The QCU Lamp: Journal of Education is a peer-reviewed journal published in print and online twice a year. It publishes innovative, substantive, and rigorous contributions to the field of education.
All articles published in QCU Journals are made available under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows for: Sharing – copying and redistributing the material in any medium or format. Adapting – remixing, transforming, and building upon the material for any purpose, including commercial use.
Impact Assessment of the BOLDER OSY Program: Strengthening Leadership, Development, and Educational Readiness Among Out-of-School Youth in Quezon City, Philippines
This research examines the "Barangay Opportunity and Leadership for Development and Educational Readiness of the Out-of-School Youth" (BOLDER OSY) initiative in Barangay Gulod, Novaliches, Quezon City, Philippines. The study aims to assess its broader effects on the socio-economic structure of the barangay by analyzing BOLDER OSY's impact on the educational, personal, and societal pathways of out-of-school youth. Specifically, the objectives include collecting demographic data such as age, gender, civil status, and religious affiliation to understand participant diversity; evaluating the effectiveness of the training in enhancing understanding of various Web development techniques, including HTML, CSS, JavaScript, PHP/MySQL, and web hosting; examining the significance of hands-on exercises, workshops, and take-home activities in the training; and identifying ways to improve future training programs based on participant feedback. Data from the training and post-training evaluations include both qualitative and quantitative insights. The results emphasize the program's positive influence on participants' quality of life, career opportunities, income potential, and web development skills. Participants report satisfaction with the hands-on exercises and workshops, which motivate their pursuit of education and careers in Information Technology. The study suggests adding longer discussion periods to future training sessions. Overall, BOLDER OSY functions as an effective community-driven model, offering valuable insights for similar initiatives in other communities.
Copyright (c) 2025 Norilyn Sindanum, Lalaine Josefa Carrao, Paula Joy Dela Cruz (Author) https://creativecommons.org/licenses/by/4.0
Indonesian International Student Mobility Award (IISMA) In The Kampus Merdeka Curriculum: Opportunities, Challenges, And Policy Implications
The Indonesian International Student Mobility Award (IISMA) in Kampus Merdeka, initiated by the Indonesian government in 2020, represents a significant reform aimed at increasing flexibility and improving quality in Indonesian higher education. International student mobility was a key element of the Kampus Merdeka curriculum, offering students various opportunities such as studying abroad, internships, research collaboration, and cultural exchange. This article examines international student mobility within the framework of the Kampus Merdeka curriculum, exploring the opportunities it offers Indonesian students alongside the challenges they face, including policy implications for Indonesia’s higher education system. Based on data from surveys, interviews with students, and institutional reports, this study offers insights into how the Kampus Merdeka curriculum can enhance international mobility in a way that serves the broader goal of globalizing Indonesia's higher education sector. The findings highlight the need for policy adjustments and institutional support to maximize the benefits of international student mobility for Indonesian students.
Copyright (c) 2025 Santy Christinawati (Author) https://creativecommons.org/licenses/by/4.0
Effect of Regular Performance Feedback on the Motivation Levels of Second Year Students in four Different Programs at Initao College
This quantitative correlational-comparative study examined the impact of regular performance feedback on the motivation levels of second-year students enrolled in four academic programs—Teacher Education, Business Administration, Hospitality Management, and Criminology—at Initao College. The study aimed to identify the common types of feedback provided by teachers and evaluate the consistency of feedback in terms of timeliness, constructiveness, and clarity. It also investigated student motivation in terms of intrinsic motivation, achievement, and attitude. Data were collected through structured surveys utilizing a 4-point Likert scale and analyzed using descriptive statistics, Spearman's correlation, and Kruskal-Wallis tests to explore the relationship between feedback and motivation. The findings showed that constructive, timely, and clear feedback had a positive influence on student motivation, particularly in terms of achievement and intrinsic interest. Furthermore, no significant differences in motivation levels were found among the four programs, suggesting that the positive effects of regular feedback are consistent across different academic disciplines. Overall, the results emphasize that consistent and meaningful feedback from teachers plays a key role in enhancing students’ academic motivation. The study recommends incorporating regular performance feedback into instructional practices to support and improve student engagement and performance across all educational programs.
