https://hdl.handle.net/20.500.14353/2 Tue, 07 Apr 2026 03:16:01 GMT 2026-04-07T03:16:01Z https://hdl.handle.net/20.500.14353/281 Impact of frailty in non-surgical fractures in elderly population with vitamin D deficiency: How much is little? Hernandez, Amairani S.; Gómez-Piña, Juan José Vitamin D is associated to bone health and reduction in the incidence of fractures. However, this condition remains increasing specially during elderly, predisposing to frailty and increasing hospital stay days. The reduction in vitamin D levels could explain the high incidence of fractures as well as mortality. This is an observational transversal retrospective study. This study aimed to determine the relation between frailty and fractures in patients with low vitamin D levels. We found 914 patients with vitamin D levels; however, we included just 319 patients who had previous imaging study, vitamin D determination, and confirmed diagnosis of frailty. Patients with surgical fractures, chronic kidney disease or vitamin D supplementation were excluded from this study. The main fractures related to long hospital stay (> 5 days), frailty, and low vitamin D levels were clavicle fracture; however, scaphoids fracture was related to shorter hospital stay and higher vitamin D levels. Most of fractures happened over 60 years old in women and under 60 years old in men. Vitamin D deficiency was related to long hospital stay in all fractures, despite the deficiency, vitamin D levels over 12 ng/mL were related to better outcomes in all patients; however, serum vitamin D levels related to the incidence of fracture were lower than reported in literature. Wed, 01 Dec 2021 00:00:00 GMT https://hdl.handle.net/20.500.14353/281 2021-12-01T00:00:00Z https://hdl.handle.net/20.500.14353/187 Perceived quality on junior high school sex education and its sexual knowledge and attitudes among senior high school students in a selected private university in the National Capital Region Azarraga, Stefani; Cruz, Isabella; Santos, Samantha; Riosa, Julliana; Cleofas, Jerome Comprehensive Sexual Education is often overlooked due to its sensitive nature in conservative society, resulting in higher teen pregnancy rates, unsafe sex practices, and an increase in sexually transmitted diseases. It also restricts preadolescents from learning about other equally valuable information such as sexual orientation and gender expression. This study utilized scales to measure its main four variables — Background Characteristics, Perceived Quality, Sexual Knowledge, and Attitude — and a descriptive correlational design to explore the relationships between them. The results showed that quality sexual education had positive contributions to sexual knowledge, and that students had a relatively positive sexual attitude. The study also revealed that respondents with higher religiosity had higher perceptions of comprehensiveness and the school environment in relation to their quality of JHS sex education. Tue, 01 Jun 2021 00:00:00 GMT https://hdl.handle.net/20.500.14353/187 2021-06-01T00:00:00Z https://hdl.handle.net/20.500.14353/235 iTEACH (Integrating Technology in Teaching): Narratives of teacher educators Albacete, Victoria V.; Banhaw, Fatima This qualitative study highlights the pedagogical practices of teacher educators in integrating technology in teaching. It also presents the dilemmas these educators encounter in technology integration. This study, which leaned on constructionism and symbolic interactionism as its epistemological and theoretical perspectives, respectively, focused on the experiences of teacher educators regarding technology integration in their teaching as revealed in their narratives and during the one-on-one in-depth interviews. In this regard, narrative inquiry as a research methodology was utilized. This study was comprised of two phases: The Data-Collection and Analysis phase and The Publication of Teachers’ Narratives. Identified through purposive sampling, participants of this study were the ten (10) teacher educators of West Visayas State University-College of Education. They were chosen by virtue of their knowledge and skills in using technology in teaching acquired through trainings and seminars attended as well as in the practice of their teaching in the field. Furthermore, they were identified as participants mainly for the reason that they practice technology integration in their teaching. From the ten (10) teacher participants, six (6) main informants were selected to provide in-depth information about their teaching practices concerning technology integration through one-on-one in-depth interviews. Five themes emerged during the analysis of data using Braun and Clarke’s model for thematic analysis: a) technological tools utilized; b) reasons for technology integration; c) perceived advantages of technology integration; d) pedagogical practices; and, e) dilemmas encountered. The teacher educators employed technological tools that they believe could aid them in delivering the goods most efficiently and effectively. In their practice of technology integration, they found convenience and ease, and confidence that their students could have rich learning experiences in their classes. As for the narratives of these teacher educators, a booklet entitled, “iT Stories and Confessions of Teacher Educators, containing such stories was designed and developed and published for circulation. The interpretation was also presented to them for review and validation. The second phase of this project involved the publication of teacher educators’ narratives on technology integration in their teaching. Sun, 01 Dec 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/235 2019-12-01T00:00:00Z https://hdl.handle.net/20.500.14353/243 Competencies and readiness of science teachers: Implications to the implementation of the grade 10 of the K to 12 basic education curriculums Arellano, Elvira; Jusayan, Shirley R. This descriptive study investigated the competencies of six hundred and ten (610) teacher trainees from eight DepEd Divisions: Iloilo Province, Iloilo City, Guimaras, Passi City, Roxas City, Aklan, and Antique before and after a week-long live-in training and their readiness to implement Grade 10 Science. Teachers were trained on content subjects such as Earth and Space; Force, Motion and Energy; Matter; and Living Things and their environment; K -12 Updates, Pedagogy and Assessment. Data representing teachers’ competencies showed average competencies both in Force, Motion and Energy and in the Overall Content of the Program and low in Earth and Space; Living Things and their Environment; and in Matter before the training. After the training, this was also elevated to the average level with a slight increase in the mean scores in each area. The adequate increase in teachers’ competencies is confirmed by their substantial learning on various approaches and strategies in teaching especially on contextualization, localization or indigenization, and differentiated instruction; Science content and 21st Century skills; and the Goals, Features and Updates of the K to 12 Curriculum. These outcomes seem to suggest that the training was able to accomplish its desired goals and objectives. Teachers also gave the impression that they were likewise ready to implement Grade 10 Science. Accompanying this are their perceived challenges especially their lack of mastery of the content especially for the specialists and the perennial problem on scarcity of teaching and learning materials such as books, laboratory chemicals, and equipment. To these trepidations it is recommended that a follow-up intensive upgrading training both on content subjects and pedagogy be provided by the Department of Education for a longer period especially for non-major teachers. In addition, teachers can also work collaboratively to write lesson exemplars using strategies and assessment tools that can enhance students’ learning and appreciation of science. These outputs can also be tried out in time in the field under supervision. It is also suggested that the Department of Education may include as part of their agenda, the monitoring and evaluation of the different trainings which were implemented focusing on the K to 12 Science Curriculum. This can assess whether, the program have addressed constructively the educational needs in the province. Sun, 01 Dec 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/243 2019-12-01T00:00:00Z