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This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program; 2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.

This paper is an initial attempt to characterise the schoolscape of a four-century old higher education institution in the Philippines and the oldest existing university in Asia, The Royal, Catholic, and Pontifical University of Santo Tomas (UST). Through a systematic inventory of 2,410 visual signs, the analysis of the functional sign categorisations, the sign distributions (i.e., top-down and bottom-up), and the languages (un)represented in the UST schoolscape was conducted. The critical approach to language ideology and the linguistic landscape approach likewise afforded the present study an analytic lens that examines the schoolscape of UST that is able to project messages about the school's hidden curriculum and the language ideologies it promotes and legitimises. The study offers a discussion on the position of English in the university schoolscape and how it seems to have othered, silenced, and peripheralized Philippine languages.

Filipino students performed poorly in the 2018 Programme for International Student Assessment (PISA) mathematics assessment, with more than 50% obtaining scores below the lowest proficiency level. Students from public schools also performed worse compared to their private school counterparts. We used machine learning approaches, specifically binary classification methods, to model the variables that best identified the poor performing students (below Level 1) vs. better performing students (Levels 1 to 6) using the PISA data from a nationally representative sample of 15-year-old Filipino students. We analyzed data from students in private and public schools separately. Several binary classification methods were applied, and the best classification model for both private and public school groups was the Random Forest classifier. The ten variables with the highest impact on the model were identified for the private and public school groups. Five variables were similarly important in the private and public school models. However, there were other distinct variables that relate to students' motivations, family and school experiences that were important in identifying the poor performing students in each school type. The results are discussed in relation to the social and social cognitive experiences of students that relate to socioeconomic contexts that differ between public and private schools.

The growth mindset, or the belief that intelligence can be increased with effort, has been shown to be positively associated with improved learning outcomes. This association has been observed in a few studies that inquired into reading outcomes, and fewer studies that looked into reading in a second language. The current study used data from the Programme for International Student Assessment (PISA) 2018 database to investigate the relationship between growth mindset and reading proficiency of Filipino students learning English. Data were from 6766 students who spoke a Philippine language at home, who were learning reading in English in high school, and who were assessed for reading proficiency using English texts. The study also inquired into the role of the students' socioeconomic status (SES) and controlled for some teacher-related and motivation-related variables. Results of hierarchical regression analysis showed a weak but significant positive relationship between growth mindset and reading proficiency. The relationship between SES and reading proficiency was stronger; more importantly, SES moderated the relationship between growth mindset and reading proficiency. The positive relationship between growth mindset and English reading proficiency became weaker as the students' SES decreased; the relationship was nonsignificant among students with the lowest SES. The discussion refers to SES differences in reading English language-learning environments in the Philippines and considers how resources in the learning environment enable (or constrain) the role of growth mindset in improving learning outcomes.

Filipino students ranked last in reading proficiency among all countries/territories in the PISA 2018, with only 19% meeting the minimum (Level 2) standard. It is imperative to understand the range of factors that contribute to low reading proficiency, specifically variables that can be the target of interventions to help students with poor reading proficiency. We used machine learning approaches, specifically binary classification methods, to identify the variables that best predict low (Level 1b and lower) vs. higher (Level 1a or better) reading proficiency using the Philippine PISA data from a nationally representative sample of 15-year-old students. Several binary classification methods were applied, and the best classification model was derived using support vector machines (SVM), with 81.2% average test accuracy. The 20 variables with the highest impact in the model were identified and interpreted using a socioecological perspective of development and learning. These variables included students' home-related resources and socioeconomic constraints, learning motivation and mindsets, classroom reading experiences with teachers, reading self-beliefs, attitudes, and experiences, and social experiences in the school environment. The results were discussed with reference to the need for a systems perspective to addresses poor proficiency, requiring interconnected interventions that go beyond students' classroom reading.

Objective: The study examined the role of fear of COVID-19 and of financial difficulties in the family on the positive (flourishing and satisfaction with life) and negative (depression, anxiety, and stress) dimensions of mental health among a Filipino university student sample during the COVID-19 crisis. Method: Using a cross-sectional online survey, data were collected among university undergraduate students (N = 681) from September to October of 2020. The online questionnaire included demographic information, the Fear of COVID-19 scale and measures of positive (SWLS and Flourishing Scale) and negative mental health (DASS-21 Filipino). Results: Results of structural equation modelling revealed that fear of COVID-19 infection predicted all three indicators of negative mental health (depression, anxiety, and stress) but not the positive mental health indicators (satisfaction with life and flourishing). Financial difficulties, in contrast, predicted all indicators of positive mental health and negative mental health, except stress. Conclusions: While fear of COVID-19 is associated with students' negative mental health, their financial concerns have a wider ranging association with positive and negative mental health. Mental health services must address the psychological consequences of the COVID-19 pandemic on university students, such as the more basic financial difficulties of some students and their families.

