INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 50

Exploring College Students' Awareness and Responses to Violence

Against Women (VAW) in the Context of a Philippine University: A

Basis for a Tiered Action Plan on Education and Prevention

Dr. Annaliza C. Tibayde

Professor, West Visayas State University-Himamaylan City Campus Himamaylan City, Negros Island

Region

DOI: https://dx.doi.org/10.51244/IJRSI.2025.121000007

Received: 06 October 2025; Accepted: 12 October 2025; Published: 27 October 2025

ABSTRACT

This quantitative study examines college students' awareness and responses to Violence Against Women

(VAW) at a Philippine State University, involving 209 students from the Education, Hospitality Management,

and Information Technology programs. Using a structured questionnaire and SPSS analysis, the study reveals

high awareness of VAW, but significant differences across gender and academic disciplines. Male students

showed greater awareness of VAW's effects, challenging gendered assumptions. The study found a strong

positive correlation (r = .82**) between perceived campaign effectiveness and overall awareness, highlighting

the pivotal role of institutional advocacy. Based on these findings, the study recommends adopting a Tiered

Action Plan for VAW Education and Prevention, focusing on leveraging male awareness, addressing program-

specific curricular gaps, and institutionalizing continuous education and advocacy. This plan aims to transform

awareness into proactive institutional and individual actions, fostering a gender-sensitive academic

environment.

Keywords: Violence Against Women (VAW), Gender Differences, Institutional Advocacy, Tiered Action

Plan, Education and Prevention

INTRODUCTION

Violence Against Women (VAW) constitutes a pervasive global human rights violation, affecting millions of

women across diverse cultures.

It is formally defined as any act of gender-based violence resulting in physical,

sexual, psychological, or economic harm, manifesting through forms such as domestic violence, sexual assault,

and emotional abuse.

Internationally recognized bodies, including the World Health Organization (WHO) and

United Nations Women, consistently highlight the staggering prevalence of VAW.

In the Philippines, the issue is particularly critical. Despite the country often being recognized for its relatively

progressive stance on gender equality within the Western Pacific region, the socio-cultural landscape continues

to lag, creating systemic barriers for victims. National data indicates that approximately one in four Filipino

women has experienced gender-based violence.

Compounding the prevalence is the severe problem of

underreporting, often driven by profound social stigma, a lack of comprehensive awareness, and institutional

barriers that prevent victims from safely seeking assistance.

This environment is further complicated by deep-

seated patriarchal norms that emphasize male dominance and often foster a culture of victim-blaming, which

critically inhibits help-seeking behavior among 41% of victims.

Educational institutions, particularly universities, hold a critical role as agents of social change, uniquely

positioned to shape the attitudes and behaviors of young adults. Addressing VAW within the higher education

sector is not only a moral imperative but a critical strategy for effecting long-term, systemic societal change.

Philippine HEIs operate under stringent legal and policy mandates designed to address gender-based violence.

These institutions must comply with national legislation, including the Magna Carta of Women (RA 9710)

and the Safe Spaces Act, which directly address gender-based sexual harassment.

Furthermore, the

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 51

Commission on Higher Education (CHED) has promulgated specific Gender and Development (GAD)

mandates requiring HEIs to promote women's empowerment, ensure accessibility to opportunities and

services, and actively contribute to a society free of gender-based violence.

This research specifically addresses the existing gap between the national policies designed to combat VAW

and the institutional effectiveness in fostering deep understanding among college students. The study seeks to

determine the extent of student awareness and their response mechanisms, specifically examining how

awareness levels are influenced by variables such as gender and academic discipline, in order to inform the

development of targeted, gender-responsive educational programs.

The findings are designed to provide

valuable insights for university policymakers and educators seeking to improve gender-based violence

prevention efforts, particularly within the context of a state university in a region (Western Visayas) that has

historically posted high numbers of reported VAW cases.

METHODOLOGY

The study employed a descriptive-correlational quantitative research design. The descriptive component aimed

to accurately assess the current state of VAW awareness and responses among the student body. The

correlational component was crucial for exploring the relationships and associations between demographic

variables—specifically gender and academic program—and the identified dimensions of VAW awareness.

The participants consisted of 209 college students enrolled at a Philippine state university. Purposive sampling

was utilized to ensure representation across distinct academic programs: the Education Program, the

Hospitality Management Program (HM), and the Information Technology Program (IT). This selection

allowed the researchers to capture the diversity of perspectives and test for discipline-specific variances in

awareness.

The primary research instrument was a structured and validated questionnaire designed to assess student

awareness across six critical dimensions:

Knowledge of VAW Forms (AT)

Understanding of the Root Causes of VAW (BT)

Awareness of the Effects of VAW (CT)

Impact of students’ actions in responding to VAW, denoted as HIV/AIDS Action (DT)

Influence of Societal and Cultural Beliefs on VAW (ET)

Perceived Effectiveness of Institutional Campaigns (GT)

Data analysis relied on the Statistical Package for the Social Sciences (SPSS), employing descriptive statistics

for summaries and inferential statistics, specifically Independent Samples -tests, Analysis of Variance

(ANOVA), and Pearson correlation to identify significant differences and relationships between the variables.

Theoretical Framework

To adequately interpret the complex and sometimes contradictory findings regarding student awareness, two

robust theoretical frameworks were utilized: the Ecological Systems Theory (EST) and Social Cognitive

Theory (SCT). These frameworks provide the necessary structure to explain why awareness varies by

discipline, why gender differences are nuanced, and how institutional interventions can successfully translate

knowledge into behavior change.

The Ecological Systems Theory (EST)

The Ecological Systems Theory (EST), developed by Urie Bronfenbrenner and applied extensively to violence

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 52

prevention by researchers like Lori Heise, conceptualizes violence not as a singular issue but as a multifaceted

phenomenon. It posits that violence is grounded in the interplay of personal, situational, and sociocultural

factors across multiple nested levels of influence. Adopting this framework, allows for a structured analysis of

the variables contributing to VAW awareness within the HEI context.

Levels of Ecological Analysis:

Ontogenic/Individual Level: This level encompasses personal characteristics, including the student’s

knowledge, attitudes, skills, and history of exposure. This maps directly to the study's dimensions of

Knowledge of VAW (AT), understanding of the Effects (CT), and comprehension of Root Causes (BT).

Microsystem/Relational Level: This level involves immediate social relationships and behaviors. The study’s

dimension concerning the student’s HIV/AIDS Action (DT), broadly encompassing proactive responses to

VAW, aligns with this level, focusing on individual actions within peer or dating relationships.

Exosystem/Institutional Level: This level relates to the external systems that influence the student,

specifically the university itself, including its policies, curriculum structure, and prevention initiatives. The

variable measuring the perceived effectiveness of Campaign Impact (GT) operates centrally at this level, as it

assesses the influence of the institution’s formal advocacy efforts.

Macrosystem/Societal-Cultural Level: This represents the overarching cultural norms, values, national laws

(like the Magna Carta of Women), and patriarchal ideologies that shape gender roles.

The study’s variable on

Cultural Beliefs (ET) is the direct measure of influence at this deepest, most resistant level.

The application of EST is critical for understanding the limitations of institutional efforts. The data indicates

that the influence of the Exosystem (Campaign Impact) showed a notably weak correlation with the student’s

adherence to Cultural Beliefs (Macrosystem).

This pattern suggests that while institutional campaigns are

highly effective at enhancing individual knowledge (Ontogenic level), they struggle to immediately dismantle

or shift deep-seated, historically entrenched societal norms. Therefore, interventions aiming for true cultural

change must be sustained and long-term (Tier 3), as they seek to shift the Macrosystem over time, not just the

individual’s knowledge base.

