Dolly V. Abasta’s scientific contributions

Student engagement is a combination of involvement in the academic and social aspects of higher education level studies. This includes participation in extra and co-curricular activities and access to student and welfare support. There is a need to maximize students’ engagement in the school and empower these learners that they try hard to learn what school offers. They should take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives. This study surveyed the extent of academic engagement and student services experience among college students of Columban College during AY 2018-2019. Descriptive cross-sectional design was used and data were gathered through survey forms, interview and observation. Most of the college student spend limited time in studying their lesson particularly reading and writing; they do not exert much effort to meet teachers’ expectations; and they believe that their coursework emphasized analyzing the basic elements of an idea, experience or theory to a moderate extent, applying theories or concepts to practical problems or in new situations to a great extent, making judgments about the value of information, arguments and methods to a great extent, synthesizing and organizing ideas, information or experiences to a great extent. In terms of active learning engagement and experiences, most of the respondents worked with other students on projects during class oftentimes. On student-teacher interactions, most of the respondents seldom receive prompt written or oral feedback from teachers on their academic performance. On enriching educational experience, most of the respondents spend limited time in a typical week participating in extra�curricular or co-curricular activities. In terms of supportive learning environment, most of the respondents perceived that the quality of their relationships with administrators and administrative services as friendly/available and helpful. In terms of assessing the overall general learning outcomes of the respondents, they perceived it positive, and the school contributed to the results of their achievement. Most of the respondents perceived the overall quality of the academic advice that they have received at Columban College as good, the overall quality of curriculum they are taking as very good, the quality of instruction and teaching-learning experiences they have experienced as good, and their entire educational experience at the institution as very satisfactory. If they could start over again most of them would be great to go to Columban College once again.

The study determined the learning styles and Mathematics performance of first-year Business Administration (BSBA), Tourism (BST), and Hotel and Restaurant Management (BSHRM) students of the College of Business and Accountancy for the 1st semester of the academic year 2015-2016. This study is anchored on the Dunn and Dunn Learning Style Theory, developed and internationally acclaimed by Drs. Kenneth and Rita Dunn. They define learning style as, “The way in which each learner begins to concentrate, process and retain new and difficult information. That interaction occurs differently for everyone.” These learning styles are classified as: Auditory, Visual, Tactile, and Kinesthetic. This study utilized the descriptive method of research. Only students who are enrolled for the first time are the respondents of the survey. The performance of students in Business Mathematics (BMT111), Basic Mathematics (MTH100), and Mathematics of Investment (BMT221/MTH108) were taken based on their actual grades in the subject that can be found in existing records.The majority of the respondents are ages 16 and 17. There are more male than female respondents. The mean monthly family income is 17,000 pesos. The respondents’ parents are usually a housewife, an OFW, or an employee. The respondents’ hobbies/interests included computers, sports, and reading. The majority of the respondents are visual and auditory learners; the rest are tactile and kinesthetic learners. The mean Mathematics performance of respondents’ is 75. There is no significant relationship between mathematics performance and the learning styles of the respondents. The findings on the performance of students in mathematics imply that there is a need a thorough review of the different factors that affect the learning of the course. It was recommended that: (1) The school administrator should help identify the learning styles of students which they can use as a basis for the formulation of plans and policies to include sending teachers to seminars and training about learning styles to enhance and improve mathematics performance of students. (2) The teacher should talk to students about the different learning styles and explain to them how they learn most effectively which may help improve their mathematics performance. (3) The teacher should offer students a variety of techniques for learning to encourage them to gain experience with more than one learning style. (4) There should be a study on the individual differences of students to determine their strengths and weaknesses regarding the different learning style