Purpose: This research aimed to determine the effectiveness of different growth mindset activities using the growth mindset worktext developed by the researcher to improve students' creativity, habits of mind and mathematics performance. Method: This study was conducted in two intact classes of Grade 7 and participants were determined through match-pairing. The instruments used in this study were validated and the reliability was determined prior to the actual implementation of this study. Appropriate tools were employed in the analysis of data. Findings: Results revealed that after the intervention the students in the non-growth mindset activities group are still on the "low" level of creativity, "low" level of their habits of mind and "average" level of their mathematics performance whereas the students in the growth mindset activities group are on "slightly creative" from "low" level of creativity, "low" to "average" level of the habits of mind and "low" to "average" level of their mathematics performance. Significant differences existed in their pretest scores and posttest scores of the students in creativity and mathematics performance in both groups. At the end of the intervention, the students were able to exhibit and show characteristics of having a growth mindset by having the drive to achieve the goals, a positive outlook and love for challenges, the confidence to communicate and to work in group, the need to constantly improve oneself, be self-regulated and learn from the mistakes made. Significance: This study may give contribution and benefit to policy makers and teachers to address the perennial problem regarding the negative attitude and mindset of the students towards mathematics which results to poor performance in mathematics and hinders them to achieve academic success in school and for teachers to be creative in designing programs and activities that will best suit the needs of their learners.

The power of music to entertain and to affect people psychologically makes it a significant part of human society and a ripe field for empirical investigations. Researches about music's psychological and physiological effects on people as well as music's pedagogical value in language teaching and learning have shown interesting results. However, there still remains a dearth of empirical studies that look into the purported meanings of songs unearthed through linguistic lenses. This study, therefore, examines the intersection of music and linguistics by conducting a lexico-semantic analysis of 30 indie songs written in English by three Filipino indie musicians. One key finding is that indie songs are not usually unclear contrary to the popular belief that they generally tend to be nebulous and require deliberate disambiguation.

The growth mindset is the belief that one's level of intelligence can be changed, and many education-reform advocates have pushed for growth mindset interventions in the belief it will improve achievement in schools. While researchers have debated the usefulness of mindset interventions in schools, current research has focused on investigating the social contexts within which the growth mindset benefits are realized. As there are divergent findings regarding how socioeconomic status (SES) relates to growth mindset, this study examines how SES moderates the relationship between Filipino students' growth mindset and learning in mathematics and science. Data from a nationally representative sample (n = 7,233) of Filipino students from the PISA 2018 database were analyzed. The results show that holding a growth mindset was positively associated with learning in mathematics and science, explaining a small portion of variations in learning. In contrast, SES explained a larger portion of variations in learning. The positive association between growth mindset and learning was found only among higher SES students; there was a nonsignificant relationship between growth mindset and learning among lower SES students. The results are discussed in terms of how social resources supportive of efforts to improve intelligence might be prerequisites for realizing growth mindset benefits.

Issues accruing to language and culture interlock when explored as first, second, or even third language learning instruction continue. Hence, this paper explores how evident culture instruction is in the English as a Second Language (ESL) classrooms in the Philippines. This paper primarily aims to answer the question "Is culture taught in English language classes? If yes, what cultural information/knowledge is taught?" In other words, it focuses on finding out whether national and other cultures are infused in the English language lessons, whether teachers make comments on how language relates to culture, or make statements/perspectives on culture. The rationale behind doing this is quite plain, to find out if language teachers are also culture teachers who assist the learners in developing a better understanding of their own or other's culture defined as: "… the ideas, customs, skills, arts, tools which characterize a given group of people in a given period of time." (Brown, 2007, p.122). The results seem to agree with the assumptions that there are indeed 'teachable culture moments' in the English language classroom. Thus, culture must be fully incorporated as a vital component of language learning. Second language teachers, however, should identify key cultural items in every aspect of the language that they teach.

This paper reports the results of a survey which involved College English teachers from three leading universities in the Philippines. The results point to one conclusion--College English teachers now have a changing and changed stance toward norm selection in Philippine Universities. The results give the impression that a good number of College English teachers now seem to gradually depart from native speakers' norms. Put in another way, they progressively place less premium on total compliance with native speakers' models. This changing and changed stance, the author argues, calls for a new pedagogical decision that involves ESL curricular changes.

The Child Behavior Checklist (CBCL) is an assessment tool that has been translated into various languages for use with school-aged children in different cultures. The English form is used in the Philippines, but there is no published evidence on the CBCL's structural validity when used with Filipino-English bilingual respondents. The study examined the factor structure of the CBCL DSM-oriented scales in a sample of schoolchildren using responses of their bilingual caregivers. Three competing factor models were investigated and confirmatory factor analyses showed that the six-factor model had the best fit. A multiple-indicators multiple-causes model also revealed some predictive relationships with age and gender. The results provided support for the structural validity of the English CBCL DSM-oriented scales when used by Filipino-English bilingual caregivers of Filipino school children.

This conversation/article resituates the concept of reciprocity, as it has been theorized and enacted in rhetoric, composition, and literacy studies, within a larger framework of social justice, one that recognizes legacies of struggle, survival and perseverance. When situated within the Filipinx indigenous notion of "kapwa," reciprocity takes a temporal turn not only in recognizing that building trust and reciprocity happen repeatedly over time but also in recognizing how enacting reciprocity extends beyond initial research contexts, participants, and outcomes. Enacting reciprocity requires slowing down in time and working with others in social justice work strategically, tactically, and repeatedly over longer durations. To see ourselves as reciprocal beings means that we continually see ourselves as members of a larger community invested in making structural asymmetries legible and open to deep revision.

