Puissant

Career Identity and Career Behavior of Preschool Education Students

2026-01-28T00:40:29+08:00

This study aimed to enhance the career development quality of preschool education students by comprehensively examining the relationship between their career identity and career behavior. Utilizing a descriptive-correlational design, we surveyed 300 students from three higher vocational colleges in Jiangsu Province using a self-constructed questionnaire. The findings revealed that students generally exhibited a positive career identity (Mean = 3.81), influenced by personal interests, family attitudes, school education, and internship experiences. Significant positive correlations (ranging from 0.718 to 0.773, p<0.001) were identified between career identity dimensions—Career Cognition, Career Emotion, and Career Will—and career behavior aspects such as Career Adaptation, Teaching Ability, and Career Pressure Management. The study concludes that enhancing career identity through optimized curricula, strengthened practical teaching, and improved career guidance can foster high-quality preschool education professionals. Recommendations include providing early practical opportunities and systematic career guidance for lower-grade students, enriching career planning courses and industry seminars, establishing a "Career Mentor-Mentee Pairing System," integrating targeted training for teaching flexibility and emergency handling, and incorporating stress management and mental health education. These findings hold practical implications for educators and policymakers seeking to cultivate competent, resilient preschool educators.

The Influence of Professional Development on Faculty’s Competence: Inputs to Faculty Development Plan

2026-02-01T23:19:32+08:00

The purpose of this research was to examine the current level and key determinants of faculty professional development (PD) among university teachers in China and to propose a suitable faculty development plan. Data from 384 faculty members across three universities in Jilin Province were analyzed, revealing high mean scores in professional competence (overall Mean = 3.49, SD = 0.46) and professional development (overall Mean = 3.46, SD = 0.48). Significant results were found for years of experience in relation to sense of responsibility (F = 4.21, p = 0.015) and management position in relation to teaching advocacy (F = 3.55, p = 0.029). A weak positive correlation was found between competence and development (r = 0.325, p < 0.001), and a moderate correlation was observed between work ethic and teaching advocacy (r = 0.412, p < 0.001). The results emphasize that while competence is high, a structured PD plan is necessary to improve areas like responsibility, ethics, and advocacy. The study proposes a plan centered on Personal, Leadership, and Academic Development to foster a culture of lifelong learning and innovation.

Kayod Pa More!: Ang Salaysay ng Hustle Culture ng mga Piling Pilipinong Virtual Assistant sa TikTok

2026-02-04T00:51:00+08:00

Isa sa mga paraan ng pakikipagtunggali sa kahirapan ang pagiging masipag. Manipestasyon dito ang pagbibigay ng ilang manggagawa ng higit na oras sa paghahanapbuhay—tinawag ang gawaing ito na hustle culture, isang paraan ng pagtatrabaho na hindi umaayon sa pamantayang oras (Ulfah & Nurdin 2022). Maraming nagsasagawa nito lalo na sa espasyo ng makabagong anyo ng trabaho—ang online freelancing partikular ang virtual assistance. Layunin ng pag-aaral na masuri ang naratibo ng mga Pilipinong virtual assistant sa konteksto ng hustle culture. Sa pagsasakatuparan, nilapatan ito ng disenyong case study, ginamitan ng content analysis sa pagsuri ng nilalaman ng mga bidyu, at gayundin, narrative analysis sa pagdalumat ng kolektibong naratibo at thematic analysis sa pagpalutang ng representasyon ng hustle culture sa konteksto ng mga Pilipinong virtual assistant.

