Abstract

The study aimed to enhance community-based health promotion practice regarding the pulmonary tuberculosis (PTB) status of patients in the 6th District of Pangasinan by looking into the demographic profiles, involvement levels, challenges faced and suggested strategies among TB-DOTS health workers. Using an explanatory sequential mixed-methods design, the study began with quantitative data collection through surveys administered to 16 purposively selected TB-DOTS workers across ten rural health units. Qualitative, in-depth interviews followed this to explore further their experiences and the barriers they encountered. Critical findings were identified that said TB-DOTS workers report high levels of involvement in systematic screening, treatment of both drug-susceptible and drug-resistant TB, preventive treatment, and accurate recording and reporting. Limited access to updated diagnostic tools, treatment adherence issues, stigma, socio-cultural barriers, financial constraints, and gaps in mass health education are some of the challenges. The study focused on the critical elements of self-efficacy, social support, and cultural sensitivity in improving TB care. From what was learned, a health-action plan was written: "Together, We Can Stop TB," which would evolve around systematic screening, community involvement, culturally appropriate services, partnerships and networks, and continuous monitoring. The study recommends capacity-building initiatives, enhanced commitments of local government units, and pilot-testing of the new approach to improve TB management outcomes.

Keywords: Pulmonary Tuberculosis, Health Promotion, Community-Based Program, TB-DOTS Workers, Mixed-Methods

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Abstract

The study examined the behavior modification practices among teaching and nonteaching personnel diagnosed with hypertension in San Nicolas District 1, Pangasinan. Their socio-demographic profiles were taken using a survey instrument. Descriptive research design was utilized using statistical tools like frequency and percentage, weighted mean, t-test, and Analysis of Variance. The majority of the respondents were adults, females, married, bachelor’s degree holders, had been in the service for less than a year, and diagnosed with stage 1 hypertension. In behavior modification, the respondents practiced all the areas with stress management techniques and lifestyle modifications as the highest, followed by diet modification, treatment management, and lowest physical activity. They encountered different challenges in managing hypertension, particularly in their work schedules, which made them irregular in following their treatment plans. No significant differences were noted in all aspects of behavior modifications; however, overall behavior modification scores showed that males scored slightly higher than females, yet the difference remained statistically insignificant. No significant relationships existed between the profile variables and the different aspects of behavior modification practices except for sex and stress management techniques. These showed a statistically significant negative relationship, with an r-value of -0.344 and a p-value of .030. This suggests that sex plays a role in how patients manage stress. It is highly recommended that the school adapt the prepared program to improve the behaviors among teaching and nonteaching personnel to control hypertension.

Keywords: behavior modifications, practices, hypertensive patients

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ABSTRACT

This study examined the effect of Artificial Intelligence (AI) integration on martial arts training and skill acquisition among 40 physical education students at Honghe University, Yunnan Province, China. Using a quasi-experimental, within-subjects design, students received both traditional and AI-assisted instruction in Five Steps and Shaolin martial arts. During the intervention, AI tools—DeepSeek, Kinovea, and Beanbag—were employed to ensure consistency, reduce instructional variability, and provide real-time feedback and motion analysis. Student performance in five skill areas—striking, grappling, defense, discipline, and physical conditioning—was evaluated through pre- and post-tests. Descriptive statistics and t-tests analyzed performance differences, while Cohen’s d measured effect sizes. Results showed moderate to substantial improvements in the AI-assisted phase, particularly in physical conditioning and striking. The study confirmed that AI-enhanced instruction significantly improved both physical and cognitive competencies. It recommended the structured integration of AI-driven martial arts programs in higher education and their replication in varied educational settings.

Keywords: effects of artificial intelligence (AI), integration of AI tools, acquisition of martial arts skills, physical education students, higher education curricula, enhance physical and cognitive martial skills

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ABSTRACT

This research utilizes a qualitative approach to examine the relationship between intellectual diversity and cognitive innovation within academic settings. It uncovers the way in which diverse points of view contribute to innovative thinking and problem solving. The findings reveal that while intellectual diversity contributes to innovation through disruption of outdated ways of thinking and inviting interdisciplinary thinking, managing the different perspectives presents challenges dealing with communication barriers, cognitive dissonance, and difficulties reaching consensus. To address these challenges, the study finds that there are strategies found in the literature under the themes of structured collaborative frameworks, training for intellectual diversity, and reflective practices. Programs that purposefully promote diversity and structure interaction will be more effective at achieving the cognitive benefits of diverse teams. The study argues for using projects that are interdisciplinary in nature across the curriculum, using forums for dialogue that promote intellectual openness, and providing faculty with training on how to manage diversity.

