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All Journal International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Jomar B. Esto
University of Southern Mindanao
Humanities Education Health Professions Library & Information Science Social Sciences Other

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The wellness equation: understanding health practices and behaviors of university students in Southern Philippines Jomar B. Esto; Jemwell B. Francisco; Ruben L. Tagare Jr.; Cheeze R. Janito; Norge D. Martinez; Eduard S. Sumera; Marichu A. Calixtro; Vinus P. Java; Moreno B. Java Jr.; Gladys Pearl O. Ambrocio; Jessa S. Buisan; Gauvin Adlaon
International Journal of Public Health Science (IJPHS) Vol 15, No 1: March 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v15i1.26278

Abstract

This study aimed to explore the health practices and behaviors of university students in the Southern Philippines, focusing on key domains such as health perception and management, nutritional practices, physical activity, sleep, cognitive function, and stress tolerance. Using a quantitative, descriptive correlation design, data were gathered from 1,086 students through a simple random sampling technique. The primary instrument used was the health practices and behaviors questionnaire, which assessed students' health behaviors across the various domains. Statistical analysis involved computing composite means to describe health practices and Spearman's rho to examine the interrelationships between these behaviors. Results indicated that students exhibited moderate health practices across most domains, with a significant positive correlation found between health behaviors in areas such as physical activity, stress tolerance, and sleep. The study highlights the interconnected nature of health behaviors and the need for integrated health promotion strategies that address multiple aspects of student well-being simultaneously. The findings suggest that universities should focus on holistic programs that foster healthier lifestyles, improving students’ overall health outcomes and academic performance. Future research should explore additional factors influencing student health behaviors, including socio-economic, environmental, and cultural influences, to create more targeted interventions.
The role of academic procrastination in the occurrence of depression, anxiety, and stress among college students Lawrence Anthony U. Dollente; Armand G. Aton; Jomar B. Esto; Ashley Coleen S. Ortiz; Mary Jane B. Castilla; Eimer M. Estilloso; Girlie D. Batapa; Ruben L. Tagare, Jr.; Lara Ivanah C. Nadela; Paul John B. Ongcoy; Donnie M. Tulud; Vibekehh N. D. Bat-og; Altair V. Neri; Maybell S. Martin; Gideon S. Sumayo
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.34968

Abstract

Despite growing attention to academic procrastination and student mental health, few studies have examined how procrastination is linked specifically to depression, anxiety, and stress (DAS) among college students in the Southern Philippines—an underrepresented context in the literature. Anchored in the cognitive-behavioral theory, which posits that maladaptive behaviors like procrastination can reinforce negative emotional states, this study investigates the relationship between academic procrastination and psychological distress. Using a quantitative descriptive-correlational design, data were gathered from 796 college students selected through simple random sampling. Instruments included the academic procrastination scale and the DASS-21, both with strong reliability indices. Descriptive statistics were used to identify the severity levels of procrastination and mental health symptoms, while Pearson’s correlation coefficient examined their relationships. Most of students demonstrated moderate levels of academic procrastination. Notably, while depression was significantly correlated with procrastination, anxiety and stress showed no significant association. This suggests that procrastination may particularly intensify depressive tendencies, such as low motivation and self-worth, rather than general stress or anxiety. The high prevalence of extremely severe anxiety and moderate to severe stress signals broader psychosocial challenges among students that may not be directly linked to procrastination but still demand attention. These findings contribute to the academic discourse by contextualizing mental health and behavioral patterns in a regional student population. The study has practical implications for curriculum planners, mental health professionals, and institutional policymakers, particularly in designing support systems that address the psychological and behavioral needs of students within culturally specific frameworks.
Activity preferences of Gen Z in rural communities: key insights for improving the Philippine PATH-Fit program Ruben L. Tagare, Jr.; Daniel B. Saroca, Jr.; Jerrwin C. Aguinaldo; Priscilla P. Dagoc; Eduard S. Sumera; Marlon A. Mancera; Jomar B. Esto; Cheeze R. Janito; Marlene E. Orfrecio; Jerum B. Elumbaring
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.23739

