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Almeda, Phrygian
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Earning While Learning: A Qualitative Study on The Practices and Challenges in Self-Regulated Learning Among Working Filipino Undergraduate Students Aguila, Korina; Ancho, Inero; Vergara, Helga; Merca, Michelle; Gil Albor, Rufo; Pelegrina, Daisy; Almeda, Phrygian
International Journal of Educational Review Vol. 6 No. 2 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i2.36986

Abstract

This study explores the self-regulated learning (SRL) experiences of eight working students from a state universiry in Los Banos, Laguna, Philippines. The research investigates how these students perceive and practice SRL using a phenomenological approach and semi-structured interviews. Findings reveal that working students view SRL as beneficial to their learning and employ strategies such as planning, implementing learning plans, and evaluating their performance. However, they also face individual and external challenges that hinder the effective e application of SRL. The study highlights the need for educational institutions, student support services, and policymakers to foster a positive learning environment that supports the holistic and inclusive learning needs of working students. Understanding SRL among working students is crucial in the context of the Philippine education system, particularly in a blended learning setup where students must balance academic, employment, and personal responsibilities.
Filipino LGBTQ+ Emerging Adults’ Conceptualization of Romantic Relationships Cardona, Louis Miguel; Ancho, Inero; Vergara, Helga; Laude, Teri-Marie; Albor, Rufo Gil; Pelegrina, Daisy; Almeda, Phrygian
International Journal of Multidisciplinary Sciences Vol. 3 No. 1 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ijms.v3i1.3953

Abstract

This study investigates the narratives of contemporary romance among Filipino LGBTQ+ emerging adults, emphasizing their lived experiences, modern influences, and cultural determinants that form their relationships. A qualitative phenomenological design was employed to conduct semi-structured interviews with eight participants from a state institution in Laguna, Philippines. The findings indicated that romantic connections are crucial in identity exploration and self-affirmation. Participants characterized love as a collaboration founded on reciprocal respect, emotional intimacy, and equality, contesting established conventions and heteronormative standards. Digital platforms facilitated connections and provided safe spaces for users; nevertheless, they also engendered obstacles, including false expectations and superficial interactions. Cultural influences, including familial expectations and Catholic ideals, were substantial, offering both obstacles and avenues for growth and authenticity. This study offers insights into the interplay between identity, culture, and love; but, its limited sample size and concentration on a particular university restrict its generalizability. Future research ought to investigate many contexts, encompassing rural regions and a wider array of socioeconomic demographics, while analyzing the changing influence of technology on LGBTQ+ relationships. This study emphasizes the resilience of Filipino LGBTQ+ emerging adults and advocates for inclusive legislation and community assistance to foster acceptance and equality.
Factors Influencing Teacher Efficacy in a Public Laboratory School: Examining the Roles of Experience, Professional Engagement, School Culture, and Burnout Albor, Rufo Gil; Ancho, Inero; Bulasag, Abriel; Perez, Ma. Grechelle Lyn; Pelegrina, Daisy; Almeda, Phrygian
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 1 (2025): Journal of Pedagogical and Teacher Professional Development, July 2025
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i1.968

Abstract

Teacher efficacy is a critical determinant of instructional effectiveness and student outcomes, particularly in laboratory schools that serve as training hubs for educators. This study examines the factors influencing teacher efficacy in a public laboratory school, focusing on experience, professional engagement, school culture, and burnout. Using a survey research design, data were collected from 36 faculty members through structured questionnaires measuring teacher efficacy, school culture, and burnout levels. Pearson correlation and regression analysis were employed to assess the relationships among key variables. Findings indicate that perceived school culture has a significant, positive, moderate correlation with teacher efficacy, explaining 44% of its variance. Conversely, teacher burnout exhibits a significant, negative, moderate correlation with teacher efficacy, accounting for 18% of its variance. In contrast, teacher efficacy showed no significant correlation with length of service, educational attainment, research engagement, or extension involvement. These results suggest that institutional factors such as school culture and workload management play a more crucial role in shaping teacher efficacy than individual professional attributes. The study highlights the need for policies that foster a supportive school environment, reduce burnout risk, and integrate professional development initiatives to enhance teacher confidence and effectiveness.
Academic Performance of Left-Behind Senior High School Students in the Philippines: Impacts of Parental Migration Apolinario, Martina Chloe Mari; Ancho, Inero; Albor, Rufo Gil; Botor, Nephtaly Joel; Pelegrina, Daisy; Almeda, Phrygian
ASEAN Journal of Educational Research and Technology Vol 4, No 3 (2025): (ONLINE FIRST) AJERT: VOLUME 4, ISSUE 3, December 2025
Publisher : Bumi Publikasi Nusantara

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Abstract

The migration of Filipino workers overseas remains a major socio-economic phenomenon, offering financial stability yet creating emotional and academic challenges for left-behind children. This qualitative phenomenological study examined how parental absence affects the academic performance of senior high school students in Los Baños, Laguna, whose parents work abroad. Data were gathered through semi-structured interviews with purposively selected Grade 12 students meeting specific criteria. Thematic analysis revealed three key themes: thriving amidst loneliness, flourishing academic independence, and repaying sacrifices through excellence. While remittances eased financial burdens, students reported feelings of isolation, lack of parental guidance, and academic pressure driven by the desire to honor their parents’ sacrifices. Strong communication and adaptive coping strategies emerged as vital in mitigating adverse effects. The study underscores the need for school-based support systems and policy interventions addressing the psychosocial well-being and academic needs of left-behind students.
Co-Authors Aguila, Korina Albor, Rufo Gil Ancho, Inero Apolinario, Martina Chloe Mari Botor, Nephtaly Joel Bulasag, Abriel Cardona, Louis Miguel Gil Albor, Rufo Laude, Teri-Marie Merca, Michelle Pelegrina, Daisy Perez, Ma. Grechelle Lyn Vergara, Helga