Copyright (c) 2025 Vedilyn Oga, Kristine Tabuclin, Gail Princes Madridano, Abigail Clyed Janolino, Riza Mae Paderanga, Syndey Jay Villarin (Author) https://creativecommons.org/licenses/by/4.0
Cultural Diversity Awareness on Social Development: A Study of Perception and Practices on Grade 12 HUMSS Students
This quantitative correlational research investigates the relationship between cultural diversity awareness and social development among Grade 12 Humanities and Social Sciences (HUMSS) students at Initao National Comprehensive High School. The study examines students’ levels of awareness regarding cultural differences, their appreciation of cultural traditions, and their knowledge of cultural practices, and how these factors impact their empathy, openness, and tolerance. A total of 139 students were selected using a stratified random sampling method. Data were gathered through a validated 32-item survey questionnaire and analyzed using mean scores and Pearson correlation. Results revealed that students demonstrated a high level of cultural awareness and social development. Furthermore, findings indicated a statistically significant positive relationship between cultural diversity awareness and social development outcomes. The study highlights the importance of incorporating cultural awareness into educational settings to promote inclusivity, empathy, and harmonious social relationships among students.
Copyright (c) 2025 Eanna Jamaica Acera, Claire Malalay, Rhiza Mae Nangcas, Rogelyn Besandre, Benjie Eyana II, Sydney Jay Villarin (Author) https://creativecommons.org/licenses/by/4.0
Transforming Teaching: A Comprehensive Approach to Emotional Intelligence and Commitment in Christian Bible-Based Schools
The purpose of this study was to evaluate the emotional intelligence (EI) of Christian Bible-based School (CBBS) teachers in Iligan City, with an emphasis on how they handled workplace stress and their dedication to their jobs throughout the 2023–2024 academic year. The study used triangulation to conduct a thorough analysis of the data, employing a descriptive-correlational method. The results showed that teachers had the highest mean score for emotional intelligence (M = 3.20), the highest level of self-awareness (M = 3.47), and the lowest level of social skills (M = 2.98). This suggests that Emotional Intelligence (EI) was widely used by teachers in their workplace. Workload was shown to be the primary source of workplace stress (M=2.63), while family variables had the least influence (M=1.69), resulting in an overall mean score of (M=2.10). This suggests that teachers often experienced stress primarily due to their workload. Correlation analysis revealed a significant relationship between Emotional Intelligence and work commitment (r = 0.528, p < 0.001). However, there was no discernible relationship between work commitment and workplace stress (R-value = 0.012, p-value = 0.903), suggesting that stress levels had little bearing on teachers' job dedication. According to the study's findings, fostering a favorable work environment can increase instructors' job satisfaction and dedication, thereby improving their performance. It is advised that further research be conducted to examine the subtleties of enhancing teachers' work commitment in relation to their work stress levels and emotional intelligence. These studies may yield information that supports teachers' long-term job happiness and engagement by making them feel respected and dignified.
Copyright (c) 2025 Terence Katherine Stephanie Gapol (Author) https://creativecommons.org/licenses/by/4.0
Awareness, Level of Knowledge, and Level of Acceptability of Students on the Vision and Mission statements of Quezon City University
Any educational institution has its vision, mission, goals, and objectives (VMGO) that define its intended future. Educational institutions, like Quezon City University (QCU), regularly conduct an assessment on the level of awareness, knowledge, and acceptability of stakeholders of their vision, mission, goals, and objectives (VMGO). These VMGOs are essential to validate the university’s sense of direction. This study explores the awareness and level of knowledge among students at Quezon City University (QCU) regarding the institution’s Vision and Mission statements. Methodologically, the research employs a quantitative approach, utilizing surveys with a sample size of 734 students out of a total enrollment of 10,506 during the Academic Year 2022-2023. The study adapts a questionnaire from previous research and employs a descriptive research design for data analysis. Results indicate high awareness (97.05% for Vision, 99.39% for Mission) and knowledge (97.18% for Vision, 97.03% for Mission) among students regarding QCU’s Vision and Mission statements. The study also assesses the students’ knowledge of specific statements within the Vision and Mission, revealing a high level of understanding. The results highlight the students’ high level of knowledge regarding QCU’s Vision and Mission, attributing this to effective information dissemination strategies. Recommendations include extending the study to external stakeholders and faculty members, conducting communication campaigns, and ensuring a 100% response rate in future research. The findings serve as a benchmark for QCU to refine its strategies in promoting its vision and mission statements.