Keywords: intellectual diversity, cognitive innovation, academic settings, qualitative research, problem-solving, interdisciplinary collaboration, institutional culture, innovation in education

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ABSTRACT

This research explored the lived experiences of Filipino teachers in inclusive classrooms in Bangkok, Thailand. Inclusive education was increasingly important in Thailand's education system, and Filipino teachers played a significant role in its implementation. However, these teachers often faced unique challenges. Many lacked specific training in special education, which led to difficulties in addressing the diverse needs of students within inclusive settings. These challenges were compounded by cultural and language differences, requiring teachers to adapt their practices and develop new strategies.  The study used a phenomenological approach to deeply investigate the experiences of these educators. Data was gathered through in-depth interviews, and this qualitative data was analyzed to identify key themes related to the challenges and best practices employed by Filipino teachers in Bangkok. The research sought to provide a detailed understanding of how these teachers navigated their roles and contributed to inclusive education in this context.  The findings of this research highlighted several significant challenges encountered by Filipino teachers. Systemic and resource constraints were a major issue, with teachers often reporting inadequate support from school systems, limited resources, and curricula that were not fully aligned with the requirements of inclusive classrooms. This lack of support hindered their ability to effectively meet the diverse needs of their students. Language and cultural barriers also presented considerable obstacles. Communication difficulties with students and parents, stemming from language differences, and the need to adapt to new cultural contexts added complexity to the teachers' roles. Managing classrooms with students who had varying abilities and needs was another key challenge, requiring differentiated instruction and a high degree of flexibility.  Despite these challenges, the research also revealed the resilience and adaptability of Filipino teachers. They developed and implemented various effective strategies to foster inclusion. Cultural adaptation and sensitivity were crucial, with teachers actively working to understand and integrate Thai culture into their teaching practices. Collaboration and communication were also essential, as teachers emphasized the importance of working closely with colleagues, parents, and supporting staff to address the complexities of inclusive education. Furthermore, these teachers utilized a range of adaptive teaching strategies to meet the diverse needs of their students. These strategies included differentiated instruction, assistive technology, and the use of simplified instructions.  This study underscored the importance of several factors for improving inclusive education for Filipino teachers in Bangkok. These included the need for greater institutional support, ongoing professional development focused on inclusive practices, and the promotion of culturally responsive teaching. The findings of this research contributed to a deeper understanding of the realities of inclusive education in transnational contexts and offered valuable insights for policy development and practical strategies to support educators in similar settings.

Keywords: Challenges, Filipino Teachers, Inclusive Education, Live Experience, Practices, Sped teacher

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CHAPTER 1

INTRODUCTION

School campaigns have long been vital components of student life, acting as effective venues for communication, involvement, and teaching inside academic institutions. Instilling values consistent with the institution's mission and vision, promoting advocacy, encouraging involvement in various activities, and educating students about school policies are all goals of these campaigns.

         At Colegio de Santa Rita de San Carlos, Inc., the implementation of school campaigns aims to nurture well-informed, socially responsible, and active learners. These initiatives range from awareness drives, student organization promotions, and academic campaigns to activities that foster mental health, environmental stewardship, and community involvement. Given the significance of these programs, it is imperative to examine how they are perceived by first-year students, particularly in terms of relevance and practical benefits.

The purpose of this study was to ascertain how much school campaigns impact first-year students' experiences and facilitate their assimilation into the school community. Given that these students are only beginning their academic careers, knowing their viewpoint provides important context for evaluating how successful these ads are. Additionally, analyzing their answers aids in pinpointing areas where campaign delivery and design need to be more creative and improved.

It is anticipated that the findings of this study will give administrators, instructors, and student leaders data-driven insights that will direct the development and implementation of future campaigns. The study supports a larger objective of improving student life and academic achievement through significant school-wide efforts by examining student comments and assessing their degree of participation.

