Journal articles published externally, written by WVSU faculty members, staff, and students https://hdl.handle.net/20.500.14353/47 2026-04-20T18:38:46Z 2026-04-20T18:38:46Z Oducado, Ryan Michael F. Fajardo, Maria Teresa R. Parreño-Lachica, Geneveve M. Maniago, Jestoni D. Villanueva, Paulo Martin B. Dequilla, Ma. Asuncion Christine V. Montaño, Hilda C. Robite, Emily E. https://hdl.handle.net/20.500.14353/368 2025-01-16T13:14:06Z

Is videoconference “Zoom” fatigue real among nursing students? Oducado, Ryan Michael F.; Fajardo, Maria Teresa R.; Parreño-Lachica, Geneveve M.; Maniago, Jestoni D.; Villanueva, Paulo Martin B.; Dequilla, Ma. Asuncion Christine V.; Montaño, Hilda C.; Robite, Emily E. LETTER TO THE EDITOR EXTRACT ...We conducted an online cross-sectional survey to determine videoconference or Zoom fatigue among nursing students. We gathered data from 597 nursing students from a private university in the Philippines using the Zoom Exhaustion and Fatigue (ZEF) scale of Fauville et al. (2021a). We performed descriptive, comparative, and correlational data analyses. We demonstrated in this study that videoconference, or Zoom, fatigue is real and may have unpleasant consequences on nursing students. In our study, 46.9% and 19.8% experienced high and very high levels of videoconference fatigue, respectively, with a composite mean score of 3.82 ± .70 in the ZEF scale. We also found that a negative attitude toward videoconferencing and higher intensity of use of videoconferences (longer and more frequent meetings) significantly result in higher experience of fatigue during virtual conferences. Additionally, those with an unstable internet connection, younger age, females, lower-income status, and having poor academic performance are more affected by videoconference fatigue (see Table 1). Our study generally supports earlier evidence on videoconference fatigue (Fauville et al., 2021a,b; Queiroz et al., 2021). Nursing schools should consider the undesirable impact of videoconferences on students and ascertain protective factors against videoconference fatigue. Letter to the Editor

Farillon-Labis, Sybel Joy https://hdl.handle.net/20.500.14353/1008 2026-03-10T09:38:01Z 2025-11-01T00:00:00Z

Exploring pre-service mathematics teachers’ reflections in lesson planning with generative artificial intelligence Farillon-Labis, Sybel Joy Generative artificial intelligence (GenAI) holds transformative potential for education, yet its integration by pre-service mathematics teachers in resource-constrained contexts, such as the Philippines, remains underexplored. This qualitative study investigates 30 first-year pre-service mathematics teachers’ reflections on their use of GenAI tools (ChatGPT-4, Gemini 2.5 Flash, and Perplexity AI) for lesson planning. Guided by Schön’s (1983) reflective practice framework, it addresses: (1) How do pre-service teachers engage in reflection-in-action during GenAI use? (2) What insights emerge from reflection-on-action after completing AI-assisted lesson plans? Reflexive Thematic Analysis of data from individual written reflections, group observation logs, and final drafts of lesson plans revealed five themes: streamlining planning and stimulating creativity; fostering comparative tool literacy in GenAI integration; emphasizing prompt precision and instructional clarity; negotiating AI outputs via pedagogical judgment; and developing confidence as novice lesson designers. While GenAI enhances efficiency and innovation, participants stressed the need for human oversight to ensure curricular alignment, accurate and factual information, and ethical practice. Findings highlight the need for teacher education programs to incorporate training in prompt engineering, critical AI evaluation, and ethical reflection, equipping pre-service teachers for responsible GenAI use. Additionally, the study advocates for AI policy development to guide pre-service teachers in integrating GenAI into evolving educational landscapes.

2025-11-01T00:00:00Z Macario, Angelo C. Balsomo, Alexander J. Tomiyama, Takeshi https://hdl.handle.net/20.500.14353/1015 2026-03-16T10:00:10Z 2025-11-01T00:00:00Z

Bait management and depth‐based catch distribution of economically important marine crabs in the Visayan Sea, Philippines Macario, Angelo C.; Balsomo, Alexander J.; Tomiyama, Takeshi Efficient bait management and deployment strategies are essential for improving the sustainability of artisanal crab pot fisheries. This study investigated the effects of bait type, bait quantity and depth on the catch, size and bycatch composition of marine crabs in the crab pot fisheries in the Visayan Sea, Philippines. Field experiments utilized five bait treatments (salted fish, fresh fish, chicken intestines, crab shell and no bait), comparative tests of 40 versus 20 g bait quantities and depth sampling using 20g salted fish baits from 1 to 21 m. Salted fish significantly increased the catch and size of Portunus pelagicus and provided an effective alternative to fresh fish in areas with limited refrigeration. Chicken intestines attracted higher bycatch. Catch and size of P. pelagicus increased with depth, while Thalamita sima tended to be smaller in deeper waters. Integrating bait optimization, pot modifications and spatial deployment based on depth can enhance species and size selectivity, reduce bycatch and limit the capture of undersized crabs, thereby supporting more sustainable and ecologically responsible artisanal crabbing operations.

2025-11-01T00:00:00Z Tupas, Joshua B. Bacio, Salvador P. Jr. https://hdl.handle.net/20.500.14353/1005 2026-03-10T09:47:10Z 2025-10-05T00:00:00Z

Exploring error patterns in English writing: A pathway to innovative multimodal instructional material Tupas, Joshua B.; Bacio, Salvador P. Jr. Considered as a crucial element that leads to better academic performance, Filipino learners always aim to master English language skills. Among various factors that affect the learning of English language skills, the availability of resources that cater to a diverse set of learners is important. Using semiotic or multimodal resources may help teachers assist students in enhancing their macro skills in the English language. This developmental research aimed to design, develop and evaluate a multimodal instructional material (IM) based on students identified common errors in writing. English major education students were selected as participants as they are important role-players in enhancing the future generation of learners in the English language. There were 39 freshman bachelor of secondary education (BSEd) English major students, three English teachers, two curriculum experts, and one information technology expert participated in the study. A panel of experts validated the instruments, which included the questionnaire to gauge the respondents’ writing skills, the adapted rubric for writing proficiency, and the adapted evaluation form for printed IM exclusively used by the university. Results of the study revealed that the respondents’ writing skills were poor. The evaluation conclusively showed that the IM was very acceptable for classroom use and teaching. It was recommended that the developed multimodal IM be used as a supplementary workbook to facilitate the need for primary English textbooks for the freshman BSEd English major students.

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