Copyright (c) 2024 Angelito P. Bautista Jr., Ruben Jose Sanchez (Author) https://creativecommons.org/licenses/by/4.0
Performance Of Quezon City University Industrial Engineering in Certification Examination During the Years 2016-2023 And Factors Affecting the Passing Rate
The study examines the performance of Quezon City University (QCU) Industrial Engineering (IE) students in the certification examination from 2016 to 2023, identifying factors affecting passing rates and proposing strategies for improvement. With a passing rate of 56.79%, consistently below the national average of 84.79%, the study highlights the need for targeted interventions. A descriptive quantitative and qualitative approach was employed, analyzing 162 examinees’ performance and assessing seven key factors: admission policies, retention policies, curriculum, facilities, learning resources, teaching strategies, and review center choices. Findings reveal that curriculum design, compliance with Commission on Higher Education (CHED) standards, and collaboration with top-performing review centers significantly impact certification outcomes. However, gaps in laboratory facilities, learning resources, and teaching strategies require immediate attention. Recommendations include in-house review programs, enhanced faculty training, and improved facilities to align QCU’s practices with national benchmarks. The study concludes with a strategic framework to optimize future IE certification performance, reinforcing QCU’s commitment to producing globally competitive graduates through an outcome-based education model anchored on constructivism theory. These findings underscore the importance of integrated academic and administrative measures in fostering student success and achieving institutional excellence.
Copyright (c) 2024 Fernando Omadto, Ryan F. Arago, Jefrey L. Cacho (Author) https://creativecommons.org/licenses/by/4.0
Evaluation Of Student Support Services as A Basis for Quality Improvement in A University Setting: Case of Quezon City University
Student satisfaction has become an important tool for assessing the quality of services and support provided by higher education institutions in the changing educational environment. Abstract This study examines the student satisfaction on services at Quezon City University (QCU) using inputs of four administrative offices such as Admissions & Registrar, Finance & Scholarship, Guidance & Counseling and Office of Student Affairs (OSA). By employing a comprehensive student satisfaction survey, the research uncovers the elements impacting satisfaction, pinpoints areas for actionable improvement, and recommends strategic interventions to enhance service quality. The methodology uses a mixed methods approach, integrating quantitative measures (e.g., weighted mean calculations, Net Promoter Scores, or NPS) with qualitative feedback. Data were collected from students across different academic years, which facilitates comparative analysis that may be able to identify patterns of temporal changes in satisfaction. Analysis outlines strengths and challenges to service delivery Students did say they appreciated current initiatives, but also identified responsiveness, communication and staff approachability as areas for growth. Data-driven student centered approaches, timely proactive communication followed by continuous feedback mechanisms implementation is essential. These involve ensuring people and services are more accessible digitally, that processes are not overly bureaucratic and that staff are trained in student engagement. Addressing these insights empowers QCU to better meet the diverse needs of its students, create a nurturing academic environment, and enhance its overall commitment to excellence. This research underscores the power of data-driven strategies to revolutionize the student experience, creating a more responsive and enriching experience at the university.
