WVSU Institutional Repository and Electronic Dissertations and Theses PLUS (WIRED++) (West Visayas State University)
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CHinese medicine NeuroAiD efficacy on stroke recovery – extension study (CHIMES-E): A multicenter study of long-term effficacy
No full textBackground:
The CHInese Medicine NeuroAiD Efficacy on Stroke recovery (CHIMES) study was an international randomized double-blind placebo-controlled trial of MLC601 (NeuroAiD) in subjects with cerebral infarction of intermediate severity within 72 h. CHIMES-E (Extension) aimed at evaluating the effects of the initial 3-month treatment with MLC601 on long-term outcome for up to 2 years.
Methods:
All subjects randomized in CHIMES were eligible for CHIMES-E. Inclusion criteria for CHIMES were age ≥18, baseline National Institute of Health Stroke Scale of 6-14, and pre-stroke modified Rankin Scale (mRS) ≤1. Initial CHIMES treatment allocation blinding was maintained, although no further study treatment was provided in CHIMES-E. Subjects received standard care and rehabilitation as prescribed by the treating physician. mRS, Barthel Index (BI), and occurrence of medical events were ascertained at months 6, 12, 18, and 24. The primary outcome was mRS at 24 months. Secondary outcomes were mRS and BI at other time points.
Results:
CHIMES-E included 880 subjects (mean age 61.8 ± 11.3; 36% women). Adjusted OR for mRS ordinal analysis was 1.08 (95% CI 0.85-1.37, p = 0.543) and mRS dichotomy ≤1 was 1.29 (95% CI 0.96-1.74, p = 0.093) at 24 months. However, the treatment effect was significantly in favor of MLC601 for mRS dichotomy ≤1 at 6 months (OR 1.49, 95% CI 1.11-2.01, p = 0.008), 12 months (OR 1.41, 95% CI 1.05-1.90, p = 0.023), and 18 months (OR 1.36, 95% CI 1.01-1.83, p = 0.045), and for BI dichotomy ≥95 at 6 months (OR 1.55, 95% CI 1.14-2.10, p = 0.005) but not at other time points. Subgroup analyses showed no treatment heterogeneity. Rates of death and occurrence of vascular and other medical events were similar between groups.
Conclusions:
While the benefits of a 3-month treatment with MLC601 did not reach statistical significance for the primary endpoint at 2 years, the odds of functional independence defined as mRS ≤1 was significantly increased at 6 months and persisted up to 18 months after a stroke.The CHIMES-E study was supported by the CHIMES Society, a nonprofit organization, and grants were received by CLHC from the National Medical Research Council of Singapore (NMRC/1288/2011 and NMRC/1096/2006)
The current state of Science teachers in the locality: A systematic review
No full textThis systematic review aimed to determine the current state of science teachers in the locality. This includes science teachers' profiles, performance, practices, and predicaments. The researcher used interpretivism as the theoretical perspective, and findings were achieved through content analysis as a qualitative methodology. Thirty- five (35) research studies from a state university, specifically from the college of education, were examined. These studies were conducted in different places in Region VI that, include public and private, rural and urban, and small, medium, and large schools from Aklan, Antique, Bacolod, Capiz, Guimaras, Iloilo, Iloilo City, and Negros Occidental. The findings of the study revealed the following: the science teachers’ profile showed that there are an almost equal number of young teachers and older ones; still, many teachers are only baccalaureate holders than those who finished or are taking advanced studies; non-biology majors are almost equal to biology majors; and the majority of the teachers have only attended 0-2 trainings related to their profession. Science teachers’ performances the study revealed that science teachers have a successful and positive impact on the curriculum, have high knowledge in familiarity with teaching techniques and strategies, have an extensive understanding of the integration of social media platforms in their teaching, and they manage to uplift their teaching despite some differences in demographic profile; and science teachers balanced their career by maintaining excellent interpersonal relationships; they are applying socio-scientific issues integration of their lesson. In terms of their practices, the study revealed that science teachers optimized the learning potential of students; they used different techniques to maintain classroom safety and be conducive to learning; various teaching methods were applied to improve science inquiry abilities, and they looked at other pedagogical innovations and advancements that would be suitable for 21st-century students; the integration of environmental challenges into their lesson was also encouraged; and science teachers also are interacting with their peers, co-teachers, and mentors for interpersonal relationship practices. In their predicaments along the way, the study revealed that science teachers have an inability to teach the subject matter because it is outside of their area of expertise; financial constraints; managing the implementation of primary curriculum; lack of physical facilities and teaching tools; and the inadequacy of the training attended related to science education. The results of this study are significant because they enable us to gain a holistic picture of the current state of science teachers and an understanding of science education in the locality
Luzon wart frog (Fejeverya vittigera): Teaching-learning science for ecological justice
