Philippines

Academic Setbacks and Contributing Factors Among Computing Students in Philippine Higher Education

irjstem_f1 Abstract , , , , ,

Academic Setbacks and Contributing Factors Among Computing Students in
Philippine Higher Education
email: ndequina@sunn.edu.ph

A B S T R A C T

Academic setbacks such as incomplete (INC) grades and course failures remain persistent challenges to student retention in information technology programs in Philippine state universities. It is critical to distinguish between these two academic statuses: an INC grade signifies that a student has completed substantial coursework but has unfinished requirements due to valid, often extenuating, circumstances, whereas a failing grade denotes that the student did not meet the minimum academic standards for the course (Romero & Ventura, 2020). Adopting a proactive, preventive approach, this study analyzed contributing factors, support system utilization, and emotional impacts among 101 computing students at a state university in the Philippines using a validated structured survey. Quantitative techniques such as descriptive statistics, Spearman correlation, one-way ANOVA, chi-square, and multiple linear regression were applied. Financial difficulties (M=3.22), heavy course load (M=3.14), and time management issues (M=3.10) were the top-rated contributors. A regression model explained 37% of stress variance (R²=0.370; F(15,72)=2.82, p=.002), with lack of resources (β=0.433), work commitments (β=0.320), and subject difficulty (β=0.303) as significant predictors. Second-year students showed significantly higher resource and connectivity barriers across all ANOVA factors (p<.05, η²=0.07–0.12). Findings support the development of data-driven early warning systems and proactive academic advising frameworks within computing programs.

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Harmonizing community justice: Evaluating the effectiveness of Katarungang Pambarangay in Bacnotan, La Union

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James Patrick N. Noveloso1, Alan P. Nebrida, Riza B. Badua, Christian Charles Rodrigo M. Calica, Prince Bryan
Angel D. Diza, Vincent N. Ragonton, Teresita A. Chatoy
Corresponding email: ap_nebrida@nvsu.edu.ph

A B S T R A C T

This research intends to assess the level of implementation, performance, and compliance in a subset of barangays, as well as awareness of the Katarungang Pambarangay (KP) system in some barangays of Bacnotan, La Union, Philippines. Of the survey conducted, a total of 6,005 respondents participated, in which the respondents include members of the Lupong Tagapamayapa, Pangkat Tagapagkasundo, and Sangguniang Barangay. From the determination of the sample size, the Slovin method was applied using a 5% marginal error. Results showed that all the barangays have highly implemented the KP system, with Barangay Ortega achieving an ‘excellent’ implementation score of 3.99. The result thus indicated good performance of the system in acceptance around 3.50, an indicator that the community education and conflict resolution were effective. The subsequence of the KP processes were also graded, especially in matters concerning the processing of complaints, sending out summonses, conciliation, and support of unresolved matters in court. Lower compliance with physical and infrastructure difficulties, however, was noted in Barangay Arosip. The success of the KP system between the authorities and people of the community was attributed to the high degree of knowledge about the system. On the other hand, the level of knowledge was found to be lower in Barangay Arosip, most likely because of the cultural setting that characterizes this barangay and its tendency to rely fully upon the traditional mechanisms in place to solve conflicts. In conclusion, the KP system of Bacnotan, La Union, is a system required in the promotion of access to local justice, law, and order. Even though it is very effective, it would be to make some improvements for its application in the other localities. It will ensure the system that remains viable to improve the community’s education programs and institutionalize the use of traditional conflict resolution mechanisms in the formal KP structures.

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Mobile assisted language learning: Perspectives from senior high school students

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Rex A. Lim, Felix E. Arcilla Jr.
Davao City National High School, Philippines
Saint Michael College of Caraga, Philippines
Corresponding email: felixarcilla2@gmail.com

A B S T R A C T
Education has been in a drastic shift from face-to-face classes to distance education. Coping with this educational trend demands innovative practices to provide solutions to varied student conditions. Hence, this study explored the perspectives and experiences of Grade 11 students in the English for Academic and Professional Purposes (EAPP) classes in using mobile devices in the teaching-learning process in one of the public schools in the Department of Education Davao City, Mindanao, Philippines. The study employs a descriptive qualitative approach to conduct the research. Purposive sampling was used in the study that yielded 12 participants. Only Grade 11 students who use mobile devices to learn the lessons in EAPP class are eligible to participate in the study. Thematic analysis was used to analyze the data from focus group discussion and in-depth interviews aided by Quirkos software version 2.4.1. The findings revealed that using mobile technology in the class made learning easy and accessible. It is perceived to be an alternative mode of delivering the lesson. However, the participants also perceived the use of mobile devices in the class as distractive. Hence, guidelines on the responsible use of mobile devices in the classroom must be formulated and implemented. Future researchers might consider adopting a mixed methods research design in exploring this area. This is to balance perspectives with concrete figures that may quantify significant improvement or significant differences in students’ learning.

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