CTUMC-College of Arts and Sciences- Research & Development Office

ANOTHER ACHIEVEMENT!

The CTUMC-College of Arts and Sciences Research and Development Office proudly announces that Dr. Robert Jay N. Angco has been named Best Research Paper Awardee at the Asian Graduate Studies Summit (AGRASS) 2026 of the Asia-Pacific Consortium of Researchers and Educators (APCORE), held on May 26–29, 2026, at Alta D’ Tagaytay, Tagaytay City, Philippines.

His award-winning paper, “Bridging Academia and Communities through Higher Education Extension Programs in the Philippines: A Meta-Synthesis Toward Theory Generation,” distinguished itself among all paper presentations under SDG 17: Partnerships for the Goals. The study synthesizes existing literature on higher education extension programs in the Philippines, drawing out patterns, tensions, and emergent theoretical frameworks that speak to how universities can serve as genuine partners in community development. It does not merely review the literature, it builds from it, proposing a grounded theoretical contribution that bridges scholarly inquiry with actionable insight for institutions committed to serving their communities.

The summit was organized under the theme “From Research to Responsibility: Graduate Education, Innovation, and Collective Action for Sustainable and Resilient Societies.” This theme could not be a more fitting backdrop for a paper that embodies precisely that call — from producing knowledge to taking responsibility for how that knowledge serves people. That the work earned recognition in an international, multi-country forum affirms not only its academic merit but its relevance to the broader Asia-Pacific conversation on sustainable development.

This recognition is a proud moment for the entire CAS community. Behind every award-winning paper is a culture that values curiosity, supports scholarly risk-taking, and believes that research is ultimately an act of service. Dr. Angco’s achievement reflects what we have been collectively building — a college where faculty do not just teach research; they live it, present it on international stages, and win.

PRIDE OF THE COLLEGE OF ARTS AND SCIENCES

Congratulations to the Best Research Presenters of the 2026 PAEPI Central Visayas IESTF! We celebrate the exceptional contributions of our colleagues in advancing university-led extension research toward sustainable development.

🌿 AGRICULTURE, FOOD, AND ENVIRONMENT
🥇 1st Place Asso. Prof. Eddalin Quemada
Department of Pure Sciences
Title: “Food Waste Reduction Towards Sustainable Consumption: A Carbon Literacy Program in Barangay Tisa, Cebu City, Philippines”

🥈 2nd Place Dr. Joed Caballero
Department of Pure Sciences
Title: “Community-Based Capacity Building in Mangrove Propagation and Nursery Operations for Coastal Ecosystem Rehabilitation in Bagong Silang, Inayawan, Cebu City”

💙 HEALTH, NUTRITION, AND WELLNESS
🥇 1st Place Dr. Michelle P. Trangia
Department of Psychology
Title: “Wellness and Support Experiences of Menopausal Women: An Exploratory Study on Status, Needs, and Received Care”

🎭 HUMANITIES, CULTURE, ARTS, SOCIAL AND BEHAVIORAL SCIENCES – A
🥇 1st Place Asst. Prof. Bejay V. Bolivar
Department of English and Literary Studies
Title: “Reading the Mangroves: Eco-Framing and Affective Expression in Photovoice”

🥉 3rd Place Dr. Reah G. Fabrica
Department of Social Sciences
Title: “MEN (Men Engaging Narratives): A Community-Based Awareness and Support Program on Male Perspectives toward Menopause”

Your research reflects the best of what CTU-CAS stands for — rigorous scholarship in service of community, health, and the environment.

SAVE THE DATE

PUBLICATION ALERT

Congratulations, Dr. Sylvester T. Cortes

Abstract: https://www.researchgate.net/publication/403263499_Design_development_and_validation_of_learning_packet_in_Science_8

The students' engagement and learning vary depending on the materials used in the respective classes. This study designed, developed, and validated a science 8 learning packet in biodiversity for Grade 8 students at one of the public schools in the Schools Division of Talisay City, Cebu, during the school year 2024-2025, as the basis for the proposed learning packet enhancement. This study employed a quantitative research design engaged in descriptive-evaluative research in determining the students' conceptual understanding and the extent of experts' satisfaction. Anchored in the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) Model. A rating sheet for learning materials from the Department of Education and a conceptual inventory test in science 8 were adopted. The study's empirical findings revealed a significant difference in students' initial and final conceptual understanding of biodiversity concepts. The extent of satisfaction of the experts upon validating the learning packets revealed the extent of very satisfied, with some comments and suggestions. Based on the findings, the researchers concluded that the students' initial and final conceptual understanding of biodiversity concepts before and after utilizing the learning packets significantly differed. Thus, the use of the Learning Packet in Science 8-Biodiversity in the following school years is recommended to provide students with a variety of learning engagements and to develop their conceptual understanding in Science 8.

