President Ramon Magsaysay State University, commonly referred to as PRMSU is a state university in Zambales established in 1910. The university is named after the province's greatest son and former President of the Republic of the Philippines, President Ramon Magsaysay. In 2017, the name of the university was changed from Ramon Magsaysay Technological University to its present name. The main campus of the university is located in the Municipality of Iba, Province of Zambales. It also has satellite campuses in the municipalities of Sta. Cruz, Candelaria, Masinloc, Botolan, San Marcelino, Castillejos all in the province of Zambales. The university also offers nursing courses at the Mondriaan Aura College in Subic Bay Freeport Zone, Business Administration at the Wesleyan College of Manila under a consortium program.
This study aimed to deeply understand the lived experiences of elementary teachers in multi-grade classrooms in Zone 2, Division of Zambales, Philippines. Employing a qualitative, phenomenological research design, the methodology involved in-depth interviews and observations with 15 purposively sampled multigrade teachers from Botolan and Palauig Districts. Data analysis was systematically conducted using Braun & Clarke's six-step thematic process. Key findings revealed that multigrade teaching is both highly demanding and deeply fulfilling. Teachers face significant challenges, including adapting to diverse learners and curricula, managing limited resources, and handling intensive planning and workload, often leading to emotional strain. Despite this, they derive sense of satisfaction from witnessing student growth, fostering strong learning communities, and experiencing personal and professional transformation. Teachers employ multifaceted coping strategies such as determination, proactive approaches, for instance differentiated instruction; and building supportive classroom communities. The study concludes that these educators exhibit remarkable resilience and ingenuity, and their effectiveness hinges on a robust, interconnected support system encompassing specialized professional development, adequate resources, and comprehensive collaborative and administrative backing.
This study examined the impact of multimedia presentations on the development of auditory awareness and oral communication skills in kindergarten children, as perceived by teachers in the Subic District. Emphasizing the importance of phonological awareness as a foundational skill in early literacy, the research explored how multimedia tools such as interactive whiteboards, flashcards, and video content facilitated phonetic development and speaking abilities. A total of 49 kindergarten teachers participated in the study, which employed a descriptive survey method to collect data on teachers' demographics, the level of multimedia integration, and the challenges faced in implementing multimedia in the classroom. The findings revealed that the majority of respondents were young, female teachers with limited experience. Multimedia tools were reported to be "greatly integrated" into reading and visual skills but were "reasonably implemented" for auditory skills. Variations in multimedia use were observed based on factors such as seminar attendance, years of service, and educational background. Key barriers included insufficient training, limited resources, and a lack of institutional support. Despite these challenges, the study confirmed that multimedia significantly contributed to enhancing phonological awareness. To fully maximize the potential of multimedia integration, the study recommended improving technological support, providing ongoing content-specific professional development, and regularly evaluating student progress to refine teaching strategies.
This study assessed workplace happiness and work motivation among hotel employees in the Subic Bay Freeport Zone (SBFZ) using a convergent-parallel mixed-methods design. Sixty-five rank-and-file employees from selected hotels completed a structured questionnaire measuring rewards, proper training, and work relationships, together with open-ended questions on sources of happiness, workplace challenges, and improvement strategies. Quantitative data were summarized using frequency, percentage, weighted mean, and standard deviation. Mann-Whitney U tests were used for two-group comparisons, while Kruskal-Wallis H tests were used for profile variables with more than two categories; qualitative responses were analyzed thematically. Work relationships received the highest rating (M = 3.88, SD = 0.21), followed by proper training (M = 3.73, SD = 0.27) and rewards (M = 3.61, SD = 0.26). Motivation scores did not differ significantly by sex, type of work, monthly income, or educational attainment. Employment status, however, was significantly associated with proper-training ratings (U = 339, p = 0.031). Qualitative findings emphasized guest interaction and service, teamwork and supportive relationships, and opportunities for personal and professional growth. Integrating both strands indicates that workplace happiness in SBFZ hotels is strongly relational and is reinforced by equitable access to training, recognition, communication, and supportive work environments.
This study explored the implementation of elementary school sports programs in the Schools Division of Zambales, focusing on the perceptions of teacher-trainers. It aimed to determine their profile, the common problems encountered in program implementation, and the extent of institutional support provided to them. It also examined whether significant differences existed in perceived problems and support when respondents were grouped according to selected profile variables. The study addressed the need for localized evaluation of school sports programs and sought to develop an action plan responsive to the actual conditions and needs of elementary schools. Findings revealed that the teacher-trainers were predominantly experienced female educators with Master's units who commonly handled badminton and table tennis athletes participating at the district level. The respondents sometimes encountered problems in implementing sports programs but strongly agreed that they received institutional support. Significant differences were found in perceived problems and institutional support when respondents were grouped according to years of experience, training attended, and position held. Based on the findings, the study recommended the implementation of rest-integrated training programs, establishment of formal athlete feedback mechanisms, improvement of sports facilities, provision of sustainable funding support, and enhancement of mental health services for teacher-trainers and athletes. Differentiated professional development opportunities, equitable access to coaching resources, and periodic policy reviews were also proposed to strengthen sports program implementation. An action plan was developed to improve the delivery of elementary school sports programs and activities.
