Romblon State University Research Journal

Understanding the Stressors Experienced by RSU Students during the Pandemic and their Coping Strategies: A Mixed-Method Inquiry

Virgilio Fadera — 2024-12-30

Using the convergent parallel mixed methods design, this study sought to identify the academic stressors experienced by Romblon State University education students during the COVID-19 pandemic and the coping strategies they employed to deal with the stressors. Four hundred seventy (470) students (96 males, 374 females) participated in the study. The inquiry focused on six stress-causing factors: relationship with teachers, relationship with classmates, technology-related factors, financial factors, psychological factors, and cognitive factors. Of these, technology-related factors were found to have caused the greatest amount of stress among the respondents, stating that they were “Stressed” by these factors. The remaining five stress-inducing factors were described by the respondents as having “Slightly Stressed” them. Qualitatively, four coping strategies emerged which were employed by the participants in dealing with stress, namely: spiritual strategies, connective strategies, cognitive-affective strategies, and divertive strategies, or the SCCAD coping framework. Recommendations were made to include the four coping strategies in any intervention program the Romblon State University may initiate in the future for the purpose of enhancing students’ capability in managing stress more effectively.

Examining the Effects of Metacognitive Awareness on the Reading Comprehension Skills of Grade 7 Students

Clarren Ann Vicente — 2024-12-30

This study examines the effects of metacognitive awareness on the reading comprehension skills of Grade 7 students at Odiongan National High School, Odiongan, Romblon, addressing a crucial gap in existing literature. With reading comprehension skills being fundamental to academic success, understanding the role of metacognitive awareness becomes imperative. Grounded in Flavell's Metacognition Theory, this research aims to investigate the level of metacognitive awareness and its effects on reading comprehension skills with a descriptive-causal approach. Methodologically, a quantitative approach was used, utilizing reading comprehension assessments alongside a modified Metacognitive Awareness Inventory (MAI) adapted from Schraw & Dennison (1994). Using a four-point Likert-type rating scale questionnaire, students rated their metacognitive awareness, divided into Metacognitive Knowledge (MK) and Metacognitive Regulation (MR). Metacognitive knowledge encompasses declarative, procedural, and conditional knowledge, while Metacognitive Regulation involves planning, monitoring, and evaluating. Using stratified random sampling, 198 respondents were selected out of 401 Grade 7 students, preceded by a pilot study with 20 respondents to refine research instruments and assess the validity and reliability. Furthermore, data were collected, processed, and analyzed using a statistical tool called Multiple Linear Regression. The results show that metacognitive awareness is positively correlated with the reading comprehension skills of Grade 7 students. This suggests the pivotal role of metacognitive awareness in enhancing reading comprehension skills.

Computer System Evaluation: Information Security for Electronic Money Transfer Services

Preexcy Tupas — 2024-12-30

This research examines how various organizations address the security challenges associated with money transfer systems. It reveals that the role of payment systems in money transfers has significantly evolved, with numerous electronic payment systems now available to facilitate secure online transactions. The study also identifies key success factors for each organization implementing its security solutions. Rapid technological advancements pose substantial risks to transaction security. The research shows that payment systems have become increasingly integral to the industry, and their impact on society is considerable. These advancements are expected to benefit future studies by offering insights into technological progress in both monetary and digital transactions. A range of sources, including academic journals, conference proceedings, and online articles, were used to review the current landscape of money transfer systems thoroughly. The study emphasizes the critical role of security measures and customer awareness in safeguarding electronic payment systems. Its findings offer valuable insights for policymakers, financial institutions, and researchers working on effective security strategies for money transfer systems

Effect of Science Learning Coach on Student Self-Regulation Skills

Numerico Lloyd Fabrigar — 2024-12-30

To improve students’ self-regulation skills toward accomplishing science-related tasks and workloads, this study was designed to determine the effect of a science learning coach as an intervention program on student self-regulation skills. This quasi-experimental study determined the mean pre-test and post-test performance of Grade 10 students under the Special Science Curriculum. This research used a non-random purposive sampling procedure to select the respondents. The research instrument used in this study was a 35-item test questionnaire aimed at measuring the self-regulation skills of the respondents. The data were analyzed using Statistical Package for Social Science (SPSS) using t-test for independent samples to compare the pre-test and post-test mean scores before and after the implementation of the intervention program, respectively, and using paired samples t-test to determine the difference between the pre-test and post-test mean scores of the experimental group. Also, an analysis of covariance was used to determine and evaluate whether the means of the dependent variable are equal across levels of a categorical independent variable. This research study revealed a significant difference in terms of pre-test and post-test mean scores before and after the implementation of the intervention program using t-test for independent samples. This also showed no significant difference in the experimental group's pre-test and post-test mean scores using a t-test for paired samples. However, using pre-test mean scores as covariates, it was revealed that there is a significant difference in the post-test results of tests between subjects.

