Masnona Asiri’s research while affiliated with Mindanao State University-Sulu and other places

Industry-school partnerships allow schools to align their curricula with the current demands of the industry, ensuring that students are equipped with relevant, practical knowledge that meets the needs of employers. Having collaboration with industry professionals, schools gain access to resources and expertise that might otherwise be unavailable, such as industry-standard equipment, specialized training, and real-world insights into job expectations. This paper explored the graduate program curriculum review discussions with key industry players through the lenses of social exchange perspectives. Curriculum designers (n=20) participated in one-on-one interview encouraging them to share their experiences in review discussions with their key industry players. Narratives were analyzed to identify recurring themes from participants’ experiences. Findings indicated that curriculum designers viewed their interactions with industry partners positively, recognizing the mutual benefits reflected from sharing knowledge, expertise, and resources. This positive exchange encourages collaboration, as both parties gain insights into industry trends and skill requirements, leading to the integration of relevant feedback into the curriculum. Social exchange theory (SET) underscored the reciprocity in these relationships, where the positive actions of curriculum designers—seeking advice and collaboration—were likely to be reciprocated by industry partners, reinforcing long-term cooperation. The study also revealed that negotiated exchanges, though more formal, were essential when aligning curriculum with industry demands, especially in terms of critical thinking and problem-solving skills. Notably, ongoing engagement and continuous feedback mechanisms help sustain these partnerships, creating an environment of trust, loyalty, and commitment that benefits both the education system and the industries that rely on it. Finally, formalized partnerships with long-term commitments, rather than one-off agreements, may be essential for aligning educational outcomes with evolving industry standards.

The study investigated the organizational commitment and knowledge management practices of line-agency employees in Sulu, Philippines during the Fiscal Year 2023. Quota sampling (n=200) was carried out to sample the participants. Descriptive-comparative analysis was conducted to analyze the organizational commitment and knowledge management competence of the employees. Findings of the study revealed that employees are highly competent in various aspects of knowledge management, including knowledge acquisition, sharing, creation, codification, and retention. For organizational commitment, the employees demonstrated a high level of commitment to their organization, work, profession, and group work. Further analysis indicated that some demographic profiles (i.e., age, appointment status, length of service, and educational attainment) mediated the knowledge management competence of the employees. Similarly, some profiles (i.e., appointment status, length of service, and educational attainment) mediated their organizational commitment. Linear correlation revealed that the commitment and knowledge management competence were highly but not significantly correlated. Organizations should continue to invest in training and development programs to sustain and further improve these competencies. This study observed the importance of continuous investment in employee development, personalized management practices, and integrated organizational strategies to optimize both knowledge management and employee commitment.

Public speaking skills are essential for academic leaders because of the nature of their roles and responsibilities within educational institutions. As leaders, they often serve as spokespersons for their departments or institutions, representing their vision, goals, and achievements to various stakeholders, including students, faculty, administrators, and external partners. The purpose of this study was to explore the experiences of academic leaders who experience public speaking woes. This study explored their professional resources and alternative strategies to cope with public speaking anxiety. Purposive sampling (n=20) was carried out to sample the Filipino academic leaders from the basic education and higher education institutions (HEIs). The findings highlighted the importance of targeted support and resources, such as professional development workshops and a supportive learning environment, in enhancing their public speaking skills and confidence. The adoption of coping mechanisms, including regular practice and exposure to different speaking opportunities, emerged as crucial strategies for academic leaders to manage their public speaking woes effectively. These findings underscored the need for ongoing training and support initiatives to empower academic leaders in their roles and cultivate an environment conducive to their professional growth and development.

The study analyzed respondents’ demographics, common stressors, coping mechanisms, and significant differences in stressors and coping mechanisms during the pandemic, revealing a significant correlation among sub-categories. It involves students of Sulu State College, Jolo, Sulu. The 214 respondents were selected using random sampling. Frequency and percentage were used to analyze problem 1. Mean and standard deviation for problems 2 and 3. A t-test and an ANOVA were used for problems 4 and 5. And correlational analysis were utilized in problem 6. It was revealed that the respondents often experienced physical stress, sometimes experienced academic and spiritual stress, seldom experienced psychological, social, and environmental stress. It was found that 107, or 50%, of the respondents are 18–25 years old, and only 43, or 20.09%, are below 18 years old. And none of the respondents are 31 years old or older. It was revealed that the respondents often experienced physical stress, sometimes experienced academic and spiritual stress, and seldom experienced psychological, social, and environmental stress. The respondents sometimes employ coping mechanisms for physical, psychological, social, and spiritual stressors. They, however, seldom employ coping mechanisms for academic and environmental stress. No significant differences were found between the stress experienced and the coping mechanisms employed by the respondents when they were grouped according to their demographic profile. No significant correlation was found between the stress experienced and the coping mechanisms employed by the respondents. It was concluded that the respondents suffered from common stressors, and they all employed coping mechanisms for the common stressors.