Science coursework is an important element of the pre-service education of science teachers. In this study we test the hypothesis that more science coursework influences pedagogical beliefs of science teachers by studying the pedagogical beliefs of 305 Filipino science teachers. We compared pedagogical beliefs of primary school (less science coursework) versus secondary school (more coursework) science teachers, and also science majors versus non-science majors. Results of the comparisons indicated that more science coursework is related to stronger endorsement of the belief that teaching involves providing support for learning, and to weaker endorsement of the belief that learning is limited by ability and by cultural beliefs. The results are discussed in terms of strong science content knowledge providing the anchors for reflecting on their teaching. (Contains 3 tables.)

Research writing confidence and organizational support toward research activities are two essential factors that may affect research productivity among higher educational institutions. This study investigated the possible relationships of these two factors to research productivity among faculty members of the College of Dentistry at Lyceum of the Philippines University-Batangas. The study used descriptive survey using percentage, weighted mean and Chi square to test the relationship of the selected variables. The findings indicate that Dentistry faculty members have low research productivity as evidenced by its research production, with only five of them having completed a research paper as main author and only one as co-author (but, not the main author) from SY 2008-2009 to 2012-2013. Respondents agreed that, in average, institutional support is higher than the departmental support for conducting research paper. Meanwhile, respondents are most confident with the technical part in research writing, but least confident in writing the methodology. Organizational support given by the university itself and the Department of College of Dentistry towards research activities and faculty members' confidence in writing the paper particularly the technical and major parts were not indicators associated with research productivity. However, they are confident with the other parts of the research process including writing the abstract and references as associated with developing research findings.

This study examined the "communicativeness" of 22 English language tests designed and administered by 22 English instructors from 22 different colleges and universities in the Philippines. Its key objective was to answer the question "How communicative are the language tests used in assessing students' competence (knowledge of the language) and performance (actual use of the language in concrete situations)?" The results indicate that there is a preponderance of test items that focus on language accuracy alone and not on the use of language in actual or real-life contexts. Further, the language examinations deemed communicative by the teacher-respondents themselves still use discrete-point, paper and pencil, and decontextualized test items. Thus, it seems that the perused examination items lack the requisite elements or qualities that make a language test genuinely communicative. The results also suggest that language teachers' assessment practices must be further (re)examined to ensure that they do match the approach that underpin language instruction i.e. they must ascertain that the learners are taught and tested the communicative way.

Because it has been established that there is a local variety of English that has blossomed in the Philippines, there are crucial debates specifically on what pedagogical standard must be used in teaching English in Philippine schools. In spite of the growing number of researches on Philippine English (PE) and the publication of its own dictionary, it appears that a considerable number of educators, language learners, non-educators, and professionals still deem that the so-called "Standard English" variety which also goes by the names of "ENL" (English as a Native Language) (Kirkpatrick, 2007), and "inner circle" variety (Erling, 2005) is "innately superior to ESL and EFL varieties and that it therefore represents a good model for English for people in ESL and EFL contexts to follow" (Kirkpatrick, 2007, p. 28). This study therefore explores the prevailing perceptions of college students and language instructors in the oldest university in the Philippines and in Asia toward the two main varieties of English that thrive in the country--American English (AE) and Philippine English (PE) as well as their motives for learning and teaching the English language. This study shows that a majority of the student and teacher respondents have similar reasons why English is taught and studied in the Philippines and that between AE and PE, AE remains as "the" privileged English variety. This paper also examines more specific contentious issues on (1) the language learners' motives for learning English, (2) the luring reasons for Filipino language teachers and learners for privileging AE, and (3) the Filipino learners and teachers' prevailing unreceptive attitudes towards PE. This paper then explicates some of the contributing factors that influence the respondents' choice of variety and proposes "de-hegemonizing" agents that may result not only in the popularization of Philippine English but also in the gradual liberation of the Filipino language teachers and learners from the shackles of the colonizing power of AE.

This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes. Factor analysis revealed five dimensions of the students' perceptions that relate to different aspects of the teacher's pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities, (c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes. These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student achievement levels in science. (Contains 7 tables.)

This paper is an initial attempt to characterise the schoolscape of a four-century old higher education institution in the Philippines and the oldest existing university in Asia, The Royal, Catholic, and Pontifical University of Santo Tomas (UST). Through a systematic inventory of 2,410 visual signs, the analysis of the functional sign categorisations, the sign distributions (i.e., top-down and bottomup), and the languages (un)represented in the UST schoolscape was conducted. The critical approach to language ideology and the linguistic landscape approach likewise afforded the present study an analytic lens that examines the schoolscape of UST that is able to project messages about the school's hidden curriculum and the language ideologies it promotes and legitimises. The study offers a discussion on the position of English in the university schoolscape and how it seems to have othered, silenced, and peripheralized Philippine languages. [ABSTRACT FROM AUTHOR]