Abstract

This study explored the activity preferences of Generation Z (Gen Z) students in rural communities to enhance the implementation of the Philippine physical activity towards health and fitness (PATH-Fit) program. Utilizing a qualitative-ethnographic approach, insights were obtained from 20 selected Gen Z students through expert-validated open-ended questions. The findings highlighted seven key preferences: lessen the lectures, holistic activities, sports and physical activities, comfort, accessibility, and convenience, community and outdoor activities, activities to deviate from technology, and activities that do not add stress. The study revealed that Gen Z students in rural areas prefer PATH-Fit activities that are engaging, diverse, and supportive of their overall well-being. They favor fewer lectures to allow for more interactive learning experiences that integrate social, mental, and emotional aspects alongside physical activities. Additionally, they seek activities that are comfortable, accessible, and convenient, valuing easy access and minimal hassle. Community engagement and outdoor experiences are also crucial to them, as are opportunities to disconnect from technology and avoid stress. These preferences emphasize the need for a well-rounded and adaptable approach to physical education (PE) that aligns with Gen Z students’ diverse needs and well-being in rural communities.
Challenges of teachers in implementing PATH-Fit as the new tertiary physical education in the Philippines Ruben L. Tagare, Jr.; Norita E. Manly; Joseph Lobo; Ronel Peromingan; Mary Ann Salazar; Irish M. Orgeta; Yashier T. Haji Kasan; Armand G. Aton; Sarah Jane B. Labarda; Mark Anthony R. Dalipe; Jay Mark D. Sinag; Mark Anthony B. Rosario; Jomar B. Esto
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23289

Abstract

This research aimed to comprehensively investigate the challenges faced by physical education teachers in implementing physical activities towards health and fitness (PATH-Fit) as the new tertiary physical education curriculum in the Philippines. Employing a qualitative research design, the study engaged five physical education teachers from a leading State University in the Southern Philippines as the main source of data. The research participants were actively involved in focus group discussions and in-depth interviews using an open-ended guide questionnaire validated by experts in the field. The triangulation of results revealed five essential themes capturing the significant challenges faced by these educators in the implementation of the new curriculum: inadequate instructional references, insufficient instructional time for PATH-Fit, lack of training and retooling for teachers, unavailability of equipment and materials, and shortfall on administrative support and guidance. As this research contributes critical insights into the multifaceted challenges associated with PATH-Fit implementation, it emphasizes the necessity for strategic interventions to enhance the effectiveness of the new tertiary physical education curriculum in the Philippines.
Experiences of Gen Zs in movement competency training course: basis for contextualizing the Philippine PATH-Fit Ruben L. Tagare, Jr.; Daniel B. Saroca, Jr.; Jerrwin C. Aguinaldo; Rosalie D. Meriales; Gliceria C. Lunag; Vinus P. Java; Jerum B. Elumbaring; Jomar B. Esto; Cheeze R. Janito; Lara Ivanah C. Nadela; Joanna Caryl P. Esponja; Norge D Martinez; Marichu A. Calixtro; Michelle R. Dee
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.23127

Abstract

This study explored the experiences of Generation Z (Gen Z) students from rural communities in the PATH-Fit 1 course (movement competency training) to identify ways to improve the Philippine Physical Activity Toward Health and Fitness (PATH-Fit) program. A qualitative-descriptive approach was used, with 20 students carefully selected for interviews. Open-ended questions, validated by experts, were used to gather detailed insights into the students’ thoughts and experiences. The findings revealed that students enjoyed the engaging activities, the focus on overall well-being, and the supportive nature of their teachers in PATH-Fit 1. However, they also found the course physically exhausting and too demanding, which led to frustration. Additionally, students expressed concerns about teacher absenteeism and the ineffectiveness of online classes, which negatively impacted their learning experience. These issues highlighted areas where the program could be improved to better meet the needs of rural Gen Z students. By addressing these concerns, the PATH-Fit program can be more effectively tailored to enhance student engagement and learning outcomes, ultimately providing a more positive and fulfilling educational experience for Gen Z learners in rural communities.
Co-Authors Altair V. Neri Armand G. Aton Armand G. Aton Ashley Coleen S. Ortiz Cheeze R. Janito Daniel B. Saroca, Jr. Donnie M. Tulud Eduard S. Sumera Eimer M. Estilloso Gauvin Adlaon Gideon S. Sumayo Girlie D. Batapa Gladys Pearl O. Ambrocio Gliceria C. Lunag Irish M. Orgeta Jay Mark D. Sinag Jemwell B. Francisco Jerrwin C. Aguinaldo Jerum B. Elumbaring Jessa S. Buisan Joanna Caryl P. Esponja Joseph Lobo Lara Ivanah C. Nadela Lawrence Anthony U. Dollente Marichu A. Calixtro Mark Anthony B. Rosario Mark Anthony R. Dalipe Marlene E. Orfrecio Marlon A. Mancera Mary Ann Salazar Mary Jane B. Castilla Maybell S. Martin Michelle R. Dee Moreno B. Java Jr. Norge D Martinez Norge D. Martinez Norita E. Manly Paul John B. Ongcoy Priscilla P. Dagoc Ronel Peromingan Rosalie D. Meriales Ruben L. Tagare Jr. Ruben L. Tagare, Jr. Ruben L. Tagare, Jr. Sarah Jane B. Labarda Vibekehh N. D. Bat-og Vinus P. Java Yashier T. Haji Kasan