Social Cognitive Theory (SCT)

Bandura's Social Cognitive Theory (SCT) provides the necessary framework to explain the mechanisms

through which awareness translates into proactive behavior change, making it particularly useful for designing

preventive interventions. SCT emphasizes the reciprocal interaction between behavior, environment, and

personal factors, focusing on three key constructs relevant to VAW prevention: self-efficacy, observational

learning, and outcome expectations.

The highly significant correlation between the perceived effectiveness of institutional campaigns and overall

awareness is powerfully validated by SCT's principle of Observational Learning. When the university, as a

formal, authoritative environment, actively and visibly models advocacy against VAW—through continuous,

well-designed campaigns students learn and internalize the importance and feasibility of responsive behavior.

This visible institutional commitment serves as a powerful role model, driving high levels of student

awareness.

SCT is also essential for interpreting the nuanced findings regarding gender. The study found that male

students exhibited statistically higher awareness regarding the Effects of VAW.

This finding can be understood

through the lens of Self-Efficacy. If male students are adequately educated and exposed to positive role

models, they may develop a strong belief in their own capability (self-efficacy) to recognize the severe harm

(the Effects) of VAW and to advocate against it. This reframes the intervention strategy: rather than focusing

solely on increasing baseline knowledge, which is already high for both genders, the focus shifts to leveraging

this existing self-efficacy to transform male students into active allies, justifying the need for targeted, gender-

specific workshops.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 53

Review of Related Literature

This literature review explores the existing body of research related to Violence Against Women (VAW), with

a particular focus on the awareness and responses of college students in the context of Philippine universities.

It examines the effectiveness of institutional campaigns, the integration of gender sensitivity in academic

curricula, and the legal frameworks that aim to address gender-based violence. Additionally, this review

highlights recent data and surveys on the prevalence of VAW, shedding light on both the challenges and

progress made in combating gender-based violence in educational settings and the broader Philippine context.

Recent Data on College Students' Awareness and the National Landscape of Violence Against Women

(VAW)

Recent surveys and studies highlight both the growing awareness and persistent gaps in knowledge regarding

Violence Against Women (VAW) in Philippine universities. A 2023 study at Ifugao State University (IFSU)

found that while students were aware of physical violence, their understanding of sexual, psychological, and

socioeconomic violence was less comprehensive. Demographic differences, such as age and sex, were also

found to influence students’ awareness of VAW, indicating the need for more tailored educational strategies

Similarly, a 2023 study on criminology students’ awareness of the Anti-Violence Against Women and

Children (VAWC) Law revealed gaps in understanding key aspects of the law, suggesting the importance of

integrating such topics into criminology curricula. Moreover, a study on intimate partner violence (IPV)

awareness among college students revealed moderate understanding, with social media being a primary source

of information. However, the study emphasized the need for more structured, formal education to deepen

awareness about IPV and legal protections such as the Anti-Violence Against Women and Children Act (RA

9262).

On a national scale, data from the 2022 National Demographic and Health Survey (NDHS) show that 18% of

women aged 15-49 have experienced physical, sexual, or emotional violence by their current or most recent

partner, underscoring the continued prevalence of VAW in the country. The Philippine National Police (PNP)

reported 11,585 VAW cases in 2023, with over 8,000 falling under the Anti-VAWC Law, highlighting that

despite the existence of legal frameworks, the battle against VAW is ongoing. These statistics point to the need

for continuous efforts in VAW prevention and intervention, particularly in educational settings, to bridge the

gaps in awareness and ensure better support for victims.

Gender Mainstreaming and HEI Policy in the Philippines

The Philippine government has integrated gender mainstreaming into its policies, particularly in Higher

Education Institutions (HEIs), as part of its commitment to combat Violence Against Women (VAW). The

Gender and Development (GAD) mandate, which requires HEIs to implement programs promoting women's

empowerment and gender equality, continues to play a critical role in addressing VAW. The Safe Spaces Act,

passed in 2019, serves as a significant development in providing legal protection for women against gender-

based violence, including sexual harassment within public spaces and educational institutions. However, the

full implementation of these laws remains challenging. According to Garcia (2021), cultural factors,

particularly the patriarchal nature of Philippine society, continue to hinder women's active participation in

VAW prevention efforts, with some students still perceiving VAW as a private issue rather than a societal one.

This cultural resistance creates a gap in the full realization of gender-responsive policies in universities.

The Philippine Commission on Women (PCW) emphasizes the importance of involving both women and men

in the gender mainstreaming process, particularly in educational settings. This approach encourages a more

inclusive view on gender equality and fosters active participation across gender spectrums. Recent studies, like

De los Santos (2023), confirm the persistent barriers in the practical implementation of GAD programs, with

gaps in both understanding and compliance among educational institutions, which need further support to

develop and sustain impactful gender-based education.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 54

Academic Discipline, Curricula, and Awareness Gaps

In terms of student awareness, academic disciplines continue to shape the level of gender sensitivity across

HEIs. Recent research by Manalo et al. (2022) reveals that disciplines like Hospitality Management and Social

Work offer more substantial gender sensitivity training due to the service-oriented nature of these fields.

However, STEM programs, including Information Technology (IT) and Engineering, still exhibit significant

gaps in gender-related curricula. The findings align with previous research by Javier (2022), which emphasized

that the absence of gender studies in technical and vocational education exacerbates the gender awareness

deficit in future professionals from these fields.

The lack of emphasis on gender-sensitive content in curricula for disciplines such as IT and Education reflects

the need for more targeted intervention strategies. For example, Cyberbullying and Online Harassment are

pressing issues in the IT field, yet such topics are often omitted from the curriculum. As Gutierrez (2023)

pointed out, integrating gender-specific training in technical courses could bridge these gaps and better prepare

students to tackle modern forms of gender violence in digital spaces.

The Empiricism of Institutional Campaigns and Scaffolding

Institutional campaigns have shown substantial positive impacts on gender awareness in Philippine

universities. Agcaoili et al. (2023) observed that the sustained presence of campaigns, seminars, and

workshops within HEIs led to improved awareness among students, particularly regarding the causes and

impacts of VAW. However, their study also highlighted a tendency for awareness to plateau over time,

suggesting that campaigns should be continuous and integrated within the curriculum rather than being isolated

or sporadic.

In alignment with Ramos (2021), who found that year-level differences in awareness were insignificant, this

study reinforces the notion that a one-off or limited exposure to VAW education does not result in sustained

change. To cultivate deeper and more nuanced understanding, it is necessary to embed VAW-related content

throughout the entirety of the student’s academic journey. In De Guzman’s (2022) study, it was emphasized

that the layering of gender-related topics across subjects, from introductory to advanced courses, ensured that

the students developed a more comprehensive and critical perspective on VAW.

Moreover, the evaluation of university campaigns by Santos (2023) found that campaigns targeted at

behavioral change and conflict resolution were more successful when evaluated through a participatory

approach, which involved students in the design and delivery of the campaigns. This participatory model not

only enhances engagement but also empowers students to take ownership of the issue, resulting in more

impactful and sustainable outcomes.

This literature review explores the awareness and responses to Violence Against Women (VAW) in Philippine

universities, focusing on the effectiveness of institutional campaigns, curriculum integration, and legal

frameworks like the Safe Spaces Act and the Anti-Violence Against Women and Children Act (RA 9262).

While policies and campaigns have made progress, challenges persist due to cultural resistance and uneven

integration of gender-sensitive content across disciplines. Studies show that students' awareness of VAW

varies, with those in fields like Hospitality Management showing more sensitivity compared to those in

technical courses. The review emphasizes the need for continuous, culturally sensitive education and

curriculum reforms that integrate VAW awareness throughout academic programs to foster lasting change in

students' attitudes and responses to gender-based violence.