student satisfaction; higher education; institutional support; quality improvement; student support services; Quezon City University
Copyright (c) 2024 Merly P. Dela Cruz, Aura Rose L. Cueva, Rachel L. Jungco, Sheryl P. Mostajo (Author) https://creativecommons.org/licenses/by/4.0
A Concise Inquiry of College Teacher’s Technological, Pedagogical and Content Knowledge (TPACK) During the Post Pandemic
This research focused to inquire and compare the assessed Technological, Pedagogical and Content Knowledge (TPACK) competence level of college teachers based on the variables of sex, educational attainment, specialization, age and years in teaching. The participants of the study consist of 42 College of Education faculty teaching at the Quezon City University. TPACK Competence Scale was used to collect research data. The results revealed that most of the teachers were male, finished a master’s degree and specialized in Social Science and Humanities subjects. Furthermore, the majority of the respondents’ age was from 41 to 55 years old and have long years of teaching experience ranging from 11 to 20 years. Meanwhile, findings of the research showed that teacher’s competence on content knowledge, pedagogical knowledge, pedagogical-content knowledge, and technological-pedagogical knowledge were very high while participant’s competence on technological knowledge and technological-content knowledge were high. Participants’ overall TPACK competence was very high. In addition, participants’ competence on all TPACK domains do not differ based on above-mentioned variables. However, there was a difference found in the competence level of participants’ technological knowledge when grouped according to their field of specialization.
Copyright (c) 2024 Ferdinand G. Varilla, Nelson M. Lazare, Michelle S. Gregorious (Author) https://creativecommons.org/licenses/by/4.0
Teachers’ Challenges and Strategies in Fostering Gender Equality in the Classroom
There have been several studies about gender equality in different levels of education. However, there is a lack of research which focuses on gender equality in senior high school education. Unfortunately, a possible reason is that senior high school is a relatively new curriculum introduced by the Department of Education (DepED) in 2016. The purpose of this narrative research study attempted to determine the perspectives of gender equality in the classroom using different strategies of six senior high school teachers in mathematics in the academic track in the Division of Quezon City in the school year 2023 – 2024. Data were collected using interviews to the participants, questions were checked and validated by three educational leadership, management and research specialists. After the conduct of the interviews, data were transcribed and analyzed. The study indicated that despite equal educational opportunities for men and women, issues of gender inequality still exist in different educational setting including the senior high school education. The challenges of teachers led to the themes gender stereotype and bias as well as gender-based discrimination. As with the teachers strategies themes were gender awareness, gender sensitivity and gender responsiveness. Furthermore, the study revealed that there are varied strategies for teachers to use to promote gender equality within the classroom like the use of gender-neutral language, group activities, group discussions, cooperative learning, avoiding stereotypes and gender bias. To contribute to the knowledge base that will be useful in fostering gender equality in the classroom. Thus, it is recommended that there is a need for a whole school approach to foster gender equality. Gender equality is not only a concern for all teachers in different levels of education but families as well.
Copyright (c) 2024 Raynor N. Mendizabal, M.A. (Author) https://creativecommons.org/licenses/by/4.0
Predictions of Electronic Engineering Board Examination Performance
The Licensure Examination for Engineers is a tool that measures and ensures the quality of engineers who would join the workforce of various manufacturing industries in the Philippines and abroad. The Professional Regulations Commission (PRC) as the duly constituted body created for this function has been consistent in its task of screening who among the graduates from all board courses will be in granted the professional licenses based on the board exam results. (Laguardo et al, 2013). It is a standard mark of a professional recognized by the government and public to introduce excellence, rules of behavior, guidelines of recruitment and measures of member protection, assuring a high sense of dedication, responsibility, skills, and quality towards one’s profession. (Dayaday, 2018). In Quezon City University, formerly known as the Quezon City Polytechnic University, came into existence on March 1, 1994, by City Council Ordinance No. SP-171. The institution was created to undertake skilled workers’ training in response to the manpower requirement by industry and business establishments within the city including programs with board examinations. At present, the College of Engineering offers a Bachelor of Science in Electronics Engineering (BSECE) which requires a board examination for its graduates. As the mission of the institution is to be the number one local university of employable graduates, the university is always targeting high performance in the board examination. As a result, the researchers conducted this study to analyze the factors contributing to the performance in the ECE Board Examination. This study also aimed to analyze those factors that affect the Licensure Examination of the Electronics Engineering QCU graduates from April 2016 to April 2022 concerning the assessment of the respondents to the following factors: curriculum, instructional materials, faculty, facilities and laboratories, admission and retention policy, review preparation, study habits, and academic behavior. The researcher conducts this study via use of survey (Google form) with a target participant of 150 to provide their perception about the factors of those respondents in taking an ECE Board exam. On its interpretation of data, the overall gender of the respondents of the study concludes that most of them are male respondents (72%). In terms of their Higher Educational Attainment, most of the respondents are in their college degree, with a percentage of 96%. This concludes the study that most of them are in college. In terms of the number of respondents who took the ECE Board Examination, most of the respondents already take one time of examination (80% based on the data interpreted). This also provided that the respondent already took in the year 2016 with a percentage of 44%. This study only determines that the majority of the board examinee are males and they want to undergo review to the different ÉCE review center. This also concluded that there is a big difference between professor lectures and the review master in terms of style of teaching.
