Adventist University of the Philippines

Creative thinking is an essential skill that must be explicitly and systematically taught in classrooms because of its significant contribution to student learning outcomes. However, many schools still rely on conventional teaching methods, which often lead to student boredom, reduced motivation, and low engagement. Therefore, an effective learning model is needed to address this issue. This study examines the effect of the Reading Map Group Investigation (Remap-GI) learning model on cognitive learning outcomes and creative thinking skills in Biodiversity material at SMAN 1 Muncar. This study employed a quantitative quasi-experimental approach using a non-equivalent control group design. The sample consisted of 70 students (36 in the experimental group and 34 in the control group) selected through random sampling. Creative thinking data were collected using open-ended test items based on four indicators, while cognitive learning outcomes were measured using pre-test and post-test scores. Data were analyzed using Analysis of Covariance (ANCOVA), preceded by normality and homogeneity tests. The results showed that the ANCOVA test for creative thinking skills produced a significance value of 0.000 (p < 0.05), indicating that the Remap-GI model significantly improved students’ creative thinking compared to the control group. Similarly, the ANCOVA test for cognitive learning outcomes also showed a significance value of 0.000 (p < 0.05), indicating a positive effect on students’ cognitive performance. Practically, this model can be an alternative teaching strategy to reduce boredom, increase active participation, and improve conceptual understanding, especially in agro-industrial school environments where students need support in developing independent learning habits.

Background: Hemorrhagic stroke remains a major contributor to neurological morbidity and mortality, particularly in low- and middle-income countries where timely and coordinated care is critical. Nurses play a central role in the assessment, monitoring, and prevention of secondary complications in patients with hemorrhagic stroke; however, evidence on their knowledge and practices in resource-limited settings is limited. Objective: This study assessed nurses’ knowledge and clinical practices and examined their influence on the management of patients with hemorrhagic stroke at Kabgayi Hospital, Rwanda. Methods: A descriptive cross-sectional design was conducted among 87 registered nurses working in medical and intensive care units. Stratified random sampling was applied. Data were collected using a validated self-administered questionnaire to assess knowledge, practices, and management of hemorrhagic stroke. Descriptive statistics summarized variable levels, while Spearman’s rho correlation coefficient was used to examine relationships between knowledge, practices, and patient management. Statistical analysis was performed using SPSS version 25, with significance set at p < 0.05. Results: Nurses demonstrated a high level of hemorrhagic stroke management (mean = 4.11, SD = 0.67), particularly in complication prevention and multidisciplinary collaboration. Knowledge levels were high (mean = 4.03, SD = 0.65), although gaps were identified in stroke pathophysiology. Clinical practices were also rated high (mean = 4.03, SD = 0.65), with documentation scoring highest and timely neurological assessments scoring comparatively lower. A moderate positive correlation was observed between nurses’ knowledge and patient management (ρ = 0.509, p < 0.001), while nurses’ practices showed a very strong positive correlation with patient management (ρ = 1.000, p < 0.001). Conclusion: Hemorrhagic stroke management at Kabgayi Hospital is predominantly driven by nurses’ clinical practices, supported by adequate knowledge. Strengthening practice-focused training, institutional support, and multidisciplinary stroke care is essential to optimize patient outcomes in resource-constrained healthcare settings.

Background: Access to mental health services remains a critical public health issue, especially among young adults in urbanizing regions. Structural barriers and sociocultural stigma often hinder timely and appropriate mental health care. This study aimed to explore the barriers and facilitators that influence access to mental health services among young adults with mental health conditions. Methods: A qualitative descriptive design was employed. Sixty participants aged 18–32 years, diagnosed with depression, anxiety, or bipolar disorder, were purposively recruited. Data were collected via WhatsApp chat interviews and Google Forms between September and December 2024. Thematic analysis was used to identify emerging patterns in participants’ experiences. Results: Three major barriers to accessing mental health services were identified: stigma and social silence, limited availability of mental health professionals, and financial constraints. Conversely, three key facilitators emerged: supportive relationships, digital peer communities, and self-awareness. Participants highlighted the role of personal motivation and online networks in bridging formal care gaps, while systemic limitations remained prevalent in local service infrastructure. Findings reveal the dual nature of access to mental health services—where institutional barriers coexist with emerging forms of psychosocial resilience. Conclusion: Strengthening local mental health systems, improving service literacy, and expanding community-based and digital interventions are crucial steps to address mental health disparities among urban youth.

