https://hdl.handle.net/20.500.14353/1061 2026-08-26T04:17:16Z 2026-08-26T04:17:16Z Leysa, Rundy C. https://hdl.handle.net/20.500.14353/1074 2026-05-06T02:05:14Z 2025-11-26T00:00:00Z

Motivations and challenges of adult women learners pursuing elementary education in Philippine higher education Leysa, Rundy C. In the Philippines, the growing participation of adult women learners in elementary education degree programs raises critical questions of equity, gendered access, and social justice in higher education. This study examines the motivations and challenges of eight adult women learners pursuing an elementary education degree at a non-urban university. Guided by feminist theory and self-determination theory, data from semi-structured interviews, observations, and document analysis were thematically interpreted. The findings reveal three interconnected motivations—emotional, functional, and social—and three corresponding challenges—personal, emotional, and social. These dynamics show how financial constraints, caregiving roles, and gendered expectations intersect with autonomy, competence, and relatedness to shape persistence, identity reconstruction, and developing pedagogical agency. The study points out that there are flexible, inclusive, and gender-responsive adult education programs that recognise women’s intersecting responsibilities. Situated within a Global South framework, the research enhances a socially just comprehension of adult women learners in higher education and underscores its capacity to promote empowerment, equity, and the transformation of educator identities in the Philippines.

2025-11-26T00:00:00Z Tangco-Siason, Amabel https://hdl.handle.net/20.500.14353/1073 2026-05-06T02:00:09Z 2025-10-21T00:00:00Z

Coping behaviors of first-generation college students across family structures Tangco-Siason, Amabel Introduction: This study investigated the coping behaviors of 2,236 first-generation college students in the province of Iloilo, Philippines, focusing on how these learners manage academic, emotional, and socio-economic stressors through various strategies. Methods: An embedded mixed-methods design was employed to gather both quantitative and qualitative data. The quantitative phase involved the administration of a coping behavior scale to 2,236 participants to determine patterns and variations in coping levels. The qualitative phase complemented this with in-depth interviews among nine purposively selected first-generation students, providing a richer understanding of their personal experiences and adaptive strategies. This combination allowed for the convergence of statistical findings with narrative insights. Results: The quantitative results revealed a generally high level of coping among the respondents, with cognitive reappraisal (M = 3.01, SD = 0.61), spiritual support, and relaxation emerging as the most frequently utilized strategies. In contrast, social support and self-expression were only moderately practiced, indicating a tendency toward internalized coping mechanisms. High coping levels were consistent across sex, birth order, and income levels, though students from intact families reported greater use of social support, highlighting the influence of family structure. While there was no significant difference in the overall coping behaviors of the students, a significant relationship was observed among those from families experiencing disruption in relation to their birth order (ρ = −0.04, p = 0.19). Discussion: The qualitative findings produced six major themes that deepened the quantitative results: (1) Weight of Familial Expectations and Financial Strain, (2) Coping Through Spiritual Anchoring, (3) Cognitive and Emotional Self-Regulation, (4) Selective Use of Social Support, (5) Birth Order and Coping Responsibility, and (6) Navigating Academic Overload and Emotional Fatigue. These themes illustrated the students’ adaptive behaviors rooted in cultural values, personal determination, and spiritual beliefs. Moreover, the findings revealed a multidimensional stress landscape among first-generation college students, underscoring their psychological resilience and strong reliance on spirituality, inner strength, and culturally embedded values. The integration of quantitative and qualitative data suggests that while these students experience multiple stressors, they exhibit adaptive and resourceful coping patterns. The study concludes by emphasizing the need for inclusive and context-sensitive psychosocial programs in higher education institutions that recognize and strengthen the coping resources of first-generation learners. © © 2025 Tangco-Siason.

