Sultan Kudarat State University

Abstract Protective coatings used in exterior applications are designed to resist the impacts of the environment, including heat, UV light, moisture and salt. These impacts are complex. Current resin technologies used to protect against these complex exposures are largely comprised of organic coatings but inorganic coatings do have a place. When considering the appropriate protective coating for the exposure, several factors should be considered. This paper will explore the implications of material selection for service life. It will correlate chemical bond strength with UV light resistance. A discussion on how to match material selection with exposure for the desired service life will be shared. Finally, a review of testing methodologies, including natural and accelerated will be presented

Post-conflict Aceh and Bangsamoro continue to face significant governance challenges marked by ineffective autonomy and the consolidation of religiously-grounded political authority. While special autonomy theoretically provides an inclusive framework for development, in practice, authority remains monopolized by elites who draw legitimacy from Islamic symbols. The rise of figures labeled as ‘abang-abang syar’i’ (male leaders who publicly represent Islam) demonstrates how public displays of piety are often intertwined with patronage, collusion and kinship-based power consolidation. In Aceh, widespread trust in religious scholars conceals an accommodative and hierarchical power structure, while in Bangsamoro, religious rhetoric is strategically deployed to distribute benefits narrowly within elite circles. This study adopts a comparative perspective and a theoretical framework integrating Islamic patrimonialism, moral politics, masculinity, and Islamic neopopulism. The findings suggest that religious symbolism primarily operates as aesthetic legitimation, while entrenched corruption and patronage networks continue to undermine inclusive, accountable, and socially-just governance.

This study examined the relationship between school heads’ personality traits, demographic profiles, job satisfaction, and the teaching effectiveness of teachers in multigrade schools in the Tampakan and Tupi Districts, Division of South Cotabato. Specifically, it aimed to determine the demographic profiles of school heads, assess their personality traits based on the Big Five Personality Traits model, evaluate teachers’ job satisfaction and teaching effectiveness, and establish the relationships among these variables. A quantitative-descriptive correlational research design was employed, utilizing standardized survey questionnaires administered to 15 school heads and 60 multigrade teachers. Data were analyzed using descriptive statistics, Pearson r correlation, and multiple regression analyses. Results indicated that school heads demonstrated very high levels of openness, conscientiousness, extraversion, agreeableness, and emotional stability, with openness being the most prominent. Teachers reported very high job satisfaction, particularly in the work environment, professional growth, and compensation benefits. Additionally, teaching effectiveness was rated outstanding across pedagogical skills, classroom management, communication skills, student outcomes, and leadership and collaboration. Significant positive relationships were found between school heads’ personality traits, extraversion, conscientiousness, and emotional stability, and various dimensions of teacher job satisfaction. However, no significant relationship was established between school heads’ personality traits and teachers' teaching effectiveness. Furthermore, the demographic characteristics of school heads did not significantly influence their personality traits, except for age and net income, which had an impact on emotional stability. The findings highlight the crucial role of school leadership traits and demographic profiles in shaping teachers’ job satisfaction and teaching effectiveness within the context of multigrade education and settings.

This study posits that moral governance, anchored in Islamic ethical principles, is a key factor of institutional outcomes within the basic education sector of the Ministry of Basic, Higher, and Technical Education (MBHTE) in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). Basically, it investigated the extent to which educational leaders exemplify moral governance principles and tested its influence on institutional outcomes. Using a descriptive-correlational research design, data were gathered from 280 respondents, including school division superintendents, division supervisors and chiefs, school administrators, and teachers, through two sets of survey instruments. Descriptive statistics (mean, standard deviation) and inferential analyses (one-way ANOVA, Kruskal-Wallis H test, and multiple regression) were applied to treat the data. Results showed that moral governance was perceived to be highly evident, particularly in the domains of ethical decision-making, and compassion and service. Institutional outcomes were also rated high, with policy implementation emerging as the most prominent dimension. Multiple regression analysis indicated that all four moral governance dimensions significantly predicted institutional outcomes, implying their relevance in both administrative and instructional leadership contexts. While no statistically significant differences in moral governance were noted across schools divisions, the perceptual variance among respondent groups were apparent. On the contrary, institutional outcomes varied significantly across divisions which signifies context-specific governance dynamics. The study emphasizes that the integration of moral governance into educational leadership practices enhances stakeholder trust, supports organizational performance, and ensures policy alignment. These findings emphasize the transformative ability of values-based governance in pursuing an ethically and contextually grounded education system in BARMM.