Nakita sa pag-aaral ang apat na pangunahing tema ng kwentong hustle culture: (1) Pagpupunyagi; (2) Marangyang Buhay; (3) Magandang Disposisyon at; (4) Pagsubok sa Buhay. Natuklasan na ang kompensasyon/sahod, pamilya, oras para sa sarili, at kaunlaran sa aspetong materyal (tahanan) ay mga pangunahing salik na nagtulak sa mga VA para isapraktika ang hustle culture. Mula rito, nahugot ang apat na kabuuang representasyon ng hustle culture: bumubuhay sa mga Pilipinong VA sa aspetong trabaho at kompensasyon; nagpapahalaga sa pamilyang Pilipino; nagsasakatuparan ng kaunlaran sa materyal na posesyon; at humuhubog sa work-life balance ng mga Pilipinong VA. Sa kabuuan, ang hustle culture sa konteksto ng mga Pilipinong VA ay isang paraan ng pag-i-engganyo (empowerment) at kaligtasan (survival) sa buhay. Bagama't, nakita sa estado ng mga VA na nagkukulang pa rin sa tamang pagsulong ng mga programa at batas para sa kanila— isang implikasyon na kasalukuyan pa ring nagiging usapin sa seguridad sa trabaho ng mga VA, sa kabila ng mga positibong nakamit buhat ng kanilang pagdodoble-kayod.

Abstract (Translation)

One of the ways to combat poverty is by being hardworking. It is manifested in the way some workers dedicate more hours to their jobs—this practice is called hustle culture, a way of working that doesn't adhere to standard hours (Ulfah & Nurdin 2022). Many people engage in this practice, especially in the realm of modern forms of work like online freelancing, specifically, virtual assistance. Consequently, this study aims to examine the narratives of Filipino virtual assistants (VAs) within the context of hustle culture. In relation, a case study design was applied. Technically, content analysis was used to examine the video content and narrative analysis was applied to understand the collective narrative, and thematic analysis was used to highlight the representation of hustle culture in the context of Filipino virtual assistants. The primary framework of the study is the participatory culture in cultural studies, which justified Filipino VAs as cultural consumers with the ability to create cultural narratives. The study revealed four main themes in hustle culture stories: (1) Perseverance; (2) Luxurious Life; (3) Positive Disposition; and (4) Life Challenges. It was found that compensation or salary, family, personal time, and material progress (home) are the main factors that drive VAs to practice hustle culture. From this, four overall representations of hustle culture were identified: sustaining Filipino VAs in terms of work and compensation; valuing Filipino families; achieving material progress; and shaping the work-life balance of Filipino VAs. Overall, hustle culture in the context of Filipino VAs is seen as a means of empowerment and survival. However, it was observed that VAs still lack proper advancement programs and laws for their benefit—an implication that job security for VAs remains a current issue, despite the positive outcomes resulting from their hard work.

The Categorical Ceiling Tax: Interpreting Intervention Outcomes in Educational Research

2026-02-15T17:54:25+08:00

This position paper formalizes the concept of the Categorical Ceiling Tax (CCT), an interpretive limitation observed in intervention studies that employ quantitative scoring rubrics to classify proficiency levels. The CCT describes a form of structural resistance that occurs when a population mean approaches, but does not cross, a predefined categorical threshold, even when measurable quantitative gains are documented. Using pre–post score data from a one-group design involving the total population of N = 494 Grade 7 students, this paper illustrates how categorical reporting obscured a documented positive mean shift (Δx̅ = +0.20), while the population classification remained at the “Instructional” level. This paper argues that categorical transitions, when interpreted independently, may misrepresent population-level progress in large samples. It further proposes that changes in the deficiency floor—defined as the proportion of learners classified at the Frustration level—be reported as a complementary interpretive indicator alongside categorical outcomes. These observations provide applied insights into the interpretation of outcomes generated through technology-supported assessment and reporting systems commonly used in contemporary educational settings.

Understanding the Role of Social Media Use on Self-Medication Practices of Mothers: A Qualitative Study

2026-02-15T17:17:04+08:00

In many barangays across the Philippines, mothers often face challenges in accessing reliable healthcare services, leading them to turn to self-medication as a practical but potentially risky alternative. While there is a growing interest in how social media influences self-medication practices, existing research and literature tend to focus either on the general population or specific age groups, without giving much attention to the unique role that mothers play in this dynamic. Specifically, the intersection of social media use and self-medication practices among mothers has been underexplored in a specific population. This qualitative study explored the influence of social media use on self-medication practices among mothers residing in a selected barangay in District IV, Quezon City. While literature highlights social media’s global impact on mothers’ health behaviors, local insights remain underexplored. Using purposive sampling, five mothers aged 18 to 40 years, who had lived in the community for at least six months and engaged weekly with health-related social media content, were interviewed. Semi-structured interviews were analyzed using a systematic six-phase thematic analysis, revealing a total of six themes. The findings reveal the multifaceted role social media plays in mothers’ health decisions, emphasizing the need for targeted education to promote responsible self-medication practices in community settings.

