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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Educational, Health and Community Psychology East Asian Journal of Multidisciplinary Research (EAJMR) Journal of Social Knowledge Education (JSKE) Indonesian Journal of Education Research (IJoER)
Sumayo, Gideon S.
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy Obenza, Brandon N.; Fordan, Marlou Jay G.; Tripole, Jianna Mae S.; Cantor, Frankie Dawn Erica C.; Parantar, Archer James G.; Florenosos, Alexis Joseph M.; Ando, Aice Jean B.; Reyes, Apple Mae C.; Sumayo, Gideon S.
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i2.1422

Abstract

Purpose of the study: This study aimed to examine the mediating role of academic procrastination in the relationship between academic stress and burnout among college students in Regions XI and XII, Philippines. Methodology: The study employed a quantitative, non-experimental correlational design. Data were collected through an online survey consisting of 64 items rated on a 5-point Likert scale. A sample of 250 college students was selected using stratified random sampling, and data were analyzed using SmartPLS 4.0 and bootstrapping with 5,000 resamples. Main Findings: The results showed that academic stress significantly predicts burnout (β = 0.394, p < 0.001), while procrastination mediates this relationship by amplifying stress and increasing emotional exhaustion (β = 0.411, p < 0.001). These findings highlight stress as a critical factor in driving burnout and demonstrate the importance of addressing procrastination to improve student well-being. Novelty/Originality of this study: This study advances knowledge by exploring the mediating role of procrastination in the stress-burnout relationship, which has been underexplored in the literature. It highlights practical implications for community-based education policies and strategies to enhance student resilience and mitigate burnout in academic settings.
From K-12 to MATATAG: A Systematic Review of the Factors Driving Curriculum Transition Cabaya, Jelargen D.; Gerios, Cloyd Q.; Lano, Jeremiah B.; Valenzuela, Elmelyn B.; Sumayo, Gideon S.
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.v6i4.2128

Abstract

Purpose of the study: This systematic review examines the shift of Philippine curriculum from K-12 to the MATATAG. It aims to identify the key factors that drive this curriculum change, analyze perceptions from different education stakeholders, and assess how the MATATAG curriculum addresses the limitations found in the previous system. Methodology: Using the PRISMA framework, 25 relevant studies from 2020-2025 were analyzed thematically. Main Findings: Results reveal that systemic challenges such as content overload, weak foundational skills, and inadequate teacher training prompted the shift. Stakeholders generally support MATATAG for its streamlined competencies and contextual relevance, although issues in the implementation persist. Novelty/Originality of this study: Unlike earlier reviews that only describe the K-12 challenges or the policy intent of MATATAG, this study integrates both stakeholder perspectives and thematic analysis across multiple recent studies. By mapping how the MATATAG framework directly responds to previously documented limitations, it provides an evidence-based lens for anticipating long-term effects. This unique synthesis offers actionable insights for curriculum planners, policymakers, and teacher professional development programs seeking to align reforms with ground-level realities.
Adolescent Fathers with Unplanned Pregnancies and Their Journey in English as a Second Language Learning: a Multiple Case Study Obenza, Brandon; Suerte, Josephine M.; Raymunde Jr., Pedro P; Sumayo, Gideon S.
Journal of Educational, Health and Community Psychology Vol 14 No 3 SEPTEMBER 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.30583

Abstract

Adolescent fatherhood, particularly in the context of unplanned pregnancies, presents unique challenges that disrupt educational and linguistic development. This study explored the lived experiences, challenges, and coping mechanisms of young fathers in relation to learning English as a second language. Using a qualitative multiple case study design, five adolescent fathers from public and alternative learning institutions in Mindanao, Philippines, were purposively selected. Data were gathered through semi-structured interviews, classroom observations, and document analysis, then analyzed using Colaizzi’s thematic method with member checking and triangulation to ensure rigor. Findings revealed struggles with English proficiency, comprehension difficulties, and emotional strain, but also highlighted persistence, child-driven motivation, and adaptive time management as coping strategies. The study extends Role Conflict Theory, Self-Determination Theory, and Ecological Systems Theory by illuminating how adolescent fathers negotiate competing roles. Practical implications include designing flexible class schedules, providing targeted ESL tutoring, and implementing school- and community-based support programs for young fathers.
Vocabulary Knowledge and Inferential Reading Comprehension of Senior High School Students: A Descriptive-Correlational Inquiry Royeras, Julie T.; Sumayo, Gideon S.
East Asian Journal of Multidisciplinary Research Vol. 3 No. 3 (2024): March 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/eajmr.v3i3.8164