This study explored the impact of collaborative learning strategies on the academic performance of Grade 7 students in mathematics. It examined students' profiles in terms of age and gender, as well as pre-test and posttest performance, identified strategies influencing academic outcomes, assessed changes in performance, analyzed the relationship between collaborative learning and academic success, and gathered student perceptions on these methods. Using a quantitative quasi-experimental design, the research measured students' performance before and after implementing collaborative strategies such as Think-Pair-Share, Jigsaw, and Group Work. The findings revealed a significant improvement in mathematics performance following collaborative learning techniques. Statistical analysis confirmed a strong relationship between these strategies and academic success. The study also suggested further research on various collaborative learning approaches across different subjects, teacher training programs to enhance implementation, and broader studies to validate these findings.

This study determined the level of knowledge on Helicobacter pylori (H. pylori) infection, perception of government programmes and support, media influence, environmental factors, and health among low-income residents in Fujian Prov-ince, China. The data were collected through structured ques-tionnaires ad-ministered to 516 low-income adult residents aged 18–65 years in Xiamen City, Fujian, who met the municipal low-income criteria. A stratified random sam-pling method was used to obtain samples, with a total of n=516 valid question-naires collected. Descriptive statistics, correlation analysis, mul-tiple regres-sion, and moderation analysis were used to examine the relation-ships and pre-dictive power among the variables. The findings showed that There is a signifi-cant positive correlation between H. pylori knowledge, gov-ernment programs and support, media influence, environmental factors, and health behaviors (all tests p<.001); the final model of multiple regression has good explanatory power (R²=0.618, overall F test p<.001), with environmental factors having the most significant impact on overall health behaviors (main effect t=12.66, p<.001). The conclusions remain robust after controlling for age, gender, marital status, and educational level; significant differences were also found in inter-group com-parisons based on demographic characteristics (p<.05). The study provided evi-dence-based recommendations for designing targeted public health interven-tions, government support programs, enhancing media communication strate-gies, and improving environmental health policies to reduce H. pylori infection rates and improve the overall health of low-income communities in China.

PurposeTo investigate sociodemographic determinants of reproductive health disparities and health education participation among Chinese female college students (CFCs).MethodsA nationally representative sample of 1,013 students from 12 provinces (October to November 2024) completed validated questionnaires. Multilevel logistic regression analyzed clustered data (school-level ICC = 0.19).ResultsSignificant associations were observed between sociodemographic factors education level, household registration, only child status, academic major and reproductive health outcomes (p < 0.05). Key findings include pronounced urban–rural inequities, with urban students demonstrating 4.3-fold higher HPV vaccination rates than rural peers (78.5% vs. 45.7%, aOR = 4.3, 95% CI: 3.2–5.8), alongside elevated dysmenorrhea prevalence among rural students (56.9% vs. 43.5%, aOR = 1.8, 95% CI: 1.4–2.3). Academic stressors significantly impacted health outcomes, as postgraduate students exhibited a 60% higher dysmenorrhea risk versus undergraduates (60.9% vs. 50.8%, aOR = 1.6, 95% CI, 1.2–2.1), while paradoxically, medical students showed lower HPV vaccination uptake than non-medical peers (58.0% vs. 74.3%, aOR = 2.1), attributed to clinical skepticism about vaccine safety. Furthermore, health education engagement was limited (46.1% participation), with 52.4% relying on online platforms for health information—highlighting critical gaps in institutional health promotion and digital misinformation risks. Therefore, addressing these multifaceted socioeconomic, educational, and structural barriers is essential for improving reproductive health equity in this population.ConclusionMultifaceted strategies addressing socioeconomic barriers, health education gaps, and digital misinformation are critical to improving reproductive health in female college students.