The rapid advancement of artificial intelligence (AI) and its increasing integration into academic workflows necessitate a deeper understanding of its impact on student learning and experience. This research explores the use of AI tools in undergraduate thesis writing, focusing on student satisfaction and the factors influencing student perceptions. By examining the experiences of 121 students (83 BSIT, 38 BTVTEd) at Sultan Kudarat State University, this research contributes to the growing body of knowledge on the role of AI in higher education. Overall satisfaction with AI tools was generally high. However, a more nuanced analysis revealed no significant differences between BSIT and BTVTEd students across various satisfaction measures (overall satisfaction, ease of use, enjoyable experience), as indicated by Mann-Whitney U tests. Lower ratings for reliability, interface, and validity/plagiarism, however, suggest areas for tool improvement, despite high ratings for usability, functionality, features, and performance. A linear regression analysis, exploring the correlation between satisfaction and thesis outcomes, yielded a low R-squared (0.0512), indicating limited explanatory power. Surprisingly, a significant negative correlation emerged between thesis organization and overall satisfaction, warranting further investigation. Other thesis outcome measures showed no significant relationship with satisfaction. These findings highlight the need for further research to identify additional factors influencing satisfaction and to explore the unexpected negative correlation, potentially through qualitative methods. This research contributes valuable insights into student experiences with AI in thesis writing, informing future tool development and pedagogical approaches.

Linguistic competence is a foundational concept in linguistics that refers to an individual's implicit knowledge of a language's vocabulary, spelling, punctuation, and pronunciation, enabling them to comprehend and produce language effectively within a given linguistic community. The study aimed to assess the correlation between students' social media exposure and their linguistic competence, serving as a baseline for an intervention plan integrating linguistic activities through social media. The respondents were Bachelor of Secondary Education major in English students from Sultan Kudarat State University across all academic levels. Using a descriptive correlational design and Pearson Correlation Coefficient, the study found a significant relationship between students' social media exposure and linguistic competence, suggesting that frequent social media engagement influences linguistic skills. These findings underscore the importance of incorporating digital contexts into language learning and advocate for support from university administrators and curriculum implementers to enhance students' linguistic competence through social media-integrated interventions.

Stroke remains a leading cause of long-term disability globally, significantly impacting motor, cognitive, and functional abilities. Traditional rehabilitation methods face challenges such as limited personalization, inconsistent engagement, and restricted accessibility, leading to the integration of advanced technologies. Recent innovations, including robotic-assisted therapies, virtual reality (VR), artificial intelligence (AI), and brain-computer interfaces (BCIs), address these limitations effectively. These technologies provide precise, scalable, and immersive rehabilitation interventions, improving recovery outcomes and adherence. This study aims to systematically review recent technological advancements in stroke rehabilitation, focusing on innovations, effectiveness, and implementation challenges. Employing the PRISMA 2020 framework, a comprehensive search was conducted across major databases, resulting in the selection of 16 relevant studies from an initial pool of 200 articles. Data from these studies were analyzed to assess the impact of advanced technologies on motor and cognitive recovery, and their integration into clinical settings. Findings indicate that robotic therapies and VR platforms outperform traditional methods in improving motor and cognitive functions. AI-driven solutions and BCIs facilitate personalized and adaptive rehabilitation, enhancing recovery trajectories for diverse patient populations. Significant barriers include high costs, technical complexity, and sociocultural factors affecting adoption. The lack of standardized protocols and limited long-term studies further hinder the widespread implementation of these technologies. Collaboration among researchers, clinicians, and policymakers is essential to address these issues. Recommendations include increasing access to affordable technologies, developing standardized training programs, and conducting large-scale, multicenter trials to validate long-term effectiveness. Closing these gaps ensures equitable access to advanced rehabilitation technologies and improves the quality of life for stroke survivors. This study underscores the transformative potential of technological innovations in stroke rehabilitation, providing valuable insights for future research and practice to optimize recovery outcomes and reduce the global burden of stroke-related disabilities.

