Full Journal Issue

DOI: https://doi.org/10.55902/TCTB1277

The Influence of Gender on Academic Achievement Through Virtual Chemistry Laboratories in Quintile-One Schools, Limpopo Province

https://doi.org/10.55902/GBQR3925

Rudorwashe Hungwe and Mamothibe Thamae

Durban University of Technology, South Africa

ABSTRACT

The study examined the influence of gender on Grade 12 learners’ Chemistry achievement using Virtual Chemistry Laboratories (VCLs) in Quintile-one schools, Limpopo Province, South Africa. Employing a quasi-experimental design, the research was guided by two questions and one hypothesis. The population included all Quintile-One secondary learners studying Chemistry, a component of Physical Sciences in the Curriculum and Assessment Policy Statement (CAPS) (DBE, 2011), with a purposively selected sample of 115 learners (50 males, 65 females) from two schools in Sekhukhune East District., Limpopo Province, South Africa. In this quantitative study, data were collected via a 30-item multiple-choice Chemistry Achievement Test based on National Senior Certificate examinations spanning a period of 10 years from 2014 to 2024. Descriptive statistics (mean, standard deviation) addressed the research questions, and ANCOVA tested the hypothesis at a 0.05 significance level. Results revealed that learners exposed to VCLs achieved higher post-test mean scores (13.49) than those exposed to the Conventional Teaching Approach (CTA) (9.63), with females outperforming males under both strategies, indicating a significant gender influence. The study concluded that VCLs are more effective than CTA in improving Chemistry achievement and recommended teacher training workshops, governmental support, and wider integration of VCLs to enhance learner engagement, understanding, and equitable academic outcomes.

Keywords: Academic achievement, Chemistry, Conventional Teaching Approach, Influence, Gender, Grade 12, Quintile-one schools, Virtual Chemistry Laboratories

Cite this Article:

Hungwe, R. & Thamae, M. (2026). The Influence of Gender on Academic Achievement Through Virtual Chemistry Laboratories in Quintile-One Schools, Limpopo Province. Academia Lasalliana Journal of Education and Humanities, 7(2), 1-13. https://doi.org/10.55902/GBQR3925

Quiet Quitting among Public School Teachers

https://doi.org/10.55902/XRZM6219

Johnny Rolan D. Calpo, Maria Ellaine G. Diomampo, Janine Mae M. Descallar, Nguyen Thi Ngoc My, and Erica Joyce V. Macutay

College of Professional and Graduate Studies, De La Salle University-Dasmariñas, Province of Cavite, Philippines

ABSTRACT

This study examines signs, causes, and recommendations to mitigate quiet quitting among public school teachers in San Miguel Elementary School, Dasmariñas City. A mixed-methods approach gathered data via survey. Results show 48 people (75%) qualified as quiet quitters while only 15 teachers (23%) consider themselves quiet quitters, indicating lack of awareness about their quiet quitting behaviours. Among the three QQS factors, detachment (mean score = 2.86) emerged as most prominent, followed by lack of initiative (mean score = 2.32), and motivation (mean score = 2.18). Low pay, overwhelming workload, and insufficient administrative support were identified as the primary causes of quiet quitting, contributing to teacher detachment. To address these challenges, this study recommends improving compensation and benefits, creating supportive work environments, reducing administrative tasks, and fostering positive staff relationships. This study recommends exploring quiet quitting’s effects on teacher well-being and student outcomes, and intervention strategies for teacher retention and satisfaction.