RESULTS

The following section provides a detailed analysis of the inferential statistics utilized (t-tests, ANOVA, and

Pearson correlations), translating the quantitative data into contextualized interpretations necessary for policy

formulation.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 55

Gender Differences in VAW Awareness (Independent Samples -Test)

The Independent Samples -Test was utilized to assess differences in awareness levels between male and

female students across the six dimensions of VAW awareness.

Table 1: Independent Samples -Test Results on VAW Awareness by Sex

Variable

Sex

Knowledge

of VAW

(AT)

Female

4.56

0.61

-1.59

207

.113

Male

4.67

0.41

Root

Causes

(BT)

Female

4.40

0.62

-1.83

207

.069

Male

4.56

0.52

Effects of

VAW

(CT)

Female

4.57

0.61

-2.01

207

.046*

Male

4.74

0.52

HIV/AIDS

Action

(DT)

Female

4.41

0.66

-1.65

207

.101

Male

4.57

0.59

Cultural

Beliefs

(ET)

Female

4.12

0.76

-0.003

207

.998

Male

4.12

0.70

Campaign

Impact

(@GT)

Female

4.26

0.72

-0.96

207

.337

Male

4.72

3.58

Overall

Mean

Female

4.39

0.58

-1.66

207

.099

Male

4.56

0.72

The analysis demonstrates that there was only one statistically significant difference between male and female

students at the level.

Male students () exhibited a statistically significant higher awareness regarding the

Effects of VAW (CT) compared to female students (), yielding a -statistic of and a -value of .

Crucially, no significant differences were found for Knowledge of VAW Forms (AT) or Root Causes (BT).

The non-significant difference in Root Causes, which only marginally missed the significance threshold,

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 56

indicates that while awareness of the structural origins of VAW is nearly equal, it is not sufficiently deep or

actionable among the student body as a whole. The finding that male students are more adept at recognizing

the severity of the detrimental outcomes of VAW is contrary to traditional hypotheses and confirms the study’s

conclusion that engaging male students is essential, leveraging their existing capacity to recognize harm to

transform them into advocates.

Program Differences in VAW Awareness (ANOVA)

Analysis of Variance (ANOVA) was used to test the hypothesis that awareness levels differed significantly

based on the student's academic program (Education, Hospitality Management, or Information Technology).

Table 2: ANOVA Summary of VAW Awareness by Program

Variable

df (Between, Within)

Knowledge of VAW (AT)

1.64

(6, 202)

.139

Root Causes (BT)

3.44

(6, 202)

.003*

Effects of VAW (CT)

3.27

(6, 202)

.004*

HIV/AIDS Action (DT)

1.59

(6, 202)

.150

Cultural Beliefs (ET)

1.44

(6, 202)

.202

Campaign Impact (@GT)

6.69

(6, 202)

.000*

Overall Mean

5.51

(6, 202)

.000*

The ANOVA results confirm highly statistically significant differences across academic programs in four key

areas, all at. These areas are: Root Causes , Effects of VAW, Campaign Impact, and the Overall Mean

Awareness. The -statistic for Campaign Impact suggests this variable is the most divergent across programs.

Crucially, the variable Knowledge of VAW Forms (AT) showed no significant difference across programs.

This indicates that all academic disciplines successfully transmit baseline factual information regarding VAW

forms. However, the subsequent highly significant differences in Root Causes and Effects confirm that some

programs (specifically Hospitality Management ) are achieving a much deeper, critical, and structural

understanding of VAW, while others are failing to move beyond superficial knowledge dissemination. This

empirically substantiates the need for interdisciplinary curricular reform to ensure consistency in critical

analysis.

Correlational Analysis (Pearson )

Pearson correlation analysis was used to measure the mutual relationships between the six dimensions of

awareness and the Overall Mean Awareness.

Table 3: Pearson Correlations Between Dimensions and Overall Mean

Variable

Knowledg

e of VAW

Root

Causes

Effects of

VAW

HIV/AIDS

Action

Cultural

Beliefs

Campaign

Impact

Overall

Mean

Knowledge

of VAW

(AT)

.70**

.64**

.65**

.46**

.14*

.57**

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 57

Root

Causes

(BT)

.66**

.68**

.59**

.10

.57**

Effects of

VAW (CT)

.61**

.44**

.12

.55**

HIV/AIDS

Action

(DT)

.57**

.12

.58**

Cultural

Beliefs

(ET)

.08

.51**

Campaign

Impact

(@GT)

.14*

.10

.12

.08

.82** (Key

Finding)

Overall

Mean

.57**

.55**

.58**

.51**

.82**

All dimensions showed a statistically significant positive correlation with the Overall Mean Awareness.

However, the most salient and strategically vital finding is the relationship between Campaign Impact

(@GT) and the Overall Mean Awareness, which yielded an extraordinarily strong correlation coefficient of .

This correlation is substantially stronger than the relationship between any individual knowledge dimension

(e.g., Knowledge of VAW), and the overall mean, establishing the institutional advocacy environment as the

single most powerful predictor of student awareness.

Conversely, the weakest correlation was observed between Cultural Beliefs (ET) and Campaign Impact

(@GT). This outcome suggests that while institutional efforts are highly successful at influencing individual

awareness, they have minimal direct or immediate impact on deep-seated, systemic cultural norms

(Macrosystem level). Addressing these cultural barriers requires long-term, sustained institutional

reinforcement across all domains.

DISCUSSION AND SYNTHESIS OF FINDINGS

Challenging Gender Stereotypes: Leveraging Male Awareness

The finding that male students demonstrated a statistically significant higher awareness regarding the Effects

of VAW is crucial for informing future intervention strategies.This challenges the traditional, often narrow

assumption that females, as the primary targets of VAW, possess inherently greater awareness across all

dimensions.

The data suggests that male students, when exposed to VAW education, are highly effective at recognizing the

severity and detrimental outcomes of the violence. This capacity can be utilized strategically. Under the Social

Cognitive Theory, this high awareness of outcomes can translate into heightened self-efficacy and positive

outcome expectations regarding intervention. The institutional goal should therefore not be to convert resistant

participants, but rather to bridge the non-significant gap in the understanding of Root Causes () by providing

structured, critical analysis of patriarchal structures and toxic masculinity.

This ensures that male students

transition from being knowledgeable observers of harm to becoming active, vocal allies who understand the

structural origins of the violence they observe. This strategic approach minimizes potential defensiveness and

maximizes the opportunity for peer-to-peer advocacy.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 58

The Imperative for Interdisciplinary Curricular Overhaul

The highly significant differences in critical awareness across academic programs, particularly in the

understanding of Root Causes and Effects, demonstrate a fundamental lack of consistency in educational

delivery. If all students possess the same baseline factual Knowledge of VAW, the divergence in critical

understanding indicates that the integration of GAD concepts is superficial outside of high-performing

disciplines like Hospitality Management.

The current educational structure fails to contextualize VAW within the professional spheres of Information

Technology and Education. For example, IT students require specialized modules on digital ethics and cyber-

safety, given the prevalence of cyber-harassment.

Education students, as future practitioners who will be

mandated reporters, must receive training on identifying family violence and fostering gender-equitable norms

in the next generation. The existence of these significant program gaps necessitates a comprehensive Tier 2

intervention focused on creating mandatory, tailored, and interdisciplinary VAW modules led by a dedicated

curriculum development committee. This ensures that the university consistently operates as an effective

Exosystem, providing structured, relevant education to all students.

