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Spirituality and Physical Health as Predictors of Mental Health Among University Students Calaguas, Glenn Medallon
Jurnal Ilmiah Peuradeun Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v13i2.1449

This study examined the predictive influence of spirituality and physical health on depression, anxiety, and stress among undergraduate students during their first full return to face-to-face learning after the COVID-19 pandemic. Anchored on the Biopsychosocial Model, SPIRE Model, and Health Hexagonal Model, a complex correlational design was employed using multiple linear regression analysis. Data were collected from 1,760 freshmen and sophomore students enrolled in 24 academic programs at a state university in the Philippines. Three validated instruments—the DASS-21, the Spirituality Scale, and the Physical Health Questionnaire—were administered. Findings revealed that spirituality, particularly the dimension of self-discovery, was a significant protective factor against depression, anxiety, and stress. In contrast, physical health concerns such as sleep disturbances, gastrointestinal problems, and respiratory infections were substantial risk factors across all three psychological outcomes. These results affirm the multifaceted nature of mental wellness and highlight the importance of integrating spiritual and physical dimensions in designing context-sensitive mental health interventions for higher education. The study contributes novel insights from the Philippine context to the growing global discourse on student mental health and underscores the value of holistic, culturally grounded approaches in supporting psychological well-being in post-pandemic academic transitions.

Not My Choice: The Lived Experiences of Freshman Pre-service Teachers Enrolled in a Non-Preferred Program in Central Luzon, Philippines Pediongco, Jeramie Bermudez; Calaguas, Glenn Medallon
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 4 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i4.1760

Purpose of the study: Teachers play a crucial role in national development, with their passion and commitment being essential to student success. However, one of the necessary elements to become passionate and committed to the teaching profession is to enroll first in an undergraduate teacher education program because this leads to better preparation. Thus, this study sought an in-depth look into the program commitment and academic experiences of first-year preservice teachers enrolled in a non-preferred program. Methodology: This phenomenological research explored the lived experiences of freshman pre-service teachers enrolled in a non-preferred program. The experiences of the nine informants were explored by conducting interviews focusing on realities that happen when enrolled in a non-preferred program. Particularly, conversational interviewing was used for an in-depth idea of thought processes and worldviews. Moreover, the Colaizzi’ method was followed. Main Findings: Findings revealed that the informants faced disappointments, educational challenges, later appreciation of the program, motivation from support systems, and aspirations for a better future. These ranges of experiences can be further categorized into five themes: (a) recognizing educational aspirations, (b) transitioning to higher education, (c) embracing the current program, (d) achieving personal growth, and (e) traversing to the future. Novelty/Originality of this study: This study offers an original contribution by closely examining how students in non-preferred academic programs develop academic commitment through adaptive processes over time. It highlights the importance of support systems, broad opportunities and positive academic experiences, and how these factors helps with students' internal coping strategies and identity reconstruction. The study reveals a nuanced, multi-phase progression—from initial disengagement to eventual integration—driven by institutional resources, peer interactions, and emerging self-agency. This progression addresses a gap in understanding how educational environments creates positive learning experiences and sustained commitment in misaligned academic placements.

Difficulties in Printed Modular Distance Learning: Scale Development and Psychometric Properties Calaguas, Glenn Medallon; Manarang, Noel Calma; Cortez, Aina Pangan; Mercado, Riza Manalo
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study focused on the development of a scale that can be used to identify difficulties in printed modular distance learning from the perspective of learners. Extant literature was analyzed, and 20 learners were interviewed aimed at identifying difficulties. Insights from both literature and interviews served as the basis for the writing of 23 items on the initial scale, distributed under seven themes. Ten learners were asked to participate in the trial run, and 619 learners participated in the test administration. With responses during the test administration, means and standard deviations were computed, and scale reliability was evaluated using Cronbach’s Coefficient Alpha formula, while factor analysis was used to evaluate scale validity. Six factors were retained after factor analysis. The scale developed is psychometrically sound and can identify difficulties in printed modular distance learning, as can be observed from the results of its reliability and validity evaluation. Keywords: distance learning, modular learning, scale developmentDOI: http://dx.doi.org/10.23960/jpp.v13.i3.202333

To Teach in a Foreign Land: The Lived Experiences of Non-Immigrant Cultural Exchange Filipino Teachers Samia, Frances Rowena Mercado; Calaguas, Glenn Medallon
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2274