From Nihongo, Spanish, Korean, and Mandarin: A Triangular Perspective on Foreign Language Learning in Philippine Higher Education

2026-02-18T17:30:46+08:00

This study investigates the motivation, effort, and achievement of university-level students enrolled in four Foreign Language (FL) electives—Mandarin, Korean, Spanish, and Nihongo. Using self-reported measures and performance ratings, the research examines six dimensions of motivation, revealing that while students in Mandarin reported exceptionally high motivation in communication and global citizenship, all language groups displayed uniformly high motivational levels. Learning effort was evaluated via seventeen behavioral indicators, and results show consistently high effort across the FL electives. Achievement, measured using the reverse-scaled rating system of the University, differed slightly among the groups; while Nihongo and Korean courses attained ratings indicative of high achievement, Spanish trended toward moderate achievement. Correlation analyses among motivation, effort, and achievement generally produced weak and non-significant relationships for Mandarin, Korean, and Spanish. Notably, Nihongo exhibited a significant positive association between motivation and effort, alongside an inverse relationship between motivation and achievement. These mixed correlations underscore the complexity of translating strong affective and behavioral indicators into academic success and suggest that additional factors—such as instructional quality, assessment design, and pedagogical practices—substantially influence learning outcomes. These insights contribute to the broader literature on foreign language education by offering an integrative perspective that can contribute significantly to curriculum design, enhance learner support systems, and inspire future research to optimize foreign language instruction in higher education institutions (HEIs).

Knowledge, Attitudes, Practices, and Compliance on Pressure Injury Prevention Among Staff Nurses and the Prevalence of Hospital-Acquired Pressure Injuries in the Intensive Cluster Area

2026-02-18T17:37:13+08:00

This descriptive correlational study examined the levels of knowledge, attitudes, practices, and compliance of staff nurses regarding pressure injury prevention and their relationship to the prevalence of hospital-acquired pressure injuries (HAPIs) in the intensive cluster area of a private tertiary hospital in Metro Manila. The respondents were registered nurses aged 20–50 years, currently employed in the intensive cluster area, and with at least six months of work experience. Data were collected using a questionnaire that measured the nurses’ knowledge, attitudes, practices, and compliance related to pressure injury prevention. Quantitative analysis revealed that nurses consistently rated themselves as “always” across all parameters (knowledge x̄=4.554; attitude x̄=4.7225; practices x̄=4.644; and compliance x̄=4.703), indicating a high level of competency. Correlation analysis demonstrated strong and statistically significant relationships between compliance and practice (r=0.788, p < .001), compliance and attitude (r = 0.760, p < .001), and compliance and knowledge (r=0.725, p < .001), respectively. Also, highlighting their interrelated nature, inter-variable correlation was observed between knowledge and practice (r = 0.832, p < .001), attitude and knowledge (r = 0.797, p < .001), and attitude and practice (r = 0.767, p < .001). However, chi-square analysis showed that only the variable practice was significantly associated with HAPI prevalence, 34.3 (df = 16, p = 0.005), whereas knowledge and attitudes were not. These findings suggest that while knowledge and positive attitudes provide a necessary foundation, the consistent application of evidence-based nursing practice plays a more critical role in reducing pressure injury rates. The study therefore recommends ongoing training, regular performance monitoring, and reinforcement of clinical protocols to sustain and enhance patient safety outcomes.