Institutional Commitment: The Defining Factor of Awareness

The extraordinary predictive power of the Campaign Impact variable is the defining finding of this study.

This

statistical relationship empirically validates the notion that the perceived integrity, consistency, and dedication

of the university's response environment are more impactful than the mere dissemination of facts. In essence,

the institution's sustained visible action serves as the most potent educational tool.

This finding aligns precisely with the Social Cognitive Theory's emphasis on Observational Learning. When

the university commits to continuous, year-long advocacy using multimedia and clear reporting mechanisms, it

models the desired anti-violence behavior, reinforcing the belief among students that VAW is a priority issue

that warrants action.

Conversely, if campaigns are infrequent or poorly resourced, students infer that the issue

lacks institutional priority, undermining their own motivation for proactive response. The university must

therefore allocate substantial, continuous resources to advocacy, moving beyond sporadic awareness days to

implement sustained, professional multimedia campaigns (Tier 1 and 2 initiatives).

The Need for Curricular Scaffolding

The observed absence of significant differences in awareness across year levels or between age groups

confirms a critical structural flaw in the VAW curriculum: a lack of progressive development.

Students'

awareness levels hit a plateau early and fail to deepen as they advance toward professional competence.

To remedy this, the university must implement a fully scaffolded curriculum (Tier 3). This requires

introducing basic awareness (Knowledge, Year 1), transitioning to critical analysis (Root Causes and Effects,

Years 2-3) linked to professional studies, and concluding with advocacy, policy competency, and action

planning (Year 4). Institutionalizing this developmental approach ensures that VAW education evolves from a

singular exposure event into a comprehensive, career-relevant competency, thereby guaranteeing that all

graduates possess a deep, actionable understanding of gender-based violence prevention.

CONCLUSION

This report confirms that college students in the Philippine university context possess a high level of general

VAW awareness, but this knowledge is structurally inconsistent across disciplines and fails to deepen over

time. The study’s most significant contribution is the empirical validation that the perceived effectiveness of

institutional advocacy is the dominant factor driving overall student awareness, far outweighing the influence

of individual knowledge components.

The adoption A Tiered Action Plan for VAW Education and Prevention" is the necessary strategic response to

translate existing student awareness into effective, proactive institutional and individual action. This plan

targets the specific failures identified: leveraging existing male awareness, mitigating program-specific

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 59

curricular gaps, and institutionalizing continuous education and advocacy.

For future research, adopting a mixed-methods approach is strongly recommended. Incorporating qualitative

data, such as interviews or focus groups, would provide a crucial deeper understanding of the lived experiences

of students and the nuanced barriers they face in reporting VAW, which quantitative surveys alone cannot

capture. Furthermore, longitudinal studies must be initiated to track the long-term impact of the implemented

scaffolded curriculum and continuous campaigns on actual behavioral shifts and reported incident rates.

Finally, future investigations should explore the intersectionality of gender, academic program, and

socioeconomic background to gain a more comprehensive understanding of how diverse contextual factors

influence student responses to VAW.

RECOMMENDATIONS AND IMPLICATIONS

The empirical evidence and theoretical analysis dictate a comprehensive institutional response centered on the

principle of institutional commitment and scaffolded learning. The resulting strategic plan, outlines the

necessary foundational policies and phased implementation steps required to foster a safer, more responsive

campus environment.

Foundational Policy Directives

Mandate Institutional Advocacy Investment: Based on the finding, the university must immediately elevate

institutional campaign funding and continuity as the highest priority in its VAW prevention budget. Advocacy

efforts must be data-driven and continuously evaluated.

Institutionalize Interdisciplinary GAD Curriculum: A permanent university policy must mandate the

integration of VAW modules into the core curriculum of every academic program, not just as isolated, optional

subjects. This addresses the significant program gaps.

Strengthen and Simplify Reporting Mechanisms: University policy must ensure that all students have

confidential, accessible, and clearly publicized mechanisms for reporting VAW, including dedicated support

personnel and a 24/7 hotline, aligning with the requirements of the Safe Spaces Act.

Policy Justification for Tiered Action

The tiered action plan is explicitly designed to address the statistical deficiencies identified in the study,

ensuring that every intervention is strategically justified by the empirical data.

Table 1. Policy Justification

Empirical Finding (Study

Data)

Significance

Strategic Intervention

Rationale

Male students significantly

higher on Effects of VAW

Challenges stereotypes;

identifies potential allies.

Targeted programs leverage

existing male awareness of harm

to build critical understanding of

Root Causes and promote

proactive advocacy (Tier 1/2).

Significant differences across

programs on Root Causes and

Overall Mean

VAW education delivery is

inconsistent and lacks

professional relevance.

Mandatory, interdisciplinary

content specific to each academic

major is necessary to ensure

consistent deep awareness across

the student body (Tier 2).

Campaign Impact correlates

highly with Overall

Institutional visibility is the

strongest predictive variable

Invest heavily in sustained,

continuous multimedia advocacy

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 60

Awareness ()

for success.

campaigns with robust feedback

systems (Tier 1/2).

No significant differences

across year levels

Awareness is static and fails

to progressively develop.

Institutionalize scaffolded

learning throughout the academic

journey to deepen understanding

over time (Tier 3).

Tiered Action Plan

This comprehensive action plan provides a phased approach for strategic implementation, ensuring maximum

impact based on the evidence.

Beyond Awareness: A Tiered Action Plan for VAW Education and Prevention

Tier

Initiative

Key Actions

Rationale (Based on Study

Findings)

Tier 1: Short-Term

(1-6 Months)

Intensified

Multimedia

Advocacy Campaign

Launch high-visibility,

continuous campaigns on

digital platforms & physical

spaces. Content must

prominently display 24/7

support resources.

Leverages the strong

correlation between

campaign impact and overall

awareness for immediate,

pervasive reach and

reinforcement of the

institutional non-tolerance

policy.

Pilot Gender-Specific

Awareness

Workshops

Conduct initial workshops for

male students (focused on

allyship/responsibility) and

separate sessions for female

students (support/reporting

barriers).

Addresses the nuanced

gender differences in

awareness, utilizing existing

high male awareness of harm

to drive engagement and

provide targeted support.

Ensure Clear

Reporting & Support

Access

Publicize simplified access to

existing university VAW

reporting mechanisms and

support services, emphasizing

confidentiality and clear

procedural guidelines.

Empowers students to act on

awareness by providing

clear, accessible pathways

for help, reducing barriers

created by societal stigma.

Tier 2: Medium-Term

(6-18 Months)

Establish VAW

Curriculum

Development

Committee

Form a dedicated committee

with faculty, student, and

admin representatives from all

academic programs (IT, HM,

Education).

Facilitates the integration of

VAW education across all

disciplines, directly

addressing program-specific

awareness gaps identified in

the ANOVA results.

Develop

Interdisciplinary

VAW Modules

Design mandatory, tailored

VAW modules for existing

courses across all academic

programs, focusing content on

Root Causes (BT) analysis and

professional application.

Ensures consistent and

relevant VAW education for

all students, guaranteeing

that critical understanding

develops regardless of major.

Expand & Refine

Scale up regular gender-

Builds on successful targeted

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 61

Targeted Workshops

specific workshops based on

pilot feedback. Collaborate

with key student organizations

to co-create and lead sessions

(peer-to-peer education).

interventions and fosters

student ownership,

enhancing the Social

Cognitive Theory principles

of observational learning and

self-efficacy.

Implement Campaign

Feedback &

Evaluation System

Establish formal mechanisms

(surveys, focus groups) for

continuous, data-driven

feedback on campaign

effectiveness and relevance.

Ensures the high-impact

advocacy model remains

current and impactful,

maximizing the strategic

benefit derived from the

critical finding.

