https://hdl.handle.net/20.500.14353/1055 2026-04-22T17:47:57Z https://hdl.handle.net/20.500.14353/368 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 https://hdl.handle.net/20.500.14353/751 Speech by Dr. Joselito F. Villaruz during the state of the university address on January 28, 2025 Villaruz, Joselito F. 2025-01-28T00:00:00Z https://hdl.handle.net/20.500.14353/708 Zhong Wen Laoshi's experiences and practices in teaching Mathematics during the pandemic De Guzman, Roger Jr., B. This qualitative study investigated the pedagogy of Chinese mathematics teachers during the COVID-19 pandemic, focusing on their experiences and teaching practices in one of the Chinese schools in Roxas City. The transition to virtual learning necessitated significant adjustments in teaching strategies, related to student engagement and connectivity issues. Data collection involved conducting in-depth, semi-structured interviews with four (4) purposively selected informants who met specific criteria set, including being of Chinese descent, teaching mathematics, and having experience in teaching during the pandemic using the Online Distance Learning mode. Through these interviews and subsequent thematic analysis, the study explored the unique experiences of these teachers, highlighting the challenges and innovative strategies they employed to adapt to the new circumstances. The findings of the study was organized into two (20) main themes: "Adapting and Innovating: Teachers' Experiences during the Pandemic" and "Adapting Pedagogy: Teachers' Practices During the Pandemic." These themes emphasized on how teachers navigated challenges and maintained quality teaching practices during unprecedented times. They also provided insights into the difficulties faced by teachers in adapting to online learning, particularly regarding student engagement and connectivity issues. This research study offered implications for improving teaching practices during times of crisis, emphasizing the importance of prioritizing digital literacy for teachers, proactive engagement from learners, open communication for parents, adaptation of curriculum for DepEd developers, and further research into the long-term effects and best practices of online learning for future researchers. 2024-06-01T00:00:00Z https://hdl.handle.net/20.500.14353/702 Contextualized learning work text in selected topics in Mathematics 7 Elen, Jessa Joy L. This developmental research study aimed to create contextualized instructional materials tailored to address specific challenges in understanding fractions among Grade 7 learners. Data gathering instruments included learners' diagnostic tests, teacher interviews, expert evaluation forms, and learner satisfaction surveys. The Students' Diagnostic Test comprised 50 items covering essential fraction topics, evaluated on a binary scale. Thorough analysis identified the five least mastered competencies, informing the development of contextualized work text. Teacher interviews, based on open-ended guide questions evaluated by experts, explored instructional material using Likert-type checklist. The analysis revealed a lack of mastery in various fraction competencies among Grade 7 learners, emphasizing the need for targeted support. The participants included Grade 7 mathematics teachers, learners, and experts, selected based on specific criteria to ensure diverse perspectives. The data collection adhered to the ADDIE model, with consent obtained from school principals. Mean and standard deviation were used for data analysis, with thematic analysis applied to teacher interview responses. The contextualized work text for fractions included components like Objectives, Vocabulary Bank, Lesson Proper, Try This, and Assessment, catering to diverse learning styles. Expert evaluation confirmed its adequacy across domains, while learners satisfaction indicated positive outcomes. In conclusion, the developed work text effectively addresses learners' needs for contextualized instructional materials in understanding fractions. Its comprehensive design and positive feedback suggest it can enhance learner engagement and comprehension in Grade 7 mathematics. Based on the results, the contextualized work text was very much valid and very much acceptable. It was recommended that other teachers should also develop contextualized materials to help create more meaningful teaching and learning experiences. 2024-04-01T00:00:00Z