RELATED RESEARCH ABSTRACT

Research topic: Educational system and mental health

Research title: Educational System: Impact on the mental health of Youth with and
without mental Disabilities

1. SOCIAL AND EMOTIONAL DEVELOPMENT AND ACADEMIC

PERFORMANCE OF PUPILS IN SINGLE AND MIXED GENDER SCHOOLS.

BRIZUELA, GERALDO P., University of Nueva Caceres, Naga City, 2015.

Keywords: Single-gender schools, Mixed-gender schools, Social Development,

Emotional Development, Academic Performance

The study determined the correlation between the social and emotional development and
academic performance in selected single and mixed-gender schools in Naga City,
Philippines, for the School Year 2013-2014. A survey instrument assessed the level of
emotional and social development of grade 6 pupils participated in this investigation. The
students' grades in English, Math, and Science were utilized to measure their academic
performance in the said key subject areas.

The results showed that students coming from mixed-gender schools were emotionally
and socially developed as compared to their counterparts from the single-gender schools
primarily because these groups of students are more exposed into a natural setting and
learning environment. In terms of their academic performances, there were no significant
differences between students coming from both types of schools mainly because all
schools participated in the investigation strictly follow the Department of Education's
learning competencies particularly in the key subject areas. Overall, it was found out that
there is highly significant relationship between the students' emotional and social
development and their academic performances because their curricula include the
personal- social aspects of the students.

2. LEVEL OF STUDENT ENGAGEMENT AND PSYCHOSOCIAL

DEVELOPMENT IN A CATHOLIC VINCENTIAN UNIVERSITY
INIEGO, RANDY P., University of Nueva Caceres, Naga City, 2018

KEYWORDS: Student Engagement and Psychosocial Development

The study determined the level of engagement in relation to their psychosocial
development during in the academic year 2015-2016. Specifically, it aimed to answer the
following: 1) The level of students engagement at Universidad de Sta. Isabel along: a. Curricular
b. Co- curricular difference C. Extra-curricular; 2) The significant difference in the level of
students engagement among aspects and groups; 3) What is the level of psychosocial
development of students along: a. Developing Competence b. Managing Emotions c. Moving
through Autonomy Towards Interdependence d. Developing Mature Interpersonal Relationships
e. Establishing Identity f. Developing Purpose g. Developing Integrity 4) The significant
difference in the level psychosocial development among aspects and groups; and 5) The
significant relationship between level of university engagement and psychosocial development of
students between level of university engagement and psychosocial development of students.
The descriptive-evaluative method was used to describe and evaluate the student
engagement of the 243 3rd year and 4th year students from the colleges of Health Education
(CHeD), Business Education (CBE), and of Arts and Sciences, Teachers Education, Social Work
and Music (CASTEDSWM), along with curricular, co-curricular and extra-curricular activities,
vis-à-vis with the students’ psychological development in conjunction with Chikering’s Seven
Vectors of Development. Tukey’s Significant Difference Test and Analysis of Variance (F)
was used in determining the differences among aspects and groups.
Major findings were: 1) Co-curricular Engagement obtained the highest engagement,
followed by curricular engagement and the least engagement was extra-curricular; 2) Among
aspects, there were significant differences along the three (3) engagements; 3) Among groups,
there was no significant differences in the level of engagements along curricular. In co-curricular
engagement, it is only CASTESWM and CBE were found to have significance. In extra-
curricular engagement, CHED and CASTEDSWM were found to have no significant
differences. However, CBE was found to have significant differences with the other colleges. In
the level of psychosocial development, Vector 4 found to be at the top of development and
Vector 1 was found to be least in but both vectors are within the range of High development; 4)
There are significant differences in the level psychosocial development among aspects. Vectors
1, 2, 5, and 7 were found to have significant differences with Vectors 3, 4, and 6. Among groups,
only Vectors 3, 5, and 7 was found to have significant differences, the rest of the vectors didn't
have significant differences in the development among groups; 5) Only extra-curricular was
found with significant relationship wit Vector 2. Combining all engagements, they were found to
have significant relationship with Vector 4.
Major conclusions were: 1) The over-all level of student engagement all three (3) areas
was High; 2) Among aspects, students from the colleges do not have the same level of
engagements between and among the three (3) crucial institutional engagements; 3) Among
groups, there were no significant differences in curricular engagements of students; 3)
Psychosocial development of USI students is generally High. Some vectors were found to have
significant differences with other vectors and some vectors do not have significant differences.
Over-all findings, only Vector 4 was found to have significant relationship with the three (3)
engagements.
Based on the findings and conclusions of the study, the following recommendations were
made: 1) Level off the hierarchy of to importance ensure investments. Interactive of equal the
amount Academic and three of (3) crucial engagements to ensure equal amount of engagement
and return of investments. Academic departments shall redesign interactive and engaging
teaching/learning strategies to and explore in creating virtual classrooms.
Hence, it is recommended that the delivery of the curriculum be shifted from teachers
centered to learner centered; 2) Department that will implement any of institutional activities
must adopt an indicator and instrument to point out the stage that have generally been
developed by students; 3) Interventions be made by all departments- the academic and student
services to make sure all vectors are met; 4) Design extra-curricular activities to address the
psychosocial needs of students; 5) Research must be conducted to include policies and programs
of the institution find out its relationship to level of engagement and psychosocial development
of students.