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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) International Journal of Multidisciplinary: Applied Business and Education Research
Aton, Armand G.
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Library & Information Science Medicine & Pharmacology Social Sciences Other

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The Dominant Sports Coaching Style Preferred by the Athletes from a State University in the Philippines Abayari, Jenny Danica P.; Tilan, Karen M.; Aton, Armand G.; Reyes, Kristine Denise M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 6 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.06.24

Abstract

This research explores the dominant sports coaching style preferred by athletes at Cavite State University Imus Campus in the Philippines. Drawing upon a descriptive research methodology, the study investigates athletes' preferences across various demographic factors and types of sports played. A total of 183 officially enrolled athletes participated in the study, providing valuable insights into their coaching preferences. The findings reveal a universal preference for democratic coaching styles (x̄= 4.69) among athletes, emphasizing collaboration, communication, and participatory decision-making. Regardless of age, sex, year level, or degree program, athletes consistently rated democratic coaching as their preferred style. However, variations and exceptions were observed across certain types of sports, highlighting the importance of tailored coaching approaches. An interesting finding emerged regarding archery, where the athlete's average ratings for all coaching styles—Democratic, Autocratic, and Laissez-Faire—were consistently rated as x̄=5.00, suggesting a preference for any coaching style by a single athlete. Moreover, exceptions were observed in specific sports. For instance, in Chess, an Autocratic coaching style was dominant, indicating a preference for a directive approach (x̄=4.91). Similarly, in Lawn Tennis, athletes showed dual preferences for both Democratic and Autocratic coaching styles. It is significant that coaches recognize and adapt to athletes' preferences to optimize engagement, motivation, and performance outcomes. Aligning the appropriate coaching style to the athletes’ preference, can enhance the overall athletic experience and contribute to the success and satisfaction of athletes in their sporting endeavors.
In the zone or out of bounds? How sports and physical activity anxiety affects life satisfaction among students Mancera, Marlon A.; Sumera, Eduard S.; Tagare, Jr., Ruben L.; Lopez, Gilbert E.; Orgeta, Irish M.; Haji Kasan, Yashier T.; Cristobal, Harold Deo; Aton, Armand G.; Adlaon, Gauvin
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.33530

Abstract

This study aims to explore the relationship between sports and physical anxiety and life satisfaction among college students in a leading Philippine state university. Employing a quantitative research design, specifically descriptive correlation, data were collected from 2,043 respondents using simple random sampling. The research utilized the physical activity and sport anxiety scale and the life satisfaction index to measure the respective constructs, with analyses conducted using Spearman’s rho correlation coefficient to assess relationships between variables. Results indicated a significant relationship between sports and physical anxiety and life satisfaction, revealing that higher levels of anxiety corresponded to lower life satisfaction. These findings highlight the importance of addressing sports and physical anxiety to improve overall well-being. Implications suggest that institutions should implement mental health and wellness initiatives aimed at reducing anxiety and promoting supportive environments in physical education settings. By fostering a culture that prioritizes psychological well-being alongside physical engagement, institutions can enhance students’ life satisfaction and overall quality of life.
Challenges of teachers in implementing PATH-Fit as the new tertiary physical education in the Philippines Jr., Ruben L. Tagare,; Manly, Norita E.; Lobo, Joseph; Peromingan, Ronel; Salazar, Mary Ann; Orgeta, Irish M.; Kasan, Yashier T. Haji; Aton, Armand G.; Labarda, Sarah Jane B.; Dalipe, Mark Anthony R.; Sinag, Jay Mark D.; Rosario, Mark Anthony B.; Esto, Jomar B.
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.
The role of academic procrastination in the occurrence of depression, anxiety, and stress among college students Dollente, Lawrence Anthony U.; Aton, Armand G.; Esto, Jomar B.; Ortiz, Ashley Coleen S.; Castilla, Mary Jane B.; Estilloso, Eimer M.; Batapa, Girlie D.; Tagare, Jr., Ruben L.; Nadela, Lara Ivanah C.; Ongcoy, Paul John B.; Tulud, Donnie M.; Bat-og, Vibekehh N. D.; Neri, Altair V.; Martin, Maybell S.; Sumayo, Gideon S.
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.
Co-Authors Abayari, Jenny Danica P. Adlaon, Gauvin Bat-og, Vibekehh N. D. Batapa, Girlie D. Castilla, Mary Jane B. Cristobal, Harold Deo Dalipe, Mark Anthony R. Dollente, Lawrence Anthony U. Estilloso, Eimer M. Esto, Jomar B. Haji Kasan, Yashier T. Jr., Ruben L. Tagare, Kasan, Yashier T. Haji Labarda, Sarah Jane B. Lobo, Joseph Lopez, Gilbert E. Mancera, Marlon A. Manly, Norita E. Martin, Maybell S. Nadela, Lara Ivanah C. Neri, Altair V. Ongcoy, Paul John B. Orgeta, Irish M. Ortiz, Ashley Coleen S. Peromingan, Ronel Reyes, Kristine Denise M. Rosario, Mark Anthony B. Salazar, Mary Ann Sinag, Jay Mark D. Sumayo, Gideon S. Sumera, Eduard S. Tagare, Jr., Ruben L. Tilan, Karen M. Tulud, Donnie M.