Teaching Social Studies is more than just delivering lessons, it’s about shaping perspectives, and encouraging critical thinking. Hence, this exploration was triggered to hear directly from Social Studies teachers about their real-life experiences with instructional training. The study explores how professional training impacts teaching practices. Using a qualitative approach, the research delves into the lived experiences of social studies teachers of Tacurong City Division secondary schools, who have integrated new instructional methods into their classrooms. Participants were selected through purposive sampling and shared insights through interviews. The study highlights three key processes: infusion, where teachers integrate new strategies like technology and differentiated instruction into their curriculum to enhance student engagement; diffusion, which involves sharing these practices among colleagues to foster collaboration and peer mentoring. Acculturation focuses on adapting teaching methods to address students' cultural and emotional needs, promoting inclusivity and sensitivity. Results indicate that while instructional training significantly enhances teaching strategies, challenges like technological limitations, large class sizes, and financial constraints hinder full implementation. Despite these barriers, the study underscores the transformative potential of instructional training in creating inclusive, dynamic learning environments. Teachers become more adaptable and student-centered, improving both pedagogical effectiveness and student outcomes. Recommendations call for systemic support to address challenges and maximize benefits of instructional training.

In response to rapid technological advancement, Science, Technology, and Engineering (STE) education has become a strategic priority for national development and global competitiveness. In the Philippines, the Department of Education (DepEd) has implemented the STE program in selected public secondary schools to develop scientifically and technologically literate individuals who are highly responsible, morally upright, globally competitive and work-ready. While progress has been made in curriculum design and teacher training, the role of parental involvement in program implementation remains insufficiently studied. Guided by Epstein’s Theory of Overlapping Spheres of Influence and Bronfenbrenner’s Ecological Systems Theory, this study explored the relationship between parental involvement and the implementation of the STE program in public schools in DepEd SOCCSKSARGEN Region. Employing a descriptive-correlational design, data were collected from 329 purposively selected respondents, including principals, STE teachers, and parents from the pioneering STE schools. Survey using Likert-scale tools evaluated both parental involvement and the STE program implementation. Findings revealed a high level of parental involvement (M = 3.31, SD = 0.64), particularly in learner motivation and participation in STE-related activities. Similarly, program implementation was rated high (M = 3.62, SD = 0.46) in terms of student admission and retention, and curricular and co-curricular involvement. However, challenges in infrastructure and parent-school communication were noted. Although overall parental involvement is not significantly related with the overall program implementation (r = 0.070, p = 0.666), specific dimensions such as involvement in curricular and co-curricular activities (r = 0.302, p = 0.015) and partnership-building (r = 0.394, p = 0.001) were found to have significant positive relationships with program success. These findings indicate the significance of strategic parental involvement in enhancing STE implementation and emphasize the need for enhanced communication strategies and improved educational infrastructure to sustain long-term program success.

This study employed quantitative research design specifically the quasi-experimental research design to compare the explosive movements of the control and experimental groups before and after intervention wherein the primary instrument was the Plyometric exercise training program adopted from Jsport Sci Med. 2006. The survey questionnaire was used that consisted of items that measure the acceptability and relevance of the training program and was rated by the athletes themselves. In data analysis, the researcher utilized the mean and standard deviation to determine the level of athletes’ agility performance before and after the training program. Additionally, analysis of covariance (ANCOVA) was used to examine the mean difference in participants’ post-performance as controlling for pre-performance agility. The study results showed a significant difference in agility’s post-performance between the two groups as controlled by the pre-performance. It is recommended that the coaches, trainers, and athletes may integrate the plyometric exercise training program during their training further to enhance athletes’ agility skill. It could serve as a guide for them to monitor the progress.