Purpose of the study: The study focused on the lived experiences of non-immigrant cultural exchange Filipino teachers in the united states (US). Particularly, the reasons for moving to the US to teach and leaving a permanent position at the philippine department of education (DepEd) were explored. Methodology: A total of eight Filipino teachers currently teaching in the US served as participants in the study. These participants were chosen through the use of purposive and snowball sampling methods, with the following criteria taken into consideration: teachers from the Philippines who moved to the US to teach; DepEd being the previous employer; single; and holder of a J-1 visa. The descriptive phenomenological approach was employed to discover the underlying meanings of the participants’ experiences. Particularly, Collaizi’s descriptive-phenomenological method was used. Main Findings: Through Collaizi’s descriptive-phenomenological method, six themes were identified. These themes were considerations, motivations, preparations, challenges, pleasant experiences, and future outlooks. Novelty/Originality of this study: The study provided insights into the lived experiences of former basic education teachers in the Philippines who opted to work in the US as cultural exchange teachers. The themes identified in the study can serve as guide in better understanding the experiences of these teachers as they venture into the teaching profession in a foreign environment.

Not My Choice: The Lived Experiences of Freshman Pre-service Teachers Enrolled in a Non-Preferred Program in Central Luzon, Philippines Pediongco, Jeramie Bermudez; Calaguas, Glenn Medallon
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 4 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i4.1760

Purpose of the study: Teachers play a crucial role in national development, with their passion and commitment being essential to student success. However, one of the necessary elements to become passionate and committed to the teaching profession is to enroll first in an undergraduate teacher education program because this leads to better preparation. Thus, this study sought an in-depth look into the program commitment and academic experiences of first-year preservice teachers enrolled in a non-preferred program. Methodology: This phenomenological research explored the lived experiences of freshman pre-service teachers enrolled in a non-preferred program. The experiences of the nine informants were explored by conducting interviews focusing on realities that happen when enrolled in a non-preferred program. Particularly, conversational interviewing was used for an in-depth idea of thought processes and worldviews. Moreover, the Colaizzi’ method was followed. Main Findings: Findings revealed that the informants faced disappointments, educational challenges, later appreciation of the program, motivation from support systems, and aspirations for a better future. These ranges of experiences can be further categorized into five themes: (a) recognizing educational aspirations, (b) transitioning to higher education, (c) embracing the current program, (d) achieving personal growth, and (e) traversing to the future. Novelty/Originality of this study: This study offers an original contribution by closely examining how students in non-preferred academic programs develop academic commitment through adaptive processes over time. It highlights the importance of support systems, broad opportunities and positive academic experiences, and how these factors helps with students' internal coping strategies and identity reconstruction. The study reveals a nuanced, multi-phase progression—from initial disengagement to eventual integration—driven by institutional resources, peer interactions, and emerging self-agency. This progression addresses a gap in understanding how educational environments creates positive learning experiences and sustained commitment in misaligned academic placements.

To Teach in a Foreign Land: The Lived Experiences of Non-Immigrant Cultural Exchange Filipino Teachers Samia, Frances Rowena Mercado; Calaguas, Glenn Medallon
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2274

Purpose of the study: The study focused on the lived experiences of non-immigrant cultural exchange Filipino teachers in the united states (US). Particularly, the reasons for moving to the US to teach and leaving a permanent position at the philippine department of education (DepEd) were explored. Methodology: A total of eight Filipino teachers currently teaching in the US served as participants in the study. These participants were chosen through the use of purposive and snowball sampling methods, with the following criteria taken into consideration: teachers from the Philippines who moved to the US to teach; DepEd being the previous employer; single; and holder of a J-1 visa. The descriptive phenomenological approach was employed to discover the underlying meanings of the participants’ experiences. Particularly, Collaizi’s descriptive-phenomenological method was used. Main Findings: Through Collaizi’s descriptive-phenomenological method, six themes were identified. These themes were considerations, motivations, preparations, challenges, pleasant experiences, and future outlooks. Novelty/Originality of this study: The study provided insights into the lived experiences of former basic education teachers in the Philippines who opted to work in the US as cultural exchange teachers. The themes identified in the study can serve as guide in better understanding the experiences of these teachers as they venture into the teaching profession in a foreign environment.

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