Davao Oriental State University

Climate change increasingly threatens tropical crop production through erratic rainfall, rising temperatures, and more frequent extreme weather events that reduce crop productivity and disrupt farm management. This study assessed climate change impacts and farmers’ knowledge, attitudes, and practices (KAP) across banana, cassava, and mixed-cropping systems in Davao Oriental, Philippines. A total of 450 farmers were surveyed using a structured questionnaire, and data were analyzed using descriptive statistics and one-way analysis of variance (ANOVA). Banana farmers perceived the greatest climate change impacts (mean = 4.35), followed by cassava (4.05) and mixed-crop farmers (3.98). Across all systems, farmers demonstrated moderate to high knowledge (3.55–3.85) and positive attitudes (3.70–4.10) toward climate change adaptation, yet adaptation practices remained only moderate (3.50–3.75). Major climate-related challenges included erratic rainfall, prolonged drought, flooding, increasing pest and disease incidence, and declining crop yields. Common adaptation strategies included crop diversification, supplemental irrigation, drought-tolerant planting materials, soil conservation, and improved pest management. However, about 20% of banana farmers reported adopting no adaptation measures. Climate change affected not only crop productivity but also planting schedules, water management, and crop protection. Production constraints also varied by landscape, with upland banana and cassava farms experiencing greater drought and soil erosion, while coastal mixed-cropping areas were more vulnerable to flooding and saltwater intrusion. These findings underscore the need for crop-specific climate adaptation strategies, strengthened climate-smart agricultural extension, and improved access to localized climate information to enhance the resilience and sustainability of tropical crop production systems in the Philippines.

The increasing use of artificial intelligence (AI) in education underscores the need to understand how AI literacy and science self-efficacy relate to students' research capabilities. This study examined senior high school students' perceived levels of AI literacy, science self-efficacy, and scientific research skills in Lupon West District, Davao Oriental, Philippines. It aimed to assess whether AI literacy and science self-efficacy uniquely predict scientific research skills. The study employed a cross-sectional predictive-correlational design, involving 261 Grade 12 students selected through proportionate stratified random sampling, with simple random selection within each school. Data were collected using paper-and-pencil questionnaires comprising three adapted instruments. Students reported moderate AI literacy (M = 3.22, SD = 0.65) and science self-efficacy (M = 3.39, SD = 0.71), but high perceived scientific research skills (M = 3.53, SD = 0.70). AI literacy was positively correlated with perceived scientific research skills, r(259) = .623, p < .001, as was science self-efficacy, r(259) = .79, p < .001. The regression model was significant, F(2, 258) = 224.66, p < .001, explaining 63.5% of the variance in perceived scientific research skills. AI literacy (B = 0.19, β = .17, p < .001) and science self-efficacy (B = 0.67, β = .67, p < .001) each made significant unique statistical contributions, with science self-efficacy having the larger standardized coefficient. These findings may inform research instruction by integrating responsible AI use and creating opportunities to enhance students’ confidence in science.

This study is significant as it provides empirical insights into how student well-being and self-efficacy influence the utilization of guidance services in the university setting. In an educational environment where students face academic pressures, social challenges, and personal concerns, understanding the factors that encourage or hinder their use of guidance services is essential for improving student support systems. The main objective of this study was to determine whether the indicators of student well-being and self-efficacy significantly predict the extent of utilization of guidance services. It utilized the descriptive correlational research design using a survey questionnaire to gather the data. A stratified random sampling technique was employed, and a total of 398 student respondents from the university participated in the study. The results revealed a significant relationship between student well-being, self-efficacy, and the utilization of guidance services. Findings showed that the indicators of student well-being and self-efficacy are significant predictors of students’ engagement with guidance services. This implies that students who possess higher levels of emotional, social, and psychological well-being, as well as stronger beliefs in their academic and social capabilities, are more likely to seek and utilize available guidance services. The study underscores the importance of strengthening programs that promote student well-being and self-efficacy as part of the guidance program. By enhancing these areas, educational institutions can encourage greater student participation in guidance services, leading to improved coping skills, better academic adjustment, and overall student development. Prioritizing student well-being and self-efficacy within institutional policies and guidance initiatives can contribute to a more responsive, supportive, and student-centered educational environment.

This study assessed the occupational safety and health (OSH) awareness and project management practices of project engineers in road construction within Region XI. Using a non- experimental quantitative design with a descriptive-correlational approach, data were collected from 150 project engineers via a validated survey. Findings revealed that OSH awareness among respondents was generally high across indicators, including workers’ training, safety awareness, and company safety activities. Similarly, project management practices in terms of planning, funding, monitoring, evaluation, and risk management were rated very high. Statistical analysis indicated a significant relationship between OSH awareness and project management practices, suggesting that improved safety awareness contributes to more effective project execution. However, gaps were identified in specialized safety training and technical knowledge. The study concludes that integrating OSH principles into project management enhances both safety performance and project outcomes and recommends strengthening targeted training programs and continuous professional development initiatives.

Science teachers play a critical role in ensuring effective classroom instruction, particularly in rural and resource-limited settings where instructional challenges persist. This study aimed to assess the level of preparedness of public secondary science teachers in the Lupon East and Lupon West Districts, Division of Davao Oriental, and to determine whether significant differences in preparedness exist across groups defined by selected demographic variables. Guided by the Theory of Planned Behavior, the study examined teacher preparedness in terms of attitude toward preparation, subjective norms, and perceived behavioral control using a quantitative descriptive research design. A total of 52 science teachers were included through total enumeration, and data were collected using a validated survey questionnaire and analyzed through descriptive statistics and Analysis of Variance. The results revealed a very high level of preparedness among science teachers across all three dimensions, with attitude toward preparation obtaining the highest mean, followed by subjective norms and perceived behavioral control. No significant differences in preparedness were found across age, sex, and educational attainment groups. Significant differences were observed based on civil status and length of service, with single teachers and those with six to ten years of teaching experience demonstrating higher levels of preparedness. These findings suggest that science teacher preparedness is shaped more by professional experience and personal circumstances than by demographic or academic characteristics. The study concludes that contextualized professional development programs tailored to teachers’ career stages and rural teaching conditions are essential to sustaining and enhancing science instruction in Lupon District, Davao Oriental.