This quantitative study investigated the fitness and recreational activities of employees at Camarines SurPolytechnic Colleges in the Philippines. Utilising a descriptive survey research design, data were collected from 100respondents, comprising 74 academic and 26 administrative personnel selected through total enumeration sampling. Astructured questionnaire gathered information on demographic profiles, participation levels, perceived benefits, andchallenges encountered. Data were analysed using frequency counts, percentages, and weighted means. Results showedthat most participants were female, aged 26 to 31 years, single, and primarily from the academic sector. Emotional andphysical well-being were identified as the most significant benefits, while work commitments, lack of time, and familyresponsibilities emerged as the main barriers. The study recommends an institutional wellness program to promotestructured fitness opportunities, encourage participation, and support employee well-being. Findings highlight thecrucial role of organisational support in fostering a healthy and balanced work environment.
The abrupt shift to online and flexible learning during the COVID-19 pandemic has underscored bothopportunities and persistent challenges in higher education. This study investigated the experiences of undergraduatestudents in a state college in the Philippines, within the policies of the Commission on Higher Education involving n=1,558undergraduate students. Focusing on barriers such as unstable internet access, limited digital infrastructure, overwhelmingworkloads, and insufficient feedback practices. Using a quantitative design supported by interviews, the research highlightshow inequitable access, technological limitations, and heavy academic demands contribute to stress, disengagement, andreduced learning motivation. Findings reveal that online education cannot succeed by relying solely on digital deviceownership or content delivery, rather, requiring supportive structures, dialogic feedback, and learner-centred approachesthat balance rigour with student well-being. Addressing infrastructure gaps, refining assessment practices, and fostering socialpresence emerge as crucial strategies for ensuring equitable and meaningful participation in flexible learning environments.
This study assessed the writing skills of second-year Bachelor of Science in Office Administration(BSOA-2) students enrolled in Business Report Writing and Business Communication courses at Camarines SurPolytechnic Colleges. A descriptive research design was used to examine students' writing performance in terms oforganisation, formatting, referencing, and development of ideas, as well as the writing difficulties they encounteredand their awareness of written report rubric criteria. 60 BSOA-2 students participated in the study, with data gatheredthrough questionnaires and writing assessment rubrics. Results showed that students demonstrated an intermediatelevel of writing skills, with common difficulties in sentence structure, idea development, and grammatical accuracy.Students were found to be moderately aware of writing standards and rubric criteria. Based on the findings, instructionalmodules were developed to enhance students' business writing and communication skills.
This study aimed to investigate the effectiveness of Genre-Based Instruction (GBI) in enhancing paragraph writing skills among college students. The research employed a mixed-methods approach using a pre-test and post-test design with 120 students over one academic semester, focusing on explicit instruction in academicgenres and effective paragraph features. The principal observation revealed a significant quantitative improvementin student performance, confirmed by a paired-samples t-test showing a substantial mean score increase from pre-test(M=16.77) to post-test (M=24.82), with high statistical significance (p < 0.001). Additionally, qualitative analysisindicated enhanced student engagement, genre awareness, and writing confidence. The findings underscore thepedagogical value of Genre-Based Instruction in improving academic writing skills. The study recommended theintegration of GBI into writing curricula, the provision of sustained teacher training in genre pedagogy, and furtherresearch into its effectiveness across diverse student populations and disciplinary contexts.
The intensification of academic workloads, performance expectations, and digital teaching demands has increased work-life imbalance experienced by faculty members within Indian higher education institutions. While prior studies largely conceptualise work-life balance as an individual concern, the present study examines it as an outcome of strategic HRM initiatives. Drawing on the Work Demands-Resources framework, the study investigates how strategic HRM initiatives affect work-life equilibrium and work effectiveness through work demands and work resources. A quantitative, cross-sectional research design was adopted, and data were collected from faculty members teaching in commerce and management colleges in Gujarat, India, using a structured questionnaire. The questionnaire comprised standardised scales measuring strategic HRM practices, job-related requirements, and available job-related resources, work-life equilibilium, and job effectiveness. Data were analysed with the help of descriptive statistics, correlation, regression, mediation analysis, along with structural equation modelling. Results indicate that strategic HRM strategies enhance work-life equilibrium by reducing work demands along with strengthening job resources, thereby improving faculty job effectiveness.