PUBLICATION ALERT

Congratulations on your research publication, Dr. Robert Jay N. Angco

Abstract: https://so01.tci-thaijo.org/index.php/hbds/article/view/285068/182879

Abstract Aim/Purpose:Developingfacultyresearch capabilities is critical for higher education institutions seeking to enhance research productivity and academic quality. Despite widespread recognition of the importance of structured research training, empirical evidence regarding effectiveness remains limited, particularly in developing-country contexts. The rapid evolution of research methodologies, publication landscapes, and technological tools,including artificial intelligence,necessitates systematic capacity building beyond traditional mentoring. Contemporary training must address fundamental methodological competencies, as well as emerging skills in digital tools, open-access publishing, predatory-journalidentification, and ethical standards. Few studies have employed comprehensive evaluation frameworks to assess whether training programs achieve intended outcomes across learning and behavioral dimensions, limiting evidence-based decision-making for faculty development investments.Introduction/Background:This study evaluatedthe effectiveness of a structured research capability training program using the Kirkpatrick Four-Level Evaluation Model, examining participant reactions (Level 1), knowledge acquisition (Level2), behavioral change intentions and self-efficacy improvements (Level 3), and potential organizational impact (Level 4 indicator). The evaluation providedempirical evidence regarding the value of multi-topic intensive training while identifying program strengths and areasfor improvement. By applying systematic evaluation, thisstudy addsto the limited evidence on effective faculty development and provides actionable insights for institutional planning and resource allocation.Methodology:A pre-post evaluation study with 40 faculty participants assessed an intensive multi-day research capability training program covering methodology fundamentals, journal selection strategies, predatory journal identification, AI tool applications, data analysis, and academic writing through interactive methods and expert-led sessions. Data collection employed: (a) validated pre-test and post-test questionnaires (10 items each) covering methodology, ethics, journal selection, and open access; (b) structured satisfaction questionnaire with four domains on 5-point Likert scales including content delivery (8 items), facilitator performance (4 items), logistics (4 items), and learning outcomes (4 items); (c) self-efficacy scales for journal identification and ethical standards confidence; and (d) open-ended qualitative feedback. Quantitative analysis used descriptive statistics, Cohen’sdeffect sizes, and frequencies. Qualitative responses were analyzed thematically, with inter-rater reliability (kappa) =.84. Sample size for G Power analysis required a minimum of 34 participants for detecting Cohen’sdof .50effects at 80 percent power, withalpha equal to .05. All participants provided informed consent per institutional ethical requirements.Findings:The evaluation demonstrated exceptional effectiveness across outcomes, providing strong evidence at Kirkpatrick Levels 1–2 with promising indicators at Level 3–4. Knowledge gains were substantial: open access understanding increased from 12.5 to 87.5 percent (a75 percentage-point gain, Cohen’sd= 3.2); predatory journal identification improved from 85 to 92.5 percent (Cohen d= .60); ethics understanding rose from 92.5 to 97.5 percent (Cohen d= .40); methodology mastery reached 100 percent from 95 percent. Self-efficacy showed large improvements: journal identification confidence increased from a mean of3.60(SD= .97) to a mean of 4.37(SD= .54), a .77-point gain (Cohen d=1.1); ethical standards confidence rose from mean of 3.92(SD= .96) to a meanof4.50(SD= .56), (Cohen d=.70). Reduced standard deviations indicatedconvergence across competency levels;satisfaction evaluation (n=30, 75 percent response) showed unanimous positive reception,with 100 percent ratingthe overall effectiveness withscores from 4.00 to 5.00 on a 5-point scale. Domain means ranged between 4.47and 4.77, with instructor expertise as the highest (M= 4.77, SD= .43). Consistent high performance across content delivery (M= 4.63-4.73), facilitator performance (M= 4.70-4.77), logistics (M= 4.47-4.73), and learning outcomes (M= 4.60-4.70). Qualitative analysis identified three value-drivers: technology integration (18 mentions), publication strategy guidance (18 mentions), and expert instruction (12 mentions). Improvements needed included extended duration (8 mentions), methodological specialization (6 mentions), and infrastructure enhancement (5 mentions).Contribution/Impact on Society:This research provides robust evidence for the effectiveness of structured multi-topic research capability training in enhancing faculty competencies for contemporary academic research. Findings validatedcomprehensive training integrating traditional skills with emerging technological tools and publication practices. There were demonstrated improvements in knowledge and confidence across competency areas, particularly predatory journal identification and open access publishing, supporting institutional faculty development investments. Training also led to successful technology integration, especially AI applications, models, andadaptation to evolving scholarly landscapes. The comprehensive evaluation framework offers a replicable methodology for institutions assessing programs, contributing to evidence-based academic capacity building. For institutions in developing contexts, findings revealedthat well-designed intensive training achievedsubstantial improvements in faculty capabilities underresource constraints, supporting research productivity and academic quality goals.Recommendations:Institutions may implement structured research capability programs that incorporateAI tool applications, journal selection guidance, and predatory journal identification training. Program design should prioritize contemporary content, expert instructors, interactive methods, and adequate duration for comprehensive coverage. Invest in appropriate technological infrastructure and facilities to optimize learning. Implement post-training support,including mentoring networks and follow-up sessions to extend impact and facilitate sustained change. Conduct systematic evaluation using the Kirkpatrick model to assess effectiveness, identify improvements, and demonstrate return on investment.Research Limitation:Study limitations includedanimmediate post-training assessment without long-term follow-up for sustained behavioral change and organizational impact (Kirkpatrick Levels 3-4). Self-reportedmeasures may have introducedresponse bias. Thesample size of 40 participants from a single institution limits generalizability. The evaluation lacked objective behavioral observationsor actual research output measurements. Thecross-sectional design precludedtemporal stability assessment of learning gains and confidence improvements.Future Research:Longitudinal studies could examine sustained behavior change, actual research output improvements, and the organizational impact of research training interventions to validate the Kirkpatrick Levels 3 and 4 scores.