Deployment of Context-Input-Process-Product (CIPP) on Evaluating Project Light: An Embedded Exploratory-Explanatory Analysis on the Development of Reading Comprehension Skills among Junior High School Learners

2026-02-22T15:59:58+08:00

This study evaluated Project LIGHT as a reading intervention for junior high school students at Eastern Bacoor National High School. Specifically, it addressed: (1) the initial state of students' reading comprehension; (2) the effectiveness of Project LIGHT based on the Context-Input-Process-Product (CIPP) model; and (3) the outcomes and impact of the program on reading development. Conducted from January 2024 to May 2025, the study involved 60 students at frustration and instructional reading levels, identified through Phil-IRI assessments, and four English teachers. Thematic analysis guided by the CIPP model (Stufflebeam & Zhang, 2017) was used. Findings revealed that over 70% of students were below independent reading levels before the intervention. Context analysis confirmed the urgent need for support. Project LIGHT proved effective by addressing academic and emotional reading challenges (Context), using quality materials and trained teachers (Input), implementing flexible and student-centered instruction (Process), and improving comprehension, vocabulary, and confidence (Product). Post-test scores and qualitative feedback indicated significant gains, although challenges persisted in Grade 7 and when session regularity declined. The study recommends institutionalizing structured reading programs like Project LIGHT, emphasizing early intervention, teacher training, consistent implementation, and family engagement. Continuous monitoring is essential to sustain progress. Longitudinal studies are suggested to assess long-term effects and scalability.

The Project DigiTulay: A Literacy Program of Philippine Christian University to Bridge the Digital Gap in Barangay 694, Metro Manila

2026-03-08T23:24:45+08:00

This study aimed to assess the effectiveness of Project DigiTulay, a digital literacy program by the Philippine Christian University designed to bridge the digital gap in Barangay 694, Metro Manila, where access to technology remains limited. Forty-five participants, comprising Barangay Officials, Parents, and Youth, completed training in basic computer skills, internet navigation, and cybersecurity. Using a pretest-posttest design, the program demonstrated significant improvements in digital literacy scores across all groups (p < 0.05), with Youth showing the most substantial gains. These findings suggest that community-based digital literacy initiatives can effectively enhance digital competencies and reduce barriers to technology use, supporting greater inclusion and empowerment in underserved areas.

The Fashion Curriculum and New Media Technology Skills of the Students at Guangdong: Basis for Curriculum Enhancement

2026-03-30T03:28:50+08:00

The global fashion industry is undergoing a profound digital transformation, demanding a workforce skilled in both traditional design principles and contemporary digital tools. This study investigates the relationship between the implementation of the fashion curriculum and the development of new media technology skills among undergraduate students majoring in Costume Performance in Guangdong Province, China. The study focused only on the integration of new media technologies in the school’s fashion curriculum. A descriptive-correlational research design was employed, collecting quantitative data to assess curriculum implementation across objectives, content, teaching strategies, and evaluation, alongside students' self-assessed competencies in cognition, attitude, and practical skills regarding new media technologies. Findings indicate that students held consistently positive evaluations of the existing curriculum. More significantly, a strong and statistically significant positive correlation was identified between the perceived quality of curriculum implementation and the level of students' new media technology skills, confirming the formal curriculum's pivotal role as a primary facilitator for digital competency acquisition. The study concludes that while the current pedagogical framework is well-regarded, its strategic enhancement is imperative to address gaps in strategic application and progressive skill scaffolding. Recommendations include embedding advanced digital tools, fostering industry collaboration, and adopting competency-based assessments.

The Implementation of the Project-Based Learning Teaching Method in China: Insights from Ganzhou Polytechnic

2026-04-10T13:50:23+08:00

This quantitative study adopted a descriptive-correlational design to explore the relationship between the implementation of Project-Based Learning (PBL) and student learning engagement, surveying 214 E-Commerce, Internet Marketing, and Live E-Commerce majors at Ganzhou Polytechnic. The results indicated that PBL aligns well with higher vocational education philosophy, and students were generally satisfied with its implementation, with the highest recognition for its relevance to career and personal development. The mean scores for PBL’s context, teacher cognitive support, and teacher emotional support were 4.12, 3.91, and 3.86, respectively; peer collaboration scored the highest (3.96) among student learning engagement dimensions, reflecting a sound collaborative learning atmosphere. All PBL implementation dimensions were found to have moderate, positive, and significant correlations with student learning engagement (p < 0.001), with teacher cognitive support showing the strongest correlation (r = 0.755), proving it to be the key driver of PBL-based learning engagement. The study also identified deficiencies in PBL practice, including insufficient curiosity arousal, inadequate one-on-one teacher guidance, low digital accessibility of teachers, and weak student critical reflection. It is recommended that vocational colleges optimize PBL instructional design, strengthen personalized teacher support, standardize digital communication, deepen industry-university collaboration, and advance peer cooperation, while investing in teacher professional development and practical training infrastructure upgrading. Future research should further examine the long-term impact of optimized PBL on students’ comprehensive competence and its interdisciplinary application in more vocational disciplines.