Keywords: Quiet Quitting, Public School Teachers, DepEd Policies

Cite this Article:

Calpo, J.R.D., Diomampo, M.E.G., Descallar, J.M.M., Nguyen, T.N.M., & Macutay, E.J.V. (2026). Quiet Quitting among Public School Teachers. Academia Lasalliana Journal of Education and Humanities, 7(2), 15-27. https://doi.org/10.55902/XRZM6219

Fitness Applications in Physical Education: Investigating their Influence on Physical Literacy among Senior High School Students

https://doi.org/10.55902/BBZT2594

Georgina Kusano and Maria Rosario U. Salibay

College of Professional and Graduate Studies, De La Salle University-Dasmariñas, Province of Cavite, Philippines

ABSTRACT

The integration of mobile fitness applications in Physical Education (PE) presents a promising approach to address low physical activity levels among adolescents and enhance learning outcomes. This study examined the quality of selected fitness applications and their influence on students’ physical literacy and learning experiences in secondary PE. A sequential explanatory mixed-method design was employed. Data were collected through survey involving 197 young adults in senior high school and through interviews with selected participants. The Mobile App Rating Scale (MARS) was used to evaluate the quality of Strava, SWORKIT, and MyFitnessPal across engagement, functionality, aesthetics, information quality, and subjective quality while the Perceived Physical Literacy Instrument (PPLI) measured students’ physical literacy in terms of knowledge and understanding, self-expression and communication, and sense of self and self-confidence. Results indicated that all applications demonstrated generally very good quality, with Strava consistently receiving the highest ratings across all MARS dimensions. Students exhibited high levels of physical literacy, particularly in knowledge and understanding. Qualitative findings revealed that fitness applications enhanced motivation, self-monitoring, and autonomy, while also promoting engagement in physical activity. However, challenges such as navigation complexity, limited familiarity with certain applications, and minor technical issues were identified. The study concludes that mobile fitness applications can effectively support physical literacy development when implemented with appropriate instructional guidance. Findings highlight the importance of app quality and user experience in maximizing the educational value of digital tools in Physical Education.

Keywords: Fitness Apps, Physical Education, Mobile App Quality Rating Scale (MARS), Physical Literacy

Cite this Article:

Kusano, G. & Salibay, M.R.U. (2026). Fitness Applications in Physical Education: Investigating their Influence on Physical Literacy among Senior High School Students. Academia Lasalliana Journal of Education and Humanities, 7(2), 29-42. https://doi.org/10.55902/BBZT2594

Gamification in French Language Learning: Student Lived Experiences and Implications for Foreign Language Education

https://doi.org/10.55902/DGLJ9892

Roland Lorenzo M. Ruben

De La Salle University-Dasmariñas, Province of Cavite, Philippines

ABSTRACT

This study takes a hermeneutic phenomenological approach to how Filipino university students experience learning French through gamification at De La Salle University-Dasmariñas (DLSU-D). Empirical accounts of how students actually live through gamified environments, especially in foreign language contexts, remain scarce despite gamification’s growing uptake in higher education. Data came from focus group discussions with 25 purposively selected participants drawn from the top five and bottom five of four class leaderboards, a sampling choice meant to surface a wider range of lived experience. Analysis involved close textual engagement with participant accounts, iterative existential reflection across temporality, relationality, corporeality, and spatiality, and the identification of essential themes. Four themes emerged: gamification as affective scaffolding, which appeared to lower anxiety and open space for risk-taking in the target language; the safety net and the comfort trap; visibility and the culture of recognition; and the shift of the blended learning space from obligation to purposeful return. Gamification appeared to lower the affective filter by fostering community and making failure feel less threatening, but it cannot replace a learner’s sustained commitment to a challenging subject. The study offers four design recommendations: affective design, reward calibration, culturally responsive leaderboard practices, and aligning digital rewards with meaningful intellectual engagement.

