https://hdl.handle.net/20.500.14353/108 2026-04-21T00:44:16Z 2026-04-21T00:44:16Z Silloriquez, Ma. Nelia P. https://hdl.handle.net/20.500.14353/271 2023-04-17T10:03:27Z 2017-12-01T00:00:00Z

Enduring silence on violence in the nursing workplace: An emerging phenomenon Silloriquez, Ma. Nelia P. This phenomenological study aims to understand the lived experiences of practicing nurses about workplace violence in two tertiary hospital setting. Selected nurses who have personally experienced two or more bullying behaviors in the work setting and whose job statuses were either regular, casual, or job hired were identified informants for an in-depth interview. The interview data were transcribed and five themes generated and evolved. These are (a) workplace violence happens to anyone: workplace violence is becoming rampant in the health care industry, (b) there are damaging circumstances as a nurse: impact of workplace for nurses, (c) unpleasant experiences are better forgotten: how nurses survive workplace violence, (d) I am a Nurse and I stand by my profession: why nurses opted to stay despite their workplace violence experiences, and (e) I long for a better place: a better workplace for nurses. In the narratives, study reveals that informants experienced unforgotten disruptive behaviors such as fear, frustration, verbal abuse, humiliation and threat. Abuse or misuse of power of authorities resulting to diminishing trust and confidence in hospital administration created feelings of helplessness and demoralization that eventually reduced their feeling of dignity and self-respect. Legitimate occupational issues within the nursing workplace need attention and if interventions are ignored, the consequence is enduring silence.

2017-12-01T00:00:00Z Odicta, Giena Llorente https://hdl.handle.net/20.500.14353/226 2023-03-06T09:00:27Z 2017-06-01T00:00:00Z

Effects of differentiated instruction on mathematics achievement and critical thinking skills of students Odicta, Giena Llorente This quasi-experimental study ascertained the effects of differentiated instruction on the mathematics achievement and critical thinking skills of the 54 Grade 10 high school students of a state university in Roxas City. The investigation specifically covers the topics on permutation, combinations, union and intersection of events, dependent and independent events, mutually exclusive events and probability of events. Different strategies of teaching to suit the needs of the learners were used during the total 28-hour period experiment. The study utilized a validated researcher-made test in mathematics and critical thinking skills test, a learning style and multiple intelligence inventories. Results disclose that the students in the differentiated instruction had interactive, analytic, and introspective learning styles and were visual and kinesthetic learners. The pre-test mathematics achievement of the two instructional groups – the differentiated and the non-differentiated- are comparably “low”, whereas their critical thinking skills are “unreflective”. However, post-test results show that the differentiated instruction group has “high” mathematics achievement and “developing” critical thinking skills; while the non-differentiated group has an “average” post-test mathematics achievement and “developed” critical thinking skills. Significant differences were noted in the pre-test and post-test mean gains of the two groups in mathematics achievement and critical thinking skills, in favor of the differentiated group. With this, the researcher posits that there is a need for practitioners to understand the components of differentiation to design lessons that address the needs of learners.

2017-06-01T00:00:00Z Miñon, Sr. Cynthia G. https://hdl.handle.net/20.500.14353/272 2023-04-17T10:02:22Z 2017-06-01T00:00:00Z

Workplace spirituality, moral convictions, work ethics and job performance among state university educators Miñon, Sr. Cynthia G. Work plays a central role in the formulation of a person’s sense of dignity and self-worth. It results to the manifestation of competence, proficiency in a vocational calling, and induced increase in productivity. This study aims to ascertain workplace spirituality, moral convictions, work ethics, and job performance of educators in a state university. It was conducted on February 2015 among the 231 randomly selected faculty members of state university. Results reveal that generally, educators in this research are spiritual, with strong moral convictions, good work ethics, and are outstanding in their job performance. Their moral convictions and work ethics are significantly related to their workplace spirituality, and their work ethics and job performance are significantly related to their moral convictions. However, the workplace spirituality and work ethics are positively but not significantly related to job performance. Moral convictions and work ethics are found to predict significantly the educators’ job performance. Workplace spirituality, however, is not a significant predictor of job performance.

2017-06-01T00:00:00Z Banabatac, Clark B. https://hdl.handle.net/20.500.14353/148 2022-09-16T10:00:14Z 2017-06-01T00:00:00Z

Critical thinking skills in non-school activities of absentee students Banabatac, Clark B. This qualitative research brought to light the critical thinking skills developed by the absentee students in one public secondary school in the Fifth District of the Province of Iloilo. Five participants were purposively selected based on their absences and responses to the checklist of non-school activities. Ethnography was used to determine the critical thinking skills manifested by the absentee students in their non-school activities, the non-school activities that developed their critical thinking skills, and the ways on how they developed their critical thinking skills. The principles of constructionism and interpretivism guided the domain, taxonomic, componential, and thematic analyses of data. Participant observation, ethnographic interview, and journal writing were used to triangulate the results. The themes revealed that the absentee students learned their interpretation, analysis, inference, explanation, and self-regulation skills as they engaged in non-school activities. It was shown that livelihood activities, household activities, and games developed the critical thinking skills of the absentee students. It was further revealed that the absentee students developed critical thinking skills through training and observation at home, through observation and participation in the activities in the community, through motivation and encouragement in school, and through the influence of social media and support of significant others.

2017-06-01T00:00:00Z