The literature is rich with studies on stressors and coping mechanisms. However, studies specifically focusing on stressors and coping mechanisms of college scholarship grantees are scarce. Scholarship grantees seem to have a different case as compared to regular college students in terms of maintaining their grade weighted average. Geographical seclusion, as a case, was not fully considered as a variable in existing studies about stressors. This study addressed this gap by hypothesizing the relationship between stressors and coping mechanisms used by college scholarship grantees in an island state college. It used a quantitative, non-experimental case study design of 262 college scholars from various courses. Using a three-part reliable questionnaire, this study found out that when faced with a certain stressor, the college scholars tend to use specific coping mechanism. Hence, a significant relationship exists between exposure to a stressor and the extent of using coping strategies. Moreover, college scholars have the greatest extent of exposure to personal social and academic stressors, as they are obliged to maintain their good academic standing to sustain their scholarship grants. Religiosity emerged to have been the most extensive coping mechanism. Results have ramifications to Guidance and Counseling, stress management program among college scholars, and future researchers along this field.
Implementing the tenets of inclusive education in different countries may be diverse because of varying interpretations, contexts, and ways of application. In the Philippines, studies that delve into the kind of environment involving Filipino children with special needs are scarce. Thus, through a grounded theory approach, this qualitative paper aims at developing a framework as a means of understanding inclusive environments thriving in an inclusive Philippine setting. Thirty-two special education teachers from three private schools were interviewed, the data being triangulated through class observations. The emerging theory encapsulated three major dimensions to understand concepts of inclusive environment: engaging environment, affirming environment, and nurturing environment. An engaging environment points to having high-standard learning outcomes, promoting collaboration and communication among learners, teachers, and parents, and involving them in decision-making. An affirming environment, on the other hand, denotes practicing expressive and receptive languages, imbibing the sacred worth of class members, and celebrating diversity. Finally, a nurturing environment can be achieved through interdependence and care for the needs of everyone. These dimensions are inter-related and are not standalone. This paper advances that success in the diversified Philippine inclusive classroom context can be achieved through the interdependence of school community members. The question of the significance of the inclusive practices and principles should not be the primary concern of a particular context. Rather, involvement and interdependence to achieve an engaging, affirming, and nurturing environment matter. Ramifications to micro and macro integration of inclusion that support inclusive environments are also discussed.
<p style="text-align: justify;">Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching (ERT) became available. However, the data sets were harvested early, as many countries began implementing ERT in response to the pandemic in March 2020. Many recent studies have failed to distinguish between the challenges faced by students enrolled in the laboratory and non-laboratory courses. There is still a dearth of literature on the difficulties encountered by students enrolled in non-laboratory courses following the first year of ERT implementation. The purpose of this paper was to examine the various challenges faced by tertiary students enrolled in non-laboratory courses following the conclusion of the first year of ERT implementation. Contextualized in two state-owned higher education institutions in northern Luzon, this study employed a fundamental qualitative approach, with focus group discussions (FGDs) serving as the primary data collection technique. Five major themes emerged from the FGDs with 42 purposively selected tertiary students. These themes presented in the spider web illustration include (1) student-focused challenges, (2) instructional material-related challenges, (3) instructor-emanating challenges, (4) technology-related challenges, and (5) student support-related challenges. This article concludes that these issues must be dealt with immediately to facilitate the implementation of ERT in non-laboratory courses. These difficulties may also be dimensions of concerns about distance education, particularly in non-urban areas of the Philippines. The themes also provide some actual pictures of the student challenges in the initial year of ERT in college. This paper highlighted some implications for pedagogy and educational management, as well as future research directions.</p>
Many researches have delved into politeness theory, but few have studied how politeness theory operates within the context of college ESL learners through the use of linguistic taboos and euphemisms. This paper determines the extent of students' use of and their perceptions about linguistic taboos and euphemisms. It has made use of the sequential-explanatory design. Participants were 313 college ESL learners in a premier state university. Data were gathered by using a questionnaire, focus-group discussion technique, and actual recorded conversations of the informants. In terms of politeness, ESL learners always strive to keep their "positive face" intact. Students perceive that taboo words are bad, masculine, and immoral. Moreover, this study posits that, sometimes, uttering linguistic taboos becomes a way by which people can establish closeness with others. Hence, taboo words may be uttered once in a while depending on the context and setting, such as when interlocutors are friends or have established a short social distance.
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