Tier 3: Long-Term

(18+ Months)

Full Curricular

Implementation &

Evaluation

Implement the integrated,

scaffolded VAW curriculum

across all programs, ensuring

learning progresses in

complexity across year levels

(Year 1: Knowledge; Year 4:

Advocacy).

Directly addresses the failure

of scaffolding (no difference

across year levels) by

institutionalizing

progressive, deepening

understanding throughout a

student’s academic journey.

Institutionalize

Faculty and Staff

Training

Implement mandatory, ongoing

training for all university

personnel on VAW awareness,

reporting protocols, and

gender-responsive teaching

practices.

Creates a universally

supportive and

knowledgeable environment

(Ecological Exosystem) and

ensures consistent messaging

and response from all

members, enhancing

observational learning

opportunities.

Review and Update

University Policies

Conduct a comprehensive,

triennial review of VAW-

related policies, ensuring

clarity, gender-responsiveness,

and alignment with national

legislation and institutional

practice.

Ensures that the university’s

formal structures reinforce

and support educational and

advocacy efforts, fostering a

culture of accountability.

Longitudinal

Research & Inter-

University

Collaboration

Initiate internal longitudinal

studies to track the long-term

impact of these interventions

on student attitudes and

behavior. Explore

collaborations with other

Philippine HEIs.

Provides continuous data for

policy refinement and

contributes generalizable,

evidence-based insights to

the national VAW

prevention movement.

REFERENCES

1. Agcaoili, R., et al. (2023). Impact of Institutional Campaigns on Gender-Based Violence Awareness in

Philippine Universities. Journal of Gender Studies, 15(2), 45-61.

2. Cruz, L. E. (2022). Student responses to social justice education. International Review of Education,

68(1), 111–130.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 62

3. De Guzman, M. (2022). Curricular Layering of Gender Topics in Higher Education Institutions: A

Case Study. Philippine Educational Review, 9(1), 34-47.

4. De los Santos, J. (2023). Barriers to Implementing Gender and Development Programs in Higher

Education: A National Study. Journal of Filipino Women’s Studies, 11(3), 90-105.

5. Garcia, A. (2021). Cultural Resistance to Gender-Based Violence Prevention in the Philippines.

Philippine Journal of Social Work, 10(4), 20-33.

6. Garcia, C. M., & De Jesus, M. M. (2018). Awareness and prevention of gender-based violence among

college students. Asian Journal of Social Science Studies, 3(2), 45–56.

7. Gomez, R. M., & Liwanag, A. A. (2020). Cultural beliefs and their impact on gender-based violence

awareness. Journal of Southeast Asian Studies, 15(4), 211–228.

8. Gutierrez, M. (2023). Integrating Gender-Sensitive Training in Technical Curricula: A Study on IT

Students. International Journal of Gender and Technology, 12(2), 61-75.

9. Javier, C. (2022). Integrating Gender Studies in STEM Programs: Addressing the Gap in Awareness.

Journal of Women in Education, 16(1), 72-85.

10. Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed

approaches (7th ed.). Sage Publications.

11. Manalo, R., et al. (2022). Gender Sensitivity Across Academic Disciplines: A Comparative Study of

University Programs. Philippine Higher Education Journal, 8(3), 45-60.

12. Navarro, C. A., & Santos, D. R. (2022). Exploring college students’ attitudes toward gender-based

violence in Philippine state universities. Philippine Journal of Psychology, 55(1), 87–103.

13. Reyes, A. J. (2019). The effectiveness of anti-VAW campaigns in Philippine universities. Philippine

Journal of Gender and Development, 6(1), 77–92.

14. Ramos, S. (2021). Year-Level Differences in Gender Awareness Among College Students in the

Philippines. Gender and Education Research Journal, 5(2), 11-24.

15. Sarmiento, J. A. (2021). Gender mainstreaming in higher education. Education and Society, 9(3), 88–

101.

16. Santos, L. (2023). Evaluating the Effectiveness of Participatory Campaigns on Gender Violence

Awareness in Universities. Philippine Social Development Review, 13(4), 98-110.

17. Yusingco, M. L. (2023). Legislating gender equality in Southeast Asia: Opportunities and challenges.

Asian Journal of Public Policy, 13(2), 134–150.

Web Sources:

18. CMO-No.-3 Series of 2022 - UniFAST. (2022). Communicating the Implementation of Gender and

Development (GAD). Retrieved October 8, 2025, from https://unifast.gov.ph/assets/pdf/gad/CMO-

No.-3-Series-of-2022.pdf.

19. ejtas.com. (2023). Criminology Students' Awareness of Anti-VAWC Law. Educational Journal of

Teaching and Applied Studies, 19(4), 142-155.

20. Education Sector Brief - PAHO. (2017). Violence Against Women: A Resource Guide. Retrieved

October 8, 2025, from https://www3.paho.org/hq/dmdocuments/2017/violence-against-women-

2017- 03ws-vawg-resource-guide-education-sector-brief.pdf.

21. Garcia, A. (2021). Cultural Resistance to Gender-Based Violence Prevention in the Philippines.

Philippine Journal of Social Work, 10(4), 20-33.

22. Gender Analysis in Hospitality Industry in Mati City - ResearchGate. (2023). Retrieved October 8,

2025, from https://www.researchgate.net/publication/394315638_Gender_Analysis_in_Hospi

tality_Industry_in_Mati_City.

23. Gutierrez, M. (2023). Integrating Gender-Sensitive Training in Technical Curricula: A Study on IT

Students. International Journal of Gender and Technology, 12(2), 61- 75.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 63

24. jrmsu.university. (2023). Intimate Partner Violence Awareness Among College Students. Journal of

Social Work and Gender Studies, 14(2), 59-73.

25. Manalo, R., et al. (2022). Gender Sensitivity Across Academic Disciplines: A Comparative Study

of University Programs. Philippine Higher Education Journal, 8(3), 45-60.

26. Philippine Commission on Women (PCW). (2023). 18-Day Campaign to End Violence Against

Women. Retrieved from https://pcw.gov.ph/2023-18-day-campaign-to- end-violence-against-

women/?utm_source=chatgpt.com.

27. Philippine Statistics Authority (PSA). (2022). National Demographic and Health Survey (NDHS).

Retrieved from https://psa.gov.ph/.

28. Philippine Commission on Women. (2020). VAW Statistics and Policy Briefs. https://pcw.gov.ph

29. Ramos, S. (2021). Year-Level Differences in Gender Awareness Among College Students in the

Philippines. Gender and Education Research Journal, 5(2), 11-24.

30. researchgate.net. (2023). Campus Voices: University Students' Awareness of Gender- Based

Violence Against Women, Girls, and Children. Retrieved from

https://www.researchgate.net/publication/382915442_Campus_Voices_University

_Students%27_Awareness_of_Gender-

based_Violence_Against_Women_Girls_and_Children?utm_source=chatgpt.com.

31. Santos, L. (2023). Evaluating the Effectiveness of Participatory Campaigns on Gender Violence

Awareness in Universities. Philippine Social Development Review, 13(4), 98-110.

32. Social Cognitive Theory-Based Health Promotion in Primary Care Practice: A Scoping Review.

(2023). PubMed Central. Retrieved October 8, 2025, from

https://pmc.ncbi.nlm.nih.gov/articles/PMC10070720/.

33. United Nations Women. (2022). The Shadow Pandemic: Violence Against Women During

COVID-19. https://www.unwomen.org

34. Violence Against Women in the Philippines: Barriers to Seeking Support. (2023). PubMed Central.

Retrieved October 8, 2025, from https://pmc.ncbi.nlm.nih.gov/articles/PMC9079295/.