Research on the affective dimensions of mathematics learning and achievement has tended to focus on negative emotions and on mathematics anxiety in particular, with much less work on positive emotions. Drawing from a positive education perspective, we aim to contribute to the growing literature on positive emotions and learning. We hypothesize that positive emotions are associated with learning and achievement in mathematics, even when mathematics anxiety is considered. Filipino students enrolled in a college trigonometry course completed the Academic Emotions Questionnaire-Mathematics and scales assessing their self-efficacy and self-regulation in trigonometry. Students' final grades for the course were recorded with their informed consent. Hierarchical regression analysis indicated that "enjoyment" and "pride" explained a significant amount of variance in the final grades, self-regulation, and self-efficacy, even after accounting for the variance explained by gender and anxiety. Although the results cannot be interpreted as indicating a causal relationship between positive emotions and achievement, the results indicate how positive emotions in mathematics learning can contribute to a more balanced picture of the role of affective states in mathematics learning.

Student activism is a ubiquitous component in most democratic societies. Despite its disconcerting implications to the university's operations, it remains an important agenda to student development in higher education. This study presents the case of a university in the Philippines where student activism is a predominant ethos. The findings expose the role of the wider social context, university, and students in creating a culture of activism. This research uses the case study methodology, initially framed around investigating student affairs practice in a state university in the Philippines, eventually leading to the emergence of student activism as a dominant theme of analysis.

As in many countries, public school students in the Philippines have lower levels of achievement compared to private school students. We study whether there is a motivation gap related to this achievement gap by assessing a range of motivational constructs (sense of self, facilitating conditions, and achievement goals) drawn from personal investment theory of motivation, and examining how these constructs predict various school outcomes. Filipino students (N = 1,694) enrolled in high school Chemistry from private and public high schools participated in the study. Multivariate Analysis of Variance indicated that public school students reported less support for schooling from their social groups, lower academic related self-concept, and lower achievement goals compared to private school students. Multiple regression analyses indicated that motivational variables explained a significant amount of variance in achievement and school engagement.

This study is grounded in the social exchange theory. The present study aims to investigate employee engagement's intervening role in the relationship between person-organization fit and turnover intention of business process outsourcing (BPO) companies in Metro Manila, Philippines. The participants were identified using a purposive sampling technique from BPO employees (n = 302). Quantitative research and a predictive-causal approach were used to measure interrelationships among constructs, and partial least squares--structural equation modeling (PLS-SEM) was employed to estimate the parameters of the structural model. The findings revealed that person-organization fit and employee engagement significantly and negatively affect turnover intention. Moreover, a significant and positive relationship between person-organization fit and employee engagement was also observed. Employee engagement was also found to significantly and negatively mediate between person-organization fit and turnover intention. Future research includes developing a study comparing BPO companies to other industries based on the three latent variables used in this undertaking. [ABSTRACT FROM AUTHOR]

Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. Aims: The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement. Sample: Participants were 1,345 students enrolled in various trigonometry classes in one university. Methods. Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects. Results and Conclusions: Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning. (Contains 2 figures and 2 tables.)

Achievement goals research has focused on the importance of mastery relative to performance goals, but the multiple goals perspective asserts that performance goals also lead to positive outcomes and that learners adopt multiple goals in adaptive ways. However, this multiple-goals perspective has not been extensively studied in Asian students. The study examined the achievement goals, intrinsic motivation, effort, persistence, and achievement of 900 Filipino university students in an algebra class. Cluster analysis revealed 4 groups of students who adopted (a) predominantly performance goals, (b) predominantly mastery goals, (c) multiple goals, and (d) neither goal. Consistent with a multiple goals perspective, the results indicate that endorsement of multiple goals was associated with additive improvements in achievement and motivation.

The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in handling a multicultural classroom, the factors that affect them as well as the unique dynamics that play out in the interactivity between teachers from a developing country and foreign students from a more economically affluent nation. The study brings to the fore an underlying challenge in the handling of international education by non-western developing countries such as the Philippines and at the same time contributes further to the context of established theories on international education such as the Diversity Pedagogy Theory of Sheets (2005).

The growth mindset, or the belief that intelligence can be increased with effort, has been shown to be positively associated with improved learning outcomes. This association has been observed in a few studies that inquired into reading outcomes, and fewer studies that looked into reading in a second language. The current study used data from the Programme for International Student Assessment (PISA) 2018 database to investigate the relationship between growth mindset and reading proficiency of Filipino students learning English. Data were from 6766 students who spoke a Philippine language at home, who were learning reading in English in high school, and who were assessed for reading proficiency using English texts. The study also inquired into the role of the students' socioeconomic status (SES) and controlled for some teacher-related and motivation-related variables. Results of hierarchical regression analysis showed a weak but significant positive relationship between growth mindset and reading proficiency. The relationship between SES and reading proficiency was stronger; more importantly, SES moderated the relationship between growth mindset and reading proficiency. The positive relationship between growth mindset and English reading proficiency became weaker as the students' SES decreased; the relationship was nonsignificant among students with the lowest SES. The discussion refers to SES differences in reading English language-learning environments in the Philippines and considers how resources in the learning environment enable (or constrain) the role of growth mindset in improving learning outcomes. [ABSTRACT FROM AUTHOR]

