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All Journal Inclusive Society and Sustainability Studies (ISSUES) Humanities, Society, and Community (HSC) People and Behavior Analysis (PBA) Education Policy and Development (EPD)
Mary Rose F. Montano
City College of Calamba
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Accreditation Readiness and Institutional Quality: An Assessment of Stakeholder Experiences Mary Rose F. Montano; Ronald A. Gonzales; Simplicio P. Alba; Richie V. Mendoza; Anna Rhea C. Opeña; Armando A. Salenga Jr.; Francis Eduard T. Malitig
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3952

Abstract

Accreditation is a vital mechanism for ensuring quality assurance, institutional credibility, and continuous improvement in higher education. This study examined accreditation readiness, stakeholder satisfaction, and perceived challenges at a Philippine higher education institution following the accreditation visit by the City College of Calamba (CCC) during the second semester of Academic Year 2024–2025. Using a convergent parallel mixed-methods design, quantitative data were collected from 525 administrators, faculty members, non-teaching personnel, and students, complemented by qualitative thematic analysis of open-ended responses. Results indicated a high level of accreditation readiness (M = 4.23, Excellent) and stakeholder satisfaction (M = 4.30, Very Satisfied), with administrators reporting the most favorable perceptions. Challenges were rated as considerable (M = 3.64), primarily related to administrative support, time constraints, and resource limitations. No significant differences were found across stakeholder groups, suggesting a shared institutional experience. A strong positive relationship was found between accreditation readiness and stakeholder satisfaction (r = .894, p < .001), while the relationship between readiness and perceived challenges was negligible (r = .133, p < .001). Thematic analysis yielded four major themes: institutional proactivity, operational barriers, integrated support systems, and empowered teamwork, which reinforced the quantitative findings. The results highlight that preparedness enhances stakeholder satisfaction but does not fully mitigate operational challenges. The study contributes a stakeholder-centered perspective to Philippine accreditation literature and proposes an action plan to strengthen accreditation readiness through inclusive, coordinated, and sustainable quality assurance practices.
Gender and Society Course at City College of Calamba: Classroom Learning and Advocacy Engagement Mary Rose F. Montano; Anna Rhea C. Opeña; Jeanne Mae L. Ilao; Julie Ann Azucena-Orajay; Marilyn R. Garma; Kathleen R. Reyes
People and Behavior Analysis Vol. 4 No. 1 (2026): March Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v4i1.4365

Abstract

Education plays a critical role in shaping students’ engagement in gender advocacy; however, existing studies on gender-responsive pedagogy largely focus on attitudinal outcomes, with limited empirical evidence on how classroom learning translates into actual advocacy engagement within specific course contexts. Addressing this gap, this study examines how classroom learning in a Gender and Society course influences students’ advocacy engagement, particularly regarding attitudes, motivation, perceived barriers, and real-life application in a localized higher education setting. Using a descriptive–correlational quantitative design, data were collected from 164 students through a validated Likert-scale survey. Descriptive statistics and Pearson’s r were employed to analyze relationships among classroom learning, motivation, barriers, and advocacy engagement. Findings indicate that the course significantly enhanced students’ advocacy-related attitudes and motivation (M = 4.68; SD = 0.54). Teaching methods demonstrated a strong positive relationship with motivation (r = 0.640) and a moderate relationship with real-life advocacy application (r = 0.522). While perceived barriers such as limited opportunities and lack of knowledge were identified (M = 3.10), they did not significantly influence motivation (r = 0.062), suggesting that supportive and participatory pedagogical practices can outweigh perceived constraints. Overall, the findings confirm that classroom learning extends beyond awareness and contributes to students' actual advocacy behavior. This study provides empirical evidence linking gender pedagogy to advocacy engagement within a specific course and institutional context. It emphasizes the necessity of integrating experiential and advocacy-based strategies in gender education to sustain student engagement beyond the classroom.
Ethical and Effective Policy Development for Implementing Random Drug Testing Within Higher Education Institutional Frameworks Mary Rose F. Montano; Ronald A. Gonzales; Regina G. Almonte; Elvinard R. Reyes; Nilo O. Armario Jr.; Anna Rhea C. Opeña; Eldie R. Bermudo Jr.
Humanities, Society, and Community Vol. 3 No. 2 (2026): Humanities, Society, and Community
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/hsc.v3i2.4109

