The overwhelming number of surrenderers accentuated the urgent need to develop and implement drug treatment programs. Comparatively, Health Secretary, Dr. Paulyn Ubial, highlighted that the increasing number of drug surrenderers in the country demonstrates that it is a public health emergency (Rappler, 2016). However, because drug treatments are costly and generally inaccessible to the poor, the UNODC (2014) suggested the necessary provision of community-based drug recovery support. This involves providing holistic care in the form of preventive education, health promotion, screening, treatment and rehabilitation services, primary health services, basic support, education, skills training, and livelihood opportunities in communities (UNODC, 2014). The framework for the community-based drug recovery support was advanced by the Department of Health and the first

Vision, mission, goals, and objectives (VMGOs) function as the foundation of an educational institution. The Accrediting Agency for Chartered Colleges and Universities in the Philippines (AACCUP) underscored that an educational institution is assessed according to the degree how its VMGOs are achieved, but not in comparison with others. This descriptive research utilized the survey method to determine the levels of awareness and acceptability of the Vision, Mission, Goals and Objectives of Carlos Hilado Memorial State College in the Academic Year 2021-2022 among the stakeholders. 385 students, administrators, faculty, staff, parents, and alumni, who were selected using the random sampling technique answered the researcher-made instrument. For analysis, data were summarized primarily using mean and standard deviation. The results show the following: (a) The alumni, faculty, staff, and Bachelor of Arts in Social Science students indicated a “High” level of awareness of the Vision of the institution, while the English Language students, and the administrators indicated a “Very High” level of awareness; (b) All the groups indicated a “High” level of awareness of the Mission of the institution and of the Goal of the College of Arts and Sciences; (c) All stakeholders indicated a “High” level of awareness of the Bachelor of Arts in Social Science program objectives, a “High” level of awareness of the Bachelor of Arts in English Language program objectives except for students who indicated a “Very High” level of awareness, and a “High” level of awareness of the Bachelor of Science in Psychology program objectives except for the staff who indicated an “Average” level of awareness. The results also revealed the following: (a) All stakeholders indicated a “Very High” acceptability of the Vision of the institution except for the alumni and Social Science students who indicated a “High” level. (b) All groups indicated a “Very High” level of acceptability of the Mission of the institution and of the Goal of the College of Arts and Sciences except for the alumni and Psychology students who displayed a “High” level of acceptability. (c) All stakeholders showed a “Very High” level of acceptability of the program objectives of the three degree programs except for the staff who indicated a “High” level of acceptability of the Bachelor of Arts in English Language and Bachelor of Social Science program objectives and for the alumni and staff who indicated a “High” level of acceptability of the Bachelor of Science in Psychology program objectives.

The ability to predict student performance creates opportunities to improve educational outcomes. Exploring the possibilities of measuring variables that could significantly influence the academic performance is fundamental to the realization of technological and scientific development, political, and socio-economic advancement, and success in life. This descriptive-relational study anchored on the Theory of Educational Productivity by Herbert Walberg utilized Multiple Regression Analyses to investigate the predictive ability of Adversity Quotient, Emotional Intelligence, and Personality on Academic Performance of Psychology students in a state college. Using convenience and quota sampling procedures, one hundred students (50 males and 50 females) were selected to participate in the study. Mean and standard deviation were used for descriptive analysis, Mann Whitney U test for comparative analysis, and Spearman Rho Correlation for relational analysis. Results revealed that collectively, the levels of Adversity Quotient, Emotional Intelligence, and Personality of the participants were “Average”, while their Academic Performance was “Superior”. No significant differences were noted among all the study variables regardless of their demographic characteristic. Emotional stability yielded a positive relationship with the academic performance of participants and predicted 51.8% of the increase in their academic performance. Moreover, empirical evidence suggests mentorship is effective in fostering the student's emotional stability.

The ability to predict student performance creates opportunities to improve educational outcomes. Exploring the possibilities of measuring variables that could significantly influence the academic performance is fundamental to the realization of technological and scientific development, political, and socio-economic advancement, and success in life. This descriptive-relational study anchored on the Theory of Educational Productivity by Herbert Walberg utilized Multiple Regression Analyses to investigate the predictive ability of Adversity Quotient, Emotional Intelligence, and Personality on Academic Performance of Psychology students in a state college. Using convenience and quota sampling procedures, one hundred students (50 males and 50 females) were selected to participate in the study. Mean and standard deviation were used for descriptive analysis, Mann Whitney U test for comparative analysis, and Spearman Rho Correlation for relational analysis. Results revealed that collectively, the levels of Adversity Quotient, Emotional Intelligence, and Personality of the participants were “Average”, while their Academic Performance was “Superior”. No significant differences were noted among all the study variables regardless of their demographic characteristic. Emotional stability yielded a positive relationship with the academic performance of participants and predicted 51.8% of the increase in their academic performance. Moreover, empirical evidence suggests mentorship is effective in fostering the student's emotional stability.

This true experimental research anchored on the Cattell-Horn-Caroll (CHC) theory utilized Randomized Two-Groups Design to examine the effect of working memory training on the fluid intelligence of high school students. Thirty-five students from a selected public high school in Negros Occidental were randomly selected and assigned using multi-stage sampling. In measuring the fluid intelligence, the Culture Fair Intelligence Test was administered as pretest instrument in establishing baseline data. Once baseline data have been established, the experimental group commenced with a working memory training called n-back task for four weeks with three sessions per week. After the intervention, both groups were retested using the same test, the CFIT. Data collected were collated and analyzed. A paired t-test on the experimental group revealed a significant gain between pretest and posttest results of the participants. Meanwhile, a paired t-test on the control group comparing their scores in the pretest and posttest do not yield a significant difference indicating a gain in fluid intelligence among the participants in the experimental group is brought about by the working memory training. In addition, considering the posttest results of the experimental and control group using an independent sample t-test a statistically significant difference in the scores can be found. Moreover, a relatively high effect size suggests an overall high effect of the intervention on the fluid intelligence of the participants. Finally, profile variables such as sex, academic performance and household monthly income are not considered to be predictors of gains in working memory training.