Filipino students' performance in global assessments of science literacy has always been low, and this was confirmed again in the PISA 2018, where Filipino learners' average science literacy scores ranked second to last among 78 countries. In this study, machine learning approaches were used to analyze PISA data from the student questionnaire to test models that best identify the poorest-performing Filipino students. The goal was to explore factors that could help identify the students who are vulnerable to very low achievement in science and that could indicate possible targets for reform in science education in the Philippines. The random forest classifier model was found to be the most accurate and more precise, and Shapley Additive Explanations indicated 15 variables that were most important in identifying the low-proficiency science students. The variables related to metacognitive awareness of reading strategies, social experiences in school, aspirations and pride about achievements, and family/home factors, include parents' characteristics and access to ICT with internet connections. The results of the factors highlight the importance of considering personal and contextual factors beyond the typical instructional and curricular factors that are the foci of science education reform in the Philippines, and some implications for programs and policies for science education reform are suggested. [ABSTRACT FROM AUTHOR]

The study explored the invariance of Filipino and English versions of the Inventory of School Motivation (ISM) for Filipino-English bilingual students. There was invariance in the factor structure and factor loadings across the two language versions. Between-network construct validation showed consistent associations between ISM-mastery goals and sense-of-self dimensions. (Contains 2 tables.)

Introduction: Implicit theories of intelligence are lay beliefs about whether intelligence is either fixed (entity theory) or changeable (incremental theory), and are known to be important predictors of learning processes of students in schools. Four studies test the hypothesis that objectifying linguistic practices (i.e., the use of abstract linguistic categories) are associated with belief in the entity theory of intelligence, but not in incremental theory. Method: In each study students were identified as either entity or incremental theorists, and the linguistic features of their written descriptions of good and bad learners were analyzed and compared. Results: In all four studies, students identified as entity theorists use more nouns and adjectives but fewer verbs and contextual references in their descriptions of good and bad learners, exemplifying the objectifying linguistic practice. Students identified as incremental theorists showed the reverse pattern. Discussion and Conclusion: The results suggest a linguistic dimension to implicit theories of intelligence. The results are discussed in terms of possible similar cognitive approaches that underlie both linguistic practices and implicit person theories of intelligence. Implications for how teachers and parents talk about their assessment of students' learning and achievement are discussed. (Contains 2 tables.)

Community engagement in higher education is a shift beyond the traditional roles of instruction and research. This paper presents a transnational view of community engagement developed from two case studies of universities in the Philippines and Australia. The study, revealed variations in the way community engagement is understood and implemented by universities across different countries. These variations are related to economic, social-cultural, political and organizational factors. The role of university leadership was found to have a critical role in embedding community engagement in the organizational identity and image. (Contains 1 table.)

The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and on their perceptions of hypothetical students who exemplify the different achievement goals. The perception questions related to social goals such as peer affiliation, personal qualities, and likeability. The achievement goals data indicated that Filipino students reported higher levels of mastery goals compared to their Malaysian counterparts, who in turn reported higher levels of performance approach goals. Hierarchical regression analysis indicate that country differences in mastery and performance goals can be accounted for by differences in perceptions of mastery- and performance-goal oriented peers, particularly those perceptions that relate to social affiliation and social approval. The results are discussed in terms of how achievement goal constructs are perceived in different countries, and how differences in perception may relate to some social dimensions in the adoption of achievement goals.

Filipino adolescents' perceptions regarding the legitimacy of parental control over academic behaviors was investigated. It was assumed that the adolescents would differentiate between the issues inherent in various types or domains of academic behaviors. The results revealed three domains of academic behaviors: learning processes, college major choices, and subject choices. Perceived legitimacy of parental control was negatively associated with individual-oriented achievement motivations for all three domains, but social-oriented achievement motivations were positively associated only with legitimacy perceptions of parental control on subject choices. Multiple regression analysis indicated that school achievement was negatively associated with perceived legitimacy of parental control over learning processes, but positively associated with legitimacy perceptions of control over subject choice. The results extend current theorizing about legitimacy of parental control to the realm of academic behaviors. Implications for learning interventions and parenting advocacies are discussed. (Contains 2 tables.)

Waldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n = 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.

Stoneware is a ceramic material with low porosity and high mechanical properties, such as the modulus of rupture. It is essentially made of clay, feldspar and quartz and is sintered to create a mixture of glass and crystalline phases. With the projected growth rate of the global ceramics market size and the country's development plan for 2023–2028, it is imperative that alternative raw materials for the manufacture of ceramic products be sourced so that the importation of these materials, such as feldspar, be minimized, if not eliminated. Cinder in the Philippines is mainly used as a filling material in pavements and residential areas. In this study, this resource is utilized as partial and full replacement of feldspar in a typical ternary diagram for stoneware production. Bars were formed from different formulations by the slip casting method and were sintered at 1200 °C. Physical and mechanical properties of the bars, such as shrinkage, loss on ignition, water absorption, apparent porosity and modulus of rupture were determined. Thermo-physical analyses were also carried out on the raw materials and on formulated powders. Meeting the requirements of the various quality standards for ceramics, the partial replacement of feldspar with black cinder (LF, LFBQ and LFBH) is feasible for wall and roof applications while full replacement of feldspar with black cinder (LB) is suitable for wider use as wall, floor, vitrified, industrial and roof tiles. [ABSTRACT FROM AUTHOR]

