https://hdl.handle.net/20.500.12852/99 2026-11-13T18:27:56Z https://hdl.handle.net/20.500.12852/3985 Demographic and psychosocial predictors of academic performance of tertiary students in the new normal: Bases for the development of psychosocial support program Alvarado, Arjay Y. This study investigated the demographic and psychosocial predictors of academic performance among 374 tertiary students enrolled during the second semester of Academic Year 2024–2025 at a state university in Negros Occidental, Philippines. Utilizing a relational research design, the study examined the influence of demographic variables (sex, household monthly income, place of residence, year level) and psychosocial variables (personality traits, perceived social support, and positive mental health) on students’ self-reported Grade Point Averages (GPA). Instruments used included the BFI-2-S for personality, the Multidimensional Scale of Perceived Social Support, and the Positive Mental Health Scale. Descriptive statistics, correlation analysis, and multiple regression revealed that the respondents had an “Average” level of personality traits, “Above Average” perceived social support, and “Very Good” academic performance. Significant correlations were found between academic performance and agreeableness, conscientiousness, openness to experience, and positive mental health (inverse). Sex, household income, and year level also showed significant associations. Regression analysis indicated that being female, belonging to higher income brackets, and scoring high in openness significantly predicted better academic performance, while being in the third year negatively predicted GPA. Based on these findings, a psychosocial support program—SAMPAGUITA—was developed to address the academic challenges and enhance the strengths of students, particularly focusing on personality development, gender-specific academic needs, mental health regulation, and financial support structures. Abstract only 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3982 Teambuilding as a catalyst for enhanced teaching quality: Perspectives from teachers' lived experiences Heng, Xu Amid the broader context of China’s ongoing education system reform, this study investigates the influence of team-building mechanisms on the improvement of teachers’ teaching quality. Focusing on the lived experiences of eight faculty members from three private universities in Jiangxi Province, the research adopts a qualitative, phenomenological approach rooted in social constructivist and interpretivist paradigms. The study explores how team-building activities—such as collaborative lesson planning, peer teaching observations, and faculty seminars—promote professional collaboration, emotional support, and the sharing of pedagogical knowledge among educators. These elements are examined as key contributors to the enhancement of teaching effectiveness and the overall learning environment. Findings reveal that team-building efforts significantly impact teachers’ professional growth by reinforcing leadership and shared responsibility, cultivating a sense of emotional connection within the organizational culture, and encouraging interdisciplinary collaboration. Participants reported gaining confidence, acquiring innovative teaching strategies, and developing greater motivation to experiment with new instructional approaches. Moreover, team building was found to foster a more engaging classroom dynamic, leading to increased student participation and enthusiasm for learning. Based on these insights, the study offers practical recommendations for educational administrators and policymakers. These include the design of intentional and goal-driven team-building activities, the establishment of sustained support and feedback mechanisms, and the empowerment of teachers to initiate collaborative programs. The findings underscore the critical role of institutional support in fostering a culture of continuous professional development, offering valuable implications for enhancing teaching quality not only in China but also in other global educational contexts. Abstract only 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3981 Enablers and barriers of research engagement among registered guidance counselors in Higher Education Institutions in the Philippines Ganub, Calvin Dave D. Registered guidance counselors working in higher education institutions were investigated about their engagement in research for this study. The explanatory sequential mixed method design was utilized, integrating (161) survey respondents' responses with (10) in-depth interviews that delved into the participants' life narratives regarding their engagement in research for the academic year 2022–2023. There is an association between tenure, personal, social, and overall factors, and enablers of research engagement. Also, there is an association between personal, social, and organizational factors and barriers of research engagement among registered guidance counselors. "Presence of research-related training/webinars" (<i>M</i> = 3.11) is the response with the highest mean, reflecting the institutional assistance provided by their university. Three themes emerged as a result of the study. Theme 1 Setting the Right Directions: Enablers of Research Engagement of Registered Guidance Counselors, Theme 2. Hindering the Process: Barriers of Research Engagement of Registered Guidance Counselors, and Theme 3: Keystone to Guidance Counselors' Successful Research Engagement: School Administration Intervention Support to encourage registered guidance to become more involved in research, a program of intervention was developed. Abstract only 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3970 Development of contextualized module in teaching Introduksyon sa Pagsasalin Do-oma, Liza V. The study, Development of Contextualized Module in Teaching <i>Introduksyon sa Pagsasalin,</i> employed a developmental research design anchored on the Input-Process Output (IPO) framework. It aimed to develop a contextualized instructional module to address specific learning needs in the course <i>Introduksyon sa Pagsasalin.</i> In the input phase, the existing syllabus of the course was analyzed, and the least mastered competencies of the students were identified. The syllabus was subjected to peer evaluation, and findings revealed that it was generally well-constructed, with clear and measurable learning outcomes, particularly in basic concepts and knowledge in Filipino translation. However, the time frame allocated for other topics was insufficient. Additionally, a 50-item multiple-choice test was administered to 43 students enrolled in Filipino 3216 from selected private and public universities. The results showed that students’ least mastered competencies were primarily in linguistics. These inputs served as the foundation for the process phase, which involved the design, development, and validation of a contextualized module. The module was assessed using an adapted evaluation tool. The findings showed that the modules had very high efficacy in terms of physical aspects, objectives, learning activities, and assessment. The contextualized modules were evaluated as well-structured, comprehensive, and were aligned with students’ learning needs. Abstract only 2025-05-01T00:00:00Z