Teaching Creative Writing in Vocational College: Basis for Proposed Writing Program

2026-04-14T18:01:53+08:00

This study examined the effectiveness of a creative writing workshop model in improving the writing performance of students in higher vocational education. The participants were 45 second-year students (14 males and 31 females) majoring in Cultural Creativity and Planning at a vocational college in Yuncheng, Shanxi, China. A pretest–posttest non-equivalent control group quasi-experimental design was employed over a 14-week semester. The experimental group participated in a creative writing workshop model emphasizing peer feedback, collaborative discussion, and multiple revisions, while the control group received traditional lecture-based instruction. Quantitative analysis using the Mann-Whitney U test indicated that the overall difference between the experimental and control groups was not statistically significant (U = 209, p = .317). However, effect size analysis revealed differentiated outcomes across proficiency levels. Students in the “Pass” group showed substantial improvement under the workshop model (d = 1.69), whereas the “Excellent” and “Good” groups demonstrated limited short-term change. The findings suggest that workshop-based instruction may be particularly beneficial for students with weaker writing foundations in vocational education contexts. These findings suggest that workshop-based instruction may be particularly beneficial for students with weaker writing foundations in vocational education contexts. The results also raise questions about whether exam-oriented evaluation systems may overlook certain forms of creative potential. Based on these findings, the study proposes a creative writing training model integrating self-media practice, focusing on three core dimensions: writing style development, reader resonance, and disciplinary integration. The study provides practical insights for improving creative writing pedagogy in higher vocational colleges.

Key Actors of the MATATAG Curriculum Standards in Selected Elementary Schools of a Rural School District in the Philippines: Exploring the Relationship Between Implementation Processes and Challenges

2026-04-15T14:51:59+08:00

This study examined how school leaders and teachers implemented the MATATAG Curriculum Standards in selected elementary schools located in a rural district in the Philippines, as well as the challenges they encountered during the rollout. The study was guided by principles from educational leadership, distributed leadership, and evidence informed implementation theories. A quantitative descriptive correlational design was used, involving 25 purposively selected school heads and teachers. Data were collected through validated Likert scale questionnaires that assessed five areas of implementation which include strategic planning, stakeholder engagement, capacity building, data driven decision making, and continuous improvement. Four challenge areas were also examined, which include resource constraints, preparedness, administrative support, and external factors. The findings showed that implementation processes were practiced to a very high degree, with strong emphasis on professional development, instructional supervision, and collaboration among stakeholders. Challenges were present only to a little extent, although respondents identified technological limitations, issues in aligning instruction with the new standards, and varying levels of community involvement as the most notable concerns. The correlation results revealed no significant relationships between the implementation processes and the four challenge areas. This suggests that rural schools were able to sustain effective curriculum implementation because of strong leadership routines, shared responsibilities, and supportive school cultures. The study highlights the resilience of rural schools and the commitment of educators to carry out curriculum reforms despite limited resources. It also emphasizes the need to improve technological support, strengthen curriculum focused professional development, and encourage broader participation from stakeholders. Based on the findings, a curriculum implementation enhancement program was developed to help sustain the long term effectiveness of the MATATAG Curriculum in rural and geographically challenged areas.