Abstract

Drug use among youth remains a pressing concern throughout the Philippines, carrying significant implications for student welfare and campus safety. Consequently, the City College of Calamba (CCC) is considering implementing random drug testing to comply with Republic Act No. 9165, the Comprehensive Dangerous Drugs Act of 2002. However, the ethical and practical challenges of such programs necessitate careful development to balance safety with respect for privacy, dignity, and trust. This study was designed to investigate stakeholder perceptions, concerns, and recommendations regarding the ethical implementation of random drug testing. A qualitative case study design was employed, using open-ended surveys distributed to 42 CCC stakeholders, including students, faculty, and staff, purposively selected for their roles and institutional involvement. Thematic analysis successfully identified several key patterns, with themes validated through reliability checks. Stakeholders recognized potential benefits, such as enhanced safety and deterrence, yet prominent concerns regarding privacy, confidentiality, emotional impact, and fairness emerged. Participants stressed the importance of ethical safeguards, transparency, and a rehabilitative rather than punitive approach. The proposed policy framework prioritizes informed consent, impartial selection, strict confidentiality, and support services. By focusing on information-rich participants, this study contributes to a vital stakeholder-informed policy framework for higher education. It addresses gaps in ethical implementation and aligns with national laws, offering practical insights for institutions seeking to balance safety with student rights. Ultimately, this research fosters trust and cooperation within the academic community, ensuring institutional values and legal mandates are carefully integrated to promote a secure, supportive, and drug-free environment.
Global Citizenship Education in Action: Students’ Reflections and Their Impact on a Local College’s Core Values Ronald A. Gonzales; Roseller H. Rizal; Gerby R. Muya; Simplicio P. Alba; Mary Rose F. Montano; Renante A. Artificio
Inclusive Society and Sustainability Studies Vol. 6 No. 1 (2026): August Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/issues.v6i1.4307

Abstract

Despite the growing integration of global citizenship education (GCED) in higher education institutions globally and locally, limited empirical evidence exists on how such programs tangibly influence students' values and perspectives—particularly from the students' standpoint. Thus, this study examines how the reflections of the City College of Calamba's students who have completed the GCED course align with the core values of social responsibility, national service, moral uprightness, and commitment to lifelong learning. Specifically, it aims to examine how student reflections vary across demographic groups, investigate the correlation between students’ reflections on the GCED course and their perceptions of the course content and delivery, and identify which aspects of the GCED course students find most influential in shaping their values and outlook as future global professionals. Using a descriptive-correlational research design, the researchers purposively selected 308 City College of Calamba (CCC) students who had completed the Global Citizenship Education (GCED) course during the first semester of AY 2024-2025. Data drawn were analyzed using mean, standard deviation, the Kruskal-Wallis test, and Spearman’s rho. Results revealed that students have generally developed strong reflections on Global Citizenship Education (GCED), particularly in social responsibility (r = .770), national service (r = .754), moral uprightness (r = .776), and commitment to lifelong learning (r = .741). However, significant differences in reflections emerged by academic program and by the semester or year in which the course was taken, suggesting that pedagogical strategies, course delivery formats, and contextual influences affect how students internalize GCED values. The study proposed an action plan that includes capacity building for faculty in reflective and contextualized pedagogies and embedding GCED themes.
Development of a Quality Manual for the City College of Calamba: A Framework for Institutional Integrity Mary Rose F. Montano; Ronald A. Gonzales; Regina G. Almonte; Simplicio P. Alba; Maricris G. Unico; Maryann H. Lanuza; Anna Rhea C. Opeña; Armando A. Salenga Jr.; Francis Eduard T. Mlaitig; Jayzee P. Rafanan
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.4219

Abstract

Many higher education institutions face significant challenges in establishing coherent quality assurance (QA) systems due to fragmented policies, inconsistent documentation, and limited coordination between academic and administrative units. This study addresses these issues by developing a contextualized Quality Assurance Framework and Quality Manual for the City College of Calamba (CCC) to strengthen systematic quality management and institutional integrity. Using a qualitative case study approach, the research examined current QA practices and institutional requirements in instruction, research, extension, and support services. Through purposive sampling, the study selected 22 respondents, including administrators, faculty, and staff involved in QA. The study used key informant interviews, open-ended surveys, and document analysis, and applied thematic analysis to identify core themes. To ensure credibility and reliability, the study conducted expert validation and member checking. Findings show that although basic QA mechanisms exist, the lack of a formal quality manual has led to inconsistent implementation, weak documentation systems, fragmented coordination among units, and insufficient data-driven monitoring of institutional performance. Stakeholders emphasized an urgent need for a unified framework, standardized procedures, clear role definitions, and ongoing capacity-building to foster a culture of quality within the institution. To address this, the study suggests a combined QA Framework that uses the Plan–Do–Check–Act (PDCA) cycle and Total Quality Management. The newly developed Quality Manual aligns with CHED policies, ALCUCOA accreditation standards, and ISO 9001:2015 principles, offering standardized policies and procedures. This model offers pragmatic, policy-oriented guidance for higher education institutions aiming to institutionalize continuous improvement and accountability.
Co-Authors Anna Rhea C. Opeña Anna Rhea C. Opeña Armando A. Salenga Jr. Eldie R. Bermudo Jr. Elvinard R. Reyes Francis Eduard T. Malitig Francis Eduard T. Mlaitig Gerby R. Muya Jayzee P. Rafanan Jeanne Mae L. Ilao Julie Ann Azucena-Orajay Kathleen R. Reyes Maricris G. Unico Marilyn R. Garma Maryann H. Lanuza Nilo O. Armario Jr. Regina G. Almonte Renante A. Artificio Richie V. Mendoza Ronald A. Gonzales Roseller H. Rizal Simplicio P. Alba