https://hdl.handle.net/20.500.12852/8 Fri, 13 Nov 2026 17:14:57 GMT 2026-11-13T17:14:57Z https://hdl.handle.net/20.500.12852/3994 Stakeholders’ assessment of cultural mapping in the Province of Iloilo: Inputs to an enhanced culture and heritage program Anacan, Marjoe Karl T. Cultural mapping is vital for preserving and promoting Iloilo Province’s heritage, as required by Republic Act No. 10066 (National Cultural Heritage Act of 2009) and Republic Act No. 11961 (Cultural Mapping Act). Despite Iloilo’s rich history, challenges such as low cultural asset appreciation, lack of a comprehensive cultural map, and weak policies have impeded progress. Addressing these issues is crucial for effective heritage conservation and tourism development. This study utilized a descriptive-correlational design with a quantitative approach, surveying 245 stakeholders using a validated data gathering instrument. The findings reveal that the cultural mapping process in Iloilo is generally seen as authentic, effective, relevant, and sustainable, receiving broad stakeholder support across various demographics, employment sectors, and districts. However, the assessment varies according to factors like age, education, employment type, and level of participation. Older stakeholders, project-based professionals, and those involved in hands-on fieldwork consistently rate cultural mapping more positively, while middle-aged respondents and those with higher academic qualifications are more critical. The tourism sector and government officials view the process as highly effective, while artists and cultural workers are more guarded. Accessibility, inclusivity, and engagement are rated positively, although district-level differences influence perceptions. A strong correlation is found between registration and implementation, while accessibility and engagement are linked to feedback and sustainability. The study underscores the importance of cultural mapping in Iloilo and stresses the need for stronger policies, community involvement, and participatory conservation to ensure sustainable heritage preservation and enhance the province’s cultural and tourism landscape. Abstract only Sun, 01 Jun 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3994 2025-06-01T00:00:00Z 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 Tue, 01 Jul 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3985 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3983 Factors associated with green school practices of state universities: Inputs to Edutourism development plan Alcantara, Elyn Mae P. The world is increasingly prioritizing environmental responsibility and sustainability in various industries, including tourism and education. State Universities (SUCs) play a significant role in promoting sustainability through their educational programs and research projects like Edutourism. However, few studies have explored how these initiatives intersect with Edutourism, a promising avenue for fostering sustainable tourism experiences. The study delved into the factors influencing green practices within SUCs, focusing on the availability of resources using the framework of the 5 As of Tourism (attraction, accommodation, accessibility, amenities, and activities), and the extent of green practices. A survey-correlational research design was used with administration, faculty, and students as respondents. Statistical tools such as frequency, percentage, mean, standard deviation, t-test and Pearson correlation were used to analyze the data. The study found accessibility and amenities have a strong positive correlation, with better amenities resulting into more attractions. Furthermore, schools that promote water conservation, have greater green environments, and have better access to amenities are more likely to adopt efficient waste management practices. But there is a weak correlation between accommodation and the availability of resources in terms of activities, and between accommodation and the presence of attractions. Additionally, the study revealed a significant connection between students' involvement, waste management and amenities, water conservation and resource availability, energy conservation and amenities, and comprehensive green school practices and amenities. Level 3 SUCs generally have higher level of resource availability and green practices implementation, but there is a need for continued improvement in resource availability and green practices, particularly for Level 2 SUCs. Abstract only Sun, 01 Dec 2024 00:00:00 GMT https://hdl.handle.net/20.500.12852/3983 2024-12-01T00:00:00Z 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 Tue, 01 Jul 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3982 2025-07-01T00:00:00Z