Archive for year: 2025

Stress is a significant factor affecting the mental, physical, and social well-being of high school student-athletes, who must navigate the demands of both academics and sports. Without proper support, prolonged stress can hinder their performance and overall well-being.

Purpose: This study aimed to address this issue by developing a multi-sensory-based Student-Athlete Stress Management Program tailored to their unique challenges. Using a descriptive-developmental research design,

Respondents: the study involved 28 high school student-athletes from a private school in Dagupan City, Pangasinan.

Method: Data were collected through a validated, researcher-modified questionnaire to identify primary stressors and evaluate the program’s effectiveness.

Results indicated that mental stressors were the most prevalent, followed by social and physical stressors. Many participants expressed frustration over the lack of existing stress management initiatives, highlighting the need for structured interventions. To address these concerns, the developed program incorporated relaxation techniques, movement-based activities, and reflective exercises designed to alleviate stress. Student-athletes responded positively, reporting improved emotional well-being, reduced stress levels, and a greater sense of camaraderie within their teams.

Conclusion: The findings suggest that such structured programs can provide meaningful benefits, helping student-athletes manage stress more effectively while fostering teamwork and resilience. These results highlight the importance of integrating stress management strategies into school programs to support student-athletes in both their academic and athletic pursuits. Schools that implement targeted interventions may not only improve students’ mental and emotional well-being but also enhance their overall performance. Future research could explore ways to further refine and adapt these strategies to different athletic and academic settings, ensuring long-term benefits for student-athletes.

This study explored politics of corporate social responsibility in the education sector. While the provision of education is the primary responsibility of the Zambian government, it was of the considered view that, the mining companies needed to take part in the provision of secondary education as a way of enhancing their Corporate Social Responsibility. After independence, Zambia Consolidated Copper Mines (ZCCM) supported schools and hospitals on the Copperbelt from independence to the early 1990s through its Medical and Education Trust (MET) as its Corporate Social Responsibility (CSR). However, with the privatization of the mines, it has been observed that CSR in the education sector seems to have declined over the years. Therefore, this study sought to fill the knowledge gap by investigating the contributions made by Kamoto Mine to secondary education in selected schools of Sandwe District of Central Zambia. Kamoto and Sandwe are used as pseudonyms for the mine and the district. The study employed a descriptive design with a sample size of 50 participants. Interviews, focus group discussions and questionnaires were used in the collection of data.

The findings showed that, the mining companies had made considerable strides in enhancing their Corporate Social Responsibility in secondary education in Sandwe District. They have spear-headed sports activities, giving presents to higher performing learners, donated teaching and learning materials such as computers, books, pens, and flip-charts. In terms of infrastructure, the mining companies had fenced secondary schools and built 1×3 and 1×6 class room blocks. They had also built computer rooms, science laboratory and toilets. The mining company had no clear sponsorship policies. Nevertheless, they had trained teachers in First-Aid and Information and Communication Technology (ICT).

The study recommended that the mining firms should develop a CSR strategy to be integrated into the business strategy. The mining entity should create a communications plan in their CSR execution with various stakeholders particularly the local community. Partnerships between Ministry of Education and business community is key to encourage dialogue between the mining company and education sector in order to understand and promote CSR principles and practices. In this context, integrating CSR into education, training and research should be prioritized. Government should put in place legislation that would encourage business corporations to have Corporate Social Responsibility policies especially in areas such as education so that business corporations give back to the communities where they are operating from. Since the mining sector is the major contributor to the development of the Zambia’s economy in general and the Zambia’s Treasury in particular, there is need for more studies to be conducted in order to ascertain how much the mining industry is contributing to education as part of their Corporate Social Responsibility.

The purpose of this study was to test the reliability and validity of the Teacher Digital Literacy Scale. Methods: A total of 240 respondents were sampled from 4 universities in Changchun City, Jilin Province， China, and a proportional random sampling method was used to generation sample, after screening and cleaning the data, 194 questionnaires were confirmed as valid questionnaires. The data analysis was performed with the aid of SPSS version 26.0. The Cronbach’s alpha coefficient of the scale is 0.923, and the lowest Cronbach’s alpha coefficient for the five dimensions digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development is 0.797, indicating that the reliability of the scale is good. For the Exploratory Factor Analysis (EFA), all scale items performed well, and based on the analysis results, the scale is divided into 5 dimensions. The final scale is suitable for the next step of field research.

Students with difficulties learning mathematics can be found in almost every classroom. Hence, many educators are constantly striving to improve their students’ classroom achievement.  One potential solution is using peer tutoring. This research focused on the effects of peer tutoring on students’ academic achievement in learning Mathematics. Five research questions and Four hypotheses were formulated to guide the study. This study utilized the pretest-posttest with control group quasi-experimental research design, involving a sample of 60 Grade 10 students of University of La Salette Inc. High School who were selected based on their 2nd quarter grade. Simple random sampling by fishbowl technique was also employed to assign students to either control or experimental group, and the same method was employed in pairing the students. The experimental group received peer tutoring, while the control group was taught using the conventional lecture method. To gather data for analysis, a researcher made questionnaire Mathematics Students Achievement Test (MAT) was crafted based on the 3rd quarter lessons as stipulated in the curriculum guide set by DEPED and validated by five experts, demonstrating a reliability index of 0.792 as determined by Kuder – Richardson formula (KR-20) which means reliable. After five weeks of intervention, post-test was given to both groups to measure and assess learnings and effectiveness of peer tutoring. The post-test was just similar to the pretest. The result of the post-test was recorded and compared with the results of the pre-test to see if there is an increase in the scores of the students and to determine the effect of the intervention in the achievement of the students in Mathematics. The data were analyzed using mean, standard deviation, paired sample t-test, and t-test for independent which were tested at 0.05 level of significance. Moreover, Cohen’s d was also used to determine the effect size of the peer tutoring. The result of the findings unveiled that the participants to both group, control and experimental group showed that there is a significant difference occurred in students’ academic achievement which means that there is an improvement in the academic achievement of students after the interventions. However, students who were exposed to peer tutoring with Cohens d= 1.07 (large effect) achieved higher scores and exhibited notably superior performance compared to those who exposed to the traditional talk and chalk teaching method with Cohens d= .483 (small effect) which implies that even if there is a significant difference of the scores of the students exposed to traditional teaching, the effect size indicates that there is only a small effect or small improvement. In connection to the findings, the study recommends that teachers should explore more strategies and interventions that will help students in learning mathematics to achieve better academic achievement in the said subject. And since, peer tutoring demonstrated greater effectiveness and contributed to heightened mathematics achievement compared to conventional teaching methods, it is recommended that mathematics educators should embrace and adopt this as an intervention program to help students improve their academic achievements in Mathematics. Future researchers should encompass a larger sample size, different research locations, and additional factors that were not considered in the present study. Moreover, other techniques that help students perform better in mathematics should be explored.