Keywords: gamification, French language learning, blended learning, hermeneutic phenomenology, lived experience

Cite this Article:

Ruben, R.L.M. (2026). Gamification in French Language Learning: Student Lived Experiences and Implications for Foreign Language Education. Academia Lasalliana Journal of Education and Humanities, 7(2), 43-61. https://doi.org/10.55902/DGLJ9892

Practices and Strategies of Christian Living Teachers in Promoting Interreligious Dialogue in Selected Catholic Schools in Cavite

https://doi.org/10.55902/YYXD8415

Mario R. Hubilla III

San Beda College - Alabang, Muntinlupa City, Philippines

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study examined how Christian Living Education teachers in selected Catholic schools in Cavite promote interreligious dialogue (IRD). Using a convergent mixed-method design, data were gathered from 75 teachers across 15 DICES member schools through surveys and structured interviews. The research aimed to identify teaching strategies, explore challenges, assess emotional and educational outcomes, and propose recommendations for improving dialogue-based religious education. Findings revealed that teachers effectively use interactive, student-centered, and values-oriented strategies such as storytelling, dialogue circles, role-playing, and reflective activities to foster empathy, respect, and appreciation for religious diversity. Positive outcomes included improved classroom relationships, increased empathy, reduced teasing, and stronger social cohesion among students. Teachers’ ability to facilitate IRD was influenced by their training, theological knowledge, personal spirituality, and institutional support, while challenges included limited time, lack of resources, and balancing Catholic identity with openness to other beliefs. The study concludes that successful IRD promotion requires a holistic approach involving teacher formation, curriculum development, and supportive school environments. It recommends continuous professional development, integration of IRD into the curriculum, access to diverse learning materials, and experiential opportunities like interfaith activities. When implemented effectively, these strategies can help students develop both intellectual understanding and socio-emotional skills necessary for respectful engagement in diverse societies.

Keywords: Catholic schools, Christian Living Education, empathy, interreligious dialogue, pedagogical strategies, pluralism, teacher practices

Cite this Article:

Hubilla, M.R.III. (2026). Practices and Strategies of Christian Living Teachers in Promoting Interreligious Dialogue in Selected Catholic Schools in Cavite. Academia Lasalliana Journal of Education and Humanities, 7(2), 63-78. https://doi.org/10.55902/YYXD8415

Rethinking Political Power in José Míguez Bonino through Anthony Giddens’s Structuration Theory

https://doi.org/10.55902/VKAO9212

Gil A. Ellema

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

Liberation theology continues to offer a strong prophetic response to today’s global polycrisis. However, its understanding of political power remains theoretically underdeveloped. In the writings of José Miguez Bonino, political power is shaped largely by Marxist structuralism, which limits the understanding of subaltern agency in four ways: political deferralism, monodimensional class reduction, epistemic subordination, and praxis monopolization. This study uses a qualitative hermeneutical research design guided by Gadamer’s fusion of horizons. It applies a three-tier analytical framework consisting of textual, contextual, and comparative analysis to examine Bonino’s major writings from two periods (1975–1976 and 1982–1994). Using Anthony Giddens’s structuration theory as its socio-analytic framework, the study finds that Giddens’s concepts of the duality of structure and transformative capacity help explain the apparent tension between Bonino’s early emphasis on revolution and his later support for reform. Rather than representing opposing positions, both are better understood as context-specific expressions of the same subaltern transformative capacity. The study also shows that the integrated Bonino-Giddens framework reinterprets Bonino’s vision of wider ecumenism as a decentralized and relational mechanism of power that is better suited to the multi-field nature of contemporary oppression. In doing so, the study offers a constructive contribution to liberation theology’s political ethics by moving beyond class determinism toward a more integral and agent-centered understanding of political power.

Keywords: duality of structure, liberation theology, political power, structuration theory, subaltern agency

Cite this Article:

Ellema, G.A. (2026). Rethinking Political Power in José Míguez Bonino through Anthony Giddens’s Structuration Theory. Academia Lasalliana Journal of Education and Humanities, 7(2), 79-93. https://doi.org/10.55902/VKAO9212