PUBLICATION ALERT

Congratulations, Dr. Sylvester T. Cortes

Abstract: https://cahaya-ic.com/index.php/JETLC/article/view/2638

Purpose of the study: This study examines the design, development, implementation, and evaluation of a Mobile Learning Environment (MLE) and its impact on biology students’ self-regulation, motivation, and achievement, based on Self-Determination Theory.

Methodology: Guided by the ADDIE model, the study employs a developmental research design using a researcher-developed MLE (Android-based) for species identification. A paired sample t-test was used to analyze significant differences in students' self-regulation, motivation, and achievement. Scope reviews were conducted to identify gaps and solutions through in-depth focus group discussions among biology students.

Main Findings: Results showed significant improvements across all measures (all p < .001). Self-regulation increased (autonomous: d ≈ 1.87; controlled: d ≈ 1.43). Motivation improved across dimensions: attention (3.62–4.70, d ≈ 1.51), relevance (3.91–4.79, d ≈ 1.41), confidence (3.76–4.58, d ≈ 1.31), and satisfaction (3.75–4.72, d ≈ 1.48). Achievement showed large gains (common names: d ≈ 1.60; scientific names: d ≈ 2.20). The MLE was highly rated in engagement (M = 4.76), functionality (M = 4.50), and information quality (M = 4.72). Psychological need satisfaction was also high (autonomy: M = 6.51; competence: M = 6.60; relatedness: M = 5.96).

Novelty/Originality of this study: The development of a context-specific MLE for species identification of benthic macrofauna integrated in enhanced Teaching–Learning Sequences advances existing knowledge by providing an empirically validated, learner-centered digital tool for species identification with engaging features and contents, addressing gaps in both traditional and mobile-assisted taxonomy learning at the tertiary level.

ANOTHER STUDENT PUBLICATION

Congratulations to the BS Statistics 4th year students on publishing your paper.

