoting inclusivity through personalized counselling approaches. By institutionalizing these interventions with measurable performance indicators, the institution can transform guidance services from “Very Good” to “Excellent”, reinforcing trust, credibility, and holistic student support.

Youths of working age often experience stress that may influence their preparedness to enter the workforce. This study aimed to examine the relationship between perceived stress and employment readiness among Filipino young adults enrolled in selected higher education institutions in the Province of Cavite. Understanding this relationship is important in identifying areas where students may require support as they transition from academic life to employment. The study employed a quantitative, descriptive correlational research design involving 555 participants determined through G*Power analysis. The respondents were Filipino young adults aged 18 to 24 who were full-time fourth- and fifth-year bachelor’s degree students enrolled during the first semester of Academic Year 2025–2026 in six selected higher education institutions located in Bacoor, Dasmariñas, and Imus, Cavite, and were selected through purposive sampling. Data were gathered using standardized instruments, namely the Perceived Stress Scale (PSS-10) developed by Sheldon Cohen to measure perceived stress and the Work Readiness Scale (WRS) developed by Caballero et al. (2011) to assess employment readiness. The collected data were analyzed using descriptive statistics, tests of normality, and correlational analysis to determine the association between the variables. The findings revealed that the majority of respondents exhibited moderate levels of perceived stress and moderate levels of employment readiness. Students demonstrated strengths in organizational skills and social competencies, while lower levels were observed in personal characteristics and practical work competencies.

This study employed a cross-sectional design involving 344 undergraduate students enrolled in PATH-Fit courses at a public higher education institution in the Philippines. Data were collected during the second semester of Academic Year 2024-2025 using adapted versions of the Teacher’s Emotional Support Scale and the Revised Study Process Questionnaire (R-SPQ-2F). The constructs were validated through Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4, and hypothesis testing was conducted using multiple regression analysis in SPSS. Grounded in Self-Determination Theory (SDT), the study investigated the association between perceived instructor emotional support and students’ engagement in deep learning within physical education courses. Results revealed no statistically significant associations between overall emotional support, or its subdimensions, and students’ deep learning outcomes. These findings suggest that emotional support alone may not directly predict meaningful cognitive engagement in physical education, and its role may be more indirect or mediated by other contextual or psychological variables. The study offers implications for higher education pedagogy, advocating for more holistic approaches that integrate emotional, motivational and cognitive supports. Furthermore, it contributes to global educational discourse by offering culturally grounded insights from the Philippine context, challenging assumptions of universal applicability in emotionally supportive teaching and learning

This study explored the relationship between school culture and teaching efficacy among newly hired teaching personnel at the South East Asian Institute of Technology, Inc. (SEAIT) during the first semester of Academic Year 2025-2026. Grounded in Bandura’s (1997) Theory of Self Efficacy and Schein’s (2010) Organizational Culture Theory, the study examined how early-career teachers perform their instructional roles within a school environment characterized by leadership, teaching, and professional commitment. Specifically, it sought to determine the level of school culture across its dimensions, the level of teaching efficacy, and identify which aspect of school culture best predicts teaching efficacy. A descriptive-correlational design with regression analysis was employed. Seventy-two newly hired teaching personnel were selected through homogeneous purposive sampling. Data were gathered using validated survey instruments measuring school culture and teaching efficacy, and were analyzed using descriptive statistics, Pearson correlation, and multiple regression. Results showed an overall very high level of school culture and teaching efficacy, with mean scores of 3.32 for both. It further indicated a significant relationship between school culture and teaching efficacy. Among the dimensions of school culture, professional commitment emerged as the strongest predictor of teaching efficacy (β = .300). The regression model accounted for 42.4% of the variance in teaching efficacy. As stipulated in Sustainable Development Goal 4, which emphasizes improving the quality of education through enhanced teacher support, the findings underscore the importance of fostering a strong, supportive school culture to sustain teacher growth and instructional effectiveness. Future studies may examine additional personal and organizational factors not addressed in this study to further enhance understanding of teacher efficacy across diverse settings.

The research explored the association of literary reading orientation to classic and contemporary texts and BAELS students’ language proficiency and interpretive competence at Guimaras State University in the First Semester of Academic Year 2023-2024. Utilizing the quantitative correlational research design, it utilized 50 BAELS students as participants. The data were obtained through a Literary Reading Orientation Questionnaire, a Language Proficiency Test and an Interpretive Competence Assessment. Data were analyzed using descriptive statistics and Pearson’s product–moment correlation coefficient. Results indicated that the students had moderate to high orientations towards both classical and contemporary literary texts. Results also suggested statistically significant positive correlations between literary reading orientation and language proficiency, and between literary reading orientation and interpretive competence. The research indicates that, by engaging consistently with literary texts (whether classical or contemporary) at tertiary level, students of English accumulate a linguistic and interpretive capital.

