The Batangas State University (BatSU or BatStateU; Filipino: Pambansang Pamantasan ng Batangas) is a Level IV state university in the province of Batangas, Philippines. Established as a manual training school in 1903, Batangas State University is the oldest higher education institution in the country's Calabarzon Region. It was converted into a state college in 1968 through RA 5270, and was renamed Pablo Borbon Memorial Institute of Technology. It was finally elevated into a state university in 2001 by virtue of RA 9045. It has 11 campuses and more than 35,000 students enrolled in over 110 undergraduate and graduate degree programs.Batangas State University was named one of the country's model higher education institutions by the Commission on Higher Education or CHED in 2016. The university's Electronics Engineering program is designated by CHED as a national Center of Excellence, and its Electrical Engineering, Mechanical Engineering, Development Communication, and Teacher Education programs are national Centers of Development. It has ISO 9001:2015 certification from TÜV Rheinland Philippines, Inc., and is host to the first China-Philippines Silk Road Institute in the country.BatStateU is the first state university in the Philippines with engineering and information technology programs accredited by the US-based Accreditation Board for Engineering and Technology or ABET – Engineering Accreditation Commission and Computing Accreditation Commission. With 15 development centers, it is recognized by the Regional Development Council of Region IV-A as the Regional Center for Technology Business Incubation and Development, and as the Regional Center for Science, Technology, Engineering, and Environment Research.In 2020, the university received a three-star rating from Quacquarelli Symonds Stars University rating. Through Proclamation No. 947, President Rodrigo Roa Duterte designated the BatStateU Knowledge, Innovation, and Science Technology or KIST Park as a Special Economic Zone. It is the first KIST Park registered by the Philippine Economic Zone Authority or PEZA. This was officially launched on July 20, 2020, in virtual ceremonies attended by key government and industry officials. In April 2022, the university has been declared as "The National Engineering University" by virtue of RA No. 11694. It is the first KIST Park registered by the Philippine Economic Zone Authority or PEZA.
Understanding the psychological drivers of student engagement is essential in advancing educational outcomes, particularly in Physical Education in the higher education. This study explored the interconnection between curiosity and study engagement among students enrolled in PE and related disciplines across various Philippine universities. Adopting a quantitative research design, responses were gathered from 1,273 students using validated instruments that assessed two dimensions of curiosity (stretching and embracing) and three components of study engagement (vigor, dedication, and absorption). Statistical analysis using Spearman's rho revealed a significant and positive relationship between curiosity and engagement, indicating that students who exhibit greater curiosity also demonstrate higher levels of academic engagement. Notably, both dimensions of curiosity were strongly correlated with all facets of engagement. These findings highlight the reciprocal nature of curiosity and engagement, suggesting that when learners are encouraged to explore, question, and embrace new experiences, they become more energized, committed, and immersed in their academic tasks. This underscores the potential of curiosity as a catalyst for enhancing motivation and persistence in PE learning environments. The results emphasize the need for educators to create pedagogical approaches that nurture curiosity and support meaningful engagement. Additionally, the study contributes to the broader discourse on student-centered learning by positioning curiosity not merely as a trait but as a powerful enabler of sustained academic involvement. Future investigations may benefit from exploring these relationships over time or in varying educational contexts to further illuminate the mechanisms underlying student engagement in PE.
This paper presents AuthentiKey, a system that creates and verifies academic certificates based on blockchain technology. The project is designed with a user-friendly frontend client interface and a complete monitoring dashboard while complying with ISO standards. The blockchain system was initiated by the creation of a smart contract with the use of Remix IDE, thus allowing the system to become more transparent, and the transactions are secure and efficient. Its functionality goes beyond adding, deleting, or editing exporters. It also handles the tasks of uploading and deleting the certificates that are to be verified on the blockchain. The certificate upload that is equivalent to the hash ensures system reliability and security by being unique and tamper-proof. In addition, alpha testing as well as subsequent user evaluation showed that system behavior corresponded to user expectations with a high level of reliability and user friendliness. Furthermore, the testing and further user evaluation of the alpha release indicated that the system's capabilities are close to the user's expectations in terms of reliability and simplicity. This study is aimed at adding impactful ideas to the bigger discussion around enhancing certificate authenticity and ensuring secure identity management in the digital era.
This study examined the relationship between physical activity participation and academic self-discipline among university students. A quantitative research design was used, specifically descriptive correlational, with a sample of 296 students selected through simple random sampling. Data were collected using the International Physical Activity Questionnaire (IPAQ) and an Academic Self-Discipline Questionnaire. Statistical analysis included frequencies, means, and Pearson's correlation coefficient. The results revealed significant relationships between physical activity participation and key dimensions of academic self-discipline, particularly concentration, self-control, and motivation. This indicates that students who are more physically active tend to exhibit better self-regulation habits in academic settings. It is concluded that physical activity can strengthen academic self-discipline by improving students' ability to stay focused and committed to their educational goals. The study provides relevant empirical evidence supporting the connection between physical well-being and academic performance, its for the holistic of students.
Digital learning tools have emerged as a promising avenue for reshaping Social Science education. This study primarily aimed to examine the utilization of digital learning tools in developing the social science skills of students. Specifically, it sought to identify the types of digital learning tools used by students and determine the extent of their utilization. It also examined the significant difference between teachers’ and students’ assessments regarding the extent of digital tool utilization, assessed students’ social science skills and analyzed the significant relationship between digital learning tool utilization and these skills. A descriptive-quantitative research design was employed, utilizing a researcher-made questionnaire to gather relevant data. The findings revealed that digital learning tools were utilized to a moderate extent, and HUMSS students’ social science skills were likewise rated as moderately manifested. Statistical analysis showed a significant difference between teacher and student assessments in the utilization of digital tools for written works, but no significant difference was found in performance tasks and quarterly assessments. Moreover, a significant relationship was identified between the extent of digital learning tool utilization and students’ social science skills. Based on these findings, a digital supplementary learning package was developed to enhance Social Science instruction among HUMSS learners.
This study examined the attitudes and utilization of generative artificial intelligence (AI) as a learning tool among pre-service mathematics teachers. Employing a descriptive-correlational research design, data were collected from 71 respondents through a structured survey instrument to determine their perceptions of generative AI and the frequency of its use in learning mathematics. Findings revealed that respondents demonstrated a moderately positive attitude toward generative AI across cognitive, affective, and behavioral dimensions. In terms of utilization, participants commonly used generative AI tools for step-by-step explanations, clarification of mathematical concepts, and assistance in solving mathematical problems. However, integration of these tools into regular study routines remained limited. Correlation analysis showed a significant moderate positive relationship between attitudes and frequency of use, indicating that more favorable perceptions are associated with higher levels of engagement with generative AI in academic tasks. Respondents also perceived the curriculum as moderately supportive in developing competencies for effective AI utilization, particularly in enhancing problem-solving skills, critical thinking, and conceptual understanding. Nevertheless, some hesitation was noted in encouraging peer use, reflecting concerns about appropriate and responsible application. In general, the study highlights the need for structured integration of generative AI in mathematics education. It is recommended that teacher education institutions provide targeted training, clear guidelines, and pedagogical strategies to strengthen technological competence, critical thinking, and ethical use of AI. Future research may further examine its long-term effects on learning outcomes and professional readiness.