35. Violence Against Women: An Integrated, Ecological Framework. (2002). PubMed. Retrieved

October 8, 2025, from https://pubmed.ncbi.nlm.nih.gov/12296014/.

36. Women's Awareness on the Anti-Violence Against Women and Their Children Act of 2004 (R.A.

9262) in Barangay Washington, Surigao City. (2023). ResearchGate. Retrieved October 8, 2025,

from https://www.researchgate.net/publication/359875809_Womens'_Awareness_on_t

he_AntiViolence_Againstwomen_and_Their_Children_Act_of_2004_RA_9262_i

n_barangay_Washington_Surigao_City.

37. World Health Organization. (2021). Violence against women prevalence estimates, 2018. WHO.

https://www.who.int

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 64

APPENDIX A

Survey Instrument

Section 1: Awareness of the Forms of VAW

Objective: To assess students' knowledge of different forms of violence against women.

Questions

Always

Often

Sometimes

Rarely

Never

1. I am aware that physical violence (e.g., hitting, slapping,

kicking) is a form of VAW.

☐

2. I recognize emotional or psychological abuse (e.g.,

threats, humiliation, manipulation) as a form of VAW.

☐

3. I understand that sexual violence (e.g., harassment,

assault, rape) is a form of VAW.

☐

4. I know that economic abuse (e.g., controlling financial

resources, preventing employment) is a form of VAW.

☐

5. I am aware that digital or online harassment (e.g.,

cyberbullying, revenge porn, stalking) is a form of VAW.

☐

Section 2: Awareness of the Causes of VAW

Objective: To determine students' understanding of the root causes of violence against women.

Questions

Always

Often

Sometimes

Rarely

Never

6. I understand that gender inequality is a major cause of

VAW.

☐

7. I know that societal and cultural norms can contribute to

the acceptance of VAW.

☐

8. I am aware that lack of legal enforcement and weak

justice systems can lead to more cases of VAW.

☐

9. I recognize that economic dependence can make women

more vulnerable to violence.

☐

10. I understand that exposure to violence in childhood can

increase the risk of becoming a victim or perpetrator of

VAW.

☐

Section 3: Awareness of the Consequences of VAW

Objective: To assess students' knowledge of the effects of violence against women.

Questions

Always

Often

Sometimes

Rarely

Never

11. I understand that VAW can cause psychological effects

☐

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 65

such as depression, anxiety, and PTSD.

12. I know that VAW can lead to physical health problems,

including injuries and chronic illnesses.

☐

13. I recognize that VAW can negatively impact a victim’s

education or career opportunities.

☐

14. I am aware that VAW can affect families and

communities by increasing social instability.

☐

15. I understand that VAW can have long-term emotional

effects, even after the abuse has stopped.

☐

Section 4: Impact of Awareness on Students' Actions

Objective: To determine how students' level of awareness affects their actions toward VAW.

Questions

Always

Often

Sometimes

Rarely

Never

1. I feel confident in recognizing signs of VAW in different

situations.

☐

2. My awareness of VAW has influenced me to speak up

against violent behavior.

☐

3. I take action when I witness or hear about VAW

incidents.

☐

4. I encourage others to stand against violence and support

victims.

☐

5. I feel responsible for promoting respect and equality in

my school/community.

☐

6. I avoid engaging in jokes or statements that promote

violence against women.

☐

7. I would report a VAW incident if I witnessed one.

☐

8. I support VAW awareness campaigns by sharing

information with others.

☐

9. My awareness of VAW influences my decisions in

relationships and friendships.

☐

10. I actively participate in discussions or events related to

VAW awareness.

☐

Section 5: Societal and Cultural Beliefs Shaping Students' Attitudes Toward VAW

Objective: To examine how societal and cultural beliefs influence students' perspectives and willingness to

take action against VAW.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 66

Questions

Always

Often

Sometimes

Rarely

Never

1. I believe that cultural traditions influence how people

view violence against women.

☐

2. I think that certain gender roles contribute to the

justification of VAW.

☐

3. I have heard family members or elders say that VAW is a

private family matter.

☐

4. Some people in my community believe that women

should tolerate abusive relationships.

☐

5. I have observed that victims of VAW are sometimes

blamed for the violence they experience.

☐

6. I think that societal expectations discourage men from

speaking out against VAW.

☐

7. I believe that education can help change harmful cultural

beliefs about VAW.

☐

8. My cultural background affects how I perceive gender-

based violence.

☐

9. I feel comfortable challenging societal norms that justify

VAW.

☐

10. I think that changing cultural beliefs is necessary to end

VAW.

☐

Section 6: Effectiveness of VAW Awareness Programs and Campaigns

Objective: To evaluate the effectiveness of awareness programs and campaigns in shaping students'

perceptions and attitudes toward VAW.

Questions

Always

Often

Sometimes

Rarely

Never

1. I have participated in VAW awareness programs or

campaigns.

☐

2. These programs have helped me understand the

importance of preventing VAW.

☐

3. I have learned practical ways to respond to VAW through

awareness programs.

☐

4. I believe that awareness campaigns encourage people to

speak up against VAW.

☐

5. I see or hear about VAW awareness campaigns in my

school/community.

☐

6. The information shared in these programs is clear and

☐

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 67

easy to understand.

7. I think that VAW campaigns have led to a reduction in

gender-based violence.

☐

8. I share information from awareness programs with my

family and friends.

☐

9. Schools and universities should do more to promote

VAW awareness.

☐

10. I am motivated to take action against VAW because of

awareness programs.

☐

APPENDIX B

SPSS OUTPUTS

MEANS TABLES=MAT MBT MCT MDT MET OVAM BY Age Sex Program Course Year Level

/CELLS=MEAN COUNT STDDEV

/STATISTICS ANOVA.

Means

Case Processing Summary

Cases

Included

Excluded

Total

Percent

Awareness of HIV/AIDS

(MAT) * Age

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

Prevention (MBT) * Age

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

Treatment (MCT) * Age

270

100.0%

0.0%

270

100.0%

Micro-conceptions About

HIV/AIDS and Their

Influence (MDT) * Age

270

100.0%

0.0%

270

100.0%

Influence of Information

Sources on Awareness

and Misconceptions

(MET) * Age

270

100.0%

0.0%

270

100.0%

Students’ Perspectives on

HIV/AIDS Awareness

and Misconceptions

270

100.0%

0.0%

270

100.0%

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 68

(OVAM) * Age

Awareness of HIV/AIDS

(MAT) * Sex

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

Prevention (MBT) * Sex

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

Treatment (MCT) * Sex

270

100.0%

0.0%

270

100.0%

Micro-conceptions About

HIV/AIDS and Their

Influence (MDT) * Sex

270

100.0%

0.0%

270

100.0%

Influence of Information

Sources on Awareness

and Misconceptions

(MET) * Sex

270

100.0%

0.0%

270

100.0%

Students’ Perspectives on

HIV/AIDS Awareness

and Misconceptions

(OVAM) * Sex

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

(MAT) * Program

Course

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

Prevention (MBT) *

Program Course

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

Treatment (MCT) *

Program Course

270

100.0%

0.0%

270

100.0%

Micro-conceptions About

HIV/AIDS and Their

Influence (MDT) *

Program Course

270

100.0%

0.0%

270

100.0%

Influence of Information

Sources on Awareness

and Misconceptions

(MET) * Program Course

270

100.0%

0.0%

270

100.0%

Students’ Perspectives on

HIV/AIDS Awareness

and Misconceptions

(OVAM) * Program

Course

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

(MAT) * Year Level

270

100.0%

0.0%

270

100.0%

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 69

Awareness of HIV/AIDS

Prevention (MBT) *

Year Level

270

100.0%

0.0%

270

100.0%

Awareness of HIV/AIDS

Treatment (MCT) * Year

Level

270

100.0%

0.0%

270

100.0%

Micro-conceptions About

HIV/AIDS and Their

Influence (MDT) * Year

Level

270

100.0%

0.0%

270

100.0%

Influence of Information

Sources on Awareness

and Misconceptions

(MET) * Year Level

270

100.0%

0.0%

270

100.0%

Students’ Perspectives on

HIV/AIDS Awareness

and Misconceptions

(OVAM) * Year Level

270

100.0%

0.0%

270

100.0%

Mat Mbt Mct Mdt Met Ovam * Age

Report

Age

Awareness

HIV/AIDS

(MAT)