Full text linkLuzon Wart Frog (Fejevarya vittigera) is a native of the Philippines that inhabits rice fields, ponds, lakes, and wooded areas at low elevations. They inhabit heavily disturbed environments, depleted streams, and flooded roadside ditches. Amphibians play an important role in ecosystems, usually in the middle of trophic networks. However, they are one of those facing the negative effects of global change. They are often undervalued by society, not realizing their contribution to maintaining ecological balance. With this, the study aimed to know the learners' eco-justice perspective on rice-field frogs. The primary participants of the study included a researcher and the 15 participants of Barangay A in the 5th district in a Philippine province who were purposively chosen. Secondary participants of the study included barangay officials, farmers, teachers, other students and people in the community who participated in the exhibit and on the awareness campaign in protecting the rights of native frogs to live. The participants were engaged in learning with Luzon Wart Frog (Fejevarya vittigera) physical characteristics, life cycle, mode of reproduction, threats and ways to protect it. Participant's responses were described in details as stated in Chapter Four. Participatory Action Research (PAR) was adopted in this study because it created structures that allowed researchers to take part in decisions about the study's goals and the direction of their literacy program of learning. The sources of data include transcripts of individual interviews, science journal notebooks, records of focus group discussions, field observation notes, and photographs. Narrative analysis was employed to clearly represent the data and results of the study. Participants work collaboratively with their co-participants in doing the given activities. This study also determined a science concept from rice-field frogs and how these amphibians can be protected from an eco- justice perspective by the participants. It was found out in the study that participants were able to conceptualize and implement an integrated science curriculum focusing on rice field frog as a context for learners to learn about science through hands-on observation and recognition of the importance of frogs in the ecological community. It has been said that to protect an endangered species, people require an awareness of the potential threats. In addition, an ecological balance drew positive attention and developed an understanding of why frogs need protection. Meanwhile, it can be found in the study that there is a difference between cane toads and rice-field frogs. The study further indicated that cane toads should not be protected since they are considered an environmental disaster while the Luzon wart frogs were an amphibian that controlled pests in the ecological community. Subsequently, the team sat down for the discussion of learned concepts, shared experiences and insights which then became the basis in creating a lesson exemplar. Through the FGD, selected individual interviews, experiences and ideas from participants were unlocked
Lived experiences of Chinese Foreign students in a Filipino-Chinese educational setting towards the development of a cross-cultural guidance program
Full text linkThis phenomenological study explores the experiences of Chinese foreign students in a Filipino-Chinese educational setting to develop a cross-cultural guidance program that may make their stay more comfortable, memorable, and more meaningful. The ten selected participants who agreed to participate in this study were chosen based on the inclusion criteria set by the researcher. They agreed to be interviewed via Zoom after returning to China because of the pandemic. Follow-ups with the participants were done via WeChat when necessary. Results show that Chinese foreign students encountered challenges during their stay here, including language barriers, weather adjustments, food preferences, and factors that affect learning. They also experienced acculturative stress due to religion and the difference in educational standards. However, most participants could adjust well because of Filipinos' hospitality and warmth. As means of coping, they tried to learn the Filipino language and establish relationships with people around them. With this, the researcher developed a cross- cultural guidance program to encourage these foreign students to integrate into the local community
Junior High School Science teachers' self-efficacy toward teaching thinking skills: Basis for the development of in-service training courses
Full text linkThis descriptive-correlational study aimed to determine the relationship between Junior High School science teachers' self-efficacy and teaching thinking skills. The respondents were thirty-two (32) Junior High School science teachers of rural public high schools in Panay Island for S.Y. 2021-2022. The researcher-made and expert-validated instrument, the Teaching Thinking Skills Scale (TTSS) (x = 0.95), was used to determine the Junior High School science teachers' level of teaching thinking skills. The Science Teaching Efficacy Belief Instrument (STEBI-A) by Enochs and Riggs (1990) — which consists of two factors, personal science teaching efficacy belief (PSTEB) (x = 0.92) and science teaching outcome expectancy (STOE) (x = 0.77) — was adopted and used to measure the Junior High School science teachers' level of self-efficacy. Mean and standard deviation were used for descriptive statistics, while Pearson's product-moment correlation set at 0.05 alpha level was used for inferential statistics. Results of the study revealed that the Junior High School science teachers' level of self-efficacy in terms of PSTEB was significantly higher than that in terms of STOE, described as "moderate". In terms of the level of teaching thinking skills, problem-solving skills and creative thinking skills obtained significantly higher mean than critical thinking skills and decision-making skills. The result of Pearson's product-moment correlation indicated a very weak positive correlation between Junior High School science teacher's self-efficacy and teaching thinking skills. All these led to the development of the In-Service Training Design for Junior High School Science Teachers' Self-Efficacy and Teaching Thinking Skills as the output of this study. As the In-Service Training for Junior High School science teachers equips them for the implementation of new modalities as well as new ways of addressing the challenges brought by the pandemic,, the teachers were expected to be able to identify and critically evaluate their level of self-efficacy and teaching thinking skills that can bring significant changes to the teaching and learning process. With this, the Department of Education may conduct additional trainings to reskill and upskill teaching competence among science teachers, specifically on self-efficacy and teaching thinking skills, which in turn will help improve the quality of education in the country and bring new perspectives to science teaching in the K to 12 curriculum