Kalipunan ng mga Sagisag Kultural ng Quezon: Batayan sa Pagbuo ng Lokalisadong Materyal sa Pagtatasa sa Pagbasa

https://doi.org/10.55902/AOQX9144

Remark Z. Salvanera¹ and Mary Ann C. Escoto^2a

¹Department of Education, Division of Quezon, Quezon, Philippines

²De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRAK

Nakatuon ang pananaliksik na ito sa pagbuo ng mga lokalisadong materyal para sa pagtatasa ng kasanayan sa pagbasa gamit ang mga sagisag kultural mula sa Lucban, Tayabas, at Dolores, Quezon. Ang pagiging bago ng papel na ito ay matatagpuan sa paggamit ng cultural cartography at semiotika upang iangkla ang literasi sa aktwal na heograpiya at espiritwalidad ng komunidad. Ito ay isang konkretong aplikasyon ng culturally responsive teaching. Ginamit sa pananaliksik ang kwalitatibong disenyo at purposive sampling sa pakikipagtulungan sa mga tourism officer, historyador, at mga taal na mamamayan. Sa pangangalap ng datos, isinagawa ang triangulation sa pamamagitan ng semi-structured na panayam, fieldwork, at pagsusuri ng dokumento. Mula sa 253 naitalang sagisag kultural, tanging 181 lamang ang napatunayang balido matapos ang pagsusuri, balidasyon at ebalwasyon ng limang eksperto. Lumabas sa interpretatibong pagsusuri na ang heograpiya ng Bundok Banahaw ang nagsisilbing sentrong espiritwal na nagbubuklod sa identidad ng tatlong bayan. Sa kabuoaan, ang nabuong materyal ay tuwirang tumutugon sa panawagan ng Kagawaran ng Edukasyon para sa mga kontekstwalisadong kagamitang panturo upang tugunan ang mababang antas ng literasi sa bansa. Inirerekomenda ang paggamit nito bilang interbensyon sa pagbasa upang mapataas ang komprehensyon at pagpapahalaga sa lokal na kaalaman.

Mga Susing Salita: kultura, larangan ng kultura, lokalisadong materyal, pagtatasa sa pagbasa, sagisag kultural

ABSTRACT

This study focused on the development of localized reading assessment materials using cultural symbols from Lucban, Tayabas, and Dolores, Quezon. The novelty of this research lies in its use of cultural cartography and semiotics to anchor literacy in the actual geography and spirituality of the community. This serves as a concrete application of culturally responsive teaching. A qualitative research design and purposive sampling were employed, with the participation of tourism officers, local historians, and indigenous community members. Data were collected through triangulation using semi-structured interviews, fieldwork, and document analysis. Of the 253 identified cultural symbols, only 181 were validated after undergoing review, validation, and evaluation by five experts. Interpretive analysis revealed that the geography of Mount Banahaw serves as the spiritual center that unifies the identity of the three municipalities. Overall, the developed instructional material directly responds to the Department of Education’s call for contextualized and localized instructional resources to address the country’s low literacy levels. The study recommends the use of these localized materials as a reading intervention to improve reading comprehension and foster appreciation of local knowledge.

Keywords: culture, cultural domain, cultural symbols, localized instructional materials, reading assessment

Cite this Article:

Salvanera, R.Z. & Escoto, M.A.C. (2026). Kalipunan ng mga Sagisag Kultural ng Quezon: Batayan sa Pagbuo ng Lokalisadong Materyal sa Pagtatasa sa Pagbasa. Academia Lasalliana Journal of Education and Humanities, 7(2), 95-115. https://doi.org/10.55902/AOQX9144

Comparative Analysis of Student Evaluation in the Student Engagement Program Towards an Institutional Program Enhancement