Copyright (c) 2025 Engr. Jeffrey L. Cacho, Engr. Ryan F. Arago, Engr. Leonard A. Catchilar, Dr. Glenda A. Rebucas (Author) https://creativecommons.org/licenses/by/4.0
Physical Education in a Virtual Setting: Challenges Face by Quezon City University Students Amidst the Pandemic
The primary purpose of this study is to identify the issues associated with online Physical Education classes at Quezon City University (Q.C.U) during the Academic Year 2021 2022 and to provide strategies for managing future online physical education programs efficiently. Descriptive approach in research was employed. The researcher- survey questionnaire served as the research instrument to identify challenges faced by the P.E teachers and students in QCU. A total of three hundred forty-eight (348) students and ten (10) PE teachers participated in this study. Collected responses were tabulated, summarized, treated with statistical tools using IBM SPSS Statistics 22, and presented by the researcher. Findings demonstrate the importance of considering the limitations of the virtual environment and making necessary adjustments to facilitate effective virtual physical education classes. The results highlight the significance of regular communication, clear instructions, and ongoing support to keep students engaged and motivated. Creating a supportive and inclusive virtual environment is crucial for encouraging active participation and interaction among students. By utilizing various strategies, teachers can ensure that student and teacher interaction remains central, enhancing the overall learning experience.
Copyright (c) 2025 Butch C. Leonardo (Author) https://creativecommons.org/licenses/by/4.0
AN ASSESSMENT OF STRATEGIES USED IN TEACHING WITH THE INTEGRATION OF KNOWLEDGE AND SKILLS USING TECHNOLOGY
Achieving a harmonious alignment between pedagogy and content is imperative for the meaningful integration of technology within an educational context. The present study, conducted at Quezon City University during the Academic Year 2020–2021, aims to assess the level and effectiveness of technological content knowledge among faculty members and its impact on various learning methods in the new normal. It employs the descriptive research design. A total of one hundred twelve (112) teachers, two hundred fifty-four (254) students, and nine (9) academic heads participated in this study. Data shows that the overall perceived level of teachers’ technological content knowledge is “somewhat confident,” with a mean value of 3.32. Friedman test results indicate that there is no significant difference in the perceived levels of teachers’ technological content knowledge among academic heads, teachers, and students. When it comes to the effectiveness of teachers’ technological content knowledge, the overall perception is that it is effective (mean value of 3.29). Similar to the perceived levels, the Friedman test results indicate that there is no significant difference in the assessment of the effectiveness of teachers’ technological content knowledge among academic heads, teachers, and students. The study shows that teachers’ technological content knowledge positively influences both modular distance learning and online distance learning modalities. The study proposes collaboration tools to enhance teaching with technology integration. The study suggests that there is room for improvement in teachers’ technological content knowledge, particularly in areas like technology integration, strategies and techniques, classroom management, and assessment skills.
