Ateneo de Zamboanga University

This study investigated the technology utilization in teaching and work performance of Junior High School Teachers in Zambales. The findings of the study revealed that the majority of the teacher-respondents are female, in their early adulthood, married, with earned units in MA, Mathematics major, Mathematics teaching load, with adequate years in service, Teacher I, and have attended numerous trainings related to the use of technology. The teacher-respondents perceived the use of ICT in their teaching to be highly utilized. Teachers performed very satisfactorily in their job using ICT in teaching. ICT training attended was found to significantly influence utilization across most dimensions, including planning, monitoring, implementation, productivity, and enrichment. Despite this high utilization and Very Satisfactory job performance, the study found no significant relationship between the utilization of ICT in teaching and the overall work performance of teachers, suggesting that high ICT use alone does not predict superior job outcomes. The proposed model plan has been developed to address difficulties in the technology utilization in the teaching of teachers.

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BACKGROUND: Adolescent suicide is a serious public health challenge in the Philippines, with rates among 15–19 year olds increasing by 57% from 2019 to 2021. Although the Mental Health Act (RA 11036) and Universal Health Care Act (RA 11223) require suicide prevention as the part of national health priorities, evidence-based interventions are still underused, especially in geographically isolated and underserved areas (GIDA). OBJECTIVE: This study systematically reviewed psychosocial suicide prevention interventions for adolescents aged 10–18 years and identified strategies for integrating them into the Philippine health system. METHODS: A systematic review and meta-analysis of studies published between 2015 and 2020 were conducted, including 20 randomized controlled trials, cohort studies, and cross-sectional studies. Interventions evaluated included Cognitive Behavioral Therapy, dialectical behavior therapy, Motivational Interviewing, family therapy, and psychoeducation. Subgroup analyses examined intervention type, mode of delivery, and setting. Risk of bias was assessed using Cochrane tools. RESULTS: Psychosocial interventions significantly decreased suicidal ideation, attempts, and deliberate self-harm (DSH). Moderate short to medium-term effects (Cohen’s d = 0.26–0.30) were observed, although benefits lessened over the longer follow-up periods. School-based programs and family-focused approaches yielded the strongest immediate results, while telehealth interventions showed potential for scalability in the resource limited and GIDA settings. CONCLUSION: Evidence supports integrating psychosocial interventions into Department of Education mental health initiatives, Department of Health adolescent services, and local government programs. To speed up RA 11036 and RA 11223 implementation, development managers should focus on scalable, culturally tailored methods, including digital platforms, to increase access and enhance the nation’s response to adolescent suicide.

This study investigated the effects of using the mother tongue as an instructional tool on the English performance of elementary students using a quasi-experimental design. The research aimed to evaluate whether the use of mother tongue in teaching English concepts significantly improves learners’ classroom test scores. A total of 59 samples were selected from two classes in a public school in the Southern part of the Philippines, with one class receiving the mother tongue as the medium of instruction in teaching English and the other as the control group using the traditional methods. Pretest and posttest performances were assessed using a teacher-made instrument with 30 questions. Data analysis involved frequency count, weighted mean, t-tests for dependent samples, and z-tests. The pretest results for both groups were similar, showing fair performance. However, the posttest results indicated a significant improvement in the learners who received mother-tongue-based instruction compared to those taught using traditional English teaching methods. Initially, both groups struggled with retaining facts and vocabulary. Despite this, the study found that using the mother tongue as an instructional tool greatly improved academic performance in English. The study recommends teacher training to effectively incorporate the mother tongue into English instruction, consistent use of the mother tongue, local contextualization of English vocabulary, and a gradual introduction of English alongside the mother tongue. Overall, the study emphasizes the positive impact of the mother tongue on English proficiency and offers practical strategies for integrating it into English language teaching.

Cardiovascular disease (CVD) remains the leading cause of morbidity and mortality worldwide. Large language models (LLMs) offer potential solutions for enhancing patient education and supporting clinical decision-making. This study aimed to evaluate LLMs' applications in CVD and explore their current implementation, from prevention to treatment. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, this systematic review assessed LLM applications in CVD. A comprehensive PubMed search identified relevant studies. The review prioritized pragmatic and practical applications of LLMs. Key applications, benefits, and limitations of LLMs in CVD prevention were summarized. Thirty-five observational studies met the eligibility criteria. Of these, 54% addressed primary prevention and risk factor management, while 46% focused on established CVD. Commercial LLMs were evaluated in all but one study, with 91% (32 studies) assessing ChatGPT. The LLM applications were categorized as follows: 72% addressed patient education, 17% clinical decision support, and 11% both. In 68% of studies, the primary objective was to evaluate LLMs' performance in answering frequently asked patient questions, with results indicating accurate, comprehensive, and generally safe responses. However, occasional misinformation and hallucinated references were noted. Additional applications included patient guidance on CVD, first aid, and lifestyle recommendations. Large language models were assessed for medical questions, diagnostic support, and treatment recommendations in clinical decision support. Large language models hold significant potential in CVD prevention and treatment. Evidence supports their potential as an alternative source of information for addressing patients' questions about common CVD. However, further validation is needed for their application in individualized care, from diagnosis to treatment.

This study examined the play-based approaches used by daycare workers and primary grade teachers, as well as learners’ class performance in Zone III, Schools Division of Zambales, during the 2024-2025 school year. A total of 207 daycare workers and primary grade teachers, along with 207 learning facilitators, participated in this quantitative-descriptive, causal-comparative, and correlational study, using a validated, researcher-designed questionnaire. The study focused on play-based approaches in concept formulation, material preparation, activity execution, and learning engagement, while class performance was assessed in terms of cognitive development, social interaction, emotional engagement, and skills application. Results showed that the majority of teachers were female, aged 30-39, teaching Grade 3, holding Teacher III positions, and with 10- 19 years of experience, most of whom had earned MA degrees. Teachers and learning facilitators moderately implemented play-based approaches, reflecting a balanced but not extensive integration of play in teaching. Teachers frequently observed moderate cognitive, social, emotional, and skills development among learners, indicating a positive impact of play-based strategies. However, no significant difference was found between teachers' play-based approaches and their age, gender, grade level, position, length of service, or educational attainment. A significant difference was observed between the approaches of teachers and learning facilitators, with teachers implementing these methods more effectively. The study recommends developing an enhanced play-based instructional program and exploring complementary strategies to strengthen learners' cognitive, social, emotional, and skills development. Involving both teachers and facilitators in the design of this program is essential to ensure its effectiveness.