Awareness

HIV/AIDS

Prevention

(MBT)

Awareness

HIV/AIDS

Treatment

(MCT)

Micro-

conceptions

About

HIV/AIDS

and Their

Influence

(MDT)

Influence of

Information

Sources on

Awareness and

Misconceptions

(MET)

Students’

Perspectives on

HIV/AIDS

Awareness and

Misconceptions

(OVAM)

Younger

(21

Years

Old &

Below)

Mean

4.52

4.59

4.31

3.02

4.18

4.13

177

Std.

Deviation

.528

1.068

.651

1.149

.709

.574

Older

(22

Years

Old &

Above)

Mean

4.49

4.48

4.30

3.18

4.17

4.12

Std.

Deviation

.520

.635

.634

1.116

.978

.581

Total

Mean

4.51

4.55

4.31

3.08

4.18

4.13

270

Std.

.524

.942

.644

1.138

.810

.575

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 70

Deviation

ANOVA Table

Sum of

Squares

Mean Square

Sig.

Awareness of

HIV/AIDS

(MAT) * Age

Between Groups

(Combined)

.069

.252

.616

Within Groups

73.813

268

.275

Total

73.882

269

Awareness of

HIV/AIDS

Prevention

(MBT) * Age

Between Groups

(Combined)

.714

.805

.371

Within Groups

237.815

268

.887

Total

238.529

269

Awareness of

HIV/AIDS

Treatment

(MCT) * Age

Between Groups

(Combined)

.003

.008

.929

Within Groups

111.567

268

.416

Total

111.571

269

Micro-

conceptions

About

HIV/AIDS and

Their Influence

(MDT) * Age

Between Groups

(Combined)

1.449

1.120

.291

Within Groups

346.839

268

1.294

Total

348.288

269

Influence of

Information

Sources on

Awareness and

Misconceptions

(MET) * Age

Between Groups

(Combined)

.013

.020

.886

Within Groups

176.445

268

.658

Total

176.458

269

Students’

Perspectives on

HIV/AIDS

Awareness and

Misconceptions

(OVAM) *

Age

Between Groups

(Combined)

.000

.001

.978

Within Groups

88.938

268

.332

Total

88.938

269

Measures of Association

Eta

Eta Squared

Awareness of HIV/AIDS (MAT) * Age

.031

.001

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 71

Awareness of HIV/AIDS Prevention (MBT) * Age

.055

.003

Awareness of HIV/AIDS Treatment (MCT) * Age

.005

.000

Micro-conceptions About HIV/AIDS and Their Influence (MDT) * Age

.065

.004

Influence of Information Sources on Awareness and Misconceptions (MET)

.009

.000

Students’ Perspectives on HIV/AIDS Awareness and Misconceptions (OVAM) * Age

.002

.000

Mat Mbt Mct Mdt Met Ovam * Sex

Report

Sex

Awareness

HIV/AIDS

(MAT)

Awareness

HIV/AIDS

Prevention

(MBT)

Awareness

HIV/AIDS

Treatment

(MCT)

Micro-

conceptions

About

HIV/AIDS

and Their

Influence

(MDT)

Influence of

Information

Sources on

Awareness and

Misconceptions

(MET)

Students’

Perspectives on

HIV/AIDS

Awareness and

Misconceptions

(OVAM)

Female

Mean

4.50

4.53

4.27

3.04

4.17

4.10

204

Std.

Deviation

.537

1.045

.639

1.100

.865

.583

Male

Mean

4.54

4.62

4.42

3.20

4.21

4.20

Std.

Deviation

.484

.502

.651

1.250

.614

.547

Total

Mean

4.51

4.55

4.31

3.08

4.18

4.13

270

Std.

Deviation

.524

.942

.644

1.138

.810

.575

ANOVA Table

Sum of

Squares

Mean

Square

Sig.

Awareness of HIV/AIDS (MAT) * Sex

Between

Groups

(Combined)

.070

.252

.616

Within Groups

73.813

268

.275

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 72

Total

73.882

269

Awareness of HIV/AIDS Prevention (MBT)

* Sex

Between

Groups

(Combined)

.421

.474

.492

Within Groups

238.108

268

.888

Total

238.529

269

Awareness of HIV/AIDS Treatment (MCT) *

Sex

Between

Groups

(Combined)

1.101

2.670

.103

Within Groups

110.470

268

.412

Total

111.571

269

Micro-conceptions About HIV/AIDS and

Their Influence (MDT) * Sex

Between

Groups

(Combined)

1.238

.956

.329

Within Groups

347.050

268

1.295

Total

348.288

269

Influence of Information Sources on

Awareness and Misconceptions (MET) * Sex

Between

Groups

(Combined)

.084

.127

.721

Within Groups

176.374

268

.658

Total

176.458

269

Students’ Perspectives on HIV/AIDS

Awareness and Misconceptions (OVAM) *

Sex

Between

Groups

(Combined)

.453

1.371

.243

Within Groups

88.485

268

.330

Total

88.938

269

Measures of Association

Eta

Eta Squared

Awareness of HIV/AIDS (MAT) * Sex

.031

.001

Awareness of HIV/AIDS Prevention (MBT) * Sex

.042

.002

Awareness of HIV/AIDS Treatment (MCT) * Sex

.099

.010

Micro-conceptions About HIV/AIDS and Their Influence (MDT) * Sex

.060

.004

Information Sources on Awareness and Misconceptions (MET) * Sex

.022

.000

Students’ Perspectives on HIV/AIDS Awareness and Misconceptions (OVAM) * Sex

.071

.005

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 73

Mat Mbt Mct Mdt Met Ovam * Program Course

Report

Program Course

Awareness

HIV/AIDS

(MAT)

Awareness

HIV/AIDS

Prevention

(MBT)

Awareness

HIV/AIDS

Treatment

(MCT)

Micro-

conceptions

About

HIV/AIDS

and Their

Influence

(MDT)

Influence of

Information

Sources on

Awareness and

Misconceptions

(MET)

Students’

Perspectives on

HIV/AIDS

Awareness and

Misconceptions

(OVAM)

BSED

English

Mean

4.65

4.50

4.27

2.99

4.28

4.14

Std.

Deviation

.461

.648

.637

1.061

.747

.530

BSED

Filipino

Mean

4.46

4.62

4.26

3.30

3.31

3.99

Std.

Deviation

.401

.305

.389

.627

.669

.249

BEED

Mean

4.28

4.62

4.38

3.27

4.25

4.16

Std.

Deviation

.695

.321

.519

1.060

.410

.456

BSED

Soc Stud

Mean

4.46

4.81

4.39

2.59

4.19

4.09

Std.

Deviation

.442

1.755

.640

1.339

.441

.643

MSED

Math

Mean

4.23

4.35

4.15

2.55

4.13

3.88

Std.

Deviation

.539

.586

.743

1.295

.502

.575

BPED

Mean

4.56

4.71

4.37

3.45

4.42

4.30

Std.