Background: This study aimed to assess breast cancer awareness, perception, and screening practices among women in the Tamale Metropolis of Ghana. Despite global efforts to promote early detection, many women in low- and middle-income countries, including Ghana, continue to experience delayed diagnosis and poor outcomes due to limited awareness and access to screening services. Methods: The study employed a descriptive cross-sectional research design. A total of 396 adult women aged 18 years and above were selected using a stratified random sampling technique. Data were collected using a structured, self-administered questionnaire and analyzed using SPSS with chi-square tests to determine associations. The results indicated that the respondents had an average level of awareness (51%), average perception and attitude (44.71%), and average screening practice (44.71%). Despite facing certain challenges, there was a moderate level of breast cancer awareness and screening practices among women in the Tamale Metropolis, Ghana. Findings: The study found that ethnicity had a statistically significant association with breast cancer awareness and screening practices among women in Tamale Metropolis (χ² = 36.833, p = 0.000). Conversely, education level exhibited a non-significant association with awareness (χ² = 2.654, p = 0.690), while age demonstrated a strong significant association with mammogram utilization (χ² = 117.435, p = 0.000). Religion also had a significant influence on clinical breast examination and mammogram practices (χ² = 12.228, p = 0.001; χ² = 12.615, p = 0.001, respectively). Conclusion: The findings suggest that socio-demographic characteristics, particularly age, ethnicity, and religion, significantly influence breast cancer awareness and screening behaviors. Based on these findings, it is recommended to strengthen community-based education initiatives and increase access to age- and culture-sensitive breast screening programs. Improving early detection strategies will be vital in reducing breast cancer morbidity and mortality in the region.

Massive Open Online Course (MOOC) are open online courses aimed at massive groups of learners that anyone anywhere can access as long as they have the internet. This study aimed to determine the awareness and utilization of MOOCs by faculty and students of selected higher education institutions (HEIs) in the Philippines. Descriptive correlational analysis was used to determine the awareness and utilization of MOOC among the selected HEI faculty and students. Moderate awareness and usage of MOOCs by teachers and students. It found that teachers’ years of teaching were significantly correlated with their level of MOOC awareness. It also shows a big correlation between students enrolling well in courses based on their understanding of MOOCs. Moreover, it shows that teachers’ MOOC usages correlate to their teaching years. MOOC utilization has a significant relationship with the students’ ages. Integrating the MOOC into curricula should be promoted by the HEIs, where tailored usage could be encouraged to leverage its potential and address teachers' and college student's unique needs and preferences. The researchers suggested implementing, monitoring, and evaluating the proposed learning enhancement plan.

Environment plays an important role in developing language fluency. The environment includes the geographical location and significant people like parents, siblings, friends, and teachers. Geographically, the dialects fluently spoken at Central Philippine Adventist College are Hiligaynon, Cebuano, and English. As observed, the pupils of Central Philippine Adventist College Elementary School (CPACES) struggle with Filipino language fluency. Many cannot speak the Filipino language fluently which challenges their learning in classes using the Filipino language as a medium of instruction. This study aimed to determine the difficulties in speaking the Filipino language fluently among CPACES pupils. Purposive sampling was used. Five pupils were interviewed using validated guided questions. This study utilized a qualitative case study design. Specifically, the framework of Ranan was employed to analyze the data. The study found that the mother tongue of the CPACES non-Filipino speakers is English, and they had not been exposed to the Filipino language. This non-exposure and the absence of somebody motivating them to speak Filipino have led the participants' to hardly understand Filipino. Further, their parents did not introduce Filipino learning materials and do not speak Filipino. So, to help CPACES non-Filipino speakers to become fluent in Filipino language, parents and significant people surrounding them must intentionally use Filipino at home and school, and find ways to access Filipino reading materials, and converse with them using the Filipino language.

The decision to be debt-free or remain in debt is vital in shaping policies on loans for public-school teachers in Philippines. This study explores teachers’ willingness to repay debt, their proposed interventions, and the relationship between loan addiction and the ability to repay. Using a descriptive-correlational design and snowball sampling, 84 public-school teachers at the basic and tertiary levels responded to an online survey. Findings show that teachers generally agree on repaying their debts (M = 3.7 ± 0.47), although many are uncertain about their willpower to do so. While some appear to be addicted to loans, they rarely acknowledge this (M = 1.96 ± 0.77). Spiritual and emotional support is seen as a need. Respondents proposed government interventions, such as lowering interest rates and offering legal and financial literacy seminars. A statistically significant, moderate positive correlation (r = 0.372, p < 0.001) indicates that loan addiction may coexist with a strong psychological drive to eliminate debt. However, teaching level, years of service, and debt size did not significantly predict the likelihood of repayment based on multiple regression analysis. These insights are essential for developing targeted interventions for teachers, both those who demonstrate strong willpower and those struggling with loan dependency. The study recommends further research into the roles of income, financial literacy, mental health, and access to debt counseling as potential moderating or mediating factors in the relationship between loan addiction and repayment behavior.