Journal of Academic Research

Employment Preparedness and Challenges Among Samar College Graduates: A Qualitative Study

Janice Uy, Elmer Irene — Sun, 16 Mar 2025 06:58:44 +0000

Employability is a set of achievements – skills, understandings and personal attributes – that makes graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy. The study utilized a qualitative research design. A semi-structured interview protocol was developed. Results identified 6 themes preparations for employment, employment skills, time spent in finding a job, reasons for delay of employment, overcoming job delays and challenges of jobseekers. Findings revealed that employability is not something that can be easily ignored. Thinking about your employability from an early stage is likely to increase the chance that you will be successful in your chosen career.

Demographic and Workplace Factors Affecting Absenteeism and Tardiness in a State University in Samar, Philippines

Jose Marlon Refuncion, Jr. , Antonio Valles — Sun, 16 Mar 2025 07:11:50 +0000

Absenteeism and tardiness pose significant challenges in higher education institutions (HEIs), particularly in rural settings where socio-economic factors and workplace conditions often exacerbate these issues. This study examined 138 employees in a rural HEI during the 2021–2022 academic year, analyzing personal variables such as age, sex, number of children, transportation mode, distance to work, and economic status. Results showed absenteeism was predominantly occasional, with 83.33% classified as occasional absentees, 12.32% as semi-habitual, and 4.35% as habitual absentees. Tardiness was more prevalent, with 60.87% occasional, 27.54% semi-habitual, and 11.59% habitual. Significant relationships were found between absenteeism and family-related factors, including age (p = 0.002), number of children (p = 0.001), and the average age of children (p = 0.000), highlighting caregiving responsibilities' impact. In contrast, tardiness showed no significant correlations with personal variables, suggesting stronger links to organizational factors and work habits. Tailored interventions, such as flexible work arrangements, childcare support, and wellness programs, can help alleviate caregiving burdens, promote punctuality, and improve workplace efficiency, fostering employee satisfaction and productivity in HEIs.

Interactive Learning in Algebra: A Quasi-Experimental Study of MalMath and FX Algebra Solver

Lovely Rose Bolante, Eddie Rosales Jr., Sherrie Ann Labid — Sun, 16 Mar 2025 00:00:00 +0000

Algebra is foundational to mathematics education, underpinning advanced concepts and essential skills like problem-solving and logical reasoning. However, students often struggle with symbolic representation, logical thinking, and applying mathematical concepts. Information and Communication Technology (ICT) tools, such as MalMath and FX Algebra Solver, offer interactive, step-by-step solutions to address these challenges. This study used a pre-test, post-test non-equivalent control group quasi-experimental design to assess the effectiveness of these applications in improving algebraic achievement. Forty-two second-year BEED students from a state university in Samar, Philippines, were matched by sex, section, and average grades and assigned to experimental or comparison groups using MalMath or FX Algebra Solver, respectively. Both groups showed significant improvements in pre-test and post-test scores, with no significant difference in post-test outcomes, indicating both tools were equally effective. These findings highlight the potential of accessible, technology-based tools to enhance algebra learning and suggest further research on their long-term impacts and broader applications.

Adapting Internship Programs to Global Disruptions: Lived Experiences of Student-Trainees in a Higher Education Institution in Samar, Philippines

Nathaniel Del Rosario, Elmer Irene — Sun, 16 Mar 2025 07:28:09 +0000

Global disruptions have significantly impacted traditional internship programs, prompting higher education institutions to adopt modular and online approaches to sustain learning. This qualitative study explores the lived experiences of student-trainees in on-the-job training programs at a higher education institution in Samar during a period of restricted face-to-face interactions. Using a phenomenological design, in-depth interviews revealed six key themes: lack of experiential learning, teaching-learning gaps, resource constraints, abrupt transitions, challenges with independent learning, and time management difficulties. The participants’ narratives highlighted the absence of hands-on experiences and limited opportunities to bridge theory and practice, which hindered their preparedness for professional work. Resource challenges, including unreliable internet access and financial constraints, further compounded their struggles, while adapting to independent learning and managing personal distractions proved equally challenging. Despite these obstacles, the trainees demonstrated resilience and adaptability, emphasizing the need for innovative approaches to internship programs. This study recommends integrating virtual simulations, training faculty in remote teaching strategies, and implementing robust support systems to address students’ diverse needs. By adopting flexible and crisis-resilient frameworks, higher education institutions can enhance students’ learning outcomes and better prepare them for the demands of professional environments during disruptions. This research contributes to the ongoing discourse on transforming educational practices to ensure continuity and effectiveness amidst global challenges.