Abstract

This quantitative study employing descriptive-correlation research design is aimed to determine the vocabulary knowledge, the inferential reading comprehension, and whether there is a significant relationship between the vocabulary knowledge and inferential reading comprehension of the respondents. More so,it aimed to determine if there is a significant relationship between the vocabulary knowledge and inferential reading comprehension of senior high school students. The respondents to this study were two hundred sixty senior high school students at a public school in Libungan, Cotabato, Philippines. Two survey questionnaires were adopted to gather the needed data. The data gathered were tallied, computed, and interpreted using frequency counts, percentages, means, and Pearson R correlation.
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.
From K-12 to MATATAG: A Systematic Review of the Factors Driving Curriculum Transition Cabaya, Jelargen D.; Gerios, Cloyd Q.; Lano, Jeremiah B.; Valenzuela, Elmelyn B.; Sumayo, Gideon S.
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.v6i4.2128

Abstract

Purpose of the study: This systematic review examines the shift of Philippine curriculum from K-12 to the MATATAG. It aims to identify the key factors that drive this curriculum change, analyze perceptions from different education stakeholders, and assess how the MATATAG curriculum addresses the limitations found in the previous system. Methodology: Using the PRISMA framework, 25 relevant studies from 2020-2025 were analyzed thematically. Main Findings: Results reveal that systemic challenges such as content overload, weak foundational skills, and inadequate teacher training prompted the shift. Stakeholders generally support MATATAG for its streamlined competencies and contextual relevance, although issues in the implementation persist. Novelty/Originality of this study: Unlike earlier reviews that only describe the K-12 challenges or the policy intent of MATATAG, this study integrates both stakeholder perspectives and thematic analysis across multiple recent studies. By mapping how the MATATAG framework directly responds to previously documented limitations, it provides an evidence-based lens for anticipating long-term effects. This unique synthesis offers actionable insights for curriculum planners, policymakers, and teacher professional development programs seeking to align reforms with ground-level realities.
Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy Obenza, Brandon N.; Fordan, Marlou Jay G.; Tripole, Jianna Mae S.; Cantor, Frankie Dawn Erica C.; Parantar, Archer James G.; Florenosos, Alexis Joseph M.; Ando, Aice Jean B.; Reyes, Apple Mae C.; Sumayo, Gideon S.
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i2.1422

Abstract

Purpose of the study: This study aimed to examine the mediating role of academic procrastination in the relationship between academic stress and burnout among college students in Regions XI and XII, Philippines. Methodology: The study employed a quantitative, non-experimental correlational design. Data were collected through an online survey consisting of 64 items rated on a 5-point Likert scale. A sample of 250 college students was selected using stratified random sampling, and data were analyzed using SmartPLS 4.0 and bootstrapping with 5,000 resamples. Main Findings: The results showed that academic stress significantly predicts burnout (β = 0.394, p < 0.001), while procrastination mediates this relationship by amplifying stress and increasing emotional exhaustion (β = 0.411, p < 0.001). These findings highlight stress as a critical factor in driving burnout and demonstrate the importance of addressing procrastination to improve student well-being. Novelty/Originality of this study: This study advances knowledge by exploring the mediating role of procrastination in the stress-burnout relationship, which has been underexplored in the literature. It highlights practical implications for community-based education policies and strategies to enhance student resilience and mitigate burnout in academic settings.
Co-Authors Ando, Aice Jean B. Aton, Armand G. Bat-og, Vibekehh N. D. Batapa, Girlie D. Cabaya, Jelargen D. Cantor, Frankie Dawn Erica C. Castilla, Mary Jane B. Dollente, Lawrence Anthony U. Estilloso, Eimer M. Esto, Jomar B. Florenosos, Alexis Joseph M. Fordan, Marlou Jay G. Gerios, Cloyd Q. Lano, Jeremiah B. Martin, Maybell S. Nadela, Lara Ivanah C. Neri, Altair V. Obenza, Brandon Obenza, Brandon N. Ongcoy, Paul John B. Ortiz, Ashley Coleen S. Parantar, Archer James G. Raymunde Jr., Pedro P Reyes, Apple Mae C. Royeras, Julie T. Suerte, Josephine M. Tagare, Jr., Ruben L. Tripole, Jianna Mae S. Tulud, Donnie M. Valenzuela, Elmelyn B.