https://doi.org/10.55902/WKEK3756

Venicris M. Alonsozana, Marnon L. Regis, and Domingo Q. Reblora

De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study investigates the implementation and evolving impact of the Student Engagement Program (SEP), a curricular initiative aligned with the United Nations’ Sustainable Development Goal on Quality Education, at De La Salle University–Dasmariñas (DLSU-D). Introduced in School Year (SY) 2019–2020, SEP was designed to monitor and motivate student participation in institutional clusters including mission, culture promotion, health and wellness, leadership, academic support, environment, and mandated engagements.  Using a comparative mixed-method design, the study analyzed student evaluations and focus group discussions from four colleges across SY 2019–2020 and SY 2022–2023. Early findings revealed mixed and skeptical perceptions, with many students viewing SEP as compliance rather than engagement. By SY 2022–2023, however, responses shifted toward strong consensus that SEP contributed positively to learning dynamics, leadership opportunities, and holistic development. Mandated and cultural activities were consistently ranked as easiest and most enjoyed while Arbor Day and mission activities remained difficult and least favored. Over time, organizational support and academic assistance gained importance, reflecting evolving student priorities.  Synthesizing these results, the study concludes that SEP matured into a meaningful subject fostering holistic student growth while also exposing clusters that require redesign. Recommendations emphasize adapting activities to student needs, leveraging popular clusters to encourage participation in less favored ones, and rebranding wellness and environmental initiatives. A visual program enhancement framework is proposed to guide Higher Education Institutions in balancing administrative mandates with organic student buy-in, ensuring sustainability and relevance in future implementations.

Keywords: Experiential Learning, Holistic Development, Lasallian Core Values, Quality Education, Student Engagement Program

Cite this Article:

Alonsozana, V.M., Regis, M.L. & Reblora, D.Q. (2026). Comparative Analysis of Student Evaluation in the Student Engagement Program Towards an Institutional Program Enhancement. Academia Lasalliana Journal of Education and Humanities, 7(2), 117-127. https://doi.org/10.55902/WKEK3756

Psychological Resilience as a Moderator in the Relationship Between Work Stress and Job-related Affective Well-Being Among Filipino International Working Students

https://doi.org/10.55902/MHRY7821

Charmaine Paz Eroles

De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study examined the links between work stress, psychological resilience, and job-related affective well-being among international working students from the Philippines in a Western country. A quantitative cross-sectional approach was used based on stress and resilience theories among international working students from the Philippines. The findings of this study revealed that higher levels of work stress were significantly associated with decreased job-related affective well-being, while psychological resilience was positively associated with enhanced job-related affective well-being. On the other hand, it was found that psychological resilience did not significantly moderate the relationship between work stress and job-related affective well-being. This study contributes to the psychology of Filipinos by identifying that, while resilience acts as an essential personal resource for individuals, its capacity to buffer the emotional consequences of work-related stress may be constrained within highly demanding work–study environments.

Keywords: psychological resilience, work stress, affective well-being, Filipino international students, working students

Cite this Article:

Eroles, C.P. (2026). Psychological Resilience as a Moderator in the Relationship Between Work Stress and Job-related Affective Well-Being Among Filipino International Working Students. Academia Lasalliana Journal of Education and Humanities, 7(2), 129-135. https://doi.org/10.55902/MHRY7821

Posters that Speak: Decoding the Multimodal Language of Disease Prevention in ASEAN

https://doi.org/10.55902/RDAM8387

Katrina B. Reyes-Simon and Constantino T. Ballena

De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study investigates the semiotic modes used in ASEAN disease prevention posters. The primary objective is to analyze how structural, linguistic, and visual elements in these posters communicate preventive messages. Thirty-five posters were purposively selected and analyzed through a qualitative multimodal discourse analysis framework. The analysis revealed four key themes: structural organization, linguistic expression, visual expression, and the interplay between visual and verbal semiotic modes. The posters comprise five essential elements: Emblem, Announcement, Enhancer, Lead, and Visit Information, with Announcement and Lead being obligatory. Linguistically, material processes dominate, emphasizing disease prevention actions. Visually, the posters utilize conceptual symbols and narrative actions to convey complex ideas. By integrating visual and verbal elements, the study enhances message clarity and engagement. The study introduces the “Discourse of Prevention from a Multimodal Perspective” and “Multimodal Discourse Analysis Using Qualitative Data Analysis” frameworks, which serve as robust tools for future research in multimodal communication.