Despite concerted efforts to combat terrorism, it remained a persistent and evolving threat that requires ongoing vigilance, cooperation, and resilience from the global community. Terrorists frequently operate within hidden networks, taking advantage of grievances as well as political, social, and economic vulnerabilities to promote their causes. This was an impact analysis using descriptive-correlational study analyzing the effects of Balik Barangay Program to the state of livelihood, peace and order, public safety, and education in Patikul, Sulu. Residents (n=100) were purposively sampled in each of 10 identified barangays in the municipality. Findings indicated that the Balik Barangay Program had positive effects on the livelihood ( =4.213; σ=0.143), peace and order ( =4.283; σ=0.192), public safety (=4.172; σ=0.197), and education (=4.197; σ=0.169). Findings also indicated that these variables had weak but correlated results. Balik Barangay Program had a transformative impact on the lives of residents in Patikul, Sulu, by addressing socio-economic vulnerabilities, restoring peace and order, enhancing public safety, and providing opportunities for education and development. Through initiatives such as training, capacity building, and access to resources, the program has helped enhance agricultural productivity, create sustainable livelihood, alleviate poverty, create a safer environment for residents and visitors alike, and reducing the risk of criminal activities and violence.

This study analyzed the mental health status of the public secondary teachers in Jolo, Sulu, Philippines. This study was a descriptive research that described the emotional well-being, support perception, stress level, anxiety level, depression, as well as resilience and coping mechanisms of the public teachers. Three public secondary schools were selected in this study. There were one hundred twenty (n=120) public school teachers who participated in the study—forty in each institution. This study adapted Warwick Edinburgh Mental Well-being Scale (WEMWBS), Teachers Mental Health Check-in Survey, Depression Anxiety Stress Scales (DASS-21), Connor-Davidson Resilience Scale (CD-RISC-10), and Carver Brief COPE Inventory as the research questionnaire. The teachers demonstrated positive emotional state, low levels of anxiety, stress, and depression, and high resilience, all indicative of their effective management of mental health challenges in the new normal. Specifically, they reported having the feeling of optimism, love, being supported, relaxed, and mental fortitude. They were also able to respond to the challenges they face by getting advice, seeking emotional support, self-reflection, and find comfort from their religion or spiritual beliefs. However, this study did not evidently describe the interactions between support systems and anxiety, stress, and depression levels. Hence, it is essential for further research to explore the specific types of support and coping strategies that most effectively promote these positive emotional states and resilience among teachers.

This descriptive-correlational study examined the impact of formative assessment on English as a second language writing skills in public senior high schools in Sulu during the School Year 2023-2024 using 100 samples taken through non-probability sampling via purposive sampling. It used weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's and found the following:1) Of the 100 student-respondents, mostly male, 19–20 years old, enrolled in GAS strand, whose parents have elementary education and monthly incomes of 10,000 or less; 2) Formative assessment improved English writing skills on average; 3) Besides age, gender, strand, parent's educational attainment, and parent's average monthly income significantly moderate how senior high school students evaluate formative assessment's impact on English writing skills. The impact of formative assessment on English writing skills is perceived differently by student-respondents in different strands. ABM students perceive Writing Skill Development better, TVL students’ perception Teacher Feedback and Guidance, and HUMMS students’ perception Peer Interaction and Collaboration. Whereas, Student-respondents whose parent's average monthly income is within 10,000-15,000 are better perceivers of Writing Skill Development, Teacher Feedback & Guidance, and Peer Interaction & Collaboration; 4) Senior high school students in Sulu who perceived formative assessment as improving English writing skills as Agree or with High Extent are very similar; In ESL writing, this approach states that students learn from their own experiences, others, and their surroundings.