Abstract: https://so01.tci-thaijo.org/index.php/hbds/article/view/284086/182884

Aim/Purpose:This study aimedto develop a measurement scale toassess key constructs related to the perceptions of Amuma Sa Barangay(Nourishthe Barangay) participants. Thisinstrument was designed to systematically captureparticipants’ views ofhow thisprogram influencesthem. As such, it serves as a valuable tool for policymakers, particularly the Department of the Interior and Local Government (DILG)–Region VII, in evaluating the program’soutcomesand informing evidence-based improvements to strengthen the programfurtherand expand women‘sempowerment across the country at the barangay level.Introduction/Background:The Amuma Sa Barangayprogram was initiated by the Department of the Interior and Local Government (DILG)Region VII to support women from marginalized sectors through capacity-building interventions, particularly in financial literacy and savings habits. This study examines participants’perceptions across three core dimensions: Women’s Empowerment, Financial Management, and Community-Based Engagement. These dimensions constitute the conceptual foundation of the program as contextualized by DILG Region VII. Drawing on the interrelated nature of these dimensions, an instrument was developed to assess the extent to which each construct is associated with and reinforces the others from the perspective of program participants.Methodology:This study employed a literature-informed sequential exploratory design to ensure that the instrument was conceptually grounded in existing frameworks of women empowerment, financial behavior, and community engagement, while remaining culturally responsiveto the Amuma Sa Barangayprogram context. The combination of qualitative content validation through literature and program document analysis with rigorous quantitative psychometric testing strengthenedthe methodological robustness of the scale development process. This approach supportedthe reliabilityof the instrumentfor program evaluation and policy-relevant assessment.Findings:Content validity,as assessed byexpert comments,led tothe removal of 14of the initial 50items.Specifically, three items were removed from the Women’sEmpowerment dimension, seven from Financial Management, and four from Community-Based Engagement. This refinement resulted in a total of 36 items retained after content validation–14 items under Women’sEmpowerment, 5 under Financial Management, and 17 under Community-Based Engagement. Subsequently, Exploratory Factor Analysis (EFA) was performed using SPSS Version 26, employing Principal Axis Factoring and Varimax Rotation. During EFA, 22items were progressively removed due to low factor loadings and cross-loadings, leaving 14 items with satisfactory communalities ranging from .344 to .770. The total variance explained by the final EFA model was 66.61%. Following EFA, Confirmatory Factor Analysis (CFA) was conducted using AMOS Version 20 to test the hypothesized factor structure. The CFA model showed strong standardized loadings for all indicators under the three latent constructs: Women Empowerment, Financial Management, and Community-Based Engagement. Covariances were introduced between select indicators to improve model fit. The final model demonstrated acceptable fit indices: Comparative Fit Indexand Tucker-Lewis Index> .90, Root Mean Square Error of Approximation= .077, Standardized Root Mean Squared Residual= .051, and χ²/df= 2.295. These values confirmeda good model fit and validatedthe factorial structure of the Amuma Participants’Perception Scale (APPS)instrument. Convergent validity was confirmed through strong standardized loadings, with each construct meeting the thresholds for Composite Reliability and Average Variance Extracted. Discriminant validity was also established, as the inter-construct correlations were below the .85 threshold, confirming that each construct was empirically distinct. Lastly, internal consistency reliability was assessed using Cronbach’s alpha. Each construct, as well as the overall APPS scale, demonstrated excellent reliability, with an overall alpha coefficient of .90, indicating strong consistency in measuringparticipants’perceptions of the program.Contribution/Impact on Society:This study provides a validated instrument (APPS) to assess women’s empowerment outcomes of the Amuma Sa Barangayprogram, emphasizing financial literacy and savings behavior. The tool supports evidence-based policy and program evaluation by enabling localgovernment unitsand the DILG to monitor impact, refine interventions, and promote economic inclusion among marginalized women in the Philippines.Recommendations:Based on the findings, it is recommended that DILG Region VII integrate the APPS instrument into routine program monitoring to support evidence-based evaluation and scaling of the Amuma Sa Barangayprogram in Region VII. APPS results can also guide facilitator training, module refinement, and targeted interventions in barangays with low engagement or weak financial behaviors, thereby strengthening women’s empowerment and community participation.Research Limitation:The study was limited to selected barangays in Region VII, so findings may not be generalizable to all regions or in urban contexts. The study also focusedon participant perceptions; thus, suchself-reported data might be subject to response biases, such as social desirability or recall limitations. Lastly, a cross-sectional designwas employed,whichcannot establish causality between financial literacy and empowerment outcomes.Future Research:Building on this study, future researchers could usethe APPS instrument in other regions and across urban-rural divides to test its generalizability. Long-term studies may also be conducted to assess how perceptions and behaviors evolve, particularly after every cycle. Inclusion of male participants couldalso be usedto compare outcomes. Lastly, future researchers couldcombine participant self-assessments with externalprogram metrics to validate findings across data types.

Congratulations on your Scopus Publication, Department of Pure Sciences.

Abstract

Purpose of the study: This study aims to explore and compare the development trajectories, collaboration structures, and thematic emphases of professional development research for in-service science teachers in Southeast Asia and East Asia, providing insights into how Professional Development (PD) scholarship has evolved across the two regions from 2015 to 2025.