The objectives of this research were 1) to develop communication competency exercises in Thai Language writing skills for fifth grade students that follow the 80/80 criteria, 2) to compare the results of communication writing competence between the experimental group students taught with developed exercise and taught through traditional learning approach and 3) to study satisfaction with the communication competency exercises in Thai Language writing skills for fifth Grade students. The sample in this study was fifth Grade students (60 students from 9 classrooms) who enrolled in Thai Language subjects at Prasarnmit Demonstration School (Elementary), Srinakharinwirot University in the second semester of academic year 2023. A purposive sampling technique was used to select thirty students in the experimental group and thirty students in the control group in this study. The research tools included 1) four sets of communication competency exercises in Thai Language writing skills for fifth grade students, 2) a communication writing competence assessment test, and 3) a questionnaire on satisfaction after learning through communication competency exercises. The data was analysed by using the efficacy determination E1/E2, mean (M), standard deviation (SD), the Wilcoxon signed-rank test and the Mann-Whitney U-Test. The results indicated that1. the communication competency exercises in Thai Language writing skills for fifth grade students, the process efficiency (E1) was 81.27, and the outcome efficiency (E2) was 83.21, both of which met the established criteria of 80/80.2. The students in the experimental group based on the communication competency exercises in Thai Language writing skills for fifth grade students were significantly higher than the students in the control group who received the traditional learning approach, at a statistically significant level of 0.01.3. The students’ satisfaction in the experimental group after learning with communication competency exercises in Thai Language writing skills for fifth grade students on communication writing competence was at the high level. (M = 4.6, SD = 0.13).

Introduction: The COVID-19 pandemic forced university institutions across the globe to make a sudden transition into the realm of flexible learning. In the Philippines, such change presented peculiar challenges to nursing educators who had to preserve the quality of instruction even in the absence of face-to-face classroom interaction. Aim: This study explored the experiences, challenges, and coping strategies of nursing educators in the College of Nursing of a state university in Mindanao, Philippines, during the first semester of Academic Year (AY) 2020-2021. Methods: A qualitative phenomenological design was used to collect the data on eight participants in semi-structured online interviews and thematically analyze it within the six-step framework outlined by Braun and Clarke (2006). Following the ideas of the Transactional Model of Stress and Coping by Lazarus and Folkman (1984), the following three themes were identified: (1) navigating pedagogical disruption and cognitive-emotional adjustment, (2) enduring institutional and instructional strain in online nursing education, and (3) reframing stress through adaptation, empathy, and institutional support. Results: The results showed that although flexible learning first interfered with the conventional teaching habits, it also engaged educators in reflective adaptation, professional development, and resilience. Conclusion: The study highlights the need to have institutional empathy, fair digital infrastructure, and ongoing faculty training to maintain a vibrant and caring nursing education in a rapidly changing learning world.

This study was aimed to explore types, function and factors that lecturers and students do code switching in Professional Speaking Classes at 3rd Semester Academic Year 2022. Combination Quantitative and Qualitative approach known as Mixed method was utilized by the researcher to implement the researcher. In order to answer the research questions, field observation and interview were employed by the researcher. The findings revealed that types of code switching that mostly occurred in the classroom was Intra sentential code switching as for the function of code switching, emphasis and explain were the most dominant function of code switching. These functions were dominantly utilized by lecture and students to provide the explanation regarding with the material. To gain a deep understanding about the occurrence of code switching, interview was done with several students and lecturer to reveal the factors that contributed towards it is occurrence. The result revealed that from students’ perspective it occurred because several reasons such as insufficient vocabulary, grammar, interlocutor, psychological, to provide explanation and speakers ability as from lecturer to provide explanations, clarification and emphasis with material.

This research study intends to assess the current developed independent learning materials (ILM) and to suggest improvement in the process of developing the independent learning materials for mathematics courses. This study used the descriptive research design and involved 365 randomly selected college students who were enrolled in the course Mathematics in the Modern World in the first semester of academic year 2020-2021. Based on various studies, a 22-item researcher-made questionnaire was constructed to gather the students’ feedback regarding the independent learning material’s content, quality of teaching and learning, learner support, assessment, and feedback. Results of the study revealed that module content was relevant to the students’ degree program and it contain updated information that enable the students to learn the most important and recent information about the subject matter. In terms of module teaching and learning, the study also discloses that the instructors/professors were good at explaining things related to the module, have made the subject matter interesting and engaging to increase students’ drive for learning. Furthermore, the study shows that in terms of module support, the instructors/professors can easily be contacted when students have concerns or clarifications on the lesson. Likewise, for the module assessment and feedback, the provided assessment requirements and marking criteria were clear and understandable to the students. Generally, the respondents are satisfied on the quality of the developed module assuring that every aspect of learners’ needs and chances for academic progress were given attention and consideration. The main strengths of the independent learning material (ILM) are the organized pattern of lessons, accuracy of the indicated contents and even the feedback and assessments were served its purpose. However, it was found out that the weaknesses are limited number of provided examples for each given topic, as well as the font style and size used in the ILM need to be considered upon revising.