Ang pananaliksik ay isinagawa sa Sulu State College Luuk Extension sa Panuruang 2023-2024 ukol sa epekto ng maagang pag-aasawa ng mga batang mag-aaral sa nasabing paaralan. Sinuri din nito ang epektong pinagdaraanang karanasan ng mga batang maagang nag-asawa ayon sa iba’t-ibang salik tulad ng emosyonal, espiritwal, mental, pinansyal, relasyonal, at sosyal. Sinuri din ng pananaliksik na ito kung may kaakibat ba na epekto ang demograpiko ng mga mag-aaral sa karanasan ng mga batang maagang nag-asawa. Ang pananaliksik ay isang quantitative research at ginanap sa Sulu State College Luuk Extension. Sa pamamagitan ng purposive sampling, pumili ang mananaliksik ng mga magiging respondante na nasa edad 14-18 taong gulang. Mayroong 103 na mag-aaral sa Sulu State College Luuk Extension ang napiling maging respondante ng pananaliksik. Natuklasan sa pag-aaral na ito na ang mga mag-aaral ay nakakaramdam ng positibong emosyon sa kanilang maagang pag-aasawa ngunit sila rin ay nakakaranas ng negatibong mentalidad at espiritwal na pananaw. Sila ay nakakaranas ng hiya, pagsisisi, at kawalan ng tiwala sa sarili dulot na rin sa tingin at pakikitungo ng ibang tao sa kanila. Samakatuwid, nagging positibo ang pananaw ng mga batang magulang sa tuwing nakikita nila ang kanilang mga anak na masaya, ngunit nakakaramdam pa rin sila ng pangamba na maiuugnay sa pinansyal, sosyal, at espiritwal. Mahalagang bigyang pansin ang kanilang estadong emosyonal, mental, pinansyal, espiritwal, sosyal, at relasyonal. Ang mga salik na ito ay may malaking papel sa pag-unlad ng kanilang pamumuhay lalo na’t upang masolusyunan ang mga balakid ng maagang pag-aasawa.

This study is descriptive-exploratory research that aims to determine the impact of the preschool program on teacher respondents’ perceptions in the Indanan South District of Sulu. Various statistical tests, such as weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson’s r test, were used to analyze the data. The following findings were obtained from the study: The majority of the one hundred teacher respondents are married, between the ages of 26 and 30, female, possess a bachelor’s degree, and have worked for less than five years. The method of thinking subcategories pertaining to the influence of preschool programs on a child’s primary school performance received an “agree” rating with a weighted mean score of 3.71 and a standard deviation of 0.79174. The teacher respondents in the Indanan South District, on the other hand, rated the behavior-related subcategory as “moderately agree,” with a weighted mean score of 2.90 and a standard deviation of 0.85952. Regarding the perceived impact of the preschool program, age, gender, duration of service, civil status, and educational attainment did not correlate significantly. This finding indicates that, notwithstanding their demographic characteristics, the teacher participants held comparable perspectives regarding the influence of the preschool program in the Indanan South District. Moreover, a robust interdependence was observed among the subcategories pertaining to the magnitude of the influence of preschool programs in the Indanan South District, as evidenced by the high correlations between them.

This study evaluated the degree to which patient, healthcare provider, and family factors influenced type 2 diabetes patients' medication compliance in Sulu Rural Health Units during the fiscal year 2022. The following findings are presented in this study, which used 100 samples obtained through the non-probability sampling method via purposive sampling, along with weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's r. Of the 100 respondents, the majority are married females between the ages of 36 and 55; 2) On average, medication compliance among clients with type 2 diabetes in Sulu Rural Health Units is thought to be highly affected by the attitudes of the patients, nurses 3) In general, the variables of age, gender, and civil status do not significantly mediate in ways that determine the extent of medication compliance among type 2 diabetes clients in Sulu Rural Health Units; 4) In general, the respondents who evaluated the degree to which factors affected the medication compliance among type 2 diabetes clients in Sulu Rural Health Units in terms of Patient Factor as Agree or with High Extent are likely the same respondents who evaluated the degree to which factors affected the medication compliance among type 2 diabetes clients in Sulu Rural Health Units in terms of Healthcare Provider Factor and Family Factor, respectively.