Copyright (c) 2025 Araceli C. Suyat (Author) https://creativecommons.org/licenses/by/4.0
Students’ Engagement in Online Learning Amidst COVID-19 Pandemic
The Philippine school system has welcomed flexible learning and made adaptations to allow for remote instruction via digital platforms since the COVID-19 pandemic dramatically switched traditional study to online learning. QCU launched complete online learning in 2020–2021, 2021–2022, and blended learning in 2022–2023.Online learning was not widely accepted before the pandemic. Thus, researchers want to know how much students learned online during the pandemic. The study also gives teachers, university policymakers, and designers ideas for student engagement strategies to improve academic performance. This also makes accreditation and benchmarking data more accessible.Since online students rarely interact with the institution, Martin and Bolliger stress student engagement. Newmann, Wehlage, and Lamborn defined student engagement as “the student’s psychological interest in and effort towards obtaining, comprehending, or mastering the knowledge, skills, or crafts required for academic performance.”How engaged are online students? Does student engagement affect academic performance? A descriptive cross-sectional survey was chosen. Focus group discussions and interviews confirmed, explained, and triangulated the investigation’s findings.This study involves QCU students enrolled in the second semester of the Academic Year 2022–2023. A total of 657 students responded to the invitation to answer the questionnaire. A Shapiro-Wilk’s test and a visual inspection of their histograms and normal Q–Q plots showed that the respondents’ midterm general weighted average was not normally distributed. However, the distributions of Likert scores for the Online Classroom Student Engagement Scales (OCSES) were approximately normal for all the indicators.Students’ overall level of engagement revealed a mean score of 3.37, which was interpreted as moderate engagement. Among the indicators, assignment activity was the highest. Online student engagement does not have much effect on the midterm grades of the students except on assignment activity, which usually requires a higher level of active engagement by the students.In general, students would be more engaged in learning when they are given activities or tasks that involve deeper learning. Therefore, it is recommended to provide tasks, activities, discussions, and interactions that involve deeper learning, understanding, or analysis from the students.
Copyright (c) 2025 Prof. Edward R. Torrefranca, Dr. Sheryl May E. Ramos, Prof. Mary Joy D. Vifias (Author) https://creativecommons.org/licenses/by/4.0
Competencies Needed by IT Graduates as Perceived by IT Industry Experts: Basis in Creating an Employability Development Framework
The high unemployment rate of IT graduates is increasing every year; the problem of mismatch in graduate attributes or skill sets contributes to that rate. The emerging technologies in the Philippines in the field of ICT need knowledge workers. Our country is one of the fastest growing segments in terms of ICT-enabled services. A well-known economist and professor, Dr. Bernardo M. Villegas, stated that “the curriculum and courseware of the Philippine IT schools and training centers must be at par with global standards. The courses must be focused, updated, and accredited and accepted by the industry experts.”From the article of Michael J. Watson and Gregory S. Dawson, “The Importance of Competency-Based Education and Training for the IT Workforce,” the authors argue that competency-based education and training (CBET) is essential for preparing IT graduates to meet the demands of the rapidly changing IT industry.In this study, the researchers sought to know what are the graduate attributes and competencies needed of an IT graduate as perceived by IT industry experts, as a basis in creating an Employability Development Framework. The respondents in this study are IT industry experts. Purposive non-random sampling was used to determine and identify the samples.The study reveals that IT graduates must be adaptable, possess problem-solving skills or attributes, and programming skills. Moreover, information security competency ranks highest in the survey. The researchers recommend having a competency support program for all major subject offerings in the BSIT curriculum.
Copyright (c) 2025 Angela L. Arago, MSIT, Joan F. Lawan, LPT, MAIE, Luisito DC. Soriano, MSIT (Author) https://creativecommons.org/licenses/by/4.0
An Assessment of the Effectiveness of Google Classroom Learning Management System in Quezon City University (QCU) Online Classes
As a result of the COVID-19 pandemic, institutions have changed their settings, policies, and methods for handing off knowledge from teachers to students. Online instruction has replaced the traditional methods of processing and exchanging student knowledge and abilities with professors and fellow students. Due to a lack of preparedness for the situation brought on by the virus’ spread, some schools and universities were forced to end the term. Quezon City University chose to hold classes online using Google Classroom, a free learning management system. Google Classroom has a set of online tools that enable teachers to assign tasks, receive student work, grade it, and return the results. It can deliver educational requirements and administer classes, document, track, and report data; it serves as an illustration of a learning management system. In this study, the researchers aim to assess the effectiveness of the Google Classroom in conducting online classes in Quezon City University, specifically Information Technology subjects. The respondents are the IT faculty and 4th Year level BSIT students, there are a total of 3 faculty and 707 students in the Information Technology department. The researchers based the design of their questionnaires on some validated instruments used in several research related to the study. They also utilized Slovin’s formula to compute the sample size; Likert Scale to measure the degree of response; Percentage to determine the percentage of the respondents; and Mean to determine the degree of the validity of the responses. Purposive Sampling was used in identifying the samples. The result of the survey conducted is that, most of the respondents identified that Device Compatibility is frequently the challenges encountered by most faculty in using the LMS. Among students, the teaching and learning environment is where they encounter challenges frequently. In terms of the factors affecting the outcomes using the LMS, frequently the LMS provides information that is easy to understand. Majority also stated that the LMS provides information that can be used in the classroom, and most of them also frequently said that the LMS contains enough information for instruction. On the other hand, the majority of respondents agree with information quality, system use, and the LMS’s perceived usefulness. The researchers draw the conclusion that Google Classroom is a powerful learning management system based on these findings.