Assessing Literacy Skills Training Needs of Persons Deprived of Liberty: A Study in a City in Region 8, Philippines

Lemuel Karl Tadios, Rinaliza Gabon , Mar June Gabon — Sun, 16 Mar 2025 13:46:43 +0000

This study explores the relationship between demographic and contextual factors (age, sex, length of incarceration, and educational background) and the literacy skills training needs of Persons Deprived of Liberty (PDL) in a City in Region 8, Philippines. A total of 80 participants, actively enrolled in literacy programs within correctional facilities, were included in the study. The primary objective is to inform the design of effective literacy training programs, contributing to an extension program to be implemented for the 2025 Lifelong Learning framework. The findings revealed significant variations in literacy training needs based on participants' educational backgrounds, with high demand for digital literacy, spoken communication, and vocabulary proficiency. In contrast, factors such as age, sex, and length of incarceration showed no significant correlation with literacy training needs. Most respondents had educational backgrounds of high school or lower, emphasizing the need for tailored programs that address both foundational and advanced literacy skills. Based on these findings, the study recommends developing literacy programs that prioritize inclusivity and adaptability, integrating digital tools and contextual learning to enhance post-incarceration employability and societal reintegration.

Towards Inclusive Physical Education: Assessing the Readiness of PE Teachers in the Philippines

Sun, 16 Mar 2025 14:05:56 +0000

This study assessed the preparedness of Physical Education (PE) teachers in the Philippines for inclusive education, focusing on training, experience, attitudes, and professional development needs. A descriptive-comparative design was used to analyze data from 35 PE teachers across public and private schools. Results showed high preparedness in attitudes and self-efficacy (M = 3.95, SD = 0.31) but moderate levels in training and experience (M = 3.19, SD = 0.32), highlighting the need for further capacity-building. Professional development needs ranked highest (M = 4.39, SD = 0.03), emphasizing a strong demand for continuous learning. Younger teachers scored highest in training needs, while experienced teachers relied on confidence and strategies. No significant differences in preparedness were found based on sex (p = 0.165), years of experience (p = 0.335), or grade levels taught (p = 0.115). Public elementary school teachers showed the highest preparedness, whereas public high school teachers faced more challenges due to curriculum constraints. These findings highlight the need for targeted training and institutional support to strengthen inclusive PE practices. The study contributes to achieving Sustainable Development Goal (SDG) 4 by promoting inclusive education.

Lived Experiences of Elementary Teachers in Modular Distance Learning: Challenges and Adaptation Strategies

Fritz Uy — Sun, 16 Mar 2025 14:09:23 +0000

This study explored the lived experiences of elementary teachers handling Grade 2 pupils in Gandara District under modular distance learning, focusing on their challenges and coping strategies. Using a transcendental phenomenological approach, in-depth interviews were conducted with Grade 2 teachers from nine interior schools to gain insights into their experiences. The findings revealed significant challenges, including difficulties in addressing diverse learning styles, adapting teaching strategies, and ensuring student engagement. Teachers emphasized the need to tailor instructional materials to students' individual levels rather than using standardized content, highlighting the importance of differentiated instruction. Parental involvement emerged as a crucial factor in bridging learning gaps and providing additional support. The study also highlighted the emotional and professional impact on teachers, who experienced both fulfillment and exhaustion in their efforts to facilitate learning remotely. Key themes identified include the need for flexible monitoring, home visitations, early literacy support, and adaptive teaching methods. Despite the challenges, teachers remained committed and resilient, motivated by their dedication to student development. The study concludes that effective distance teaching requires a comprehensive approach that considers the challenges faced by educators, the diverse needs of students, and the crucial role of parental support. Recommendations include continuous professional development, well-prepared instructional materials, and improved monitoring systems to enhance the effectiveness of distance education in rural areas.