Keyword: students

ABSTRACT: Understanding mental health literacy is essential in equipping students with the knowledge and confidence to manage mental health concerns effectively. A structured survey-based approach was implemented to examine key dimensions of mental health literacy among secondary and post-secondary students in Bukidnon, Philippines. The study involved 3,397 legally aged students from secondary and post-secondary institutions, with most participants enrolled in undergraduate programs. Using validated measurement procedures, the findings confirm that mental health literacy is shaped by awareness of resources, help-seeking behavior, perceived stigma, self-efficacy in managing mental health, and cultural influences. Each dimension demonstrated stable measurement properties and meaningful relationships within the overall model. The developed questionnaire provides a reliable and multidimensional tool for assessing literacy patterns within academic settings. By identifying strengths and gaps across these domains, the instrument offers a structured basis for designing interventions that strengthen awareness, reduce stigma, promote help-seeking, and support student well-being within similar educational contexts.

ABSTRACT: The high cost of tuition and other educational resources makes it difficult for students in Nigeria to access postsecondary education, placing a financial strain on both the students and their parents. Due to difficulties brought by the high cost of tuition, the Nigerian government established the Student Loan Program to assist students who are unable to pay for tuition and other educational expenses. Despite the Nigerian government’s efforts, the country’s student loan approval and uptake rates are still shockingly low, which raises a number of concerns about the factors compromising the loans’ ability to effectively address educational disparities. This study, grounded on the Human Capital Theory employs a binary logistics regression to model the loan approval rate for Nigerian students enrolled in higher institutions. Data utilized in this study was sourced from the Nigeria Education Loan Fund (NELFUND) online database. This study found that under graduates and students with high Credit Information Bureau (India) Limited (CIBIL) score were more likely to get a student’s loan request approved than graduated students with low CIBIL scores. The study also revealed that the students’ income per annum, loan amount and bank asset value had a positive and insignificant influence on students’ loan approval. Recommendation from the study’s findings was that NELFUND should take into account the knowledge gathered to improve their loan approval procedure by concentrating on the applicant’s credit score and modifying the educational status requirements to attain a more precise and equitable loan distribution.

ABSTRACT: The study examined how applying mathematical concepts to real-life situations and using mathematical history as teaching strategies affect students’ performance in mathematics. It also investigated the impact of students’ perceptions and teaching and learning materials on these relationships. This study is important because it offers insights into how context-based and historically grounded teaching methods can enhance mathematics achievement, informing more effective and culturally relevant instructional practices. Conducted with a cross-sectional survey design, the study used a structured questionnaire to collect data from 579 secondary school students across six schools in the Kwabre East district, Ashanti Region, Ghana. Data analysis was performed using structural equation modeling in Amos (v.23) software. Results indicated that applying mathematical concepts to real-life situations positively and significantly influenced students’ performance. Incorporating the history of mathematics did not directly impact performance but was fully mediated by students’ perceptions. Additionally, students’ perceptions partially mediated the link between real-life application and performance. The use of teaching and learning materials moderated both the relationship between real-life application and students’ perceptions and the relationship between history of mathematics and students’ perceptions.