The Philippines has experienced several tropical cyclones over the years. The most destructive disaster recorded in Philippine history was Typhoon Yolanda (Haiyan) in 2013, affecting 14 million people and deaths of at least 6,000. The number of internally displaced persons (IDP) has increased because of disasters from natural hazards. One of the challenges that people face during these times is the lack of durable and easy-to-build housing. As part of the disaster rehabilitation and recovery plan, a safe and durable house to protect people from the aggressive environment and ensure privacy to cope with emotional and mental health problems is essential in a disaster-prone country like the Philippines. Towards this end, the Design for Manufacturing and Assembly (DfMA) methodology was explored using sustainable materials like steel - cold-formed steel as the main structural components and screw piles for the foundation, of a previously designed shelter for the IDPs of Typhoon Yolanda. The application of the proposed scheme has shown a slight effect on project completion time but a significant benefit in terms of cost efficiency. [ABSTRACT FROM AUTHOR]

The southern island of the Philippines is abundant in silicate minerals, including the province of Lanao del Norte. However, some of these resources in the region are untapped for use as raw materials in the production of various ceramic products for industrial, pharmaceutical, and nanotechnology applications. These could include tiles, sanitary ware, dinnerware, insulating bricks, porcelain, membranes and coatings. Some of the explored minerals are the red clay in the municipality of Linamon, diatomaceous earth in Kapatagan and black cinder in Salvador. It is the aim of this study that these minerals are evaluated in terms of their physical and chemical properties so that these will be used for optimum application. The properties that were determined were their specific gravities, raw and fired surface colors, Atterberg limits, particle size distribution, thermal properties, morphologies and mineralogical compositions. Pellets were formed for each raw material and fired at two temperature levels 1000 °C and 1200 °C to evaluate their physical properties. Linamon red clay has a 38.88% cumulative passing size of 150 µm, and the black cinder of Salvador and diatomaceous earth of Kapatagan have cumulative passing sizes of 96.53% and 60.12% at 150-micron sieve, respectively. The common mineral contents of the three samples are montmorillonite, quartz and andesine. Black cinder fired at 1200 °C has the darkest shade of red with a greasy quasi-submetallic luster. It attained the highest fusion coverage on the platform among the three materials, which makes it a potential supplement or replacement for feldspar in clay-based triaxial materials for ceramic production. The diatomaceous earth has the potential to be a secondary clay content source and a good source of flux for a certain temperature range. Both the red clay and diatomaceous earth were classified as plastic materials that are suitable for brick production, and the red clay is also feasible for pottery production. These are a few of the features of the clay minerals in the region that present suitable properties for application as raw materials in the production of ceramic tiles and hollow ceramic products. [ABSTRACT FROM AUTHOR]

Objective: Excess mortality is an indicator of the impact of the coronavirus disease (COVID-19) pandemic. This study aims to describe excess mortality in the Philippines from January 2020 to December 2021 using an online all-cause mortality and excess mortality calculator. Methods: All-cause mortality datasets from 2015 to 2021 from the Philippine Statistics Authority were obtained and analysed using the World Health Organization Western Pacific Regional Office All-Cause Mortality Calculator. Expected mortality, excess mortality and P-scores were obtained using two models, 5-year averages and negative binomial regression, for total deaths and by administrative region. Results: Reported national all-cause mortality exceeded the expected mortality in August 2020 and from January to November 2021, peaking in September 2021 at 104 per 100 000. Total excess mortality using negative binomial regression was -13 900 deaths in 2020 and 212 000 deaths in 2021, peaking in September 2021. P-scores were -2% in 2020 and 33% in 2021, again peaking in September 2021 at 114%. Reported COVID-19 deaths accounted for 20% of excess deaths in 2021. In 2020, consistently high P-scores were recorded in the National Capital Region from July to September and in the Bangsamoro Autonomous Region in Muslim Mindanao from June to July. In 2021, most regions recorded high P-scores from June to October. Discussion: Tracking excess mortality using a robust, accessible and standardized online tool provided a comprehensive assessment of the direct and indirect impacts of the COVID-19 pandemic in the Philippines. Furthermore, analysis by administrative region highlighted the key regions disproportionately affected by the pandemic, information that may not have been fully captured from routine COVID-19 surveillance. [ABSTRACT FROM AUTHOR]

The Depression Anxiety and Stress Scale (DASS-21) is a self-report screening tool of psychological symptoms used in many countries and translated in different languages. The DASS-21 was translated into Ilokano, one of the major languages in the Philippines spoken by over 9 million people all over the world. The translation process involved independent translations by multilingual clinical psychologists, reviews by two multilingual mental health professionals, and pilot testing. The translation was then validated in a study with 668 Ilokano speakers mainly from three regions of the Philippines where Ilokano was a native language or a lingua franca. A confirmatory factor analysis indicated a good fit of the three-factor model compared to a one-factor model. The three subscales showed good internal consistency were also positively correlated with other measures of depression, anxiety, and negative affect, and negatively correlated with measures of positive affect and flourishing. Using a stringent test of criterion validity, the results also show that DASS-Depression was more strongly correlated with a criterion measure of depression, compared to with measures of anxiety and negative affect, and that DASS-Anxiety was more strongly correlated with a criterion measure of anxiety compare to a measure of negative affect. The results provide good initial evidence for the validity and viability of the DASS-21 in Ilokano, which should be a useful tool in mental health programs in parts of the Philippine community, particularly in identifying individuals who may need attention of mental health professionals. [ABSTRACT FROM AUTHOR]