Modified flipped classroom for grade 8 Physics
No full textThis quasi-experimental research was conducted to determine the physics achievement of 64 Grade 8 learners in physics class. A total of two (2) sections with thirty-two (32) students each were considered in this study. One section was the experimental group exposed to modified flipped classroom instruction in physics class and the other section was the control group who were exposed to non-flipped classroom instruction in physics class. The choice whether a certain group was subjected to modified flipped classroom instruction or non-flipped classroom instruction was done through the toss coin method. This pretest-posttest method of research utilized a 60-item researcher- made achievement test in Physics. The statistical tools used were mean and standard deviations for descriptive statistics and t-test for independent and dependent samples for 0.05 alpha level for inferential statistics. The findings showed that the modified flipped classroom group and non-flipped classroom group were low in terms of the level of physics achievement before the intervention. After the intervention, the level of physics achievement of both advanced to average. No significant difference existed between the pre-test and the post-test on physics achievement of modified flipped classroom group and non-flipped classroom group. However, significant differences were noted between the pre -and post-treatment achievement of each group. Moreover, the study revealed no significant difference in the mean gain achievement between the experimental and the control groups. This implied that both instructions have a positive effect on learners' physics achievement. It is encourage to use both instruction to enhance the Physics achievement of learners. This could be done by making use of mixed methods of instruction using both modified flipped classroom instruction and non-flipped classroom instructions to certain lessons wherein both instructions are suited and appropriate for the learners' needs. Furthermore, the study showed positive learning experiences of learners exposed to modified flipped. In fact, the learners find it helpful and beneficial to them
Message by Dr. Joselito F. Villaruz during the world research and innovation festival on October 17-19, 2022
Full text linkInclusion cultures, policies, and practices: springboard to a proposed learning action cell session guide.
No full textThis mixed-method study was conducted to determine the inclusion practices, policies, and culture of Iloilo River Plains Integrated School and propose a learning action cell session guide for teachers. Total enumeration sampling was employed in identifying the participants for the quantitative inquiry and purposive sampling for qualitative inquiry of the study. There were twenty-three regular teachers and the school principal for the school year 2021-2022. A validated modified questionnaire was utilized in order to identify the index of inclusion of Iloilo River Plains Integrated School. Focus group discussion was used in order to deeply understand the result of the questionnaire. The qualitative data analysis through thematic analysis was done to interpret the results. The result of the study revealed that Iloilo River Plains Integrated School possess qualities of inclusion; however, questionnaire result shows some criteria that need to be improved. Sharing of one philosophy in inclusion found out to be lacking attributes in inclusion in Iloilo River Plains Integrated School. The result also revealed that Iloilo River Plains Integrated School was commonly using modification of instruction, anti-bullying campaign, classroom rules, and differentiated instruction to accommodate learners with special educational needs. The main results showed that Iloilo River Plains Integrated School exhibits qualities of an inclusive school but lacks some qualities that will allow the school to be fully inclusive to all. Crafting of school learning action cell session guide about identifying and creating philosophy of inclusion were recommended
Factors affecting students' academic performance in modular learning
No full textThis descriptive correlational research study determined the factors affecting students academic performance in modular learning at West Visayas State University - Lambunao Campus for the School Year 2021-2022. The respondents of study were the fifty (50) BEED, BSED and BTVTED students. The researchers employed a descriptive - correlational design. The instrument was adapted with minimal revision from Cos and Paguia (2021). It had undergone validity and reliability testing. The statistical tools used were frequency, percentage, mean, rank, standard deviation and spearman's rho. The findings revealed that the top three (3) factors affecting students' acaderic performances were the delivery of content, language use in the learning activity sheet included in the module, and study atmosphere. When categorized as to course, the following were the top three (3) factors affecting students' academic performances for BSED and BTVTED courses were the delivery of content, language use in the learning activity sheet included in the module and learning preference. For BEED students, delivery of content, language use in the learing activity sheet included in the module and study atmosphere were the top three (3) factors affecting them. The academic performance of students as an entire group and regardless of course was very good. There was no significant difference on the level of students' academic performance when classified as to course. There was no significant relationship between the factors encountered by students and their academic performance