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Abstract

Transforming the lives of children in conflict with the law (CICL) through sustainable community-based programs is a strategic social reform rooted in restorative justice, holistic development, and inclusive governance. This study employed a descriptive quantitative approach using a validated survey questionnaire administered to selected LGUs in Metro Manila and Laguna, involving child-respondents, parent-guardians, and LGU employees chosen through quota sampling. Results show that CICL are mostly middle adolescent males involved in drug-related offenses, coming from socioeconomically disadvantaged families with limited educational background. LGU employees tasked with their rehabilitation are equipped with relevant training and social work experience, reinforcing institutional readiness. Findings revealed that LGU-implemented programs—Socio-cultural and recreational activities, Community volunteer projects, Leadership training, social services, Homelife services, Health services, Spiritual enrichment, and Community and family welfare services covering—are consistently rated as highly effective in facilitating behavioral change, reintegration, and resilience among CICL. Despite their success, there remains a need to unify these programs under a comprehensive healing framework that promotes continuity, family involvement, and systemic collaboration. The study underscores the importance of community-rooted interventions that do not only respond to youth offenses but also redefine rehabilitation as a shared and sustainable responsibility.

Keywords: Children in Conflict with the Law, Community-Based Programs, LGU, Restorative Justice, Rehabilitation, Sustainable Intervention

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Abstract

This study investigates the impact of game-based performance tasks on student engagement and comprehension in Physics—a subject often perceived as abstract and difficult. Anchored on the ADDIE model, the study developed and implemented game-based tasks tailored to the Physics curriculum. Using a quasi-experimental design involving control and experimental groups, the research measured student performance through pre- and post-tests, engagement levels, comprehension scales, and qualitative feedback. Results revealed that the experimental group exhibited significant improvement in both engagement and comprehension, with large effect sizes noted. These findings underscore the potential of game-based tasks as powerful pedagogical tools in transforming Physics education and bridging gaps in traditional teaching approaches.

Keywords

Game-Based Learning, Physics Education, Student Engagement, Comprehension, Performance Tasks, ADDIE Model

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Abstract

This study examines the levels and relationships between transformational leadership, burnout, and social loafing among public elementary school teachers in the 5th District of Iloilo. It investigates the extent to which school heads practice transformational leadership behaviors and their impact on teachers' experiences of burnout and social loafing. Additionally, it explores variations in these factors based on demographic characteristics such as age, sex, length of service, and type of school.

A total of 340 public elementary school teachers participated in the study, selected through stratified random sampling. Using a descriptive-comparative-correlational research design, the study gathered data via a researcher-validated survey questionnaire. Transformational leadership was analyzed through components such as high-performance expectations, appropriate role modeling, vision articulation, and individualized support. Meanwhile, burnout was examined across emotional exhaustion, depersonalization, and reduced personal accomplishment. Social loafing was assessed through reduced individual effort, decreased group productivity, and diminished personal accountability.

Data analysis involved descriptive statistics, ANOVA, t-test, and Pearson r. Results indicated that teachers generally perceived transformational leadership positively, while burnout and social loafing levels remained low. A notable difference was found in the “Provide an Appropriate Model” component of transformational leadership when grouped by age. Additionally, burnout levels varied significantly by type of school, with central school teachers reporting higher burnout rates. However, no significant differences emerged in social loafing across demographic variables. Moreover, the study found no statistically significant relationships between transformational leadership and either burnout or social loafing.

These findings highlight the significance of adaptive leadership practices and supportive school environments in maintaining teacher morale and effectiveness. By promoting strong leadership behaviors and reducing workplace stressors, schools can improve teacher well-being and sustain educational effectiveness. The study offers valuable insights for educational leaders, policymakers, and researchers seeking strategies to enhance organizational health within public elementary education.

DOI 10.5281/zenodo.15640118

I. Introduction

Understanding the philosophical foundations of our moral disposition requires examining the nature of human acts and the concept of natural law. One of the greatest philosophers and theologians, St. Thomas Aquinas (1224/6-1274), will guide this academic exploration. A Dominican priest, Aquinas is renowned for his monumental works: Summa Theologiae, Summa Contra Gentiles, and his Commentary on Aristotle's Nicomachean Ethics, among numerous other philosophical and theological writings.

St. Thomas Aquinas remains profoundly significant because his teachings are the foundation of contemporary religious belief and moral systems. Aquinas demonstrated the value of Christian moral life as an individual's moral responsibility to God. During his lifetime, he was honored as the Angelic Doctor of the Catholic Church, and after his death, he was canonized as a saint and recognized as the patron saint of teachers.

This exposition will present St. Thomas Aquinas' ethics through two central themes that govern the moral life of the human person. First, we will examine how humans are authentic moral agents responsible for their actions, particularly through the concept of "telos" or end—what modern ethics calls "teleological ethics," the study of morality where goodness is the desired end. Second, we will explore how human moral values are not separate from civil laws, examining the relationships between natural, eternal, and human law.

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