An empirical gap was observed concerning published scholarly works conducted focusing on the relationship and direct effect of TikTok utilization on students' engagement. Therefore, conducting an inquiry regarding this issue is highly recommended. In this regard, this comparative, correlational, and causal study is focused on examining the relationship and direct effect of utilizing the said application to the engagement of students in the City College of Angeles, Angeles City, Philippines. Data are obtained by conducting an online survey to a sample of undergraduate students (NMale = 238(38.5%), NFemale = 380(61.5%). Based on the findings, it was discovered that no observed significant variance concerning TikTok utilization [Male (Mdn = 2.67) and Female (Mdn = 2.62), U(NMale = 238, NFemale = 380) = 116236.000, z = -.637 p = .524, r = -0.025)] and students' engagement [Male (Mdn = 3.29) and Female (Mdn = 3.19), U(NMale = 238, NFemale = 380) = 114478.000, z = -1.451 p = .147, r = -0.058)] with respect to gender. Interestingly, a positive association was observed between the two variables [r(616) = .336, p < .05)]. Finally, it was found that TikTok utilization positively predicts students' engagement [F(1, 616) = 82.574, p < .001], and the R2 = .118 displayed that the model explains 11.8% of the variance in students' engagement. Based on the findings, proposals for students, teachers, and future studies are presented as a result of this investigation. [ABSTRACT FROM AUTHOR]

Filipino students performed poorly in the 2018 Programme for International Student Assessment (PISA) mathematics assessment, with more than 50% obtaining scores below the lowest proficiency level. Students from public schools also performed worse compared to their private school counterparts. We used machine learning approaches, specifically binary classification methods, to model the variables that best identified the poor performing students (below Level 1) vs. better performing students (Levels 1 to 6) using the PISA data from a nationally representative sample of 15-year-old Filipino students. We analyzed data from students in private and public schools separately. Several binary classification methods were applied, and the best classification model for both private and public school groups was the Random Forest classifier. The ten variables with the highest impact on the model were identified for the private and public school groups. Five variables were similarly important in the private and public school models. However, there were other distinct variables that relate to students' motivations, family and school experiences that were important in identifying the poor performing students in each school type. The results are discussed in relation to the social and social cognitive experiences of students that relate to socioeconomic contexts that differ between public and private schools. [ABSTRACT FROM AUTHOR]

Parents as the first teacher at home remained a valid claim more so during the global health crisis. They play a salient role during the Covid-19 pandemic in managing the early childhood education via distance learning modality. Since the parents are not formally trained to carry out such teaching job, this is where the prospective issue arises. Hence, the current study evaluates a possible association between training needs and challenges met by these Filipino parents in facilitating the literacy instruction even beyond the pandemic. A descriptive correlation research design was employed. Using a convenience sampling, 170 parents within Cebu Province, Philippines were invited as respondents. To statistically treat the scaled-interval data, Likert scale, weighted mean, standard deviation and correlation coefficient have been employed. Scientific results show that most parents express a highly needed training relevant to teaching as they moderately met certain challenges while rendering the role of an alternate teacher. Findings revealed, nonetheless, that there is no significant correlation when both variables are inferred. Hence, there is enough evidence to conclude that these Filipino parents have the capacity to teach despite having no formal training in teaching. Evidence further shows that there is a need to expose these parents to seminar-workshops to address their incumbent struggles and to quip them comes a Covid-19 endemic or beyond it. Future undertaking may focus on teaching competency-based training for the parents. [ABSTRACT FROM AUTHOR]

The mental health impact of the COVID-19 pandemic will increase as the outbreak continues and persist even after the pandemic passes. We developed an 11-item Coronavirus Pandemic Anxiety Scale (CPAS-11) to measure symptoms of anxiety related to the COVID-19 pandemic to help identify individuals who might need mental health services. In developing the scale items, we considered previous research and theory on anxiety symptoms and symptoms reported by clinically referred cases in the Philippines. The scale was validated in a Filipino sample (N = 925). Exploratory factor analysis indicated two factors corresponding to somatic and non-somatic symptoms; confirmatory factor analysis showed good fit for the two-factor model. CPAS-11 showed good internal consistency, convergent and divergent validity, and screening accuracy. A cutoff score of 15 showed adequate sensitivity and specificity to distinguish GAD-7 screened participants. The results support the viability of CPAS-11 as a screening tool to identify individuals experiencing COVID-19-related anxiety. [ABSTRACT FROM AUTHOR]