Keywords: multimodal discourse analysis, discourse of prevention, disease prevention, health communication, ASEAN

Cite this Article:

Reyes-Simon, K.B. & Ballena, C.T. (2026). Posters that Speak: Decoding the Multimodal Language of Disease Prevention in ASEAN. Academia Lasalliana Journal of Education and Humanities, 7(2), 137-154. https://doi.org/10.55902/RDAM8387

Post-Anthropocentric Strategic Leadership in Global South Higher Education: Towards Climate-Responsive Institutional Change

https://doi.org/10.55902/ZNGZ9488

Jessica Murray, Tennyson Mgutshini, and Amile Mavundla

University of South Africa, Pretoria, 0002, South Africa

ABSTRACT

Various academic disciplines have incorporated environmental concerns and responses to climate change into their scholarly interventions. These bodies of scholarship include those focusing on strategic leadership studies, the Global South higher education landscape, and climate change education. These academic endeavours have yielded valuable contributions to contemporary understandings of the urgency of the climate crisis, and the capacity of different disciplines to engage with the crisis. This conceptual article offers an innovative approach by placing these bodies of scholarship into generative dialogue with each other and providing a critical analysis of the emerging insights through a theoretical rubric of postanthropocentrism. The article focuses on what this analysis reveals about the potential of university strategic leaders to leverage their positions within academic spaces to effect substantive institutional change. This makes a meaningful contribution to knowledge in the field as Global South universities are uniquely positioned to focus on the development of radically innovative solutions that speak directly to the needs of the societies within which our universities are located. Our university strategic leaders serve as the custodians of these institutional visions, missions, and academic projects and, as such, they are potentially powerful agents of change and innovation that can serve our planet rather than merely perpetuating the harm that is being done. By synthesising salient findings from the relevant bodies of scholarship and exploring the points of cross-fertilisation, intersection and overlap from a post-anthropocentric vantage point, the article concludes with practical recommendations for university strategic leaders to drive the type of radical, institutional-level change that is called for by the climate crisis.

Keywords: climate change, climate change education, Global South Higher Education, institutional change, postanthropocentrism, strategic leadership, university leaders

Cite this Article:

Murray, J., Mgutshini, T., & Mavundla, A. (2026). Post-Anthropocentric Strategic Leadership in Global South Higher Education: Towards Climate-Responsive Institutional Change. Academia Lasalliana Journal of Education and Humanities, 7(2), 155-165. https://doi.org/10.55902/ZNGZ9488

Military Burnout, Psychological Well-Being, and Resilience of Military Personnel

https://doi.org/10.55902/VIHP2843

Cherub Angenique Encabo  

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

Cavite State University- Imus Campus, City of Imus, Cavite, Philippines

ABSTRACT

This study explores burnout, resilience, and psychological well-being among selected Scout Rangers in the Philippines. Soldiers completed surveys measuring these constructs. Results revealed evidence of burnout, with emotional exhaustion being the least prevalent dimension. Soldiers reported moderate levels of resilience and psychological well-being. Interestingly, a weak positive correlation emerged between burnout and resilience, suggesting that soldiers experiencing burnout might misinterpret coping mechanisms as signs of perseverance due to the cultural emphasis on toughness within the military.  The expected negative correlation between burnout and well-being was found, but it was weak. Resilience did not significantly mediate this relationship. These findings suggest that while selected Scout Rangers experience burnout and its negative impact on well-being, they also exhibit a moderate level of resilience. The weak positive correlation between burnout and resilience warrants further investigation into the cultural context of the military and how it may influence the perception of burnout symptoms.

