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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Ruben L. Tagare, Jr.
University of Southern Mindanao
Humanities Education Library & Information Science Social Sciences Other

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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.
The relationship between physical activity engagement and internet addiction among students in rural academia Jomar Esto; Lara Ivanah C. Nadela; Marichu Calixtro; Cheeze R. Janito; Evangeline Gaspar; Ruben L. Tagare, Jr.; Argin A. Gulanes; Michelle R. Dee; Japy O. Sumambot; Pink Floyd M. Boyles; Erika Acera; William R. Pregunta; Jan Lincon C. Rivas
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34969

Abstract

This study explores the relationship between physical activity engagement and internet addiction among university students in a rural Philippine academic setting—an understudied context where digital reliance and limited physical access converge. Employing a rigorous quantitative approach through a descriptive-correlational design, the study involved 892 respondents selected via simple random sampling from a premier state university. Data were gathered using the culturally adaptable international physical activity questionnaire (IPAQ) and the internet addiction test (InAT), both established and reliable tools for assessing physical activity levels and problematic internet use. Descriptive and inferential statistics, including Pearson correlation coefficient, were utilized to analyze patterns and relationships within the data. The results indicate a significant negative correlation between physical activity engagement and internet addiction, suggesting that higher physical activity is associated with lower levels of problematic internet use. This finding underscores the protective role of physical activity against digital overdependence and highlights the need to contextualize behavioral health strategies within rural academic environments. The study offers valuable insights for policymakers, educators, and researchers aiming to support student well-being through integrative health and technology-use 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.
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.
Pre-service teachers’ readiness in implementing adapted physical education in a mainstream classroom Ronel S. Peromingan; Ruben L. Tagare, Jr.; Ma. Flor Jessamine M. Andajao; Dexter T. Paclibar; Mary Ann A. Salazar; Elmer M. Labad; Emie S. Misil
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.v20i1.23842

Abstract

This study investigates pre-service teachers’ readiness to implement adapted physical education (APE) in mainstream classrooms, focusing on essential competencies such as knowledge, adaptability, empathy, communication, safety awareness, assessment, and resilience. Utilizing a quantitative research design, specifically a correlational approach, the study engaged 112 respondents selected through simple random sampling from a leading state university in Southern Philippines. Data were collected using a researcher-made survey questionnaire that underwent pilot testing and reliability assessment. The analysis employed mean and Spearman’s rho correlation coefficient to explore the relationships among the different dimensions of readiness. The findings reveal that pre-service teachers are moderately ready to implement APE, with significant interrelationships identified among all competency areas. These results indicate a need for comprehensive teacher training programs that emphasize the interconnected nature of these competencies, suggesting that improvement in one area could enhance readiness across others. The study concludes that a holistic approach in teacher preparation is essential for developing competent educators capable of promoting equitable participation in physical education (PE) for all students, ultimately enhancing the quality of APE in mainstream settings.
Co-Authors Altair V. Neri Argin A. Gulanes Armand G. Aton Ashley Coleen S. Ortiz Cheeze R. Janito Daniel B. Saroca, Jr. Dexter T. Paclibar Donnie M. Tulud Eduard S. Sumera Eimer M. Estilloso Elmer M. Labad Emie S. Misil Erika Acera Evangeline Gaspar Gideon S. Sumayo Girlie D. Batapa Gliceria C. Lunag Jan Lincon C. Rivas Japy O. Sumambot Jerrwin C. Aguinaldo Jerum B. Elumbaring Joanna Caryl P. Esponja Jomar B. Esto Jomar Esto Lara Ivanah C. Nadela Lawrence Anthony U. Dollente Ma. Flor Jessamine M. Andajao Marichu A. Calixtro Marichu Calixtro Marlene E. Orfrecio Marlon A. Mancera Mary Ann A. Salazar Mary Jane B. Castilla Maybell S. Martin Michelle R. Dee Norge D Martinez Paul John B. Ongcoy Pink Floyd M. Boyles Priscilla P. Dagoc Ronel S. Peromingan Rosalie D. Meriales Vibekehh N. D. Bat-og Vinus P. Java William R. Pregunta