<div><p><em><span>In order to create an effective school culture that promotes improved learning for all students, schools must first verify the level of knowledge on the set of core values the university that will function as explicit foundational commitment to students and the community. Once the school has established the students’ level of knowledge on its core values, it can step forward  to ensure that these can be actively reflected in the culture of the school and curriculum, instruction, and assessment practices in every function of a university. This descriptive study ascertained the level of students’ knowledge on the core values of Service, Harmony and Excellence. Slovin formula was utilized in the determination of respondents. The result clearly revealed that students regardless of course, sex and year level were extremely knowledgeable of the university core values, however mean scores were ranked to further explain the result of the study. Recommendations were made based on the findings of the study.</span></em></p></div>

<div><p><em>Seeing on the light that </em><em>millions of the world’s population were at risk of important nutrients, thus, this experimental study was made to consider the important nutrients through food fortification of soursop as tart filling and being enriched with jute leaves. There were three (3) treatments done in this study and these were (5g, 10g and 15 g of jute leaves) on soursop tart filling. Respondents of the study who served as evaluators were the 60 BSHRST students who were randomly selected and 12 core teachers teaching in the School of Hotel and Restaurant Services Technology. The product was evaluated in terms of appearance, aroma, taste, texture and general acceptability. Utilizing the above criteria the result between students and teachers seems to vary. It vividly proved that students preferred treatment B (10g) while teachers preferred treatment A (5g). Based on the </em>findings, the conclusions and recommendations have been drawn to address the research gaps in the study.</p></div>

<em>The motivation of this study is derived from the presumption or belief that pre-service teachers are somehow guided by certain philosophies as they enhance their pedagogical skills before practicing their profession.  This study aimed to find out the prevailing educational philosophies of pre-service teachers when taken as a whole and when classified according to course, sex, and grade point average (GPA). The respondents of the study were the 67 education students of the West Visayas State Univesity-Janiuay Campus who were chosen through stratified sampling.  Data were gathered with the aid of a self-made philosophic inventory checklist which was validated by experts and pilot- tested.  It utilized the descriptive design to collect, analyze and classify data on the prevailing educational philosophies of pre-service teachers.  Results showed that pre-service teachers were likely to accept existentialism and progressivism as educational philosophies when taken as a whole and when classified according to course, sex and GPA.  With the use of Mann-Whitney test, inferential statistics showed that there was no significant difference in the prevailing educational philosophies of pre-service teachers when classified according to course, sex and GPA.</em>

<div><p><em>The transition from the traditional education system to the global system made some changes in the teachers’ educational philosophies. The teacher is a mentor, director, and educational leader in the educational process. A successful teacher is the one who is able to organize the work and classroom life, thus, teachers are somehow guided by certain philosophies as they enhance their pedagogical skills before practicing their profession.  This study aimed to find out the prevailing educational philosophies of teachers when taken as a whole and when classified according tosex, age and area of specialization. The respondents of the study were the 62 regularcollege faculty of the West Visayas State University-Janiuay Campus who were chosen through total enumeration.Data were gathered with the aid of a self-made philosophic inventory checklist which was validated by experts and pilot- tested. </em><em>It utilized the descriptive design to collect, analyze and classify data on the prevailing educational philosophies of pre-service teachers.  Results showed that college facultywere likely to accept reconstructionism, behaviorism and progressivism as educational philosophies when taken as a whole and when classified according to sex, age and area of specializations. Conclusions and recommendations have been drawn at the end of this study.</em></p></div>

<div><p><em>Students’ involvement and sociability in campus activities provide college students with ample opportunities to have a greater magnitude of student-to-student interactions. As such, they are more likely to perceive their educational experiences as having high quality compared to those of non- participants. This descriptive study utilized a sample of 300 students of WVSU-Janiuay Campus who were chosen through stratified purposive sampling. The results indicated that students often participated in campus activities.  As to extent of involvement students are always involved in campus activities. The levels of sociability are very high as answered.  As to campus activities that they participated in and levels of sociability significant difference existed while no significant differences existed in student’s involvement in campus activities. There was a positive and significant relationship among campus activities that students participated in, extent of students’ involvement and levels of sociability. Implications and recommendations for future research were discussed.</em></p></div>