Keywords: Burnout, Resilience, Psychological Well-being, Military, Filipino Soldiers

Cite this Article:

Encabo, C.A. (2026). Military Burnout, Psychological Well-Being, and Resilience of Military Personnel. Academia Lasalliana Journal of Education and Humanities, 7(2), 167-187. https://doi.org/10.55902/VIHP2843

Pathways to Leadership: Strategies and Support Mechanisms for Female Principals in Rural Limpopo, South Africa

https://doi.org/10.55902/ADWF2489

Ravele Ngwedzeni Michael and Zvisinei Moyo

University of Johannesburg, Johannesburg, South Africa

ABSTRACT

Despite policy commitments to gender equity in education, women in rural South African schools continue to face significant barriers to accessing and advancing in leadership positions. This study explored the lived leadership experiences of female principals in rural primary schools and examined the strategies they employ to navigate leadership challenges and advance within their school contexts. Using a qualitative research design, the study purposively selected 18 female principals from rural primary schools who participated in semi-structured interviews, with the data analysed thematically. The findings identified five interrelated strategies that support women’s leadership development and effectiveness in rural schools. Participants emphasised the importance of personal resilience and self-confidence in overcoming gendered stereotypes and leadership-related barriers. Peer mentorship and coaching emerged as valuable sources of professional guidance, emotional support, and collaborative problem-solving. Leadership development programmes tailored to women leaders enhanced leadership knowledge and skills, although access to such opportunities remained uneven in rural areas. Participants also employed strategic advocacy and role modelling to challenge patriarchal norms and encourage other women to pursue leadership positions. Furthermore, partnerships with non-governmental organisations and civil society organisations were identified as important sources of empowerment, resources, and professional growth. The study contributes to the limited body of research on rural women’s educational leadership in South Africa by highlighting context-specific strategies that facilitate leadership advancement. It recommends targeted leadership development initiatives, policy reforms, and strengthened community partnerships to promote gender-equitable leadership pathways in rural schools.

Keywords: female principals, educational leadership, gender equity, rural schools, empowerment strategies, South African schools

Cite this Article:

Ravale, N.M. & Moyo, Z. (2026). Pathways to Leadership: Strategies and Support Mechanisms for Female Principals in Rural Limpopo, South Africa. Academia Lasalliana Journal of Education and Humanities, 7(2), 189-205. https://doi.org/10.55902/ADWF2489

Faculty Perceptions of Turnitin as a Plagiarism Detection Service in a Philippine University: A COWS Framework Analysis

https://doi.org/10.55902/NARQ2400

Roda Sanares, Gladiolus Gatdula, Jose Aims Rocina, and Maria Gloria Del Rosario

De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study investigates faculty perceptions regarding the effectiveness of Turnitin as a Plagiarism Detection Service (PDS) at De La Salle University–Dasmariñas (DLSU-D). It maps out pedagogical and technical operational aspects to determine how the software influences the promotion of academic integrity. Employing a qualitative research design, the study utilizes the Challenges, Opportunities, Weaknesses, and Strengths (COWS) analytical framework. Semistructured virtual interviews were conducted with 16 purposively selected faculty members across eight colleges. The data were evaluated using Braun and Clarke’s (2006) framework for thematic analysis. The thematic analysis revealed a detection-education paradox. While Turnitin functions effectively as an administrative deterrent and a formative “digital mentor” for self-correction, its diagnostic efficacy is regularly impeded by institutional infrastructure deficits, localized connectivity problems, and persistent confusion regarding similarity indices versus actual plagiarism. Furthermore, an overreliance on percentage thresholds fosters a punitive evaluation culture rather than a developmental writing environment. This research fills a localized literature gap within Southeast Asian higher education institutions by critically assessing PDS deployment through the COWS model. It moves beyond quantitative reductionism to offer a humanized, mentorship-driven operational paradigm for digital text authentication.