This quantitative study systematically investigated the extent of challenges in learning writing skills among freshmen students enrolled in a private higher education institution in the Northern Philippines. The study's central aim was to provide empirically derived, quantitative evidence to serve as the foundational basis for developing a targeted, data-driven intervention program to enhance academic writing proficiency. Utilizing a descriptive–correlational design, primary data were collected during the second semester of Academic Year 2023–2024 from a sample of 204 freshmen students selected via stratified random sampling. The methodological framework employed a researcher-developed Writing Challenges Scale, which demonstrated high internal consistency (α = 0.91). Statistical analysis employed weighted means, the Pearson product-moment correlation coefficient (r), and Spearman's rho (ρ). The principal results revealed a moderate overall extent of challenges in learning writing skills (M = 2.95, SD = 0.81). Classroom-related conditions (M = 3.10) and L1 interference factors (M = 3.07) posed the most significant barriers. Correlation analysis revealed weak but statistically significant positive associations between student age and both student-related challenges (r = 0.141, p = 0.039) and classroom-related challenges (r = 0.174, p = 0.011). The academic program also showed a weak, significant relationship with instructional-materials-related challenges (ρ = 0.162, p = 0.021). These findings confirm that writing difficulties are multifactorial, necessitating a holistic institutional and instructional strategy.

Artificial intelligence (AI) is rapidly transforming education, with tools like ChatGPT offering instant solutions and explanations. This study aims to investigate the growing reliance on AI among computer engineering students at Bulacan State University exploring the extent of this dependency and its factors influencing their academic performance. The study of of Liu and Wang showed that the application and merging of AI to engineering education is essential for managing innovation, strategic thinking and multidisciplinary skills. The study also proved that the emergence of AI boosts the increase of publication of papers related to engineering education then stated that AI is already starting to mold the change the way engineering education is going to be and its significant impact to colleges and universities. Utilizing a quantitative approach with a descriptive method, the research surveyed thirty (30) 3rd Year computer engineering students during the Second Semester of Academic Year 2023 2024. The findings reveal a high level of AI dependency with a mean score of 3.5 on a 5-point Likert scale. The research concludes that a significant portion of Bulacan State University’s computer engineering students heavily rely on AI for academic support. Time constraints, perceived academic benefits, accessibility, and the rising trend of AI use were identified as key influencing factors. Furthermore, a correlation between students' AI reliance and their academic achievement was observed. Based on these findings, the study recommends strategies to address this issue, including improved time management support for students, integration of AI education into the curriculum, and development of new learning materials that equip students to navigate the challenges and opportunities presented by AI in the field of computer engineering. By proactively preparing its students for the evolving technological landscape, Bulacan State University can ensure its computer engineering program fosters responsible development and utilization of AI for the benefit of society.

The Bachelor of Industrial Technology (BIT) program is a multidisciplinary course of study that combines engineering, management, entrepreneurship, and technology. Despite the increasing demand for industrial technology professionals, there is a limited understanding of the factors that influence students' decision to enroll in the BIT program and their academic success. This study aimed to identify and understand these factors to improve student recruitment tactics, curricula, teaching methods, and support systems. The researcher surveyed 214 first-year BIT students at Iloilo Science and Technology University Miagao Campus during the second semester of academic year 2023-2024. The survey questionnaire underwent validity testing by a panel of experts. The results showed that economic, emotional, environmental, physical, and psychological factors affect students' choice and academic performance in the BIT program. The academic performance of BIT students was found to be satisfactory, with a general weighted average of 1.6. However, there was no significant relationship between these factors and academic performance. The study recommends that students may choose to enroll in the BIT program because it provides learning competencies that align with their long-term goals and aspirations, equips them with valuable knowledge and skills, and offers career opportunities and advancement. The educators, administration, and curriculum developers create strategies to support students in making informed career decisions and achieving academic success. Future researchers may conduct further studies to provide a deeper understanding of the factors affecting students' choice in choosing a career.

