SLSU Library

NOW AVAILABLE | OPEN-DOOR POLICY FOR STUDENTS

The Office of the University President officially launches the Open-Door Policy for Students, providing a safe, accessible, and transparent avenue for students to raise concerns, share feedback, and seek assistance from the University Administration.

“Tuloy kayo, Yuyans… bukas ang pinto para sa inyo.”

To know more, please visit the website below to read the full policy and select your preferred mode of access by completing the Open-Door Policy Access Form.

Open-Door Policy website: tinyurl.com/Open-Door-Policy-SLSU

Together, let us continue fostering a culture of openness, accountability, and student-centered leadership at SLSU.

—
📌 Source: Office of the President

𝗡𝗘𝗪 𝗔𝗥𝗧𝗜𝗖𝗟𝗘 𝗣𝗨𝗕𝗟𝗜𝗦𝗛𝗘𝗗
Leveraging Mental Health Care Through Artificial Intelligence

𝗠𝗮𝗿𝗶𝘀𝘀𝗮 𝗖. 𝗘𝘀𝗽𝗲𝗿𝗮𝗹
OVP-Research, Extension, Production, Development, and Innovation/ College of Arts and Sciences, Southern Luzon State University, Lucban, Quezon, Philippines

Published by: TPM – Testing, Psychometrics, Methodology in Applied Psychology
Indexing: Scopus

𝗔𝗯𝘀𝘁𝗿𝗮𝗰𝘁
This study assessed the impact of AI-assisted mental health care on adults experiencing symptoms of anxiety and depression. It tested the hypothesis that there is no significant effect of AI-assisted mental health care on the symptoms experienced by the selected clients. A mixed-method combined surveys, pre-test-post-test analysis, and brief interviews to collect data. A total of 97 adults experiencing symptoms of anxiety and depression voluntarily signed up and availed of the AI-assisted mental health care. Google Forms questionnaires were used to assess the impact of the services, while pre-test and post-test results from GADT and BD-II served as primary data, analyzed using percentage, weighted mean, and t-test for dependent means. Findings showed that AI-assisted mental health care has a significant positive effect on the psychological well-being of adults experiencing anxiety and depression. Collaboration with government and non-government agencies is recommended for the broader implementation of AI-assisted mental health care for other individuals in need.

Access the article here: https://tinyurl.com/mwzht4ht


SDG 3: Good Health and Well-Being
Addresses mental health care, showing that AI-assisted interventions significantly improve psychological well-being for adults with anxiety and depression.

SDG 9: Industry, Innovation, and Infrastructure
Highlights the role of AI technology in advancing healthcare delivery.

𝗡𝗘𝗪 𝗔𝗥𝗧𝗜𝗖𝗟𝗘 𝗣𝗨𝗕𝗟𝗜𝗦𝗛𝗘𝗗
Exploring Data-Driven Learning Integration in ESL Grammar Teaching: Insights from Learners and Teachers in the Global South

𝗙𝗲𝗿𝗱𝗶𝗻𝗮𝗻𝗱 𝗟𝘂𝗻𝗲𝘁𝗮 𝗥𝗲𝗹𝗹𝗼𝗿𝗼𝘀𝗮
Southern Luzon State University-Tiaong Campus and Ateneo De Manila University, Tiaong, Quezon, the Philippines, and Quezon City, the Philippines

Published by: International Journal of Learning, Teaching and Educational Research
Indexing: Scopus Q3

𝗔𝗯𝘀𝘁𝗿𝗮𝗰𝘁
Although Data-Driven Learning (DDL, thereafter) has demonstrated considerable pedagogical advancement since its inception in the early 1990s, its integration into ESL classrooms remains sporadic, particularly in Global South contexts. Despite its growing traction in ELT research and practice, DDL remains underutilized in Philippine secondary ESL classrooms. This study aims to address this gap by examining the efficacy and practical feasibility of DDL in teaching modal verbs to Filipino secondary learners. Employing a quasi-experimental, pretest-posttest design, two instructional groups were compared: one that followed conventional pedagogical methods and the other that utilized a DDL approach. Independent t-tests revealed significantly superior performance among learners exposed to DDL instruction, underscoring its pedagogical value. To enrich the findings, focus group discussions were conducted with five English teachers and five learner participants from the experimental group. Responses indicated generally favorable perceptions, highlighting increased learner engagement and autonomy. Nevertheless, concerns were raised regarding technological accessibility and the inadequacy of teacher training, echoing issues scarcely addressed in the current literature. Using the lens of critical realism, the study interpreted not only surface-level outcomes but also the deeper mechanisms and structural conditions that shape the success or limitations of DDL in the Philippine context. Hence, findings suggest that while DDL offers a compelling alternative to traditional methodologies, its successful implementation in the Philippine context necessitates sustained investment in teachers guided by existing structural and cultural realities. This study contributes to the expanding discourse on DDL and signals new avenues for research and instructional innovation in underrepresented educational contexts.

Access the article here: https://tinyurl.com/yyp8c3bh


SDG 4: Quality Education
Addresses improving teaching methodologies to enhance learning outcomes, learner engagement, and autonomy in ESL classrooms.

SDG 9: Industry, Innovation, and Infrastructure
Highlights the role of innovation in education, while also pointing out infrastructure challenges like technological accessibility.

SDG 10: Reduce Inequalities
Focusing on underrepresented contexts in the Global South (Philippines), your research promotes equitable access to innovative pedagogical practices, reducing educational disparities.

SDG 17: Partnerships for the Goals
Emphasizes the need for sustained investment in teacher training and collaboration among stakeholders to successfully implement DDL in local contexts.