As a notifiable disease in the Philippines, porcine reproductive and respiratory syndrome (PRRS) surveillance and risk assessment is necessary at the farm and regional levels. This study primarily aimed to detect anti-PRRSv antibodies using indirect enzyme-linked immunosorbent assay (ELISA) and viral nucleic acids using conventional reverse transcriptase polymerase chain reaction (RT-PCR) in plasma of domestic pigs from selected backyard farms in selected provinces in Luzon, Philippines. A total of 382 individual and 117 pooled samples were subjected to ELISA and RT-PCR, respectively. Overall, ELISA results showed 5.50% seropositivity, with Bulacan (32.14%) and Cagayan (7.25%) having the highest positivity rates. Using RT-PCR, 5.98% of pooled samples, specifically from Batangas, Marinduque, and Cagayan, tested positive for PRRS viral nucleic acids. Using binary logistic regression, respiratory symptoms were more likely to be associated with PRRS positivity in ELISA and PCR (p<0.05). The results suggest persistent PRRS challenge in provinces with positive outcomes in the assays, warranting the need for improvement in PRRS monitoring in the Philippines. [ABSTRACT FROM AUTHOR]

Siltation is the biggest environmental challenge associated with nickel laterite mining in the Philippines. The amount of silt generated is huge and one mitigation strategy currently employed by the mining companies is the construction of siltation ponds where the bulk of the clayey- and silt-sized surface runoffs is collected. However, this poses several serious environmental hazards such as landslides due to heavy rainfall and the potential release of hazardous heavy metals. A promising approach to reduce the risks associated with long-term storage of nickel mine waste (NMW) is to employ circular economy by repurposing it for ceramic applications. While generating useful materials with economic value out of a mine waste, it will result in a reduction in volume of waste for disposal. In this study, the method employed to produce NMW-based ceramic wall and floor tiles is slip casting as it is the most appropriate method in forming tiles with complex surface features. Five formulations of NMW-based slips were made for the casting of ceramic tiles and each slip was characterized for its suitability as raw material. The results of NMW characterization show that NMW could be utilized as raw materials for both ceramic wall and floor tiles and the addition of feldspar can enhance casting and physical properties. [ABSTRACT FROM AUTHOR]

Recent research has shown the utility of the locus-of-hope model to explain variations in student coping, well-being, and achievement in schools. Two studies were conducted to explore the validity of a short form of the Locus-of-Hope Scale (LOHS-SF), which was created to provide a more convenient tool for assessing students' locus-of-hope dimensions in schools. Both studies involved university students in the Greater Manila area in the Philippines who answered a questionnaire that included the LOHS-SF and other scales for criterion validity (i.e., scales on individualism-collectivism, life satisfaction, personal and relational self-esteem). The results EFA in Study 1 and CFA in Study 2 provide evidence for the structural validity of the four-factor model of LOHS-SF. Both studies also show adequate internal consistency of the four subscales of the LOHS-SF and criterion validity of its subscales; specifically, how the subscales are associated with cultural orientations, life satisfaction, and self-esteem. The results indicate the viability of the LOHS-SF for use in university students as a psychological tool for measuring aspects of students' well-being. [ABSTRACT FROM AUTHOR]

Polyculturalism is the lay theory that cultures are connected and mutually influencing each other. Previous studies demonstrate that polyculturalism is associated with different positive intergroup processes in intercultural contexts, but evidence has been mixed regarding attitudes toward different minority groups. Two studies explore whether polyculturalism is associated with positive attitudes toward cultural minority groups in the Philippines – indigenous peoples, Filipino-Chinese, and Filipino-Muslims. Participants completed questionnaires on polyculturalism, outgroup attitudes, and different control variables associated with intergroup attitudes. Across two studies, there was mostly consistent evidence on the positive relationship of polyculturalism with attitudes towards Filipino cultural minorities. In the only contrary result, high outgroup knowledge, but not polyculturalism, predicted positive attitudes towards Filipino-Chinese in Study 2. The results provide further evidence on how a dynamic view of culture has positive implications for intercultural relations. [ABSTRACT FROM AUTHOR]

Babesia and Theileria are tick-borne protozoan parasites that can cause significant economic losses in the cattle industry. This study aimed to contribute to the limited epidemiological data on Theileria orientalis as well as Babesia bigemina and B. bovis in large ruminants in the Philippines. Blood samples of 412 cattle and 108 water buffalo collected from four provinces in Southern Luzon, Philippines, were initially tested for the 18S rRNA gene of piroplasms through nested PCR. Positive samples were further subjected to species-specific PCR. The 18s rRNA of piroplasms was detected in 123 (29.9%) cattle and three (2.8%) water buffaloes. Theileria orientalis was found to be the most common piroplasm in cattle with a detection rate of 17.5%, followed by Babesia bovis and B. bigemina. Co-infections were also observed. Two water buffaloes were found infected with B. bovis, while one was positive for B. bigemina. The phylogenetic tree for B. bovis showed clustering of the isolates in two clades together with isolates from other countries, and a third separate clade. Meanwhile, the T. orientalis isolates in this study were distributed in three clades together with reported isolates from other countries. This study confirms the presence of T. orientalis in the Philippines and reports the genetic diversity of B. bovis and T. orientalis. [ABSTRACT FROM AUTHOR]