The elective course Gender and Society is distinctive in its focus on the social construction of gender and its implications for personal, cultural, and political life. Designed to equip students with analytical tools to interrogate stereotypes, gender-based discrimination, and cultural practices, the subject fosters awareness of equality, inclusivity, and rights. This study aimed to enhance the teaching and learning of Gender and Society, a general education elective in Philippine higher education, by developing and validating a contextualized workbook. It also sought to identify common course topics that can be contextualized, document the strategies employed by teachers, examine the challenges they face, and determine the validity of the developed workbook. The research employed a descriptive developmental design, progressing through three stages: planning, development, and validation. The study was conducted in three higher education institutions (HEIs) in Ilocos Sur, Philippines, during the second semester of academic year 2023–2024. Purposive sampling identified two groups of participants. The first group comprised six teachers handling the Gender and Society course, while the second group included seven validators (six social science experts and one visual graphics technical expert). Data were gathered through a researcher-made survey checklist, an interview guide, and a validation instrument adapted from existing studies. Statistical tools, including frequency counts, composite means, and thematic analysis, were employed to analyze the data. The research findings revealed 21 common topics across institutional syllabi suitable for contextualization. Teachers primarily contextualized lessons by integrating students’ experiences, using local examples, and embedding cultural contexts. Challenges included limited access to local resources and difficulties in ensuring cultural relevance. The developed workbook was rated highly valid across five dimensions: adequacy, coherence, appropriateness, usefulness, and contextualization. The study demonstrated that a contextualized workbook can effectively support the delivery of Gender and Society by providing relevant, culturally grounded, and pedagogically sound learning resources. Its development addresses the scarcity of instructional materials for elective GE courses and underscores the importance of contextualization in promoting meaningful student engagement. The validated workbook offers a model for future resource development in Philippine higher education. The findings support the Theory of Contextual Teaching and Learning, which highlights the value of linking academic content to real-life situations. Through the workbook’s reflective and culturally grounded activities, students are encouraged to connect lessons to their personal experiences and social contexts, thereby fostering deeper understanding and more meaningful learning outcomes.

E-LKPD, an electronic learning activity, shows a good impact on student participation and ability to solve problem and apply learning concepts in some previous studies. The collaborative classroom using the problem-based learning model can be designed creatively, innovatively, and interactively, and used broadly using electronic media such as laptops or smartphones. This study aimed to develop Google Sites-based E-LKPD to create a fun learning process, encourage active participation, and improve the ability of students to solve problems and apply learning concepts in human excretory system material for grade XI. The ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation, was applied in this study. The E-LKPD was then analyzed for its practicness and effectiveness on achieving scientific literacy among biology teachers and XI grade students of SMA Budi Luhur Samarinda on even semester of academic year of 2024/2025. The results showed that the developed E-LKPD had a practiceness level of 87.0% and 91.5% for the students and teachers, respectively, which were categorized as very practical. The effectiveness of achieving scientific literacy was applied using N-Gain analysis, which produced N-Gain score of 0.76 (effective) and 0.49 (ineffective) for the experimental and control classes, respectively. The increase in N-Gain in the experimental class was significant (p < 0.01, two-tailed t-test). These results indicate that E-LKPD based on Google Sites is effective in improving students' scientific literacy of the human excretory system material and is suitable for use in school learning for XI grade students.

This study aims to examine the construct validity of the English Language Resilience Scale (ELRS), explore how English learning resilience can be predicted through the six factors of resilience (i.e. planning, self-control, persistence and continuity in English learning, growth mindset, flexibility, and sociability), investigate how English learning resilience can predict English learning achievement, and examine the mediating effect of English learning resilience on the relationship between the aforementioned six factors and English learning achievement. The ELRS with seven sub-scales (i.e. planning, self-control, persistence and continuity in English learning, growth mindset, flexibility, sociability, and English learning resilience) was validated by distribution to 150 second-year undergraduate students. The results of Pearson Correlation Coefficient revealed positive correlation among the seven variables in the ELRS, and the goodness of fit measures found in the Confirmatory Factor Analysis (CFA) indicated construct validity of the ELRS. Then, the ELRS was distributed to 300 second-year students in English for Specific Purposes courses in the second semester of academic year 2023 at a university in Thailand. Structural Equation Modeling (SEM) revealed that the six factors positively predicted English learning resilience. Moreover, English learning resilience significantly predicted English learning achievement. Furthermore, the six factors had significant and positive indirect effects on English learning achievement through English learning resilience. The ELRS used in this study was rigorously developed and validated, so it could serve as a valuable instrument for future research on resilience in ESP and other academic contexts. Applying it to further studies can also enhance result comparability and support the advancement of resilience-focused educational practices.

This study examined the level of competencies in grammar and literature among college students at Jose Rizal Memorial State University,Main Campus, during the first semester of Academic Year 2024 2025.Utilizing a descriptive survey design,the research drew data from 300 students through a combination of a researcher developed questionnaire, documentary analysis (Form-138), and two standardized tests. Quantitative data were analyzed using frequency counts, percentages, and the chi-square test for independence.