Copyright (c) 2025 Lalaine Josefa L. Carrao, Redentor G. Bucaling Jr., Mary Joy D. Vifias (Author) https://creativecommons.org/licenses/by/4.0
Impact of Part-time Job on Academic Performance of 3rd Year College Student in Quezon City University
Nothing ever comes to one that is worth having, except because of hard work. (Booker T. Washington) Education is the foundation of all things in this world. It helps our society to become more productive, responsible, and competitive both academical- ly and non-academically. It is important because with an education we succeed to the trials and become a successful in our life. Working through college would not cover all of a student’s education expenses. It can lighten the debt burden, though, and pay off in other ways good news for the growing number of students who work while attend- ing school. Education is a process of receiving or giving systematic instruction at a school or university. There is a lot of bad and good impact of having part time jobs. Ac- cording to Fortenbury (2013), this day most college students are working according to the findings by City and seventeen magazines from a 2013 survey nearly four out of five or almost 80 percent of college students are working clock in a workload of 19 hours per week. The purpose of this study is to encourage our beloved students to continue their lives. Even though it’s hard for to them do some necessary things be- cause of their trials in life, especially their financial problem. This study also helps our beloved students to improve their study habits, to how they handle their studies while having a part-time job. The researchers used the Quantitative Method of research. Ac- cording to Babbie (2010), “Quantitative method emphasizes on objective measure- ments and numerical analysis of data collected through polls, questionnaire, or surveys. The researchers used purposive sampling. According to Ashley Crossman (2017), pur- posive sampling is a selection based on the characteristics of the population and the objective of the study. Purposive sampling is also known as judgmental, selective, or subjective sampling. The researchers present the initial draft of the questionnaire to our thesis adviser. After the comments, corrections, and suggestions, the researchers pre- pared an edited and correct draft for our adviser. The question is to develop and meas- ure the specific aspect of the assumption in the study. The study shown in the data that most of the respondents have the aged of 22 years old. Furthermore, it is shown in the data that most of the respondents are Female BSIE students. It is also shown in the da- ta that most of the respondents spent 6-10 hours working in their part-time job at a Fast-Food Chain restaurant. Most of the respondents have an average grade of 77 – 79/2.75 even though they have a part-time job. It is shown in the data that most of the respondents can manage their time even when they have a part-time job. It denotes that there is a significant relationship between the problem encountered by the re- spondents and their General Ave.
Copyright (c) 2025 Jeffrey L. Cacho, Ryan F. Arago, Nina C. Apusaga (Author) https://creativecommons.org/licenses/by/4.0
University Incubation Center: Business Growth Plan, Fostering and Implementation on Enterprise Activity for QCU Students
The main stages of the study and analysis of the business incubation process are presented from the perspective of the students. The accepted approach and specific characteristics of the study. The references from the previous studies show their findings about the results presented about business incubation globally. Moreover, these need a deeper understanding of how countries utilize their incubation to support entrepreneur students for the development of the university and the city economics. The descriptive study investigates whether the procedure of incubation of the business process is favorable for the development of the city as well as the university. This study will help and improve the status also of the university as world-class school for entrepreneurship in line with the mission and vision of the university.
Copyright (c) 2025 Dr. Federico B. Ramos Jr, Bernard P. Espeña, Emmanuel S. Garcia (Author) https://creativecommons.org/licenses/by/4.0