https://hdl.handle.net/20.500.14353/1055 Mon, 14 Sep 2026 05:36:50 GMT 2026-09-14T05:36:50Z 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/20.500.14353/368 https://hdl.handle.net/20.500.14353/1076 TeachWealth: A systematic review of teachers’ pathways to financial independence Sudario, Ma Everlyn N. Alareeni, Bahaaeddin Financial independence is a crucial part of professional and personal well-being for teachers; however, many educators face perennial financial constraints due to salary incapacity, limited investment knowledge, and inadequate institutional support. This study mapped the pathways to financial independence of public school teachers in Iloilo, Philippines, through a qualitative systematic review and focus group discussions. Following the PRISMA framework for literature selection, with thematic analysis supported by NVivo, key identified themes are: structured financial education, access to investment guidance, and policy-driven salary improvements. Results indicated that while teachers make room for budgeting, saving, and alternative incomes, systemic barriers in the forms of flat-lined wages and financial insecurity deeply impede stability in the long run. The coherence of the financial literacy gaps in literature and as experienced in life further cements this observation, hence making this study call for the integration of financial literacy programs into teacher education, institutional financial counseling, and policy reforms for sustainable financial independence. This therefore calls for future research to be longitudinal, with comparative analysis across different systems, in order to develop best practices for financial empowerment in the teaching profession. Fri, 02 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.14353/1076 2026-01-02T00:00:00Z https://hdl.handle.net/20.500.14353/1073 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. Tue, 21 Oct 2025 00:00:00 GMT https://hdl.handle.net/20.500.14353/1073 2025-10-21T00:00:00Z https://hdl.handle.net/20.500.14353/1005 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. Sun, 05 Oct 2025 00:00:00 GMT https://hdl.handle.net/20.500.14353/1005 2025-10-05T00:00:00Z