Predictors of Science Process Skills among Grade 7 Learners in A Remote Learning Setup

Rosalie Montenegro — 2024-12-30

This study evaluated the quality of science self-learning modules the Department of Education (DepEd) provided. It examined their impact, parental support, and teacher engagement on the development of science process skills among Grade 7 learners in a remote learning setup. The study aimed to identify key predictors of effective module use and their influence on learners' skills. A statistically significant regression model (F = 4.76, p = 0.001) revealed that attainability of objectives, content appropriateness, and presentation were critical factors, with a combined explanatory power of 8.81%. Engagement and feedback from teachers emerged as crucial, while motivation and instructional quality had less impact. Parental support significantly correlated with learners’ science process skills, particularly in educational engagement and motivation. The study used a combination of quantitative methods, analyzing data from surveys and assessments to evaluate module quality and its effects. The results underscored the importance of well-designed self-learning modules and active involvement from both parents and teachers. In conclusion, the findings highlight the need for improved module quality, increased parental support, and enhanced teacher engagement to foster scientific inquiry and skill development among learners. An intervention program is proposed to address these areas. Future research should adopt a mixed-methods approach to uncover deeper insights and contextual factors influencing science education. The study emphasizes a comprehensive strategy involving multiple stakeholders to enhance science process skills and support effective science education in remote learning environments.

Mediating Effects of Organizational Learning on Transformational Leadership and Sustainability Capacity of Public Elementary Schools

Edelfred Panoy — 2024-12-30

This study investigated the mediating role of organizational learning in the relationship between transformational leadership and sustainability capacity in public elementary schools in Looc District, Division of Romblon. Using a researcher-designed instrument, this study assessed the levels of transformational leadership, organizational learning, and sustainability capacity. Data collected from 124 respondents revealed significant positive correlations between transformational leadership (r = 0.527, p < 0.000) and organizational learning, as well as between organizational learning (r = 0.589, p < 0.000) and sustainability capacity. Furthermore, organizational learning partially mediates the relationship between transformational leadership and sustainability capacity, accounting for 51.3%, highlighting its crucial role in enhancing sustainability efforts in public elementary schools. The identified partial mediation effect of organizational learning on sustainability capacity highlights the importance of nurturing a learning-oriented culture within schools to enhance sustainability practices. Future research could explore the causal processes and mechanisms of this mediation effect and additional factors that may contribute to or moderate this relationship, providing valuable insights for organizational development and sustainability initiatives in educational contexts.

Opportunities from Unprecedented Challenges: The Lived Experience of School Leaders from COVID-19 Pandemic to Post-Pandemic Period

Crisby del Mundo — 2024-12-30

This study delves into the lived experiences of school leaders from the COVID-19 or Coronavirus Disease pandemic to the post-pandemic period, aiming to identify, explain, and interpret their journey through this unprecedented period. The study was operationalized using the Interpretative Phenomenological Analysis (IPA) research design to address the objectives alongside the Thematic and Hermeneutical Analyses in data analysis and interpretation. The study illuminates the school leaders’ experiences, their explanations of those experiences, and their interpretation through a grand theme. It concludes that there are opportunities from unprecedented challenges for pursuing education, implying a positive perspective that unprecedented challenges are surmountable. Thus, school leaders should become driven to maintain the continuity of education amidst inevitable challenges in the future. Moving forward, this insight suggests research directions, including longitudinal studies of school leaders’ cross-cultural comparisons to identify cultural influences on crisis management and mixed-methods approaches for a deeper understanding of crisis response strategies. Furthermore, evaluating the impact of technological interventions, leadership development programs, stakeholder engagement strategies, and education policies for crisis management are recommended areas for future research.

Demographic Profile, School Heads’ Supervisory Practices, and Teachers’ Performance: Towards Corresponding Intervention Program

Dorelyn Claud — 2024-12-30

This study examines the demographic profile of secondary school heads and secondary teachers, school heads' supervisory practices, and teachers' performance in the Schools Division of Romblon. The research highlights significant findings by focusing on instructional leadership, learning environment, human resource management, and school leadership. Predominantly male, aged 40-49, and married, most school heads hold principal positions, have extensive experience, and have pursued higher education. The teaching workforce, mainly female and young, shows outstanding performance in content knowledge, pedagogy, and creating inclusive learning environments. Significant relationships were found between the supervisory practices of secondary school heads and teachers’ performance. The study suggests diversified leadership roles, enhanced training for school heads in instructional leadership, and continuous professional development for teachers to maintain high-performance standards. Implementing mentorship programs and collaborative learning communities can further support these efforts. The findings underscore the need for tailored interventions to enhance educational leadership and teacher performance, ultimately improving student outcomes. Future research should include broader samples and qualitative methods to deepen understanding of supervision practices and their impact on teacher performance.

Utilization of Locally-Based Reading Resources in Improving Science Concept Comprehension among Grade 9 Learners

Hazel Joy Dela Austria — 2024-12-30

The study aimed to assess the effectiveness of locally-based reading resources (LBRR) on the comprehension of science concepts among ninth-grade learners at Odiongan National High School. A quasi-experimental design was employed to achieve this, wherein two groups were tested using a non-equivalent pre- and post-test setup. The sample comprised ninth-grade learners from Odiongan National High School, selected through purposive sampling. Two sections were chosen, with 31 students in each group. The samples were selected due to their similar average grades in Science during the second quarter of the school year 2023-2024. Data collection utilized a teacher-made test, validated and reliability-tested administered to the treatment group (exposed to LBRR) and the control group (exposed to DepEd Learning Material). Statistical analysis involved using mean and standard deviation, with a one-way analysis of covariance (ANCOVA) employed to assess the effect of LBRR as an intervention. The findings indicated that post-test results demonstrated a notable difference, with the treatment group showing a higher mean score. The effect size was found to be medium, further supporting the significance of the results. The study concluded that LBRR effectively enhances science concept comprehension among ninth-grade learners at Odiongan National High School based on these outcomes. This conclusion was drawn from the observed improvement in post-test scores following the implementation of LBRR.