Keywords: Turnitin, Academic Integrity, COWS Framework, Mentorship, Plagiarism Detection Services

Cite this Article:

Sanares, R., Gatdula, G., Rocina, J.A., & Del Rosario, M.G. (2026). Faculty Perceptions of Turnitin as a Plagiarism Detection Service in a Philippine University: A COWS Framework Analysis. Academia Lasalliana Journal of Education and Humanities, 7(2), 207-217. https://doi.org/10.55902/NARQ2400

ACADEMIA LASALLIANA JOURNAL OF EDUCATION AND HUMANITIES

The Academia Lasalliana Journal of Education and Humanities (ALJEH), indexed in the Directory of Open Access Journals (DOAJ), CrossRef, and Andrew Gonzalez Philippine Citation Index, is a bi-annual peer-reviewed journal published by  De La Salle University – Dasmariñas through the University Research Office. It aims to offer a platform for the presentation of scientific knowledge pertaining to a myriad of subjects related to education and humanities. As a peer-reviewed academic journal, ALJEH is devoted to the publication of original papers and book reviews on the following areas: teaching and learning at all levels of education, education management, social science-related subjects, linguistics and humanities-related subjects. Some subjects that cuts across the disciplines of education and humanities are as follows: language, literature, psychology, history, philosophy, religion, visual and performing arts, communication studies, and cultural studies.

EDITORIAL BOARD

Editor-in-Chief

Jonathan V. Gochuico, PhD 

Associate Editor 

Henry L. Bernardo, EdD

Managing Editor 

Jaime Zeus C. Agustin

Members

Dr. Racquel Agustin (Cavite State University – Indang, Cavite)

Dr. Myra Almodiel (University of the Philippines – Open University, Los Banos, Laguna Philippines)

Dr. Carlos Sena Caires (University of Saint Joseph, Macao)

Dr. Manuel G. Camarse, PhD, LPT, RGC (De La Salle University- Dasmariñas)

Dr. Rath Chombhuphan (Rajamangala University of Technology Thanyaburi Thailand)

Dr. Christine Diaz (Ateneo De Davao University, Davao, Philippines)

Dr. Haibin Ding (Liaocheng University, China)

Dr. Vaberlie M. Garcia (Batangas State University, Batangas, Philippines)

Dr. María Trinidad Labajo González (De La Salle -Mexico)

Dr. Bettina Joyce Ilagan (Cavite State Univeristy - Indang, Cavite)

Dr. Patnaree Jantraphirom (Rajamangala University of Technology Thanyaburi Thailand)

Dr. Rodney Jubilado (University of Hawaii, Hilo, Hawaii)

Dr. Oliva Legaspi (De La Salle University- Dasmariñas)

Dr. Rey Manalo (San Beda College – Alabang, Philippines)

Dr. Evelyn Obo (De La Salle University- Dasmariñas, Cavite, Philippines)

Dr. Jeannie Perez (De La Salle University- Dasmariñas, Cavite, Philippines)

Dr. Ph?m Th? Ng?c Qu?nh (Hanoi National University of Education, Vietnam)

Dr. Andrew G. Recepcion (Pontificia Universita Greogriana, Rome)

Dr. Isabel Tchiang (University of Saint Joseph, Macao)

Dr. Wanitcha Sittipon (Rajamangala University of Technology Thanyaburi Thailand)

Dr. Safari Wa-Mbaleka (College of Arts and Sciences/Forbes Schoolf Business and Technology, The University of Arizona Global Campus)

Dr. Aiden Yeh (Wenzao Ursuline University of Language, Taiwan)

Dr. Mariano Thomas Ramirez  (De La Salle University- Dasmariñas, Cavite, Philippines)

Dr. Royce Salva (De La Salle University- Dasmariñas, Cavite, Philippines)

Dr. Eunice Barbara Novio (Vongchavalitkul University, Thailand)

Dr. Joven Makiling (University of Makati, Makati City, Philippines)

Dr. Felinore Angelica Valera (De La Salle University- Dasmariñas, Cavite, Philippines)

Dr. Bernard Feranil (Cavite State University – Don Severino Delas Alas Campus, Cavite, Philippines)

Dr. Constantino Ballena (De La Salle University- Dasmariñas, Cavite, Philippines)

Dr. Fanny Cuyos (De La Salle University- Dasmariñas, Cavite, Philippines)

Indexing