2025-10-21T00:00:00Z Jabor, Rodgen Marginado Pendon, Guiller P. https://hdl.handle.net/20.500.14353/998 2026-03-02T03:00:09Z 2025-08-21T00:00:00Z

Realities of upland communities: Tales of culture and survival Jabor, Rodgen Marginado; Pendon, Guiller P. Purpose The purpose of this ethnographic study was to explore and gain a deeper understanding of the culture of upland communities belonging to Indigenous Peoples (IPs) and Indigenous Cultural Communities (ICCs) residing in the upland regions of the Philippines. Design/methodology/approach Fourteen IPs/ICCs aged 50 years and above participated in the study. Data collection methods included observation, focus group discussions and document analysis. The data were analyzed thematically. Findings The findings reveal that the IPs/ICCs speak a unique homegrown language called Ligbok and maintain strong spiritual beliefs centered on the supernatural. The spirit of Bayanihan is deeply ingrained in their social practices, emphasizing communal cooperation and mutual aid. They follow traditional laws and demonstrate respect for authority figures. Their technologies are predominantly agricultural, with farming being central to their livelihood. However, their heavy reliance on nature makes them highly vulnerable to the adverse effects of climate change. Additionally, their access to education remains limited. Practical implications This study highlights the critical need for the government to strengthen efforts in safeguarding the rights and welfare of ICCs/IPs, in alignment with the Indigenous Peoples' Rights Act and the United Nations Declaration on the Rights of Indigenous Peoples. Originality/value Despite technological advancements, many groups remain unheard, misunderstood and neglected. Among these are the upland communities on Panay Island, whose stories have largely remained untold due to a lack of systematic research and consolidated knowledge about them. Furthermore, the absence of platforms for discourse regarding their plight presents a significant challenge for researchers, hindering efforts to comprehensively understand their lives. These conditions perpetuate discrimination and social inequality. These circumstances paved the way for this study. © 2025 Emerald Publishing Limited

2025-08-21T00:00:00Z Adalia, Haydee G. Españo, Analyn C. Eustaquio, Ma. Theresa L. Quinto, Joseph B. Samilo, Pearly Jade E. Cabiles, Neña Vanessa A. Supian, Nurmini U. Hayudini, Magna Anissa A. Lulu, Fahadz M. Chavez, Jason V. https://hdl.handle.net/20.500.14353/1004 2026-03-10T09:44:04Z 2025-07-25T00:00:00Z

Perspectives on superiority humor towards grammatical errors Adalia, Haydee G.; Españo, Analyn C.; Eustaquio, Ma. Theresa L.; Quinto, Joseph B.; Samilo, Pearly Jade E.; Cabiles, Neña Vanessa A.; Supian, Nurmini U.; Hayudini, Magna Anissa A.; Lulu, Fahadz M.; Chavez, Jason V. Superiority humor has its primary intent—to highlight a sense of dominance or intellectual superiority over others. It shows implicit or explicit effort to enhance one's status by drawing attention to the perceived flaws, errors, or inadequacies of the target, thereby establishing a hierarchy and power dynamics. This is characterized by its function to elicit humor through highlighting disparities in knowledge, competence, or social standing, ultimately presenting a sense of superiority for both the perpetrator and the audience. This study explored the use of superiority humor in classrooms to address grammatical errors among college students. College students (n = 17) were purposively sampled through a preliminary online open-ended questionnaire. Narratives were collected from a one-on-one interview process. The findings revealed that superiority humor, when perceived as mocking or judgmental, acted as a barrier to learning, leading to fear, defensiveness, and reluctance to engage in discussions. Students also viewed sarcastic corrections as attempts to establish superiority, which undermined their confidence and discouraged them from taking risks in language use. Furthermore, humor that seemed excessive or irrelevant to the lesson was perceived as unprofessional, thereby diminishing the credibility of both instructors and the learning environment. In terms of emotional impact, students reported feelings of embarrassment, self-doubt,and heightened perfectionism, particularly when the superiority humor emphasized their mistakes. Such reactions often resulted in decreased participation and an overemphasis on error avoidance, which hindered language development and self-expression. While humor can be a valuable pedagogical tool, its misuse risks alienating learners and reinforcing power imbalances, which undermines effective language.

2025-07-25T00:00:00Z