Perceived Impact and Challenges of Smallholder Rice Farmers on Microfinance Institutions (MFIs)

2026-04-18T15:23:29+08:00

This study aims to assess the perceived impact and challenges faced by selected smallholder rice farmers who availed services from microfinance institutions. The respondents were registered smallholder rice farmers and were purposively selected. Data collection involved one-on-one interviews using a validated semi-structured survey guide. A mixed-methods research design was employed in the study. The findings revealed that microfinance institutions affect smallholder rice farmers' production levels, incomes, education, living conditions, and livelihoods. Most of the selected registered smallholder rice farmers reported improved agricultural productivity and living conditions. However, the study also identified challenges they encountered in accessing and repaying microfinance services, including late loan repayments, insufficient income to settle debt, complex processes and procedures of microfinance institutions, delayed loan disbursement, and inadequate loan amounts. Additionally, smallholder rice farmers faced difficulties, including low incomes due to inadequate yields, with their crop production cycles affected by fluctuations in weather conditions, particularly the southwest and northeast monsoon seasons, which negatively impacted agricultural production. In conclusion, microfinance institutions generally provide financial support through services and products, such as loans, credit, savings, and insurance. However, they also entail risks, as loans are expected to be repaid regardless of the condition and outcome of agricultural production at the end of the season. The study suggests that microfinance institutions and policymakers could implement financial literacy programs to help farmers avoid excessive interest and penalties. Furthermore, local government units should support training programs for rice farmers to improve agricultural practices and living conditions. The study recommends further impact evaluation.

Exploring the Role of Video-Observed Therapy (VOT) in Improving Medication Adherence of Multidrug Resistant-Tuberculosis (MDR-TB) Patients in Rodriguez, Rizal: Qualitative Descriptive Study

2026-04-18T17:44:50+08:00

This qualitative descriptive study explored the role of Video-Observed Therapy (VOT) in improving medication adherence among 10 multidrug-resistant tuberculosis patients (MDR-TB) who were declared cured upon successful completion of treatment at a selected rural health unit in Rizal, Philippines. A semi-structured interview was conducted to gather rich, detailed data from the informants. The study utilized Braun and Clarke’s 6-step Thematic Analysis for generating five major themes, (1) Connected to Care: Strengthening TB Treatment through Communication and Technology, (2) A Push From Within: Ownership and Commitment in TB Treatment, (3) Patient-Control through Accessible and Remote Monitoring, (4) Factors That Contribute to the Usability of VOT Among Patients, and (5) Ease Depends on Access: Exploring Connectivity in the Use of VOT. These reflect the informants' perceptions and experiences towards VOT as a treatment modality. The researchers recommended further exploration of the use and value of VOT from a patient and healthcare perspective, a comparative study between Directly-Observed Therapy (DOT) and Video-Observed Therapy (VOT), barriers to using the modality, and understanding the implementation of VOT in other resource-limited settings.

Compliance with RA 9520 and Policy Directions for Strengthened Reserve Fund Governance among Cooperatives in a Philippine Regional Cluster

2026-04-22T16:50:07+08:00

This study assessed the level of compliance of cooperatives in the MIMAROPA region with the Philippine Cooperative Code of 2008 (RA 9520), focusing on reserve fund provisions. Anchored on strengthening financial accountability, the study examined compliance inconsistencies despite regulatory monitoring. A descriptive-correlational design was employed using data from 234 cooperatives, analyzing reserve fund allocation, financial reporting, and utilization practices. Results showed that only two out of 101 cooperatives were non-compliant in reserve fund allocation, indicating generally high adherence to mandated requirements. However, 71.19 percent of non-compliant cooperatives reported using reserve funds as operating capital, reflecting misuse and weak policy enforcement. Additionally, 114 out of 234 cooperatives experienced financial losses, suggesting gaps in financial management practices. Statistical analysis further revealed no significant relationship between cooperative type and compliance (p = .696), indicating that compliance behavior is influenced more by governance practices than organizational classification. The study concludes that while compliance with RA 9520 is generally observed, inconsistencies in fund utilization and reporting practices persist. It recommends strengthening enforcement mechanisms, enhancing financial literacy, and institutionalizing compliance monitoring systems among cooperative officers. The findings imply that improving governance structures and capacity-building initiatives is essential to ensure sustainable financial management and accountability. However, the study is limited to cooperatives in the MIMAROPA region and relies on reported financial data, which may not fully capture underlying behavioral factors. Future studies may incorporate qualitative approaches to explore deeper causes of non-compliance.