Student misbehaviors such as talkativeness, lack of interest to study, bullying, verbal insults inflicted to others, and others are an observable issue in the everyday classroom. Usually, these misbehaviors are intolerable and stressful for it adds to the burden of managing the classroom. This study is anchored on the principle of in loco parentis, which literally means "in the place of a parent". It refers to the legal responsibility of a person or organization to take on some of the functions and responsibilities of a parent. It allows institutions such as schools including the teachers to act in the best interests of the students as they see fit. The study is focused on identifying the strategies used by teachers in reducing behavior problems of students of the College of Business and Accountancy, Columban College, Inc. The descriptive crosssection survey involved thirty-two (32) teachers of CBA both full-time and part-time during the Academic Year 2015 - 2016. Data were gathered using survey form, observation, and in-depth interview. The most common problem behavior committed by students is Absenteeism, Vandalism, or damage to school properties, cutting classes, bullying, and tardiness. The strategies which are always done by the respondents in addressing problem behavior of students are making it clear to students their sets of expectation, defining all their policies, and structuring the lesson carefully to make sure students involvement and addressing the behavior as early as possible and when it is already observable. There should be a program/training for teachers in formulating and implementing strategies that are focused on using positive discipline as a tool for reducing problem behavior among junior high school students.

The study aims to identify whether the organizational culture of Perceived Columban College in Business Accountancy affects the performance of the students during Academic Year 2015-2016. Specifically, the study identified the organizational culture of the graduating students of gender, major, length of years in Columban College, religion, and financial income. Moreover, the organizational culture of the respondents in terms of commitment, quality, honesty integrity, and behavior studied. The data gathered were tabulated, analyze, and interpreted using appropriate statistical tools like frequency and percentage. The percentage and mean formula for relationship were likewise applied to compute the relationship between the respondent’s profiles, the level of the organizational culture of the graduating students. Based on the findings, the researcher concluded the following: The majority of the graduating students are over 18-20 years old, most of the students are from the management course and being dominated by numbers of the female. The majority of the graduating students obtained strongly agreed in all aspects all the level of performance in their organizational culture. Results showed that the level of professionalism affected the level of the job performance of graduating students. Based on the conclusions, the researcher hereby proposes the following recommendations: Most graduating students came from the management department and that student who is graduating are catholic because it is a catholic institution. The majority of the graduating students are over 18-20 years old, most of the students are from the management course and being dominated by numbers of the female. In general, most of the students that are graduating have stayed in Columban College for four years. The majority of the graduating students obtained strongly agreed in all aspects in all the assessment of the organizational culture. Results showed that the organizational culture affects their level of performance of the graduating students. Based on the conclusions, the researcher hereby proposed the following recommendations: This could improve the life span of the organization; The belief that schools and colleges are unique entities is gaining ground as people increasingly recognize the importance of the specific contexts, internal and external, which provide the frameworks within which graduating students must operate. The recognition that school and college development needs to be preceded by attitudinal change is also salutary and is consistent with the view that teachers must feel ‘ownership’ of change if it is to be implemented effectively. Externally imposed innovation often fails because it is out of tune with the values of the teachers who have to implement it. Common organizational culture problems can include ambiguity, poor communication, and inconsistency. These can contribute to the experience of a hostile and unpleasant school place. Institutions with concerns about their organization can use outside consultants to get a fresh look at their culture, and may also want to consider the use of student evaluations to get feedback from their personnel. These tools can help schools identify and address problems with organizational culture. Ambiguity is a common issue. Students may not understand what is expected of them or could feel as though stated policies are in conflict with actual practices. Inconsistency can be another contributor to organizational culture problems. Students may feel like policies are not applied evenly and fairly; professors may not be penalized for activities students would expect to see punished. Poor communication is another common problem with an organizational culture of all sizes. Students may not communicate well with each other and could feel uncomfortable about approaching professors with ideas, suggestions, and concerns. Poor leadership can be another issue. Students may have trouble following people they do not respect, or taking orders from leaders who do not appear to know what they are doing. If leadership is weak, inconsistent, or disreputable, it can contribute to organizational culture problems.