Deviation

.588

1.301

.736

1.155

1.453

.778

BSHM

Mean

4.50

4.46

4.27

3.31

4.07

4.12

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 74

Std.

Deviation

.519

.459

.612

.988

.571

.472

BSIT

Mean

4.55

4.43

4.38

3.19

4.14

Std.

Deviation

.551

.632

.677

1.055

.702

.555

Total

Mean

4.51

4.55

4.31

3.08

4.18

4.13

270

Std.

Deviation

.524

.942

.644

1.138

.810

.575

ANOVA Table

Sum of

Squares

Mean

Square

Sig.

Awareness of

HIV/AIDS

(MAT) *

Program Course

Between

Groups

(Combined)

3.934

.562

2.105

.043

Within Groups

69.948

262

.267

Total

73.882

269

Awareness of

HIV/AIDS

Prevention

(MBT) *

Program Course

Between

Groups

(Combined)

5.378

.768

.863

.536

Within Groups

233.151

262

.890

Total

238.529

269

Awareness of

HIV/AIDS

Treatment (MCT)

* Program

Course

Between

Groups

(Combined)

1.384

.198

.470

.856

Within Groups

110.186

262

.421

Total

111.571

269

Micro-

conceptions

About HIV/AIDS

and Their

Influence (MDT)

* Program

Course

Between

Groups

(Combined)

25.443

3.635

2.950

.005

Within Groups

322.845

262

1.232

Total

348.288

269

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 75

Information

Sources on

Awareness and

Misconceptions

(MET) * Program

Course

Between

Groups

(Combined)

11.388

1.627

2.582

.014

Within Groups

165.070

262

.630

Total

176.458

269

Students’

Perspectives on

HIV/AIDS

Awareness and

Misconceptions

(OVAM) *

Program Course

Between

Groups

(Combined)

2.780

.397

1.207

.299

Within Groups

86.159

262

.329

Total

88.938

269

Measures of Association

Eta

Squared

Awareness of HIV/AIDS (MAT) * Program Course

.231

.053

Awareness of HIV/AIDS Prevention (MBT) * Program Course

.150

.023

Awareness of HIV/AIDS Treatment (MCT) * Program Course

.111

.012

Micro-conceptions About HIV/AIDS and Their Influence (MDT) * Program Course

.270

.073

Information Sources on Awareness and Misconceptions (MET) * Program Course

.254

.065

Students’ Perspectives on HIV/AIDS Awareness and Misconceptions (OVAM) * Program

Course

.177

.031

Mat Mbt Mct Mdt Met Ovam * Yearlev

Report

YearLev

Awareness

HIV/AIDS

(MAT)

Awareness

HIV/AIDS

Prevention

(MBT)

Awareness

HIV/AIDS

Treatment

(MCT)

Micro-

conceptions

About

HIV/AIDS

and Their

Influence

(MDT)

Influence of

Information

Sources on

Awareness and

Misconceptions

(MET)

Students’

Perspectives on

HIV/AIDS

Awareness and

Misconceptions

(OVAM)

1st

Year

Mean

4.47

4.75

4.30

3.06

4.38

4.19

Std.

Deviation

.626

1.241

.673

1.068

1.259

.677

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 76

2nd

Year

Mean

4.53

4.62

4.34

2.94

4.11

102

Std.

Deviation

.505

1.149

.619

1.162

.548

.554

3rd

Year

Mean

4.47

4.43

4.22

3.07

4.05

Std.

Deviation

.551

.673

.679

1.052

.679

.572

4th

Year

Mean

4.54

4.50

4.35

3.34

4.35

4.21

Std.

Deviation

.468

.576

.631

1.218

.979

.552

Total

Mean

4.51

4.55

4.31

3.08

4.18

4.13

270

Std.

Deviation

.524

.942

.644

1.138

.810

.575

ANOVA Table

Sum of

Squares

Mean

Square

Sig.

Awareness of HIV/AIDS (MAT) *

Year Level

Between

Groups

(Combined)

.261

.087

.315

.815

Within Groups

73.621

266

.277

Total

73.882

269

Awareness of HIV/AIDS Prevention

(MBT) * Year Level

Between

Groups

(Combined)

2.863

.954

1.077

.359

Within Groups

235.666

266

.886

Total

238.529

269

Awareness of HIV/AIDS Treatment

(MCT) * Year Level

Between

Groups

(Combined)

.747

.249

.598

.617

Within Groups

110.824

266

.417

Total

111.571

269

Micro-conceptions About HIV/AIDS

and Their Influence (MDT) * Year

Between

Groups

(Combined)

6.043

2.014

1.565

.198

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 77

Level

Within Groups

342.245

266

1.287

Total

348.288

269

Information Sources on Awareness

and Misconceptions (MET) * Year

Level

Between

Groups

(Combined)

4.772

1.591

2.465

.063

Within Groups

171.686

266

.645

Total

176.458

269

Students’ Perspectives on HIV/AIDS

Awareness and Misconceptions

(OVAM) * Year Level

Between

Groups

(Combined)

1.097

.366

1.107

.347

Within Groups

87.841

266

.330

Total

88.938

269

Measures of Association

Eta

Squared

Awareness of HIV/AIDS (MAT) * Year Level

.059

.004

Awareness of HIV/AIDS Prevention (MBT) * Year Level

.110

.012

Awareness of HIV/AIDS Treatment (MCT) * Year Level

.082

.007

Micro-conceptions About HIV/AIDS and Their Influence (MDT) * Year Level

.132

.017

Information Sources on Awareness and Misconceptions (MET) * Year Level

.164

.027

Students’ Perspectives on HIV/AIDS Awareness and Misconceptions (OVAM) * Year

Level

.111

.012

CORRELATIONS

/VARIABLES=MAT MBT MCT MDT MET OVAM

/PRINT=TWOTAIL NOSIG

/MISSING=PAIRWISE.

Correlations

Awarenes

s of

HIV/AID

S (MAT)

Awarenes

s of

HIV/AID

Preventio

n (MBT)

Awarenes

s of

HIV/AID

Treatmen

t (MCT)

Micro-

conception

s About

HIV/AIDS

and Their

Influence

(MDT)

Influence of

Information

Sources on

Awareness

and

Misconceptio

ns (MET)

Students’

Perspectives

on HIV/AIDS

Awareness

and

Misconceptio

ns (OVAM)

Awareness of

HIV/AIDS

Pearson

Correlatio

.352

.515

.409

.357

.675

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025

www.rsisinternational.org

Page 78

(MAT)

Sig. (2-

tailed)

.000

270

Awareness of

HIV/AIDS

Prevention

(MBT)

Pearson

Correlatio

.352

.478

.198

.449

.704

Sig. (2-

tailed)

.000

.001

.000

270

Awareness of

HIV/AIDS

Treatment

(MCT)

Pearson

Correlatio

.515

.478

.425

.404

.757

Sig. (2-

tailed)

.000

270

Micro-

conceptions

About

HIV/AIDS

and Their

Influence

(MDT)

Pearson

Correlatio

.409

.198

.425

.282

.710

Sig. (2-

tailed)

.000

.001

.000

270

Influence of

Information

Sources on

Awareness

and

Misconceptio

ns (MET)

Pearson

Correlatio

.357

.449

.404

.282

.696

Sig. (2-

tailed)

.000

270

Students’

Perspectives

on HIV/AIDS

Awareness

and

Misconceptio

ns (OVAM)

Pearson

Correlatio

.675

.704

.757

.710

.696

Sig. (2-

tailed)

.000

270

**. Correlation is significant at the 0.01 level (2-tailed).