Methodology: A comparative bibliometric analysis was conducted using 87 Scopus-indexed publications (2015–2025). Biblioshiny (RStudio) and VOSviewer were used to examine publication trends, authorship networks, institutional and international collaborations, and thematic evolution of professional development research for in-service science teachers in Southeast Asia and East Asia.

Main Findings: Results reveal distinct yet complementary orientations. Southeast Asia’s research is largely practice-oriented, reform-driven, and community-based, emphasizing teacher agency, STEM education, and action research. East Asia’s studies are more conceptually grounded, technologically integrated, and methodologically cohesive, reflecting strong engagement with frameworks such as TPACK, argumentation, AI in teaching, and sustained quality assurance in professional development research.

Novelty/Originality of this study: This study offers a region-to-region comparative bibliometric mapping of science teacher professional development research in Southeast Asia and East Asia. Through integration of collaboration patterns, thematic evolution, and policy-linked orientations, it advances understanding of regional strengths and proposes a trans-Asian professional development framework that bridges participatory reform with analytical rigor.

❤️❤️

𝗖𝗔𝗟𝗟 𝗙𝗢𝗥 𝗥𝗘𝗦𝗘𝗔𝗥𝗖𝗛 𝗣𝗥𝗘𝗦𝗘𝗡𝗧𝗘𝗥𝗦 📢📝

The 𝟭𝟰𝘁𝗵 𝗖𝗔𝗦 𝗥𝗲𝘀𝗲𝗮𝗿𝗰𝗵 𝗖𝗼𝗻𝗴𝗿𝗲𝘀𝘀 & 𝟭𝘀𝘁 𝗦𝗗𝗚 𝗖𝗼𝗹𝗹𝗼𝗾𝘂𝗶𝘂𝗺 is now open for submissions!

Theme: "𝘖𝘯𝘦 𝘊𝘰𝘭𝘭𝘦𝘨𝘦, 𝘖𝘯𝘦 𝘈𝘨𝘦𝘯𝘥𝘢: 𝘙𝘦𝘴𝘦𝘢𝘳𝘤𝘩 𝘈𝘤𝘳𝘰𝘴𝘴 𝘋𝘪𝘴𝘤𝘪𝘱𝘭𝘪𝘯𝘦𝘴 𝘛𝘰𝘸𝘢𝘳𝘥 𝘵𝘩𝘦 𝘚𝘶𝘴𝘵𝘢𝘪𝘯𝘢𝘣𝘭𝘦 𝘋𝘦𝘷𝘦𝘭𝘰𝘱𝘮𝘦𝘯𝘵 𝘎𝘰𝘢𝘭𝘴"

Date: 𝗠𝗮𝘆 𝟭𝟯, 𝟮𝟬𝟮𝟲
Venue: 𝟲𝘁𝗵 𝗙𝗹𝗼𝗼𝗿, 𝗖𝗲𝗻𝘁𝗲𝗻𝗻𝗶𝗮𝗹 𝗕𝘂𝗶𝗹𝗱𝗶𝗻𝗴, 𝗖𝗧𝗨 𝗠𝗮𝗶𝗻 𝗖𝗮𝗺𝗽𝘂𝘀

We invite CTU-MC CAS undergraduate students to present their research through:
🔹 Poster Presentations – Open for submission
🔹 Podium Presentations (Arts & Sciences) – Selected by Dept. Coordinators

Check out the Submission Guidelines here:
https://tinyurl.com/cas-sdg-congress

Take this opportunity to share your research, gain feedback, and contribute to sustainable development!

Organized by CTUMC-College of Arts and Sciences- Research & Development Office, co-organized by FSTLP CTU-MC.

LOOK| Congratulations on your Scopus Publication, Dr. Sylvester T. Cortes.

Huge congratulations to Sylvester T. Cortes on the publication of his latest research, "Recent trends and future directions in artificial intelligence (AI) applications for coastal ecosystems Conservation," in the journal Watershed Ecology and the Environment!

This insightful bibliometric analysis highlights the critical role AI now plays in protecting our mangroves, seagrass beds, and coral reefs. By tracking a decade of global research, the study showcases a powerful shift toward real-time monitoring and predictive modeling—essential tools for tackling climate change and habitat loss. It’s inspiring to see a Filipino researcher leading the conversation on how cutting-edge technology can drive adaptive conservation strategies for our most vulnerable coastal ecosystems.